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Discussion Board 2
The TIGER Nursing Informatics Competencies Model consists of three
parts: Basic Computer Competencies, Information Literacy, and
Information Management. This week’s discussion will focus on basic
computer competencies and information literacy. Go to Learning
Resources under Week 2 > then click on over to page 3 to see the
PDF > Review the TIGER Initiative Nursing Informatics Competencies
presentation especially Appendix A, B, C. For this week’s discussion
response, please address each of the following:
•
•
Select two of the competencies that you feel you have mastered and
select two that you need to improve upon.
Explain what you plan to do to improve upon those competencies you
have chosen that require improvement.
Please support your response with a scholarly source. Please be sure
to respond to at least two peers each week
This activity aligns with unit learning outcomes:
•
Apply the TIGER Nursing Informatics Competencies Model in nursing
practice. (Essential IV.1, IV.4, IV.5, and IV.7)
Discussion Participation
Course: NURS 300 7380 Science and Research in Nursing (2238)
Criteria
Quantity and
Timelines
Knowledge of
discussion topic,
course content
and applicability
to professional
practice.
Level 3
Level 2
Level 1
Criterion Score
10 points
8 points
4 points
/ 10
Completes original
Completes original
Does not complete
posting and
posting late, or
original posting,
responds to two
does not respond
responds to one or
peer postings
to 2 peer postings
two peer postings
10 points
8 points
4 points
Posting
Fair response to
Poor response to
demonstrates
clear evidence of
conference topic
—missing
conference topic –
knowledge of
discussion topic
important details
that leave the
response that is
and course
content. Post is
response
incomplete.
topic. Does not
applicable to
professional
Demonstrates
some evidence of
evidence of
nursing practice
discussion topic
course content.
Post is applicable
to professional
nursing practice.
Clarity and
Coherence
/ 10
provides a
irrelevant or offdemonstrate
knowledge of
discussion topic or
course content.
Post is not
applicable to
professional
nursing practice.
5 points
4 points
3 points
Few or no
grammatical
Response
contains several
Poor writing and
mistakes, and
cites references
grammatical or
mechanical errors
is
appropriately as
required
that may impact
readability but is
No references cited
/5
grammar, response
incomprehensible.
when required.
mostly
comprehensible.
References are
not cited
appropriately
when required
Total
/ 25
Overall Score
Level 3
Level 2
Level 1
29.166666667 points minimum
16.666666667 points minimum
4.166666667 points minimum
Overview
Informatics Competencies for Every Practicing Nurse:
Recommendations from the TIGER Collaborative
www.thetigerinitiative.org
1
Overview
The TIGER Initiative, an acronym for Technology
Informatics Guiding Education Reform, was formed in
2004 to bring together nursing stakeholders to develop
a shared vision, strategies, and specific actions for
improving nursing practice, education, and the delivery
of patient care through the use of health information
technology (IT). In 2006, the TIGER Initiative convened
a summit of nursing stakeholders to develop, publish,
and commit to carrying out the action steps defined
within this plan. The Summary Report titled Evidence
and Informatics Transforming Nursing: 3-Year Action
Steps toward a 10-Year Vision is available on the
website at www.thetigerinitiative.org.
COLLABORATIVE REPORT
This report provides the detailed findings and
recommendations from the Informatics Competencies
Collaborative Team. For a summary of the work of all
nine TIGER Collaborative Teams, please review
“Collaborating to Integrate Evidence and Informatics
into Nursing Practice and Education” available on the
website at www.thetigerinitiative.org.
The TIGER Informatics Competencies Collaborative
(TICC) Team was formed to develop informatics
recommendations for all practicing nurses and
graduating nursing students. TICC completed an
extensive review of the literature as well as surveying
nursing informatics education, research, and practice
groups to obtain examples and identify gaps. This report
describes the background, methodology, findings, and
recommendations for future work in this area.
A COLLABORATIVE APPROACH
Since 2007, hundreds of volunteers have joined the
TIGER Initiative to continue the action steps defined at
the Summit. The TIGER Initiative is focused on using
informatics tools, principles, theories and practices to
enable nurses to make healthcare safer, more effective,
efficient, patient-centered, timely and equitable. This
goal can only be achieved if such technologies are
integrated transparently into nursing practice and
education. Recognizing the demands of an increasingly
electronic healthcare environment, nursing education
must be redesigned to keep up with the rapidly
changing technology environment.
TABLE OF CONTENT
1. Overview (p. 2)
2. Executive Summary (p. 3)
3. Background (p. 4)
4. Methodology (p. 5)
Collaborative teams were formed to accelerate the
action plan within nine key topic areas. All teams
worked on identifying best practices from both
education and practice related to their topic, so that
this knowledge can be shared with others interested in
enhancing the use of information technology
capabilities for nurses. Each collaborative team
researched their subject with the perspective of “What
does every practicing need to know about this topic?”
The teams identified resources, references, gaps, and
areas that need further development, and provide
recommendations for the industry to accelerate the
adoption of IT for nursing. The TIGER Initiative builds
upon and recognizes the work of organizations,
programs, research, and related initiatives in the
academic, practice, and government working together
towards a common goal.
5. Basic Computer Competencies (p. 7)
6. Information Literacy (p. 9)
7. Information Management (p. 11)
8. Implementation Strategies (p. 14)
9. References (p. 15)
10. Appendices (p. 18)
11. Acknowledgements (p. 32)
2
Executive Summary
Nurses are expected to provide safe, competent, and
compassionate care in an increasingly technical and
digital environment. A major theme in this new
healthcare environment is the use of information
systems and technologies to improve the quality and
safety of patient care. Nurses are directly engaged with
information systems and technologies as the foundation
for evidence-based practice, clinical-decision support
tools, and the electronic health record (EHR).
Unfortunately, not all nurses are fully prepared to use
these tools to support patient care. The TIGER
Informatics Competencies Collaborative sought to
evaluate the current preparedness of the nursing
workforce and propose a set of minimum informatics
competencies that all nurses need to practice in today’s
digital era.
While Nursing Informatics is a highly specialized field,
there are foundational informatics competencies that
all practicing nurses and graduating nursing students
should possess to meet the standards of providing safe,
quality, and competent care. The Technology
Informatics Guiding Education Reform (TIGER)
Informatics Competency Collaborative was formed to
develop the informatics recommendations for all
practicing nurses and graduating nursing students.
Following an extensive review of the literature and
survey of nursing informatics education, research, and
practice groups, the TIGER Nursing Informatics
Competencies Model consists of three parts, detailed in
this document:
• Basic Computer Competencies
• Information Literacy
• Information Management
A new specialty, called Nursing Informatics, has
emerged over the past 20 years to help nurses fully use
information technology to improve the delivery of care.
The most recent 2008 American Nurses Association
Nursing Informatics Scope and Standards
defines nursing informatics as the integration of nursing
science, computer and information science, and
cognitive science to manage communication and
expand the data, information, knowledge, and wisdom
of nursing practice. Nurses certified in Nursing
Informatics are:
• skilled in the analysis, design, and implementation
of information systems that support
• nursing in a variety of healthcare settings
• function as translators between nurse clinicians and
information technology personnel
• insure that information systems capture critical
nursing information
The TIGER Informatics Competencies Collaborative
(TICC) team identified a list of competencies for each of
these categories, as well as the resources available to
support the educational needs of nurses in achieving
these competencies. TICC recognized that it may take
some time to meet these competencies for all nursing
staff, and has prioritized the minimum set of
competencies to focus on in the first year, with the goal
of achieving full competency by 2013. These
recommendations are outlined within this report.
The work of the TICC was foundational to several other
TIGER Collaborative teams. Four other TIGER
Collaborative teams focused on how to implement the
TICC competency recommendations: within formal
academic settings (the TIGER Education and Faculty
Development Collaborative), within health care
provider settings for nurses currently in practice (TIGER
Staff Development Collaborative), for nursing leaders
(TIGER Leadership Development Collaborative), and
how to access HIT resources (TIGER Virtual
Demonstration Collaborative). We recommend that
you reference the Collaborative reports from these
related TIGER Collaborative teams for
recommendations on how to implement these
strategies within your environment. These reports can
be located on the TIGER website at
www.thetigerinitiative.org.
These specialized nurses add value to an organization
by:
• increasing the accuracy and completeness of
nursing documentation
• improving the nurse’s workflow
• eliminating redundant documentation
• automating the collection and reuse of nursing data
• facilitating the analysis of clinical data, including
Joint Commission indicators, Core Measures,
federal or state mandated data and facility specific
data
3
Background
computers, the Internet, mobile phones, and
MP3 (Prensky, 2001). There are a number of
digital immigrants in the nursing workforce who
have not mastered basic computer
competencies, let alone information literacy and
how to use HIT effectively and efficiently to
enhance nursing practice.
Nurses have always been at the forefront of
patient care and focused on patient safety. The
impetus for evaluating how prepared nurses are
to use Electronic Health Records (EHRs) to
improve patient care started in 2004. During
President Bush’s State of the Union Address that
year, he mandated that all Americans will be
using electronic health records by the year 2014.
As reported in Building the Workforce for Health
Information Transformation (AHIMA, 2006), “A
work force capable of innovating, implementing,
and using health communications and
information technology (HIT) will be critical to
healthcare’s success.” President Obama
continued this momentum when he took office
in 2009, proposing to “Let us be the generation
that reshapes healthcare to compete in the
digital age.” Less than 30 days after taking
office, President Obama signed the American
Recovery and Reinvestment Act, earmarking $19
billion to develop an electronic health
information technology infrastructure that will
improve the efficiency and access of healthcare
to all Americans. In addition to the substantial
investment in capital, technology and resources,
the success of delivering an electronic healthcare
platform will require an investment in people—
to build an informatics-aware healthcare
workforce.
The TIGER Summit, “Evidence and Informatics
Transforming Nursing,” held in November of
2006, revealed an aggressive agenda that
consisted of a 10-year vision and 3-year action
plan for nurses to carry forward into the digital
age. TIGER ‘s primary objective is to develop a
U.S. nursing workforce capable of using
electronic health records to improve the
delivery of healthcare. For the TIGER Vision to
be realized, the profession must master a
minimum set of informatics competencies that
allow nurses to use EHRs to deliver safer, more
efficient, effective, timely and patient-centered
care. This education will determine how well
evidence and informatics is integrated into dayto-day practice. Since the TIGER Summit, five
TIGER collaborative teams were formed to
identify how to integrate informatics education
into nurses competencies and nursing school
developed recommendations focused on how to
prepare nurses to practice in this digital era (see
Figure 1). The TIGER Informatics Competencies
Collaborative (TICC) team helped develop a
minimum set of informatics competencies that
all nurses need to have to practice today.
This has accelerated the need to ensure that
healthcare providers obtain competencies
needed to work with electronic records,
including basic computer skills, information
literacy, and an understanding of informatics and
information management capabilities. A
comprehensive approach to education reform is
necessary to reach the current workforce of
nearly 3 million practicing nurses. The average
age of a practicing nurse in the U.S. is 47 years.
These individuals are “digital immigrants,” as
they grew up without digital technology, had to
adopt it later, and some may not have had the
opportunity to be educated on its use or be
comfortable with technology. This is opposed to
“digital natives”: younger individuals that have
grown up with digital technology such as
Figure 1 – TIGER Collaborative Teams involved
in Workforce Recommendations:
1. Informatics Competencies
2. Education and Faculty Development
3. Staff Development
4. Leadership Development
4
Methodology
The TIGER Informatics Competencies
Collaborative was charged with the following
goals:
competencies are standards maintained by
existing industry organizations or standards
development organizations. Leveraging existing
competencies that are maintained by standards
development organizations allow the TIGER
Informatics Competency Collaborative (TICC) to
recommend standards that are relevant to
nurses and ones that will be sustainable as these
bodies evolve the standards as necessary. Of
equal or perhaps greater importance, these
standard-setting bodies all have put tremendous
thought, energy and expertise into there
recommended competencies. When those
competencies aligned with the informatics
competency needs for nurses, we adopted
theirs, thus adding strength, rigor, and validity to
the TICC recommendations. Figure 2 illustrates
the relationship between the competency
category and the standard development
organization.
Define the minimum set of informatics
competencies that all nurses need to succeed in
practice or education in today’s digital era.
Fortunately, there was a significant amount of
nursing research completed on informatics
competencies, well ahead of most other
healthcare professions. The TIGER Informatics
Competency Collaborative (TICC) started by
completing an extensive review of the
literature for informatics competencies for
practicing nurses and nursing students. TICC
also collected informatics competencies for
nurses from over 50 healthcare delivery
organizations. The results of these efforts are
available on the TICC Wiki at
http://tigercompetencies.pbwiki.com. This
resulted in over 1000 individual competency
statements.
As like all of the TIGER Collaborative teams, TICC
completed their research with the use of
conference calls and web meetings, electronic
survey tools, and conducted interviews. Their
conclusions are published in this report and were
shared with colleagues through webinars that
were held in 2008. In addition, numerous
presentations on this topic were given at local,
national and international conferences.
Much of the work involved synthesizing this
extensive list of competencies into a list of
competencies that was realistic for the nearly 3
million practicing nurses. This body of
competencies was evaluated and condensed to
create the three parts of the TIGER Nursing
Informatics Competencies Model:
1. Basic Computer Competencies
2. Information Literacy
3. Information Management
Once the competency categories were
established, each was aligned with an existing
set of competencies maintained by standard
development organizations or defacto standards.
For example, excellent alignment was found with
the existing standards of the European Computer
Driving Licence Foundation for basic computer
competencies; the Health Level 7’s EHR
functional model clinical care components for
information management competencies; and the
American Library Association’s information
literacy standards. All of these sets of
5
Methodology
TIGER Nursing Informatics Competencies Model
Component of the Model
Standard
Source (Standard-Setting Body)
Basic Computer Competencies
European Computer Driving
License
European Computer Driving License
Foundation
www.ecdl.org
Information Literacy
Information Management
Information Literacy Competency
Standards
American Library Association
www.ala.org
Electronic Health Record
Functional Model – Clinical Care
Components
Health Level Seven (HL7)
International Computer Driving
License – Health
European Computer Driving License
Foundation
www.hl7.org
www.ecdl.org
Figure 2
6
Basic Computer Competencies
A “digital native” has grown up with digital
technology such as computers, the Internet,
mobile phones, and MP3. A “digital immigrant”
grew up without digital technology and
adopted it later (Presnky, 2001). There are a
substantial number of digital immigrants in the
nursing workforce who have not mastered basic
computer competencies. Many digital natives
have gaps in their basic computer competency
skill set.
RECOMMENDATIONS
The TIGER Informatics Competency Collaborative
(TICC) has adopted the ECDL competencies and
is recommending them for all practicing nurses
and graduating nursing students.
ECDL certification requires 30+ hours of study
and costs more than some institutions may
be able to afford. Therefore, we have ranked the
relative importance of ECDL syllabus
items and recommend the following as a first
step to basic computer proficiency for all
practicing nurses and graduating nursing
students. These are feasible and affordable and
will provide basic computer competencies for
nurses and allow them to go on to obtain
other TICC competencies (see Figure 2).
Europeans realized this shortcoming in the
workforce across many industries and acted on
it. The European Computer Driving Licence
(ECDL) Foundation set basic computer
competencies in the late 1990s and again in this
decade. About seven million Europeans
have now taken the ECDL exam and become
certified in basic computer competencies.
The ECDL syllabus is effectively a global standard
in basic computer competencies (see list of
modules below). ECDL has developed extensive
training materials, including a certification exam.
Module 1: Concepts of Information and
Communication Technology (ICT)
Module 2: Using the Computer and Managing
Files
Module 3, Section 3.1: Word Processing: “Using
the application”
Module 7: Web Browsing and Communication
ECDL Modules
1. Concepts of Information and
Communication Technology (ICT)
2. Using the Computer and Managing
Files
3. Word Processing
4. Spreadsheets
5. Using Databases
6. Presentation
7. Web Browsing and
Communication
A detailed description of these three modules
including the related competency statements
can be found in Appendix A.
7
Basic Computer Competencies
Figure 2 – Basic Computer Competencies Timeline
Recommendation
Timeline for Adoption
All practicing nurses and graduating nursing students gain or
demonstrate proficiency in ECDL modules 1, 2 and 7, as well as
ECDL Category 3.1
By January 2011
All practicing nurses and graduating nursing students become
ECDL certified or hold a substantially equivalent certification
By January 2013
RESOURCES
European Computer Driving Licence (ECDL) Foundation
http://ecdl.com
The ECDL syllabus is maintained and periodically updated by the not-for-profit ECDL
Foundation. The ECDL Foundation makes arrangements with entities in various countries
to localize the ECDL syllabus. Outside of Europe, ECDL is known as International Computer Driving Licence.
ICDL is available in the United States through CSPlacement.
CSPlacement
www.csplacement.com
CSPlacement is the official distributor of ECDL within the United States. They offer CSP Basic, an elearning course and a certification exam that is substantially equivalent to the TICC recommendation of a
first and significant step towards basic computer competency for 2011. In addition, they also offer CSP, an
e-learning course and a certification exam that is substantially equivalent to the entire ECDL syllabus that
will meet the TICC recommendations for 2013.
Healthcare Information and Management System Society (HIMSS)
www.himss.org
HIMSS has a certificate called Health Informatics Training System (HITS). The HITS
program of e-learning, testing, and certification contains content that is substantially
equivalent to the TICC recommendation of a first and significant step towards basic
computer competency, as well as other content.
8
Information Literacy Competencies
is necessary to determine whether the
information and its application resulted in
improvements. Thus, information literacy
competencies are fundamental to nursing and
evidence-based practice. The components of
information literacy are defined in Figure 3.
The Association of Colleges and Research
Libraries (2000) defines Information literacy as
“a set of abilities allowing individuals to
recognize when information is needed and to
locate, evaluate and use that information
appropriately”. Information literacy builds on
computer literacy. Information literacy is the
ability to:
• identify information needed for a
specific purpose
• locate pertinent information
• evaluate the information
• apply it correctly
Information literacy is critical to incorporating
evidence-based practice into nursing practice.
The nurse or healthcare provider must be able to
determine what information is needed. This
involves critical thinking and assessment skills.
Finding the information is based on the
resources available, which can include
colleagues, policies, and literature in various
formats. Evaluating or appraising the
information also involves critical thinking and the
ability to determine the validity of the source.
The actual implementation of the information
results in putting the information into practice or
applying the information. The evaluation process
INFORMATION LITERACY
1.
Determine the nature and
extent of the information
needed
2. Access needed information
effectively and efficiently
3. Evaluate information and its
sources critically and
incorporates selected
information into his or her
knowledge base and value
system
4. Individually or as a member of
a group, use information
effectively to accomplish a
specific purpose
5. Evaluate outcomes of the use
of information
Figure 3 – Information Literacy Components
9
Information Literacy Competencies
Figure 4 – Information Literacy Competencies Timeline
Recommendation
Timeline for Adoption
All practicing nurses and graduating nursing students will have the
ability to demonstrate Information Literacy steps 1 through 3
By January 2011
All practicing nurses and graduating nursing students will have the
ability to demonstrate all 5 Information Literacy steps
By January 2013
As some institutions may find these competencies difficult to implement in their entirety
immediately, as a first and significant step towards information literacy in nurses, the
TICC recommends focusing on the first three competencies for the first year. Once these
are achieved by nurses in a particular organization, the other two can be added so that by
January 2013, all nurses have all five competencies and incoming nurses demonstrate or
are helped to obtain all five.
RESOURCES
American Library Association
The ALA’s report “Information Literacy Competency Standards for Higher Education”
identifies the competencies recommended above as standards. The report also lists
performance indicators and outcomes for each standard. A faculty member or instructor
can effectively use this report to create a more detailed syllabus and or lesson plan(s) to
implement the TICC information literacy competencies.
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
The Information Literacy in Technology
http://www.ilitassessment.com
The iLIT test assesses a student’s ability to access, evaluate, incorporate, and use
information. It is a commercially available test and may be of use in demonstrating
proficiency in information literacy.
Examples of competency
statements related to each
of the Information Literacy
steps can be found in
Appendix B of this report.
10
Information Management Competencies
effective, and efficient manner.
Information management is the underlying
principle upon which TICC Clinical Information
Management Competencies are built.
Information management is a process consisting
of 1) collecting data, 2) processing the data, and
3) presenting and communicating the processed
data as information or knowledge.
The most rigorous as well as practical work on
enumerating the relevant parts of the EHRs for
clinicians was done by Health Level 7 (HL7) EHR
Technical Committee and was published in
February 2007. This approved American
National Standard (ANSI) publication is titled The
HL7 EHR System Functional Model, Release 1,
otherwise known as ANSI/HL7 EHR, R1-2007.
An underlying concept for information
management is the data-information-knowledge
continuum. Data are discrete, atomic-level
symbols, for example, the number 120.
Information is data that is grouped or organized
or processed in such a way that the data has
meaning, for example a blood pressure of
120/80. Knowledge is information transformed
or combined to be truly useful in making
judgments and decisions. An example of
knowledge is that a blood pressure of 120/80 is
dangerously hypertensive in a neonate.
The direct care component of the HL7 EHR
System Functional Model serves as a basis of
information management competencies for
practicing nurses and graduating nursing
students (see Appendix C). Although these
clinical information management competencies
are numerous, they merely make explicit
competencies for proficient use of EHRS clinical
nursing responsibilities that practicing nurses
and graduating nursing students are responsible
for today in a paper information management
environment or a mixed paper and electronic
environment.
Information is managed by nurses in a variety of
ways, but more and more the preferred or
required method is through information
systems. We define an information system as
being composed of human and computer
elements that work interdependently to process
data into information. The most relevant,
important, and fundamental information
management competencies for nurses are those
that relate to the electronic health record
system (EHRs).
However, the direct care component of the HL7
EHR System Functional Model is not quite
sufficient by itself to cover the information
management responsibilities of nurses in the
digital era. What is needed is to translate these
items into a set of competencies that address
both the purpose and intended use of the HIT
system (EHR in this case) and the “due care “
that nurses need to take in managing
information via these systems. For example,
electronic information is accessed and used in
different ways than on paper, and it is important
for the user (nurse) to understand these
differences as well as the subsequent workflow
and policies and procedures.
Using an EHRs will be the way nurses manage
clinical information for the foreseeable future.
However, nursing responsibilities are not
changing in the shift to increased use of EHRs.
For example, nurses are still required to exercise
due care in protecting patient privacy. But the
manner in which these responsibilities to
patients and communities are upheld may be
different. Therefore, all practicing nurses and
graduating nursing students are therefore
strongly encouraged to learn, demonstrate, and
use information management competencies to
carry out their fundamental clinical
responsibilities in an increasingly safe,
Fortunately, the European Computer Driving
Licence Foundation has come up with a set of
items that address these concerns, called ECDLHealth. The following chart (figure 5) illustrates
how the ECDL-Health item can be linked to a
competency statement.
11
Information Management Competencies
ECDL-Health
Syllabus Item
TICC-related Competency Statement
The Nurse will:
Concepts
Health
Information
Systems
HIS Types
Verbalize the importance of Health Information Systems to clinical practice
Have knowledge of various types of Health Information Systems and their
clinical and administrative uses
Due Care
Confidentiality
Assure Confidentiality of protected patient health information when using
Health Information Systems under his or her control.
Access Control
Assure Access Control in the use of Health Information Systems under his or
her control
Security
Assure the Security of Health Information Systems under his or her control
User Skills
Navigation
Decision Support
Output Reports
Have the User Skills as outlined in direct care component of the HL7 EHRS
model, which includes all of the ECDL-Health User Skills of Navigation,
Decision Support, Output Reports and more.
Policy and Procedure
Principles
Understand the Principles upon which organizational and professional
Health Information System use by healthcare professionals and consumers
are based.
Figure 5 – ECDL-Health Topics linked to TICC Competency Statements
This list of competencies came from the Direct Care components of the HL7 EHR System Functional
Model. In some cases functional statements were not changed as they can also serve as competencies. For
example, the HL7 EHR System Functional Model statement of “Access Healthcare Guidance” was
unchanged, except for the preamble that applies to all Clinical Information Management Competencies, as
“Using an EHRS, the nurse can: Access Healthcare Guidance.” An example of a change to the HL7 EHR
System Functional Model statements is ‘Communication with Medical Devices’ where “Communication
with Medical Devices” was changed to “Facilitate Communication with Medical Devices” to make it a
Clinical Information Management Competency.
12
Information Management Competencies
RECOMMENDATIONS
As with the other categories of informatics competencies, the TICC developed a timeline to adopt and
integrate these competencies into nursing practice and education settings. Figure 5 illustrates these
recommendations for adoption.
Figure 5 – Information Management Competencies Timeline
Recommendation
Timeline for Adoption
Schools of nursing and healthcare delivery organizations will
implement the information competencies listed in Appendix.
By January 2012
Schools of nursing and healthcare delivery organizations will
implement the transformed ECDL-Health syllabus items listed
above.
By January 2012
RESOURCES
HL7 EHR System Functional Model
http://www.hl7.org/EHR/
This ANSI standard can be used by nursing instructors in schools of nursing and healthcare delivery
organizations to develop curriculum to impart the recommended information management competencies
to all practicing nurses and graduating nursing students.
ICDL-Health Syllabus
http://www.ecdl.com
A significant portion of the HL7 EHR System Functional Model is covered by the ECDL-Health Syllabus. The
ECDL-Health Syllabus was developed by the ECDL Foundation to extend the foundation of basic computer
competency skills that are not industry specific into the healthcare industry.
Digital Patient Record Certification (DPRC)
http://dprcertification.com
The DPRC Program was developed with a panel of U.S. informatics subject matter experts and is endorsed
by the American Medical Informatics Association. The DPRC web site states that it assesses a healthcare
professional’s ability to accurately, dependably, and legally manage patient records in a digital
environment.
Healthcare Information and Management Systems Society
www.himss.org
The HITS program, sponsored in the United States by the Healthcare Information and Management
Systems Society, uses a more international version of the ICDL-Health syllabus. Both the DPRC and HITS
certifications are a substantial
