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https://doi.org/10.1177/1090198120922942
Health Education & Behavior
2020, Vol. 47(4) 504 –508
© 2020 Society for Public
Health Education
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/1090198120922942
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Perspective
Racial capitalism is a fundamental cause of disease in the
world and will be a root cause of the racial and socioeco-
nomic inequities in COVID-19 that we will be left to sort out
when the dust settles. What is a fundamental cause? In Link
and Phelan’s widely cited (1995) theoretical article, they
argued that a social condition is a basic, fundamental cause
of disease disparities if it (a) influences multiple disease out-
comes, (b) affects disease outcomes through multiple risk
factors, (c) involves access to flexible resources that can be
used to minimize both risks and the consequences of disease,
and (d) is reproduced overtime through the continual replace-
ment of intervening mechanisms.
Sociological health research has since proven that both
socioeconomic and racial social inequities are social condi -
tions that fit the formula and contribute to socioeconomic and
racial health inequities (i.e., Gee & Ford, 2011; Lutfey &
Freese, 2005; Phelan & Link, 2015; Phelan et al., 2010;
Sewell, 2016; Williams & Collins, 2001). I extend this conver -
sation by arguing that the research is actually capturing how
racial capitalism works to have a fundamental impact on
health inequities, as Black radical thought traditions suggested
as much decades ago. As introduced by Robinson (1983),
racial capitalism is the idea that racialized exploitation and
capital accumulation are mutually constitutive. Racial capital -
ism created the modern world system, through slavery, colo-
nialism, and genocide because “the development, organization,
and expansion of capitalist society pursued essentially racial
directions, so too did social ideology” (Robinson, 1983, p. 2).
Racially minoritized and economically deprived groups face
capitalist and racist systems that continue to devalue and harm
their lives, even within newer, supposedly deracialized neolib-
eral agendas (Clarno, 2017; Johnson, 2017).
We have ample evidence of racial capitalism as a cause
of health inequities in the United States though, collec-
tively, scholarship has not always connected all the
pieces. For instance, Pulido (2016) argues that racial cap-
italism is at the very core of the Flint, Michigan lead
water crisis:
The people of Flint are so devalued that their lives are
subordinated to the goals of municipal fiscal solvency . . . this
devaluation is based on both their blackness and their surplus
status, with the two being mutually constituted. (p. 1)
Additional research has found that exposure to the Flint
water crisis has been linked to both physical (Sadler et al.,
922942HEBXXX10.1177/1090198120922942Health Education
& BehaviorLaster Pirtle
research-article2020
1University of California Merced, Merced, CA, USA
Corresponding Author:
Whitney N. Laster Pirtle, Department of Sociology, University
of
California Merced, 5200 North Lake Road, Merced, CA 95340,
USA.
Email: [email protected]
Racial Capitalism: A Fundamental Cause
of Novel Coronavirus (COVID-19)
Pandemic Inequities in the United States
Whitney N. Laster Pirtle, PhD1
Abstract
Racial capitalism is a fundamental cause of the racial and
socioeconomic inequities within the novel coronavirus
pandemic
(COVID-19) in the United States. The overrepresentation of
Black death reported in Detroit, Michigan is a case study for
this argument. Racism and capitalism mutually construct
harmful social conditions that fundamentally shape COVID-19
disease inequities because they (a) shape multiple diseases that
interact with COVID-19 to influence poor health outcomes;
(b) affect disease outcomes through increasing multiple risk
factors for poor, people of color, including racial residential
segregation, homelessness, and medical bias; (c) shape access to
flexible resources, such as medical knowledge and freedom,
which can be used to minimize both risks and the consequences
of disease; and (d) replicate historical patterns of inequities
within pandemics, despite newer intervening mechanisms
thought to ameliorate health consequences. Interventions should
address social inequality to achieve health equity across
pandemics.
Keywords
capitalism, coronavirus, COVID-19, fundamental causes, health
inequities, racism
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Laster Pirtle 505
2017) and mental (Cuthbertson et al., 2016) health problems
for poor and people of color and can be explained through
multiple mechanisms, such as disinvested, racially segre-
gated neighborhoods (Michigan Civil Rights Commission
2017).
Travel just 70 miles down I-75 from Flint to Detroit,
Michigan, and we are able to witness in real time the way
racial capitalism is shaping COVID-19 health inequities. In a
report by Michigan’s Health Department, as of April 3, 2020,
Detroit City and surrounding counties have the largest num-
ber of cases in the state; as Nichols (2020) wrote for the New
York Times, Detroit is already mourning. Detroit and its sur-
rounding areas have large populations of people of color,
most of whom are Black Americans and populations that are
poor and working class (Nichols, 2020; Schulz et al., 2002).
Even more striking than the incidence rates, however, is sta-
tistics that reveal that out of the direct deaths related to
COVID-19, 40% of them are of Black residents in a state that
has only 14% Black population. The clock is already ticking
in Detroit on the racial time bomb in the coronavirus crisis
(Blow, 2020), and data replicate these trends in major metros
across the United States including Chicago, New Orleans,
and New York (McCarthy, 2020). The overrepresentation in
mortality among Black Americans, or death gap, is a result of
structural violence (Ansell, 2017) as created through a racial
capitalist system. In the sections that follow, I detail how
racial capitalism acts as a fundamental cause of health ineq-
uities and COVID-19.
A. Racial Capitalism Influences Multiple
Disease Outcomes
First, the people of Detroit already endure multiple health
problems, such as high rates of diabetes (National Medical
Association, 2015). An early report from Italy found that a
large majority of COVID-19 fatalities occurred in those
who had comorbidities, or additional illnesses like diabetes
and asthma, that amplified COVID-19’s wear on the body
(Ebhardt et al., 2020). To be clear, these racial differences in
illnesses are not the result of biological or even behavioral
differences in race but a result of racist, capitalist systems
that structure people’s lives.
B. Racial Capitalism Increases Multiple
Disease Risk Factors
Racism and capitalism have, for example, mutually con-
structed racial residential segregation, which refers to the
physical separation of groups into residential contexts that
are patterned by race (Rothstein, 2017). Racial residential
segregation has been
imposed by legislation, supported by major economic
institutions,
enshrined in the housing policies of the federal government,
enforced by the judicial system, and legitimized by the i deology
of white supremacy that was advocated by the church and other
cultural institutions. (Williams & Collins, 2001, p. 405)
Residents in deprived neighborhoods have less access to
green spaces and healthy, affordable foods; thus, restricting
healthy behaviors. Racial residential segregation means poor
people of color are also forced to live near manufacturing
and other harmful toxins and wastes. People restricted to
these areas endure multiple exposures to harmful physical
and social environments and increased stressful events, all of
which demonstrate how multiple risk factors shape health,
including COVID-19.
A 2002 study by health researchers argued that racial and
spatial relations were fundamental determinants of health in
Detroit (Schulz et al., 2002). Not only is Detroit one of most
segregated cities in America, as mapping data shows (Cable,
2013), but Detroit also ranks in the top 20 major cities in the
United States with highest rates of homelessness (Frohlich,
2019), and the majority of those persons are Black.
Homelessness is another way that racial capitalism puts the
poor, older, and families of color at increased risk for conse -
quences of COVID-19 (Torres, 2020). How can a person
even shelter in place with no shelter?
Given our capitalist, privatized insurance system in the
United States, most homeless and unemployed have inade-
quate access to quality health care (Ansell, 2017). Though, to
be clear, America’s exceptionally unequal, extreme neoliberal
health care system puts the entire country at risk (Gaffney,
2020). Health care inequities are another risk factor; the coro-
navirus does not have to discriminate across race and class,
our health care system does that work on its own. Racial and
economic differences in testing and treatment rates (Farmer,
2020) is one mechanism that shapes disparities. In a recent
interview on PBS News Hour, Dr. Uché Blackstock shared
the implications of racial bias in medical encounters:
when black and brown people interface with the health care
system, they often encounter provider bias. So, we know, and
it’s well-documented, that their pain is undertreated or their
complaints are minimized. So, my concern is that, when these
patients present to emergency departments and hospitals in their
areas with COVID-19 symptoms, that their symptoms may be
downplayed or they may not be taken seriously. And we do
already have the data to support that trend continuing to happen.
(Blackstock, 2020)
C. Racial Capitalism Restricts Access
to Flexible Resources That Buffer
Negative Disease Outcomes
Additionally, racial capitalism is a fundamental cause because it
shapes access to flexible resources. For example, those with
high socioeconomic status secure a superior set of knowledge,
power, money, power, prestige, and beneficial social connec-
tions, all of which can alleviate the consequences of the disease
506 Health Education & Behavior 47(4)
(Link & Phelan, 1995). Think about who has access to up-to-
date reports of COVID-19 that communicate important health
education facts on protection. The wealthy can also afford to
pay others to do their grocery shopping or order online, mean-
while part-time Amazon workers forced to be on the front line
write pleas about having no paid time off (Guendelsberger,
2020). And, why don’t employers value and protect the workers
doing the essential jobs? Jason Hargrove, a Black bus driver in
Detroit, who was exposed to COVID-19 and lacked access to
proper safety equipment wondered this himself shortly before
passing away from the disease (Witsil, 2020).
Racism also restricts those same crucial flexible resources,
in addition to others even more racialized such as freedom.
For instance, unfreedoms, or the lack of control Black
Americans have over their lives in the United States, whether
it be attributed to historical systems of slavery or mass incar -
ceration today, puts them at heighted risks for mental and
physical health problems (e.g., Alexander, 2020; Phelan &
Link, 2018). The vulnerability and unfreedoms of detained
populations at the border and in prisons, who are overwhelm-
ingly Black and Brown and poor, increases their risk for
harsh consequences of COVID-19 (Morse, 2020). Through-
out Michigan’s prison system, as reported on April 3 by
WXYZ Detroit, 184 incarcerated persons have already tested
positive for COVID-19 (R. Jones, 2020).
D. Racial Capitalism Shapes Disease
Outcomes Overtime Despite
Implementation of Intervening
Mechanisms
Finally, intervening mechanisms found to mitigate some
health inequities, like increased public sanitation or health
education interventions, cannot fully eradicate the relationship
between racism, poverty, and health because they are replaced
by other mechanisms, like gentrificatio n and rent surges that
leads to housing instability and homelessness. In fact, mecha-
nisms that sustain racial capitalism present a “fundamental
resilience in the face of changing proximate causes” (Seamster
& Ray, 2018, p. 330). The resilience can be evidenced in the
revert back to previously mitigated mechanisms that are once
again contributing to disease disparities, such as poor water
sanitization (look again no further than the Flint water crisis).
Undeniably, racism and socioeconomic disadvantage
have persistent, significant, multifaceted associations with
poor health. Indeed, historical research on smallpox reveals
that if access to flexible basic resources, like food, medicine,
shelter, and treatment, excluded any subset of the population,
the disease will continue to spread and continue to kill
(Mitchell, 2020). During the 1918 flu epidemic in Chicago,
racist tropes were used to blame the spread of the disease on
Black residents, impeding a quality public health response
(McDonald, 2020). History tells us that pandemics exacer-
bate race and class inequalities.
COVID-19 Is Showing America Who
We Are, Again—But What Can We Do?
An interview on Democracy Now with Dr. Abdul El-Sayed,
former director of the Detroit Health Department, perfectly
summarizes the impact of racial capitalism on COVID-19
inequities in the area, specifically highlighting political and
economic decisions about water:
when you look at communities that are suffering the most,
they’re communities on which environmental injustice,
structural racism, and their implications on poverty, have
already softened the space for the incoming of this virus to
devastate people [emphasis added]. You know, you think about
something like water . . . Detroiters were literally having to pay
back the debt that the entire region incurred because Detroit
was
the single utility purifying water for everybody. And then they
just raised rates . . . and then you fast-forward, and you think
about the incoming pandemic, and we’re telling people to wash
their hands with warm, soapy water for 20 seconds. Well, if you
don’t have water in your house, you can’t do that. All of
those—
all of that is seeded by decisions that have been made, that have
been patterned around race and patterned around wealth for a
very long time [emphasis added]. (El-Sayed, 2020)
Racialized capitalist pursuits have left behind the poor,
people of color in Detroit, devaluing life so much that it
is being easily snatched up by the novel coronavirus
pandemic.
Speaking even more broadly, capitalist gain has threat-
ened the health of millions of Americans within the pan-
demic. Volunteer innovators printing important medical
technologies report being threatened with litigation from
large corporations (Peters, 2020). Individual racketeers have
wiped out entire city’s stock of hand sanitizer in seek of
profit. Wisconsin Republicans in power reject extensions for
returning absentee ballots exploiting the pandemic and
increasing voter disenfranchisement of poor, people of color
(Bearman, 2020). Xenophobic racism has already affected
health outcomes, as governmental officials lacked to enact
policies by othering the problem, or later enacting targeted
border policies (Goh, 2020). Anti-Asian interpersonal dis-
crimination has increased and social distancing may spike
rates of White Nationalism (Dickson, 2020). “Each public
health issue is a snapshot where we can see the unfolding of
the collective processes that define who we are, what we
believe, and what we value as a society” (Wallack, 2019, p.
901). COVID-19 is showing us who we are . . . again.
The racist, capitalist frameworks that sustain the modern
world is a fundamental cause of COVID-19 within and
across countries, but what can we do? As a collective, we
must first ask, what would it take to create the change we
need to solve this problem (Wallack, 2019)? Public health
and health education research, in particular, must look
beyond interventions focused to individual and interpersonal
characteristics and more to institutions, environments, and
Laster Pirtle 507
ideologies (Golden & Earp, 2012). As Link and Phelan
(1995) instruct, “If one wishes to address fundamental social
causes, the intervention must address inequality in the
resources that fundamental causes entail” (p. 89). C. P. Jones
(2014) offers three tangible way to address health equity that
combats racial capitalism: “valuing all individuals and popu-
lations equally; recognizing and rectifying historical injus-
tices; providing resources according to need.” (p. S75).
Acknowledgments
I appreciate early suggestions from Victor Ray and helpful feed-
back from the editor, Jesus Ramirez-Valles. Thoughtful
conversa-
tions with my Graduate Sociology of Health Spring 2020
seminar
students inspired this piece.
Declaration of Conflicting Interests
The author declared no potential conflicts of interest with
respect to
the research, authorship, and/or publication of this article.
Funding
The author received no financial support for the research,
author-
ship, and/or publication of this article.
ORCID iD
Whitney N. Laster Pirtle https://orcid.org/0000-0002-5357-
8629
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04/02/detroit-bus-drivers-dead-covid-19/5115450002/
NURSINGINFORMATICS
andtheFoundationof
Knowledge
FOURTHEDITION
DeeMcGonigle,PhD,RN,CNE,FAAN,ANEF
Director,VirtualLearningExperiences(VLE)and
ProfessorGraduateProgram,ChamberlainCollegeof
NursingMember,InformaticsandTechnologyExpert
Panel(ITEP)fortheAmericanAcademyofNursing
KathleenMastrian,PhD,RN
AssociateProfessorandProgramCoordinatorfor
NursingPennsylvaniaStateUniversity,ShenangoSr.
ManagingEditor,OnlineJournalofNursingInformatics
(OJNI)
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ThePedagogy
NursingInformaticsandtheFoundationof
Knowledge,FourthEditiondrivescomprehension
throughavarietyofstrategiesgearedtowardmeeting
thelearningneedsofstudents,whilealsogenerating
enthusiasmaboutthetopic.Thisinteractiveapproach
addressesdiverselearningstyles,makingthistheideal
texttoensuremasteryofkeyconcepts.The
pedagogicalaidsthatappearinmostchaptersinclude
thefollowing:
SpecialAcknowledgments
Wewanttoexpressoursincereappreciationtothe
staffatJones&BartlettLearning,especiallyAmanda,
Christina,andCarolyn,fortheircontinued
encouragement,assistance,andsupportduringthe
writingprocessandpublicationofourbook.
Contents
Preface
Acknowledgments
Contributors
SECTIONI:BUILDINGBLOCKSOF
NURSINGINFORMATICS
1NursingScienceandtheFoundationof
Knowledge
DeeMcGonigleandKathleenMastrian
Introduction
QualityandSafetyEducationforNurses
Summary
References
2IntroductiontoInformation,Information
Science,andInformationSystems
KathleenMastrianandDeeMcGonigle
Introduction
Information
InformationScience
InformationProcessing
InformationScienceandtheFoundationof
Knowledge
IntroductiontoInformationSystems
Summary
References
3ComputerScienceandtheFoundationof
KnowledgeModel
DeeMcGonigle,KathleenMastrian,and
JuneKaminski
Introduction
TheComputerasaToolforManaging
InformationandGeneratingKnowledge
Components
WhatIstheRelationshipofComputerScience
toKnowledge?
HowDoestheComputerSupportCollaboration
andInformationExchange?
CloudComputing
LookingtotheFuture
Summary
WorkingWisdom
ApplicationScenario
References
4IntroductiontoCognitiveScienceand
CognitiveInformatics
KathleenMastrianandDeeMcGonigle
Introduction
CognitiveScience
SourcesofKnowledge
NatureofKnowledge
HowKnowledgeandWisdomAreUsedin
DecisionMaking
CognitiveInformatics
CognitiveInformaticsandNursingPractice
WhatIsAI?
Summary
References
5EthicalApplicationsofInformatics
DeeMcGonigle,KathleenMastrian,and
NedraFarcus
Introduction
Ethics
Bioethics
EthicalIssuesandSocialMedia
EthicalDilemmasandMorals
EthicalDecisionMaking
TheoreticalApproachestoHealthcareEthics
ApplyingEthicstoInformatics
CaseAnalysisDemonstration
NewFrontiersinEthicalIssues
Summary
References
SECTIONII:PERSPECTIVESONNURSING
INFORMATICS
6HistoryandEvolutionofNursing
Informatics
KathleenMastrianandDeeMcGonigle
Introduction
TheEvolutionofaSpecialty
WhatIsNursingInformatics?
TheDIKWParadigm
CapturingandCodifyingtheWorkofNursing
TheNurseasaKnowledgeWorker
TheFuture
Summary
References
7NursingInformaticsasaSpecialty
DeeMcGonigle,KathleenMastrian,JulieA.
Kenney,andIdaAndrowichIntroduction
NursingContributionstoHealthcare
Informatics
ScopeandStandards
NursingInformaticsRoles
SpecialtyEducationandCertification
NursingInformaticsCompetencies
RewardsofNIPractice
NIOrganizationsandJournals
TheFutureofNursingInformatics
Summary
References
8LegislativeAspectsofNursing
Informatics:HITECHandHIPAA
KathleenM.Gialanella,KathleenMastrian,
andDeeMcGonigleIntroduction
HIPAACameFirst
OverviewoftheHITECHAct
HowaNationalHITInfrastructureIsBeing
Developed
HowtheHITECHActChangedHIPAA
ImplicationsforNursingPractice
FutureRegulations
Summary
References
SECTIONIII:NURSINGINFORMATICS
ADMINISTRATIVE
APPLICATIONS:PRECARE
ANDCARESUPPORT
9SystemsDevelopmentLifeCycle:Nursing
InformaticsandOrganizationalDecision
Making
DeeMcGonigleandKathleenMastrian
Introduction
WaterfallModel
RapidPrototypingorRapidApplication
Development
Object-OrientedSystemsDevelopment
DynamicSystemDevelopmentMethod
Computer-AidedSoftwareEngineeringTools
OpenSourceSoftwareandFree/OpenSource
Software
Interoperability
Summary
References
10AdministrativeInformationSystems
MarianelaZytkowski,SusanPaschke,
KathleenMastrian,andDeeMcGonigle
Introduction
TypesofHealthcareOrganizationInformation
Systems
CommunicationSystems
CoreBusinessSystems
OrderEntrySystems
PatientCareSupportSystems
Interoperability
AggregatingPatientandOrganizationalData
DepartmentCollaborationandExchangeof
KnowledgeandInformation
Summary
References
11TheHuman–TechnologyInterface
DeeMcGonigle,KathleenMastrian,and
JudithA.EffkenIntroduction
TheHuman–TechnologyInterface
TheHuman–TechnologyInterfaceProblem
ImprovingtheHuman–TechnologyInterface
AFrameworkforEvaluation
FutureoftheHuman–TechnologyInterface
Summary
References
12ElectronicSecurity
LisaReevesBertin,KathleenMastrian,and
DeeMcGonigleIntroduction
SecuringNetworkInformation
AuthenticationofUsers
ThreatstoSecurity
SecurityTools
OffsiteUseofPortableDevices
Summary
References
13WorkflowandBeyondMeaningfulUse
DeeMcGonigle,KathleenMastrian,and
DeniseHammel-JonesIntroduction
WorkflowAnalysisPurpose
WorkflowandTechnology
WorkflowAnalysisandInformaticsPractice
InformaticsasaChangeAgent
MeasuringtheResults
FutureDirections
Summary
References
SECTIONIV:NURSINGINFORMATICS
PRACTICEAPPLICATIONS:
CAREDELIVERY
14TheElectronicHealthRecordand
ClinicalInformatics
EmilyB.Barey,KathleenMastrian,andDee
McGonigle
Introduction
SettingtheStage
ComponentsofElectronicHealthRecords
AdvantagesofElectronicHealthRecords
StandardizedTerminologyandtheEHR
OwnershipofElectronicHealthRecords
FlexibilityandExpandability
AccountableCareOrganizationsandtheEHR
TheFuture
Summary
References
15InformaticsToolstoPromotePatient
SafetyandQualityOutcomes
DeeMcGonigleandKathleenMastrian
Introduction
WhatIsaCultureofSafety?
StrategiesforDevelopingaSafetyCulture
InformaticsTechnologiesforPatientSafety
RoleoftheNurseInformaticist
Summary
References
16PatientEngagementandConnected
Health
KathleenMastrianandDeeMcGonigle
Introduction
ConsumerDemandforInformation
HealthLiteracyandHealthInitiatives
HealthcareOrganizationApproachesto
Engagement
PromotingHealthLiteracyinSchool-Aged
Children
SupportingUseoftheInternetforHealth
Education
FutureDirectionsforEngagingPatients
Summary
References
17UsingInformaticstoPromote
Community/PopulationHealth
DeeMcGonigle,KathleenMastrian,
MargaretRossKraft,andIdaAndrowich
Introduction
CorePublicHealthFunctions
CommunityHealthRiskAssessment:Toolsfor
AcquiringKnowledge
ProcessingKnowledgeandInformationto
SupportEpidemiologyandMonitoringDisease
Outbreaks
ApplyingKnowledgetoHealthDisaster
PlanningandPreparation
InformaticsToolstoSupportCommunication
andDissemination
UsingFeedbacktoImproveResponsesand
PromoteReadiness
Summary
References
18TelenursingandRemoteAccess
Telehealth
OriginalcontributionbyAudreyKinsella,
KathleenAlbright,SheldonPrial,and
SchuylerF.Hoss;revisedbyKathleen
MastrianandDeeMcGonigleIntroduction
TheFoundationofKnowledgeModelandHome
Telehealth
NursingAspectsofTelehealth
HistoryofTelehealth
DrivingForcesforTelehealth
TelehealthCare
Telenursing
TelehealthPatientPopulations
ToolsofHomeTelehealth
HomeTelehealthSoftware
HomeTelehealthPracticeandProtocols
Legal,Ethical,andRegulatoryIssues
ThePatient’sRoleinTelehealth
TelehealthResearch
EvolvingTelehealthModels
PartingThoughtsfortheFutureandaView
TowardWhattheFutureHolds
Summary
References
SECTIONV:EDUCATIONAPPLICATIONSOF
NURSINGINFORMATICS
19NursingInformaticsandNursing
Education
HeatherE.McKinney,SylviaDeSantis,
KathleenMastrian,andDeeMcGonigle
Introduction:NursingEducationandthe
FoundationofKnowledgeModel
KnowledgeAcquisitionandSharing
EvolutionofLearningManagementSystems
DeliveryModalities
TechnologyToolsSupportingEducation
Internet-BasedTools
PromotingActiveandCollaborativeLearning
KnowledgeDisseminationandSharing
ExploringInformationFairUseandCopyright
Restrictions
TheFuture
Summary
References
20Simulation,GameMechanics,andVirtual
WorldsinNursingEducation
DeeMcGonigle,KathleenMastrian,Brett
Bixler,andNickolausMiehlIntroduction
SimulationinNursingInformaticsEducation
NursingInformaticsCompetenciesinNursing
Education
ACaseforSimulationinNursingInformatics
EducationandNursingEducation
IncorporatingEHRsintotheLearning
Environment
ChallengesandOpportunities
TheFutureofSimulationinNursing
InformaticsEducation
GameMechanicsandVirtualWorldSimulation
forNursingEducation
GameMechanicsandEducationalGames
VirtualWorldsinEducation
ChoosingAmongSimulations,Educational
Games,andVirtualWorlds
TheFutureofSimulations,Games,andVirtual
WorldsinNursingEducation
Summary
References
SECTIONVI:RESEARCHAPPLICATIONSOF
NURSINGINFORMATICS
21NursingResearch:DataCollection,
Processing,andAnalysis
HeatherE.McKinney,SylviaDeSantis,
KathleenMastrian,andDeeMcGonigle
Introduction:NursingResearchandthe
FoundationofKnowledgeModel
KnowledgeGenerationThroughNursing
Research
AcquiringPreviouslyGainedKnowledge
ThroughInternetandLibraryHoldings
FairUseofInformationandSharing
InformaticsToolsforCollectingDataand
StorageofInformation
ToolsforProcessingDataandData Analysis
TheFuture
Summary
References
22DataMiningasaResearchTool
DeeMcGonigleandKathleenMastrian
Introduction:BigData,DataMining,and
KnowledgeDiscovery
KDDandResearch
DataMiningConcepts
DataMiningTechniques
DataMiningModels
BenefitsofKDD
DataMiningandElectronicHealthRecords
EthicsofDataMining
Summary
References
23TranslationalResearch:Generating
EvidenceforPractice
JenniferBredemeyer,IdaAndrowich,Dee
McGonigle,andKathleenMastrian
Introduction
ClarificationofTerms
HistoryofEvidence-BasedPractice
Evidence
BridgingtheGapBetweenResearchand
Practice
BarrierstoandFacilitatorsofEvidence-Based
Practice
TheRoleofInformatics
DevelopingEBPGuidelines
Meta-AnalysisandGenerationofKnowledge
TheFuture
Summary
References
24Bioinformatics,BiomedicalInformatics,
andComputationalBiology
DeeMcGonigleandKathleenMastrian
Introduction
Bioinformatics,BiomedicalInformatics,and
ComputationalBiologyDefined
WhyAreBioinformaticsandBiomedical
InformaticsSoImportant?
WhatDoestheFutureHold?
Summary
References
SECTIONVII:IMAGININGTHEFUTUREOF
NURSINGINFORMATICS
25TheArtofCaringinTechnology-Laden
Environments
KathleenMastrianandDeeMcGonigle
Introduction
CaringTheories
Presence
StrategiesforEnhancingCaringPresence
ReflectivePractice
Summary
References
26NursingInformaticsandtheFounda tion
ofKnowledge
DeeMcGonigleandKathleenMastrian
Introduction
FoundationofKnowledgeRevisited
TheNatureofKnowledge
KnowledgeUseinPractice
CharacteristicsofKnowledgeWorkers
KnowledgeManagementinOrganizations
ManagingKnowledgeAcrossDisciplines
TheLearningHealthcareSystem
Summary
References
Abbreviations
Glossary
Index
Preface
Theideaforthistextoriginatedwiththedevelopment
ofnursinginformatics(NI)classes,thepublicationof
articlesrelatedtotechnology-basededucation,andthe
creationoftheOnlineJournalofNursingInformatics
(OJNI),whichDeeMcGoniglecofoundedwithRenee
Eggers.Likemostnurseinformaticists,wefellintothe
specialty;ourloveaffairwithtechnologyandgadgets
andourwillingnesstobethefirsttotrynewthings
helpedtohookusintothespecialtyofinformatics.The
rapidevolutionoftechnologyanditstransformationof
thewaysofnursingpromptedustotrytocapturethe
essenceofNIinatext.
Asweweredevelopingthefirstedition,werealized
thatwecouldnotpossiblyknowallthereistoknow
aboutinformaticsandthewayinwhichitsupports
nursingpractice,education,administration,and
research.Wealsoknewthatourfacultyroles
constrainedouropportunitiesforexposuretochanges
inthisrapidlyevolvingfield.Therefore,wedevelopeda
tentativeoutlineandaworkingmodelofthetheoretical
frameworkforthetextandinvitedparticipationfro m
informaticsexpertsandspecialistsaroundtheworld.
Wewerepleasedwiththeenthusiasticresponseswe
receivedfromsomeofthoseinvitedcontributorsanda
fewvolunteerswhoheardaboutthetextandaskedto
participateintheirparticularareaofexpertise.
Inthesecondedition,wei nvitedtheoriginal
contributorstoreviseandupdatetheirchapters.Not
everyonechosetoparticipateinthesecondedition,so
werevisedseveralofthechaptersusingtheoriginal
workasaspringboard.Therevisionstothetextwere
guidedbythecontributors’growinginformatics
expertiseandthereviewsprovidedbytextbook
adopters.Intherevisions,wesoughttodothe
following:
Expandtheaudiencefocustoincludenursing
studentsfromBSthroughDNPprogramsaswellas
nursesthrustintoinformaticsrolesinclinical
agencies.
Include,wheneverpossible,anattention-grabbing
casescenarioasanintroductionoranillustrative
casescenariodemonstratingwhythetopicis
important.
Includeimportantresearchfindingsrelatedtothe
topic.Manychaptershaveresearchbriefs
presentedintextboxestoencouragethereaderto
accesscurrentresearch.
Focusoncutting-edgeinnovations,meaningfuluse,
andpatientsafetyasappropriatetoeachtopic.
Includeaparagraphdescribingwhatthefuture
holdsforeachtopic.
Newchaptersthatwereaddedtothesecondedition
includedthosefocusingontechnologyandpatient
safety,systemdevelopmentlifecycle,workflow
analysis,gaming,simulation,andbioinformatics.
Inthethirdedition,wereviewedandupdatedallofthe
chapters,reorderedsomechaptersforbettercontent
flow,eliminatedduplicatedcontent,splittheeducation
andresearchcontentintotwosections,integrated
socialmediacontent,andaddedtwonewchapters:
DataMiningasaResearchToolandTheArtofCaring
inTechnology-LadenEnvironments.
Inthisfourthedition,wereviewedandupdatedallof
thechaptersbasedontechnologicaladvancements
andchangestothehealthcarearena,including
reimbursementmechanismsforservices.Wehave
paredthiseditiondownto26chaptersfromthe
previousedition’s29;onechaptereachwasdeleted
fromSectionsII,V,andVII.SectionIincludes
updatestothesamefivechaptersonthebuilding
blocksofnursinginformatics,withextensivechanges
toChapter3,ComputerScienceandtheFoundationof
KnowledgeModel.Toimproveflow,wecombined
content.InSectionII,thepreviousfourchapterswere
narrowedtothree.NewChapters6,Historyand
EvolutionofNursingInformaticsand7,Nursing
InformaticsasaSpecialty,weredevelopedand
appropriatematerialfrompreviousChapters6,7,and
8wereassimilated.Thissectionendswithanupdated
Chapter8,LegislativeAspectsofNursingInformatics:
HITECHandHIPAA(formerlyChapter9).SectionIII
containsthesamefivechapters,althoughallwere
updatedandChapter13,WorkflowandBeyond
MeaningfulUse(formerlyChapter14)nowreflectsthe
paymentmodelsandreimbursementissuesthatwe
areadjustingtoaftermeaningfulusehasgoneaway.
SectionIVcontainsthesamefivechapterswith
updatedcontentandsomenamechangestoreflectthe
currentstatusofinformaticsandhealthcare.Chapter
15wasrenamedtoInformaticsToolstoPromote
PatientSafetyandQualityOutcomes,andChapter16
hasbeenchangedtoPatientEngagementand
ConnectedHealth.SectionVwentfromthreechapters
totwochapters:Chapter19(formerlyChapter20)
wasupdated,whilethenew Chapter20,Simulation,
GameMechanics,andVirtualWorldsinNursing
Education,hadcontentfromformerChapters21and
22integratedduringitsdevelopment.SectionVIwas
renamedtoResearchApplicationsofNursing
Informatics.Itstillhasthesamefourchapters,which
havebeenupdated,butthefirstchapterinthissection,
21,wasrenamedtoreflectnursingresearch;itsnew
nameisNursingResearch:DataCollection,
Processing,andAnalysis.SectionVIIwentfromthree
chapterstotwochapters.Becauseemerging
technologiesarediscussedthroughoutthetext,the
chapterfocusingspecificallyonthatwasremoved.The
twochaptersthatremainareChapter25,TheArtof
CaringinTechnology-LadenEnvironments,andthe
newChapter26,NursingInformaticsandKnowledge
Management.Inaddition,theancillarymaterialshave
beenupdatedandenhancedtoincludecompe tency-
basedself-assessmentsandmappingthecontentto
thecurrentNIstandards.
Webelievethatthistextprovidesacomprehensive
elucidationofthisexcitingfield.Itstheoretical
underpinningistheFoundationofKnowledgemodel.
Thismodelisintroducedinitsentiretyinthefirst
chapter(NursingScienceandtheFoundationof
Knowledge),whichdiscussesnursingscienceandits
relationshiptoNI.Webelievethathumansareorganic
informationsystemsthatareconstantlyacquiring,
processing,andgeneratinginformationorknowledge
inboththeirprofessionalandpersonallives.Itistheir
highdegreeofknowledgethatcharacterizeshumans
asextremelyintelligent,organicmachines.Individuals
havetheabilitytomanageknowledge—anabilitythat
islearnedandhonedfrombirth.Wemakeourway
throughlifeinteractingwithourenvironmentandbeing
inundatedwithinformationandknowledge.We
experienceourenvironmentandlearnbyacquiring,
processing,generating,anddisseminatingknowledge.
Asweinteractinourenvironment,weacquire
knowledgethatwemustprocess.Thisprocessing
effortcausesustoredefineandrestructureour
knowledgebaseandgeneratenewknowledge.We
thenshare(disseminate)thisnewknowledgeand
receivefeedbackfromothers.Thedisseminationand
feedbackinitiatethiscycleofknowledgeoveragain,as
weacquire,process,generate,anddisseminatethe
knowledgegainedfromsharingandre-exploringour
ownknowledgebase.Asothersrespondtoour
knowledgedisseminationandweacquirenew
knowledge,weengageinrethinkingandreflectingon
ourknowledge,processing,generating,andthen
disseminatinganew.
Thepurposeofthistextistoprovideasetofpractical
andpowerfultoolstoensurethatthereadergainsan
understandingofNIandmovesfrominformation
throughknowledgetowisdom.Definingthedemands
ofnursesandprovidingtoolstohelpthemsurviveand
succeedintheKnowledgeEraremainsamajor
challenge.Exposingnursingstudentsandnursesto
theprinciplesandtoolsusedinNIhelpstoprepare
themtomeetthechallengeofpracticingnursinginthe
KnowledgeErawhilestrivingtoimprovepatientcareat
alllevels.
Thetextprovidesacomprehensiveframeworkthat
embracesknowledgesothatreaderscandeveloptheir
knowledgerepositoriesandthewisdomnecessaryto
actonandapplythatknowledge.Thetextisdivided
intosevensections.
SectionI,BuildingBlocksofNursingInformatics,
coversthebuildingblocksofNI:nursingscience,
informationscience,computerscience,cognitive
science,andtheethicalmanagementof
information.
SectionII,PerspectivesonNursingInformatics,
providesreaderswithalookatvariousviewpoints
onNIandNIpracticeasdescribedbyexpertsinthe
field.
SectionIII,NursingInformaticsAdministrative
Applications:PrecareandCareSupport,covers
importantfunctionsofadministrativeapplicationsof
NI.
SectionIV,NursingInformaticsPractice
Applications:CareDelivery,covershealthcare
deliveryapplicationsincludingelectronichealth
records(EHRs),clinicalinformationsystems,
telehealth,patientsafety,patientandcommunity
education,andcaremanagement.
SectionV,EducationApplicationsofNursing
Informatics,presentssubjectmatteronhow
informaticssupportsnursingeducation.
SectionVI,ResearchApplicationsofNursing
Informatics,coversinformaticstoolstosupport
nursingresearch,includingdataminingand
bioinformatics.
SectionVII,ImaginingtheFutureofNursing
Informatics,focusesonthefutureofNI,
emphasizestheneedtopreservecaringfunctions
intechnology-ladenenvironments,andreviewsthe
relationshipofnursinginformaticstoorganizational
knowledgemanagement.
Theintroductiontoeachsectionexplainsthe
relationshipbetweenthecontentofthatsectionandthe
FoundationofKnowledgemodel.Thistextplacesthe
materialwithinthecontextofknowledgeacquisition,
processing,generation,anddissemination.Itserves
bothnursingstudents(BStoDNP/PhD)and
professionalswhoneedtounderstand,use,and
evaluateNIknowledge.Asnursingprofessors,our
majorresponsibilityistopreparethepractitionersand
leadersinthefield.BecauseNIpermeatestheentire
scopeofnursing(practice,administration,education,
andresearch),nursingeducationcurriculamust
includeNI.Ourprimaryobjectiveistodevelopthemost
comprehensiveanduser-friendlyNItextonthemarket
topreparenursesforcurrentandfuturepractice
challenges.Inparticular,thistextprovidesasolid
groundworkfromwhichtointegrateNIintopractice,
education,administration,andresearch.
Goalsofthistextareasfollows:
ImpartcoreNIprinciplesthatshouldbefamiliarto
everynurseandnursingstudent
Helpthereaderunderstandknowledgeandhowit
isacquired,processed,generated,and
disseminated
ExplorethechangingroleofNIprofessionals
DemonstratethevalueoftheNIdisciplineasan
attractivefieldofspecialization
Meetingthesegoalswillhelpnursesandnursing
studentsunderstandandusefundamentalNIprinciples
sothattheyefficientlyandeffectivelyfunctionas
currentandfuturenursingprofessionalstoenhancethe
nursingprofessionandimprovethequalityofhealth
care.Theoverallvision,framework,andpedagogyof
thistextofferbenefitstoreadersbyhighlighting
establishedprincipleswhiledrawingoutnewonesthat
continuetoemergeasnursingandtechnologyevolve.
Acknowledgments
Wearedeeplygratefultothecontributorswho
providedthistextwitharichnessanddiversityof
contentthatwecouldnothavecapturedalone.Joan
Humphreyprovidedsocialmediacontentintegrated
throughoutthetext.Weespeciallywishto
acknowledgethesuperiorworkofAliciaMastrian,
graphicdesigneroftheFoundationofKnowledge
model,whichservesasthetheoreticalframeworkon
whichthistextisanchored.Wecouldneverhave
completedthisprojectwithoutthededicatedand
patienteffortsoftheJones&BartlettLearningstaff,
especiallyAmandaMartin,EmmaHuggard,and
ChristinaFreitas,allofwhomfieldedourquestionsand
concernsinaveryprofessional,respectful,andtimely
manner.
Deeacknowledgestheundyinglove,support,patience,
andcontinuedencouragementofherbestfriendand
husband,Craig,andherson,Craig,whohasmadeher
soveryproud.Shesincerelythankshercousins
Camille,Glenn,MaryJane,andSonny,andherdear
friendsfortheirsupportandencouragement,especially
Renee.
Kathyacknowledgesthelovingsupportofherfamily:
husbandChip;childrenBenandAlicia;sistersCarol
andSue;andparentsRobertandRosalieGarver.She
dedicatesherworkonthiseditiontoherdad,Robert,
whodiedSeptember17,2016.Kathyalso
acknowledgesthosefriendswhounderstandthe
importanceofvalidation,especiallyKatie,Lisa,Kathy,
Maureen,Anne,Barbara,andSally.
Authors’Note
Thistextprovidesanoverviewofnursinginformatics
fromtheperspectiveofdiverseexpertsinthefield,with
afocusonnursinginformaticsandtheFoundationof
Knowledgemodel.Wewantourreadersandstudents
tofocusontherelationshipofknowledgetoinformatics
andtoembraceandmaintainthecaringfunctionsof
nursing—messagesalltoooftenlostintheromance
withtechnology.Wehopeyouenjoythetext!
Contributors
IdaAndrowich,PhD,RN,BC,FAAN
LoyolaUniversityChicago
SchoolofNursing
Maywood,IL
EmilyBarey,MSN,RN
DirectorofNursingInformatics
EpicSystemsCorporation
Madison,WI
LisaReevesBertin,BS,EMBA
PennsylvaniaStateUniversity
Sharon,PA
BrettBixler,PhD
PennsylvaniaStateUniversity
UniversityPark,PA
JenniferBredemeyer,RN
LoyolaUniversityChicago
SchoolofNursing
Skokie,IL
StevenBrewer,PhD
AssistantProfessor,AdministrationofJustice
PennsylvaniaStateUniversity
Sharon,PA
SylviaM.DeSantis,MA
PennsylvaniaStateUniversity
UniversityPark,PA
JudithEffken,PhD,RN,FACMI
UniversityofArizona
CollegeofNursing
Tucson,AZ
NedraFarcus,MSN,RN
RetiredfromPennsylvaniaStateUniversity,Altoona
Altoona,PA
KathleenM.Gialanella,JD,RN,LLM
LawOffices
Westfield,NJ
AssociateAdjunctProfessor
TeachersCollege,ColumbiaUniversity
NewYork,NY
AdjunctProfessor
SetonHallUniversity,CollegeofNursing&School
ofLaw
SouthOrange&Newark,NJ
DeniseHammel-Jones,MSN,RN-BC,CLSSBB
GreencastleAssociatesConsulting
Malvern,PA
NicholasHardiker,PhD,RN
SeniorResearchFellow
UniversityofSalford
SchoolofNursing&Midwifery
Salford,UK
GlennJohnson,MLS
PennsylvaniaStateUniversity
UniversityPark,PA
JuneKaminski,MSN,RN
KwantlenUniversityCollege
Surrey,BritishColumbia,Canada
JulieKenney,MSN,RNC-OB
ClinicalAnalyst
AdvocateHealthCare
OakBrook,IL
MargaretRossKraft,PhD,RN
LoyolaUniversityChicago
SchoolofNursing
Maywood,IL
WendyL.Mahan,PhD,CRC,LPC
PennsylvaniaStateUniversity
UniversityPark,PA
HeatherMcKinney,PhD
PennsylvaniaStateUniversity
UniversityPark,PA
NickolausMiehl,MSN,RN
OregonHealthSciencesUniversity
Monmouth,OR
LynnM.Nagle,PhD,RN
AssistantProfessor
UniversityofToronto
Toronto,Ontario,Canada
RamonaNelson,PhD,RN-BC,FAAN,ANEF
ProfessorEmerita,SlipperyRockUniversity
President,RamonaNelsonConsulting
Pittsburgh,PA
NancyStaggers,PhD,RN,FAAN
Professor,Informatics
UniversityofMaryland
Baltimore,MD
JeffSwain
InstructionalDesigner
PennsylvaniaStateUniversity
UniversityPark,PA
DeniseD.Tyler,MSN/MBA,RN-BC
ImplementationSpecialist
HealthcareProvider,Consulting
ACS,aXeroxCompany
Dearborn,MI
TheEditorsalsoacknowledgetheworkofthe
followingfirsteditioncontributors(original
contributionseditedbyMcGonigleandMastrianfor
secondedition):
KathleenAlbright,BA,RN
StrategicAccountManageratGEHealthcare
Philadelphia,PA
SchuylerF.Hoss,BA
NorthwestHealthcareManagement
Vancouver,WA
AudreyKinsella,MA,MS
InformationforTomorrow
TelehealthPlanningServices
Asheville,NC
PeterJ.Murray,PhD,RN,FBCS
Coachman’sCottage
Nocton,Lincoln,UK
SusanM.Paschke,MSN,RN
TheClevelandClinic
Cleveland,OH
SheldonPrial,RPH,BSPharmacy
SheldonPrialConsultance
Melbourne,FL
JackieRitzko
PennsylvaniaStateUniversity
Hazelton,PA
MarianelaZytkowsi,MSN,RN
TheClevelandClinic
Cleveland,OH
SECTIONI:Building
BlocksofNursing
Informatics
Chapter1NursingScienceandtheFoundation
ofKnowledge
Chapter2IntroductiontoInformation,
InformationScience,andInformationSystems
Chapter3ComputerScienceandthe
FoundationofKnowledgeModel
Chapter4IntroductiontoCognitiveScienceand
CognitiveInformatics
Chapter5EthicalApplicationsofInformatics
Nursingprofessionalsareinformation-dependent
knowledgeworkers.Ashealthcarecontinuestoevolve
inanincreasinglycompetitiveinformationmarketplace,
professionals—thatis,theknowledgeworkers—must
bewellpreparedtomakesignificantcontributionsby
harnessingappropriateandtimelyinformation.Nursing
informatics(NI),aproductofthescientificsynthesisof
informationinnursing,encompassesconceptsfrom
computerscience,cognitivescience,information
science,andnursingscience.NIcontinuestoevolve
asmoreandmoreprofessionalsaccess,use,and
developtheinformation,computer,andcognitive
sciencesnecessarytoadvancenursingscienceforthe
bettermentofpatientsandtheprofession.Regardless
oftheirfuturerolesinthehealthcaremilieu,itisclear
thatnursesneedtounderstandtheethicalapplication
ofcomputer,information,andcognitivesciencesto
advancenursingscience.
ToimplementNI,onemustviewitfromtheperspective
ofboththecurrenthealthcaredeliverysystemand
specific,individualorganizationalneeds,while
anticipatingandcreatingfutureapplicationsinboththe
healthcaresystemandthenursingprofession.Nursing
professionalsshouldbeexpectedtodiscover
opportunitiestouseNI,participateinthedesignof
solutions,andbechallengedtoidentify,develop,
evaluate,modify,andenhanceapplicationstoimprove
patientcare.Thistextisdesignedtoprovidethereader
withtheinformationandknowledgeneededtomeet
thisexpectation.
SectionIpresentsanoverviewofthebuildingblocksof
NI:nursing,information,computer,andcognitive
sciences.Alsoincludedinthissectionisachapteron
ethicalapplicationsofhealthcareinformatics.This
sectionlaysthefoundationfortheremainderofthe
book.
TheNursingScienceandtheFoundationofKnowledge
chapterdescribesnursingscienceandintroducesthe
FoundationofKnowledgemodelastheconceptual
frameworkforthebook.Inthischapter,aclinicalcase
scenarioisusedtoillustratetheconceptscentralto
nursingscience.Adefinitionofnursingscienceisalso
derivedfromtheAmericanNursesAssociation’s
definitionofnursing.Nursingscienceistheethical
applicationofknowledgeacquiredthrougheducation,
research,andpracticetoprovideservicesand
interventionstopatientstomaintain,enhance,or
restoretheirhealth,andtoacquire,process,generate,
anddisseminatenursingknowledgetoadvancethe
nursingprofession.Informationisacentralconcept
andhealthcare’smostvaluableresource.Information
scienceandsystems,togetherwithcomputers,are
constantlychangingthewayhealthcareorganizations
conducttheirbusiness.Thiswillcontinuetoevolve.
Topreparefortheseinnovations,there adermust
understandfundamentalinformationandcomputer
concepts,coveredintheIntroductiontoInformation,
InformationScience,andInformationSystemsand
ComputerScienceandtheFoundationofKnowledge
Modelchapters,respectively.Informationsciencedeals
withtheinterchange(orflow)andscaffolding(or
structure)ofinformationandinvolvestheapplicationof
informationtoolsforsolutionstopatientcareand
businessproblemsinhealthcare.Tobeabletouse
andsynthesizeinformationeffectively,anindividual
mustbeabletoobtain,perceive,process,synthesize,
comprehend,convey,andmanagetheinformation.
Computersciencedealswithunderstandingthe
development,design,structure,andrelationshipof
computerhardwareandsoftware.Thisscienceoffers
extremelyvaluabletoolsthat,ifusedskillfully,can
facilitatetheacquisitionandmanipulationofdataand
informationbynurses,whocanthensynthesizethese
resourcesintoanever-evolvingknowledgeand
wisdombase.Thisnotonlyfacilitatesprofessional
developmentandtheabilitytoapplyevidence-based
practicedecisionswithinnursingcare,but,iftheresul ts
aredisseminatedandshared,canalsoadvancethe
profession’sknowledgebase.Thedevelopmentof
knowledgetools,suchastheautomationofdecision
makingandstridesinartificialintelligence,hasaltered
theunderstandingofknowledgeanditsrepresentation.
Theabilitytostructureknowledgeelectronically
facilitatestheabilitytoshareknowledgestructuresand
enhancecollectiveknowledge.
AsdiscussedintheIntroductiontoCognitiveScience
andCognitiveInformaticschapter,cognitivescience
dealswithhowthehumanmindfunctions.Thisscience
encompasseshowpeoplethink,understand,
remember,synthesize,andaccessstoredinformation
andknowledge.Thenatureofknowledge,including
howitisdeveloped,used,modified,andshared,
providesthebasisforcontinuedlearningand
intellectualgrowth.
TheEthicalApplicationsofInformati cschapterfocuses
onethicalissuesassociatedwithmanagingprivate
informationwithtechnologyandprovidesaframework
foranalyzingethicalissuesandsupportingethical
decisionmaking.
Thematerialwithinthisbookisplacedwithinthe
contextoftheFoundationofKnowledgemodel(shown
inFigureI-1andperiodicallythroughoutthebook,but
morefullyintroducedandexplainedintheNursing
ScienceandtheFoundationofKnowledgechapter).
TheFoundationofKnowledgemodelisused
throughoutthetexttoillustratehowknowledgeisused
tomeettheneedsofhealthcaredeliverysystems,
organizations,patients,andnurses.Itisthrough
interactionwiththesebuildingblocks—thetheories,
architecture,andtools—thatoneacquiresthebitsand
piecesofdatanecessary,processestheseinto
information,andgeneratesanddisseminatesthe
resultingknowledge.Throughthisdynamicexchange,
whichincludesfeedback,individualscontinuethe
interactionanduseofthesesciencestoinputor
acquire,process,andoutputordisseminategenerated
knowledge.Humansexperiencetheirenvironmentand
learnbyacquiring,processing,generating,and
disseminatingknowledge.Whentheythenshare
(disseminate)thisnewknowledgeandreceive
feedbackontheknowledgetheyhaveshared,the
feedbackinitiatesthecycleofknowledgeallover
again.Asindividualsacquire,process,generate,and
disseminateknowledge,theyaremotivatedtoshare,
rethink,andexploretheirownknowledgebase.This
complexprocessiscapturedintheFoundationof
Knowledgemodel.Throughoutthechaptersinthe
BuildingBlocksofNursingInformaticssection,readers
arechallengedtothinkabouthowthemodelcanhelp
themtounderstandthewaysinwhichtheyacquire,
process,generate,disseminate,andthenreceiveand
processfeedbackontheirnewknowledgeofthe
buildingblocksofNI.
FigureI-1FoundationofKnowledgeModel
DesignedbyAliciaMastrian
CHAPTER1:Nursing
Scienceandthe
Foundationof
Knowledge
DeeMcGonigleandKathleenMastrian
Objectives
1. Definenursingscienceandits
relationshiptovariousnursingrolesand
nursinginformatics.
2. IntroducetheFoundationofKnowledge
modelastheorganizingconceptual
frameworkforthetext.
3. Explaintherelationshipsamong
knowledgeacquisition,knowledge
processing,knowledgegeneration,
knowledgedissemination,andwisdom.
KeyTerms
»Borrowedtheory
»Buildingblocks
»Clinicaldatabases
»Clinicalpracticeguidelines
»Conceptualframework
»Data
»Datamining
»Evidence
»Feedback
»FoundationofKnowledgemodel
»Information
»Knowledge
»Knowledgeacquisition
»Knowledgedissemination
»Knowledgegeneration
»Knowledgeprocessing
»Knowledgeworker
»Nursinginformatics
»Nursingscience
»Nursingtheory
»Relationaldatabase
»Transparentwisdom
Introduction
Nursinginformaticshasbeentraditionallydefinedas
aspecialtythatintegratesnursingscience,computer
science,andinformationsciencetomanageand
communicatedata,information,knowledge,and
wisdominnursingpractice.Thischapterfocuseson
nursingscienceasoneofthebuildi ngblocksof
nursinginformatics.AsdepictedinFigure1-1,the
traditionaldefinitionofnursinginformaticsisextended
toincludecognitivescience.TheFoundationof
Knowledgemodelisalsointroducedastheorganizing
conceptualframeworkofthistext,andthemodelis
tiedtonursingscienceandthepracticeofnursing
informatics.Tolaythegroundworkforthisdiscussion,
considerthefollowingpatientscenario:
TomH.isaregisterednursewhoworks
inaverybusymetropolitanhospital
emergencyroom.Hehasjustadmitteda
79-year-oldmanwhosewifebroughthim
tothehospitalbecauseheishaving
troublebreathing.Tomimmediatelyclips
apulseoximetertothepatient’sfinger
andperformsaveryquickassessmentof
thepatient’sothervitalsigns.He
discoversarapidpulserateanda
decreasedoxygensaturationlevelin
additiontotherapidandlabored
breathing.Tomdeterminesthatthe
patientisnotinimmediatedangerand
thathedoesnotrequireintubation.Tom
focuseshisinitialattentiononeasingthe
patient’slaboredbreathingbyelevating
theheadofthebedandinitiatingoxygen
treatment;hethenhooksthepatientupto
aheartmonitor.Tomcontinuestoassess
thepatient’sbreathingstatusashe
performsahead-to-toeassessmentof
thepatientthatleadstothenursing
diagnosesandadditionalinterventions
necessarytoprovidecomprehensivecare
tothispatient.
ConsiderTom’sactionsandhowandwhyhe
intervenedashedid.Tomreliedontheimmediatedata
andinformationthatheacquiredduringhisinitial
rapidassessmenttodeliverappropriatecaretohis
patient.Tomalsousedtechnology(apulseoximeter
andaheartmonitor)toassistwithandsupportthe
deliveryofcare.Whatisnotimmediatelyapparent,and
somewouldargueistransparent(donewithout
consciousthought),isthefactthatduringtherapid
assessment,Tomreachedintohisknowledgebaseof
previouslearningandexperiencestodirecthiscare,so
thathecouldactwithtransparentwisdom.Heused
bothnursingtheoryandborrowedtheorytoinform
hispractice.Tomcertainlyusednursingprocess
theory,andhemayhavealsousedoneofseveral
othernursingtheories,suchasRogers’sscienceof
unitaryhumanbeings,Orem’stheoryofself-care
deficit,orRoy’sadaptationtheory.Inaddition,Tom
mayhaveappliedhisknowledgefromsomeofthe
basicsciences,suchasanatomy,physiology,
psychology,andchemistry,ashedeterminedthe
patient’simmediateneeds.InformationfromMaslow’s
hierarchyofneeds,Lazarus’stransactionmodelof
stressandcoping,andthehealthbeliefmodelmay
havealsohelpedTompracticeprofessionalnursing.
Hegathereddata,andthenanalyzedandinterpreted
thosedatatoformaconclusion—theessenceof
science.Tomhasillustratedthepracticalaspectsof
nursingscience.
TheAmericanNursesAssociation(2016)defines
nursinginthisway:“Nursingistheprotection,
promotion,andoptimizationofhealthandabilities,
preventionofillnessandinjury,facilitationofhealing,
alleviationofsufferingthroughthediagnosisand
treatmentofhumanresponse,andadvocacyinthe
careofindividuals,families,groups,communities,and
populations”(para.1).Thusthefocusofnursingison
humanresponsestoactualorpotentialhealth
problemsandadvocacyforvariousclients.These
humanresponsesarevariedandmaychangeover
timeinasinglecase.Nursesmustpossessthe
technicalskillstomanageequipmentandperform
procedures,theinterpersonalskillstointeract
appropriatelywithpeople,andthecognitiveskillsto
observe,recognize,andcollectdata;analyzeand
interpretdata;andreachareasonableconclusionthat
formsthebasisofadecision.Attheheartofallof
theseskillsliesthemanagementofdataand
information.Thisdefinitionofnursingsciencefocuses
ontheethicalapplicationofknowledgeacquired
througheducation,research,andpracticetoprovide
servicesandinterventionstopatientstomaintain,
enhance,orrestoretheirhealthandtoacquire,
process,generate,anddisseminatenursingknowledge
toadvancethenursingprofession.
Figure1-1BuildingBlocksofNursingInformatics
Nursingisaninformation-intensiveprofession.The
stepsofusinginformation,applyingknowledgetoa
problem,andactingwithwisdomformthebasisof
nursingpracticescience.Informationiscomposedof
datathatwereprocessedusingknowledge.For
informationtobevaluable,itmustbeaccessible,
accurate,timely,complete,cost-effective,flexible,
reliable,relevant,simple,verifiable,andsecure.
Knowledgeistheawarenessandunderstandingofa
setofinformationandwaysthatinformationcanbe
madeusefultosupportaspecifictaskorarriveata
decision.Inthecasescenario,Tomusedaccessible,
accurate,timely,relevant,andverifiabledataand
information.Hecomparedthatdataandinformationto
hisknowledgebaseofpreviousexperiencesto
determinewhichdataandinformationwererelevantto
thecurrentcase.Byapplyinghispreviousknowledge
todata,heconvertedthosedataintoinformation,and
informationintonewknowledge—thatis,an
understandingofwhichnursinginterventionswere
appropriateinthiscase.Thusinformationisdatamade
functionalthroughtheapplicationofknowledge.
Humansacquiredataandinformationinbitsand
piecesandthentransformtheinformationinto
knowledge.Theinformation-processingfunctionsofthe
brainarefrequentlycomparedtothoseofacomputer,
andviceversa(seeadiscussi onofcognitive
informaticsformoreinformation).Humanscanbe
thoughtofasorganicinformationsystemsthatare
constantlyacquiring,processing,andgenerating
informationorknowledgeintheirprofessionaland
personallives.Theyhaveanamazingabilityto
manageknowledge.Thisabilityislearnedandhoned
frombirthasindividualsmaketheirwaythroughlife
interactingwiththeenvironmentandbeinginundated
withdataandinformation.Eachpersonexperiences
theenvironmentandlearnsbyacquiring,processing,
generating,anddisseminatingknowledge.
Tom,forexample,acquiredknowledgeinhisbasic
nursingeducationprogramandcontinuestobuildhis
foundationofknowledgebyengaginginsuchactivities
asreadingnursingresearchandtheoryarticles,
attendingcontinuingeducationprograms,consulting
withexpertcolleagues,andusingclinicaldatabases
andclinicalpracticeguidelines.Asheinteractsin
theenvironment,heacquiresknowledgethatmustbe
processed.Thisprocessingeffortcauseshimto
redefineandrestructurehisknowledgebaseand
generatenewknowledge.Tomcanthenshare
(disseminate)thisnewknowledgewithcolleagues,and
hemayreceivefeedbackontheknowledgethathe
shares.Thisdisseminationandfeedbackbuildsthe
knowledgefoundationanewasTomacquires,
processes,generates,anddisseminatesnew
knowledgeasaresultofhisinteractions.Asothers
respondtohisknowledgedisseminationandhe
acquiresyetmoreknowledge,heisengagedtorethink,
reflecton,andre-explorehisknowledgeacquisition,
leadingtofurtherprocessing,generating,andthen
disseminatingknowledge.Thisongoingprocessis
capturedintheFoundationofKnowledgemodel,which
isusedasanorganizingframeworkforthistext.
Atitsbase,themodelcontainsbits,bytes(acomputer
termusedtoquantifydata),data,andinformationina
randomrepresentation.Growingoutofthebaseare
separateconesoflightthatexpandastheyreflect
upward;theseconesrepresentknowledgeacquisition,
knowledgegeneration,andknowledgedissemination.
Attheintersectionoftheconesandforminganew
coneisknowledgeprocessing.Encirclingandcutting
throughtheknowledgeconesisfeedbackthatactson
andmaytransformanyorallaspectsofknowledge
representedbythecones.Oneshouldi maginethe
modelasadynamicfigureinwhichtheconesoflight
andthefeedbackrotateandinteractratherthanremain
static.Knowledgeacquisition,knowledgegeneration,
knowledgedissemination,knowledgeprocessing,and
feedbackareconstantlyevolvingfornursescientists.
Thetransparenteffectoftheconesisdeliberateandis
intendedtosuggestthatasknowledgegrowsand
expands,itsusebecomesmoretransparent—aperson
usesthisknowledgeduringpracticewithoutevenbeing
consciouslyawareofwhichaspectofknowledgeis
beingusedatanygivenmoment.
Experiencednurses,thinkingbacktotheirnovice
years,mayrecallfeelingliketheirheadwasfilledwith
bitsofdataandinformationthatdidnotformanytype
ofcohesivewhole.Asthemodeldepicts,the
processingofknowledgebeginsabitlater(imaginea
timelineappliedvertically)withearlyexperienceson
thebottomandexpertisegrowingastheprocessingof
knowledgeensues.Earlyoninnurses’education,
consciousattentionisfocusedmainlyonknowledge
acquisition,andbeginningnursesdependontheir
instructorsandotherstoprocess,generate,and
disseminateknowledge.Asnursesbecomemore
comfortablewiththescienceofnursing,theybeginto
takeoversomeoftheotherFoundationofKnowledge
functions.However,tokeepupwiththeexplosionof
informationinnursingandhealthcare,theymust
continuetorelyontheknowledgegenerationof
nursingtheoristsandresearchersandthe
disseminationoftheirwork.Inthissense,nursesare
committedtolifelonglearningandtheuseof
knowledgeinthepracticeofnursingscience.
TheFoundationofKnowledgemodel(Figure1-2)
permeatesthistext,reflectingtheunderstandingthat
knowledgeisapowerfultoolandthatnursesfocuson
informationasakeybuildingblockofknowledge.The
applicationofthemodelisdescribedtohelpthereader
understandandappreciatethefoundationof
knowledgeinnursingscienceandseehowitappliesto
nursinginformatics.Allofthevariousnursingroles
(practice,administration,education,research,and
informatics)involvethescienceofnursing.Nursesare
knowledgeworkers,workingwithinformationand
generatinginformationandknowledgeasaproduct.
Theyareknowledgeacquirers,providingconvenient
andefficientmeansofcapturingandstori ng
knowledge.Theyareknowledgeusers,meaning
individualsorgroupswhobenefitfromvaluable,viable
knowledge.Nursesareknowledgeengineers,
designing,developing,implementing,andmaintaining
knowledge.Theyareknowledgemanagers,capturing
andprocessingcollectiveexpertiseanddistributingit
whereitcancreatethelargestbenefit.Finally,theyare
knowledgedevelopersandgenerators,changingand
evolvingknowledgebasedonthetasksathandand
theinformationavailable.
Inthecasescenario,atfirstglanceonemightlabel
Tomasaknowledgeworker,aknowledgeacquirer,
andaknowledgeuser.However,stoppingheremight
sellTomshortinhispracticeofnursingscience.
Althoughheacquiredandusedknowledgetohelphim
achievehiswork,healsoprocessedthedataand
informationhecollectedtodevelopanursingdiagnosis
andaplanofcare.TheknowledgestoresTomusedto
developandgleanknowledgefromvaluable
informationaregenerative(havingtheabilityto
originateandproduceorgenerate)innature.For
example,Tommayhavelearnedsomethingnewabout
hispatient’sculturefromthepatientorhiswifethathe
willfileawayintheknowledgerepositoryofhismindto
beusedinanothersimilarsituation.Ashecompares
thisnewculturalinformationtowhathealreadyknows,
hemaygaininsightintotheeffectofcultureona
patient’sresponsetoillness.Inthissense,Tomisa
knowledgegenerator.Ifhesharesthisnewlyacquired
knowledgewithanotherpractitioner,andasherecords
hisobservationsandhisconclusions,heisthen
disseminatingknowledge.Tomalsousesfeedback
fromthevarioustechnologieshehasappliedto
monitorhispatient’sstatus.Inaddition,hemayrelyon
feedbackfromlaboratoryreportsorevenother
practitionerstohelphimrethink,revise,andapplythe
knowledgeaboutthispatientthatheisgenerating.
Tohaveongoingvalue,knowledgemustbeviable.
Knowledgeviabilityreferstoapplications(most
technologybased)thatoffereasilyaccessible,
accurate,andtimelyinformationobtainedfroma
varietyofresourcesandmethodsandpresentedina
mannersoastoprovidethenecessaryelementsto
generatenewknowledge.Inthecasescenario,Tom
mayhavefelttheneedtoconsultanelectronic
databaseoraclinicalguidelinesrepositorythathehas
downloadedonhistabletorsmartphone,orthat
residesintheemergencyroom’snetworkedcomputer
system,toassisthiminthedevelopmentofa
comprehensivecareplanforhispatient.Inthisway,
Tomusestechnologyandevidencetosupportand
informhispractice.Itisalsopossibleinthisscenario
thatanalertmightappearinthepatient’selectronic
healthrecordortheclinicalinformationsystem(CIS)
remindingTomtoaskaboutinfluenzaandpneumonia
vaccines.Clinicalinformationtechnologiesthatsupport
andinformnursingpracticeandnursingadministration
areanimportantpartofnursinginformatics.
Figure1-2FoundationofKnowledgeModel
DesignedbyAliciaMastrian
Thistextprovidesaframeworkthatembraces
knowledgesothatreaderscandevelopthewisdom
necessarytoapplywhattheyhavelearned.Wisdomis
theapplicationofknowledgetoanappropriate
situation.Inthepracticeofnursingscience,one
expectsactionstobedirectedbywisdom.Wisdom
usesknowledgeandexperiencetoheightencommon
senseandinsighttoexercisesoundjudgmentin
practicalmatters.Itisdevelopedthroughknowledge,
experience,insight,andreflection.Wisdomis
sometimesthoughtofasthehighestformofcommon
sense,resultingfromaccumulatedknowledgeor
erudition(deep,thoroughlearning)orenlightenment
(educationthatresultsinunderstandingandthe
disseminationofknowledge).Itistheabilitytoapply
valuableandviableknowledge,experience,
understanding,andinsightwhilebeingprudentand
sensible.Knowledgeandwisdomarenotsynonymous:
Knowledgeaboundswithothers’thoughtsand
information,whereaswisdomisfocusedonone’sown
mindandthesynthesisofexperience,insight,
understanding,andknowledge.Wisdomhasbeen
calledthefoundationoftheartofnursing.
Somenursingrolesmightbeviewedasmorefocused
onsomeaspectsratherthanotheraspectsofthe
foundationofknowledge.Forexample,somemight
arguethatnurseeducatorsareprimarilyknowledge
disseminatorsandthatnurseresearchersar e
knowledgegenerators.Althoughthemorefrequent
outputoftheireffortscancertainlybeviewedinthis
way,itisimportanttorealizethatnursesuseallofthe
aspectsoftheFoundationofKnowledgemodel
regardlessoftheirareaofpractice.Fornurse
educatorstobeeffective,theymustbeinthehabitof
constantlybuildingandrebuildingtheirfoundationof
knowledgeaboutnursingscience.Inaddition,asthey
developandimplementcurricularinnovations,they
mustevaluatetheeffectivenessofthosechanges.In
somecases,theyuseformalresearchtechniquesto
achievethisgoaland,therefore,generateknowledge
aboutthebestandmosteffectiveteachingstrategies.
Similarly,nurseresearchersmustacquireandprocess
newknowledgeastheydesignandconducttheir
researchstudies.Allnurseshavetheopportunitytobe
involvedintheformaldisseminationofknowledgevia
theirparticipationinprofessionalconferences,eitheras
presentersorasattendees.Inaddition,somenurses
disseminateknowledgebyformalpublicationoftheir
ideas.Inthecasesofconferencepresentationand
publication,nursesmayreceivefeedbackthat
stimulatesrethinkingabouttheknowledgetheyhave
generatedanddisseminated,inturnpromptingthemto
acquireandprocessdataandinformationanew.
Allnurses,regardlessoftheirpracticearena,mustuse
informaticsandtechnologytoinformandsupportthat
practice.ThecasescenariodiscussedTom’s useof
variousmonitoringdevicesthatprovidefeedbackon
thephysiologicstatusofthepatient.Itwasalso
suggestedthatTommightconsultaclinicaldatabase
ornursingpracticeguidelinesresidingonatabletor
smartphone,inthecloud(avirtualinformationstorage
system),oronaclinicalagencynetworkashe
developsanappropriateplanofactionforhisnursing
interventions.PerhapstheCISintheagencysupports
thecollectionofdataaboutpatientsinarelational
database,providinganopportunityfordataminingby
nursingadministratorsornurseresearchers.Inthis
way,administratorsandresearcherscanglean
informationaboutbestpracticesanddeterminewhich
improvementsarenecessarytodeliverthebestand
mosteffectivenursingcare(Swan,Lang,&McGinley,
2004).
Thefutureofnursingscienceandnursinginformaticsis
closelyassociatedwithnursingeducationandnursing
research.Skiba(2007)suggestedthattechno-savvy
andwell-informedfacultywhocandemonstratethe
appropriateuseoftechnologiestoenhancethe
deliveryofnursingcareareneeded.Alongthoselines,
Whitman-Price,Kennedy,andGodwin(2012)
conductedresearchamongseniornursingstudentsto
determineperceptionsofpersonalphoneuseto
accesshealthcareinformationduringclinical.Their
studyindicatedthatreadyaccesstoelectronic
resourcesenhancedclinicaldecisionmakingand
confidenceinpatientcare.Girard(2007)discussed
cutting-edgeoperatingroomtechnologies,suchas
nanosurgeryusingnanorobots,smartfabricsthataidin
patientassessmentduringsurgery,biopharmacy
techniquesforthesafeandeffectivedeliveryof
anesthesia,andvirtualrealitytraining.Shemadean
extremelyprovocativepointaboutnursingeducation:
“Educatorswillneedtoexpandtheirknowledgeand
teachforthefutureandnotthepast.Theymusttake
heedthattheoldtried-and-truenursingeducation
methodsandcurriculumthathaslasted100yearswill
havetochange,andthatchangewillbemandatedfor
allareasofnursing”(p.353).Bassendowski(2007)
specificallyaddressedthepotentialforthegeneration
ofknowledgeineducationalendeavorsasfacultyapply
newtechnologiestoteachingandthefocusshiftsaway
fromindividualtogroupinstructionthatpromotes
sharingandprocessingofknowledge.
Severalkeynationalgroupscontinuetopromotethe
inclusionofinformaticscontentinnursingeducation
programs.TheseinitiativesincludetheVisionSeriesby
theNationalLeagueforNursing(NLN;2015);
recommendationsintheQualityandSafetyEducation
forNurses(QSEN)learningmodules(2014a);the
TechnologyInformaticsGuidingEducationReform
(TIGER)Initiative(HealthcareInformationand
ManagementSystemsSociety,2016);andNursing
InformaticsDeepDivebytheAmericanAssociationof
CollegesofNursing(AACN;2016).These
organizationsfocusontheneedtointegrate
informaticscompetenciesintonursingcurriculato
preparefuturenursesforthetasksofmanagingdata,
information,andknowledge;alleviatingerrorsand
promotingsafety;supportingdecisionmaking;and
improvingthequalityofpatientcare.Nurseeducators
arechallengedtoprepareinformatics-competent
nurseswhocanpracticesafelyintechnology-laden
settings.
TheTIGER(2007)initiativeidentifiedstepstowarda
10-yearvisionandstatedakeypurpose:“tocreatea
visionforthefutureofnursingthatbridgesthequality
chasmwithinformationtechnology,enablingnursesto
useinformaticsinpracticeandeducationtoprovide
safer,higher-qualitypatientcare”(p.4).Thepillarsof
theTIGERvisionincludethefollowing:
ManagementandLeadership:Revolutionary
leadershipthatdrives,empowers,andexecutesthe
transformationofhealthcare.
Education:Collaborativelearningcommunitiesthat
maximizethepossibilitiesoftechnologytoward
knowledgedevelopmentanddissemination,driving
rapiddeploymentandimplementationofbest
practices.
CommunicationandCollaboration:Standardized,
person-centered,technology-enabledprocessesto
facilitateteamworkandrelationshipsacrossthe
continuumofcare.
InformaticsDesign:Evidence-based,interoperable
intelligencesystemsthatsupporteducationand
practicetofosterqualitycareandsafety.
InformationTechnology:Smart,people-centered,
affordabletechnologiesthatareuniversal,useable,
useful,andstandardsbased.
Policy:Consistent,incentives-basedinitiatives
(organizationalandgovernmental)thatsupport
advocacyandcoalition-building,achievingand
resourcinganethicalcultureofsafety.
Culture:Arespectful,opensystemthatleverages
technologyandinformaticsacrossmultiple
disciplinesinanenvironmentwhereall
stakeholderstrusteachothertoworktogether
towardthegoalofhighqualityandsafety(p.4).
TheEssentialsofBaccalaureateEducationfor
ProfessionalNursingPractice(AACN,2008,pp.18–
19)includesthefollowingtechnology-relatedoutcomes
forbaccalaureatenursinggraduates:
1. Demonstrateskillsinusingpatientcare
technologies,informationsystems,and
communicationdevicesthatsupportsafe
nursingpractice.
2. Usetelecommunicationtechnologiestoassistin
effectivecommunicationinavarietyof
healthcaresettings.
3. Applysafeguardsanddecision-makingsupport
toolsembeddedinpatientcaretechnologiesand
informationsystemstosupportasafepractice
environmentforbothpatientsandhealthcare
workers.
4. UnderstandtheuseofCIStodocument
interventionsrelatedtoachievingnurse-sensitive
outcomes.
5. Usestandardizedterminologyinacare
environmentthatreflectsnursing’sunique
contributiontopatientoutcomes.
6. Evaluatedatafromallrelevantsources,
includingtechnology,toinformthedeliveryof
care.
7. Recognizetheroleofinformationtechnologyin
improvingpatientcareoutcomesandcreatinga
safecareenvironment.
8. Upholdethicalstandardsrelatedtodatasecurity,
regulatoryrequirements,confidentiality,and
clients’righttoprivacy.
9. Applypatientcaretechnologiesasappropriate
toaddresstheneedsofadiversepatient
population.
10. Advocatefortheuseofnewpatientcare
technologiesforsafe,qualitycare.
11. Recognizethatredesignofworkflowandcare
processesshouldprecedeimplementationof
caretechnologytofacilitatenursingpractice.
12. Participateintheevaluationofinformation
systemsinpracticesettingsthroughpolicyand
proceduredevelopment.
Thereportsuggeststhefollowingsamplecontentfor
achievingthesestudentoutcomes(AACN,2008,pp.
19–20):
Useofpatientcaretechnologies(e.g.,monitors,
pumps,computer-assisteddevices)
Useoftechnologyandinformationsystemsfor
clinicaldecisionmaking
Computerskillsthatmayincludebasicsoftware,
spreadsheet,andhealthcaredatabases
Informationmanagementforpatientsafety
Regulatoryrequirementsthroughelectronicdata-
monitoringsystems
Ethicalandlegalissuesrelatedtotheuseof
informationtechnology,includingcopyright,privacy,
andconfidentialityissues
Retrievalinformationsystems,includingaccess,
evaluationofdata,andapplicationofrelevantdata
topatientcare
Onlineliteraturesearches
Technologicalresourcesforevidence-based
practice
Web-basedlearningandonlineliteraturesearches
forselfandpatientuse
Technologyandinformationsystemssafeguards
(e.g.,patientmonitoring,equipment,patient
identificationsystems,drugalertsandIVsystems,
andbarcoding)
Interstatepracticeregulations(e.g.,licensure,
telehealth)
Technologyforvirtualcaredeliveryandmonitoring
Principlesrelatedtonursingworkloadmeasurement
andresourcesandinformationsystems
Informationliteracy
Electronichealthrecordandphysicianorderentry
Decisionsupporttools
Roleofthenurseinformaticistinthecontextof
healthinformaticsandinformationsystems
TheInformaticsandHealthcareTechnologies
EssentialsofMaster’sEducationinNursingincludes
thefollowingelements:
EssentialV:InformaticsandHealthcare
Technologies
Rationale
Informaticsandhealthcaretechnologies
encompassfivebroadareas:
Useofpatientcareandothertechnologiesto
deliverandenhancecare
Communicationtechnologiestointegrateand
coordinatecare
Datamanagementtoanalyzeandimprove
outcomesofcare
Healthinformationmanagementforevidence-
basedcareandhealtheducation
Facilitationanduseofelectronichealthrecords
toimprovepatientcare(AACN,2011,pp.17 –
18)
QualityandSafetyEducation
forNurses
Asnursingscienceevolves,i tiscriticalthatpatient
careimproves.Sometimes,unfortunately,patientcare
isless-than-adequateandisunsafe.Therefore,quality
andsafetyhavebecomeparamount.TheQSEN
Instituteprojectseekstopreparefuturenurseswhowill
havetheknowledge,skills,andattitudes(KSAs)
necessarytocontinuouslyimprovethequalityand
safetyofthehealthcaresystemswithinwhichthey
work.
PrelicensureinformaticsKSAsincludethefollowing
(QSENInstitute,2014c):
INFORMATICS
Knowledge Skills Attitudes
Explainwhyinformation
andtechnologyskillsare
essentialforsafepatient
care
Seek
education
abouthow
informationis
managedin
caresettings
before
providingcare
Apply
technology
and
information
management
toolsto
supportsafe
processesof
care
Appreciatethe
necessityforall
healthprofessionals
toseeklifelong,
continuouslearning
ofinformation
technologyskills
Identifyessential
informationthatmustbe
availableinacommon
databasetosupport
patientcare
Contrastbenefitsand
Navigatethe
electronic
healthrecord
Documentand
planpatient
careinan
Valuetechnologies
thatsupportclinical
decisionmaking,
errorprevention,and
carecoordination
Protectthe
limitationsofdifferent
communication
technologiesandtheir
impactonsafetyand
quality
electronic
healthrecord
Employ
communication
technologiesto
coordinate
carefor
patients
confidentialityof
protectedhealth
informationin
electronichealth
records
Describeexamplesof
howtechnologyand
informationmanagement
arerelatedtothequality
andsafetyofpatientcare
Recognizethetime,
effort,andskillrequired
forcomputers,
databases,andother
technologiestobecome
reliableandeffectivetools
forpatientcare
Respond
appropriately
toclinical
decision-
making
supportsand
alerts
Use
information
management
toolsto
monitor
outcomesof
care
processes
Usehigh
quality
electronic
sourcesof
healthcare
information
Valuenurses’
involvementin
design,selection,
implementation,and
evaluationof
information
technologiesto
supportpatientcare
Definition:Useinformationandtechnologytocommunicate,manage
knowledge,mitigateerror,andsupportdecisionmaking.
ReproducedfromCronenwett,L.,Sherwood,G.,BarnsteinerJ.,
Disch,J.,Johnson,J.,Mitchell,P.,...Warren,J.(2007).Qualityand
safetyeducationfornurses.NursingOutlook,55(3),122–131.
Copyright2007,withpermissionfromElsevier.
Graduate-levelinformaticsKSAsincludethefollowing
(QSENInstitute,2014b):
INFORMATICS
Knowledge Skills Attitudes
Contrastbenefitsand
limitationsofcommon
informationtechnology
strategiesusedinthe
deliveryofpatientcare
Evaluatethestrengths
andweaknessesof
informationsystems
usedinpatientcare
Participateinthe
selection,design,
implementation,
andevaluationof
information
systems
Communicatethe
integralroleof
information
technologyin
nurses’work
Modelbehaviors
thatsupport
implementation
andappropriate
useofelectronic
healthrecords
Assistteam
memberstoadopt
information
technologyby
pilotingand
Valuetheuseof
informationand
communication
technologiesin
patientcare
evaluating
proposed
technologies
Formulateessential
informationthatmust
beavailableina
commondatabaseto
supportpatientcarein
thepracticespecialty
Evaluatebenefitsand
limitationsofdifferent
communication
technologiesandtheir
impactonsafetyand
quality
Promoteaccessto
patientcare
informationforall
professionalswho
providecareto
patients
Serveasa
resourceforhowto
documentnursing
careatbasicand
advancedlevels
Develop
safeguardsfor
protectedhealth
information
Champion
communication
technologiesthat
supportclinical
decisionmaking,
errorprevention,
carecoordination,
andprotectionof
patientprivacy
Appreciatethe
needforconsensus
andcollaborationin
developingsystems
tomanage
informationfor
patientcare
Valuethe
confidentialityand
securityofall
patientrecords
Describeandcritique
taxonomicand
terminologysystems
usedinnationalefforts
toenhance
interoperabilityof
informationsystems
Accessand
evaluatehigh
qualityelectronic
sourcesof
healthcare
information
Participateinthe
Valuethe
importanceof
standardized
terminologiesin
conducting
searchesforpatient
information
andknowledge
managementsystems
designofclinical
decision-making
supportsandalerts
Search,retrieve,
andmanagedata
tomakedecisions
usinginformation
andknowledge
management
systems
Anticipate
unintended
consequencesof
newtechnology
Appreciatethe
contributionof
technologicalalert
systems
Appreciatethetime,
effort,andskill
requiredfor
computers,
databases,and
othertechnologies
tobecomereliable
andeffectivetools
forpatientcare
Definition:Useinformationandtechnologytocommunicate,manage
knowledge,mitigateerror,andsupportdecisionmaking.
ReproducedfromCronenwett,L.,Sherwood,G.,Pohl,J.,Barnsteiner
J.,Moore,D.,Sullivan,D.,...Warren,J.(2009).Qualityandsafety
educationfornurses.NursingOutlook,57(6),338–348.Copyright
2009,withpermissionfromElsevier.
Thistextisdesignedtoincludethenecessarycontent
topreparenursesforpracticeintheever-changingand
technology-ladenhealthcareenvironments.Informatics
competencehasbeenrecognizedasnecessaryin
ordertoenhanceclinicaldecisionmakingandimprove
patientcareformanyyears.Thisisevidencedby
Goossen(2000),whoreflectedontheneedfor
researchinthisareaandbelievedthatthefocusof
nursinginformaticsresearchshouldbeonthe
structuringandprocessingofpatientinformationand
thewaysthattheseendeavorsinformnursingdecision
makinginclinicalpractice.Theincreaseduseof
technologytoenhancenursingpractice,nursing
education,andnursingresearchwillopennew
avenuesforacquiring,processing,generating,and
disseminatingknowledge.
Inthefuture,nursingresearchwillmakesignificant
contributionstothedevelopmentofnursingscience.
Technologiesandtranslationalresearchwillabound,
andclinicalpracticeswillcontinuetobeevidence
based,therebyimprovingpatientoutcomesand
decreasingsafetyconcerns.Schoolsofnursingwill
embracenursingscienceastheystrivetomeetthe
needsofchangingstudentpopulationsandthe
increasingcomplexityofhealthcareenvironments.
Summary
Nursingscienceinfluencesallareasofnursing
practice.Thischapterprovidedanoverviewofnursing
scienceandconsideredhownursingsciencerelatesto
typicalnursingpracticeroles,nursingeducation,
informatics,andnursingresearch.TheFoundationof
Knowledgemodelwasintroducedastheorganizing
conceptualframeworkforthistext.Finally,the
relationshipofnursingsciencetonursinginformatics
wasdiscussed.Insubsequentchaptersthereaderwill
learnmoreabouthownursinginformaticssupports
nursesintheirmanyandvariedroles.Inanidealworld,
nurseswouldembracenursingscienceasknowledge
users,knowledgemanagers,knowledgedevelopers,
knowledgeengineers,andknowledgeworkers.
THOUGHT-PROVOKINGQUESTIONS
1. Imagineyouareinasocialsituationand
someoneasksyou,“Whatdoesanurse
do?”Thinkabouthowyouwillcapture
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httpsdoi.org10.11771090198120922942Health Education &