The document discusses various theories, models, and frameworks related to human-computer interactions (HCI) and nursing informatics, emphasizing the importance of human factors in optimizing technology use in healthcare. Key models like the novice to expert framework by Patricia Benner highlight the progression of nursing skills, while various other models illustrate the relationship between data, information, knowledge, and wisdom in nursing practice. Additionally, it presents frameworks for understanding the dynamic interaction between nurses and technology, aimed at enhancing nursing informatics competencies.

1. THEORIES, MODELS
AND FRAMEWORKS
SUPPORTING
HUMAN-COMPUTER
INTERACTIONS AND
NURSING
INFORMATICS

2. HUMAN-COMPUTER
INTERACTION
HCI, concerned with interactions between people and
computers, is an area of study concentrated on by human
factors experts (Staggers, 2002).
HCI is defined as the study of how people design, implement,
and evaluate interactive computer systems in the context of
users’ tasks and work (Nelson & Staggers, 2014).
Human factor is important.

3. HUMAN-COMPUTER
INTERACTION
Human factors
- is a discipline that optimizes relationships between technology and
humans (Kantowitz & Sorkin, 1983; McCormick & Sanders, 1982).

4. THEORIES SUPPORTING
NURSING INFORMATICS
 Nursing theories are about nursing practice — a nurse’s interactions or
relationships with individuals, groups, or communities (also known as
patients or clients) focused on applying the nursing process.
 Novice to Expert. Patricia Benner and other nurse educators adapted this
model to explain how nursing students and professional nurses acquired
nursing skills.
 Computer science is the study of algorithms for solving computation
problems.
 Information science focuses on the gathering, manipulation,
classification, storage, and retrieval of recorded knowledge.

5. THEORIES SUPPORTING
NURSING INFORMATICS
 Novice to Expert. Patricia Benner
 Started with Hubert and Stuart Dreyfus (1980) as
the Dreyfus Model of Skill Acquisition
 Within the field of nursing informatics, this theory
can be applied to:
• the development of nursing informatics skills,
competencies, knowledge and expertise in
nursing informatics specialists;
• the development of technological system
competencies in practicing nurses working in an
institution;
• the education of nursing students, from first year
to graduation and;
• the transition from graduate nurse to expert
nurse.

6. THEORIES SUPPORTING
NURSING INFORMATICS
 Novice to Expert. Patricia Benner
 Started with Hubert and Stuart Dreyfus (1980) as
the Dreyfus Model of Skill Acquisition
 Within the field of nursing informatics, this theory
can be applied to:
• the development of nursing informatics skills,
competencies, knowledge and expertise in
nursing informatics specialists;
• the development of technological system
competencies in practicing nurses working in an
institution;
• the education of nursing students, from first year
to graduation and;
• the transition from graduate nurse to expert
nurse.

7. THEORIES SUPPORTING
NURSING INFORMATICS
Novice
- does not know anything of the
subject; memorize its context-
free features.
- given rules for determining an
action on the basis of these
features.
- To improve: needs monitoring,
either by self-observation or
instructional feedback.

8. THEORIES SUPPORTING
NURSING INFORMATICS
Advance Beginner
- still dependent on rules, but as
(s)he gains more experience with real
life situations, (s)he begins to notice
additional aspects that can be
applied to related conditions.

9. THEORIES SUPPORTING
NURSING INFORMATICS
Competent
- grasps all the relevant rules and
facts of the field and is, for the
first time, able to bring his/her
own judgment to each case.
- stage of learning that is often
characterized by the term
“problem solving.”

10. THEORIES SUPPORTING
NURSING INFORMATICS
Proficient
- fluency and step-by-step
analysis and solving of the
situation to the holistic
perception of the entirety of the
situation.
- know how to interpret data from
all departmental information
and provide guidance to other
disciplinary members as
needed.

11. THEORIES SUPPORTING
NURSING INFORMATICS
 Expert
- experienced situations is so vast that
normally each specific situation
immediately dictates an intuitively
appropriate action.
- discovers that without his consciously
using any rules, situations simply elicit
from him or her appropriate
responses.
- sees what needs to be done, and
decides how to do it. The expert not
only knows what needs to be
achieved, s/he knows how to achieve
his or her goal.

12.  The study of behavior—the processes driving actions—is the
focus of the Behavioral and Social sciences.
 Change processes entail not only structures and ways of doing
tasks, but also the performance, expectations, and perceptions
of all involved parties.
 Learning is a process of acquiring knowledge, skills, attitudes,
or values through study, experience, or teaching.

13. MODELS IN NURSING INFORMATICS
 Models are representations of some aspect of the real world.
 The foundations of nursing informatics are the core phenomena and
nursing-informatics models.
 Core phenomena are data, information, knowledge, and wisdom and the
transformations that each of these undergo.

14. Grave’s and Concoran’s
Model
 Proponent: Graves and
Corcoran (1989)
 Their model placed data,
information, and knowledge in
sequential boxes with one-way
arrows pointing from data to
information to knowledge.

15. SCHWIRIAN’S MODEL
 Proponent: Patricia
Schwirian (1986)
 A model of nursing
informatics intended to
stimulate and guide
systematic research in
this discipline.

16. TURLEY’S MODEL
 Proponent: James P. Turley (1996)
 In which the core components of
informatics (cognitive science,
information science, and computer
science) are depicted as intersecting
circles.

17. MCGONIGLE AND MASTRIAN’S
FOUNDATION OF KNOWLEDGE MODEL
 Proponent: Dee McGonigle and
Kathleen Mastrian
 The base of this model shows
data and information distributed
randomly.
 From this base, transparent
cones grow upward and intersect.

18. E. TECHNOLOGICAL COMPETENCY AS CARING IN
NURSING: A MODEL FOR PRACTICE
 Proponent: Rozzano C. Locsin, PhD, RN, FAAN
 A conceptual model that presents the link
between technology and caring in nursing as
coexisting harmoniously. (Locsin, 1995)

19. E. TECHNOLOGICAL COMPETENCY AS CARING IN
NURSING: A MODEL FOR PRACTICE
1. Grounded in the harmonious coexistence
between technology and caring in nursing.
2. Dimension of Technological Value in the theory
a. Technology as completing human beings
b. Technology as machine technologies
c. Technologies that mimic human beings and
human activities
3. Technological Competency as caring in nursing

20. F. DIKW MODEL
• Data - Discrete entities that are
described objectively without
interpretation
• Information - Data that is
interpreted organized or
structured
• Knowledge - Information that
has been synthesized so that
interrelationships are identified
and formalized
• Wisdom - Knowledge applied in
a practical way or translated into
actions.

21. F. DIKW MODEL
•Data – raw, no meaning
•Information - Data that has
given a meaning
•Knowledge - Information that
has been synthesized so that
interrelationships are
identified and formalized
•Wisdom - Knowledge applied
in a practical way or
translated into actions.

22. NURSING AND KNOWLEDGE
• Nurses are:
1. Knowledge workers: working
with information and
generating information and
knowledge as a product
2. Knowledge acquirers:
providing convenient and
efficient means of capturing
and storing knowledge
3. Knowledge users: individuals
or groups who benefit from
valuable, viable knowledge.

23. NURSING AND KNOWLEDGE
4. Knowledge engineers:
designing, developing,
implementing and maintaining
knowledge.
5. Knowledge managers:
capturing and processing
collective expertise and
distributing it where it can create
the largest benefit.
6. Knowledge developers or
generators: changing and
evolving knowledge based on the
tasks at hand and information
available.

24. FRAMEWORKS IN NURSING INFORMATICS
 Nursing frameworks were proposed to illustrate dynamic
interactions occurring between nurses, computers, and enabling
elements that optimize a user’s ability to process information via
computers.

25. A. Judith A. Effken, PhD (2003) proposed the Informatics Research
Organizing Model which emphasized all elements of nursing’s
metaparadigm including the system, nurse, patient, and health
FRAMEWORKS IN NURSING INFORMATICS

26. A. Judith A. Effken, PhD (2003) proposed the Informatics Research
Organizing Model which emphasized all elements of nursing’s
metaparadigm including the system, nurse, patient, and health
FRAMEWORKS IN NURSING INFORMATICS

27. B. Gregory L. Alexander (2007) proposed the Nurse—Patient Trajectory
Framework.
FRAMEWORKS IN NURSING INFORMATICS