Description
What themes stood out to you? What other information is out there to support/disprove the concepts presented? How are Essentials 7 and 8 linked? How do informatics and system-based practice impact advanced practice nurses? How would it be valuable for future preceptors or educators to incorporate the Essentials into educational experiences? Have
you been mentored by or witnessed advanced practice nurses in the past
who clearly incorporated these competencies into their practice? In what
way? Provide supporting literature – 3 peer-reviewed sources minimum within 5 years Be sure to include specific sub-competencies in your post.Give
a brief summary of the article, then critically analyze the content.
Refer to the learning activities overview in the student resources.
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FEATURE ARTICLE
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Expanding the Informatics Competencies of Nurse
Practitioners Through Online Learning
Brian Galacio, DNP, RN-BC
Nurse practitioners’ informatics competencies are not wellunderstood. Limited evidence alludes to the potential need
to improve the informatics competencies of nurse practitioners. The primary purpose of this study was to analyze
the informatics competencies of nurse practitioners, including nurses training to become nurse practitioners, before
and after completing an online learning module in nursing
informatics. Six topics were covered in the investigatordeveloped learning module. A pretest-posttest, one-group,
quasi-experimental design was used in the study. The link
to the study was emailed to members of a local nurse practitioners’ association in California and graduate nursing students at a public university in Missouri. The study was also
shared on a professional networking Web site, LinkedIn.
Data were collected from 15 nurse practitioners and two
nurse practitioner students, using a demographic questionnaire and an 18-item self-assessment of informatics competency scale. A related-samples Sign test was conducted
to compare the pretest and posttest scores. Statistically
significant median increases ( P = .001 to 0.31), but inadequate statistical power could be found
at the small and moderate effect size levels.
RESULTS
Setting and Participants
The time frame of the study was December 1, 2020, to March
1, 2021. The study was conducted on a dedicated Web site,
which was built specifically for the project. The sample population for the study was composed of 15 NPs and two NP students. Participants were predominantly in the age range of
30-39 years (64.7%), whereas the age ranges of 40-49 and
50-59 years had equal frequency (17.6%). Most participants
selected MSN (47.1%) and DNP (41.2%) as their highest
levels of education completed, whereas 11.8% chose BSN,
which represented the two NP students. A majority of the
participating NPs reported at least 1 year of NP experience
(76.5%) compared with 23.8% with less than 1 year. The
most common practice area selected by the participants
was family (>41.2%), followed by psychiatric/mental health
(11.8%), and the rest was acute care, women’s health, and
multiple combinations of practice areas with equal frequency (5.9% each). All participants indicated having at
least 2 years of EHR experience, with the majority reporting
>5 years (88.2%). The highest frequency of EHR use was
several times a day (64.7%), followed by several times a week
(29.4%) and once a day (5.9%). Most participants had never
taken an informatics course (64.7%), whereas 35.3% had
completed an informatics course in the past.
Outcome Data
A related-samples Sign test was conducted using IBM SPSS
Statistics version 26 (IBM Inc., Armonk, NY, USA) predictive analytics software to determine the difference in participants’ informatics competencies before and after completing
the online learning module in nursing informatics. Medians
were used in the analysis unless otherwise stated. Out of the
17 participants in the study, 11 reported improvements in
CIN: Computers, Informatics, Nursing
5
FEATURE ARTICLE
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the management of aggregated data, data extraction, data
protection, and online health information evaluation, whereas
10 reported improvements in the application of relevant information (Table 1). The median of differences between the preintervention and post-intervention scores was found to be statistically significant in the following areas of informatics competencies: management of aggregated data (median, 1.00),
P < .001; data extraction (median, 1.00), P < .001; data protection (median, 1.00), P < .001; online health information
evaluation (median, 1.00), P < .001; and the application of relevant information (median, 1.00), P = .001. Inversely, the median of differences between the pre-intervention and postintervention scores was not statistically significant in the other
13 areas of informatics competencies (median, 0), P = .06 to
.50 (Figure 1).
DISCUSSION
Successes
The leading success in the study outcome was the self-reporting
of participants' expansion of their competencies in the management of aggregated data, data extraction, data protection, online health information evaluation, and application of relevant
information. Competency scores for these five areas of informatics were anticipated to increase as they were related to the
topics covered in the online learning module. Despite the small
Table 1. Median Scores and Related-Samples
Sign Test
Variable
Median of
PretestPosttest
Differences
Exact Sig
(One-Sided
Test)a
0
0
0
1
0
0
1
0
1
1
1
0
0
0
0
0
0
0
.500
.500
.250
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