TELEHEALTH AND TELENURSING

INTRODUCTION TO TELEHEALTH

Definition: Telehealth is the use of telecommunications (e.g., phone,

video calls, patient portals) to provide healthcare services remotely.
Traditional vs. Telehealth Approach:
Face-to-face visits were preferred due to personal interaction.
Barriers included reimbursement policies, technology limitations, and
state licensing restrictions.
.
Impact of COVID-19:
Rapid Adoption: Telehealth became essential to prevent virus
exposure.
Policy Changes: Medicare expanded coverage for virtual visits.
Increased Demand: Healthcare systems had to quickly adapt to
virtual care models.
GROWTH AND BENEFITS OF TELEHEALTH

Statistics:
In 2010, only 35% of hospitals used telehealth.
By 2019, 76% of hospitals were using telehealth for consultations.
Post-2020, usage surged even more due to pandemic-driven
demand.
Key Benefits:
Increases Healthcare Access: Beneficial for rural or underserved
areas.
Reduces Hospital Readmissions: Patients are monitored at home instead
of frequent visits.
Supports Chronic Disease Management: Helps in conditions like diabetes,
heart failure, and COPD.
Saves Time & Costs: Fewer in-person visits lower travel costs and burden
on hospitals.
Faster Response to Emergencies: Patients can report symptoms in real-
time.
THE ROLE OF TELENURSING

Definition: Telenursing is the use of telehealth technology by

nurses to assess, educate, and care for patients remotely.
Primary Responsibilities of Telenurses:
Monitor vital signs remotely (e.g., blood pressure, oxygen
levels).
Provide teleconsultations via phone or video calls.
Educate patients on medication use and chronic disease
management.
Help triage patients by assessing symptoms before hospital visits.
Act as a bridge between patients and doctors by collecting
essential health data.
FOUNDATION OF KNOWLEDGE
MODEL IN TELENURSING

Step 1: Knowledge Acquisition

Collecting data through remote patient monitoring tools
(e.g., heart rate monitors, glucose trackers).
Receiving patient responses via questionnaires or
calls.
Step 2: Knowledge Processing
Analyzing patient symptoms, comparing trends, and
understanding history.
Detecting health deterioration early to prevent
complications.
Step 3: Knowledge Generation
Making clinical decisions based on analyzed data.
Asking critical questions:
Does the patient need a medication adjustment?
Should the physician be notified?
Does the patient require emergency care?
Step 4: Knowledge Dissemination
Communicating findings to doctors, caregivers, or
families.
Providing guidance to patients on medication
changes, diet adjustments, and symptom monitoring.
TELEHEALTH TECHNOLOGIES AND APPLICATIONS

Store-and-Forward Telehealth (Asynchronous Telehealth)

Digital images, videos, or lab results are sent to specialists for later review.
Used in teleradiology, dermatology, pathology, and wound care
assessments.
Real-Time Telehealth (Synchronous Telehealth)
Live, interactive video consultations between doctors, nurses, and patients.
Used for mental health therapy, stroke consultations, and telerehabilitation.
Remote Patient Monitoring (RPM)
Devices continuously track patient vitals (e.g., blood pressure cuffs, ECG
monitors).
Used for chronic diseases like diabetes, heart failure, and post-surgical
monitoring.
mHealth (Mobile Health Applications)
Smartphone apps for medication reminders, symptom tracking, and health
coaching.
Patients use mobile apps to track weight, glucose levels, or mental health
status.
DRIVING FORCES OF TELEHEALTH GROWTH

1. Aging population
2. Nursing and healthcare worker shortages
3. Rising chronic diseases and conditions
4. Educated and techsavvy patients
5. High healthcare cost
FUTURE OF TELENURSING AND TELEHEALTH

1. AI & Data Analytics in Telehealth

AI-driven diagnostics will analyze patient symptoms and suggest
interventions.
Predictive analytics will help prevent hospital readmissions.
2. Expansion of Home-Based Care
More patients will receive hospital-level care at home using remote
monitoring.
Tele-ICUs allow remote nurses to monitor ICU patients in real time.
3. Policy & Reimbursement Improvements
More insurance companies are covering virtual visits.
State licensing laws may change to allow cross-state telehealth services.
4. Telenursing as a Growing Career Field
More nurses will specialize in remote patient monitoring, virtual care, and
chronic disease management.
Tele-triage nurses will assess symptoms and guide patients to the right
level of care.
Telehealth is ideal for patients needing condition
monitoring, especially those with chronic
illnesses, homebound patients, or those with
limited transportation access.
PATIENTS WITH CHRONIC DISEASES

Chronic diseases such as CHF, COPD, diabetes, and

wound care require consistent monitoring.

Early detection of changes (e.g., 3-pound weight gain in

CHF) helps prevent hospitalizations..
AT-RISK POPULATIONS

Patients with predispositions to illness or early signs of

health issues.
Telemonitoring ensures timely interventions and avoids
acute incidents.
ISOLATED PATIENTS

Beneficial for homebound elderly or those in rural areas

with limited healthcare access.
Technology like robots (e.g., Rudy) aids in care
management and monitoring.
ISOLATED PATIENTS
INCARCERATED PATIENTS

Prison populations often have chronic diseases and

mental health issues.
Telemedicine helps overcome geographic and
transportation barriers to provide care
HOSPITALIZED PATIENTS

Reduces hospital readmissions by monitoring patients at

home.
Ensures timely intervention if condition worsens before
or after discharge.
HOME TELEHEALTH SOFTWARE
Supports better management of patients.
Trending: Visualizes data trends for conditions like blood
pressure, weight.
Triage: Prioritizes patients at risk based on real-time data.
Communications: Electronic notifications to clinicians.
Data Access and Sharing: HIPAA-compliant web-based
platforms for sharing patient data.
NURSING INFORMATICS
AND NURSING EDUCATION
ROLE OF NURSING INFORMATICS IN NURSING EDUCATION

Nursing informatics improves safety by utilizing

technology to facilitate the collection, analysis and
reporting of higher-quality data related to patient safety
issues and health outcomes, as well as to prevent
medical errors and allow for better monitoring and
reporting of those that do occur.
IMPORTANCE OF NURSING INFORMATICS
When nursing informatics can improve data handling, it makes it easier for
nurses to provide quality patient care more efficiently and effectively.
Improved patient care and outcomes
Enhanced patient safety
Streamlined workflow
Virtual care
Data-driven decision making
IMPORTANCE OF NURSING EDUCATION
Nursing education is crucial for a functioning healthcare system. It provides the
necessary knowledge and skills for nurses to deliver safe and effective patient
care. This includes mastering essential clinical procedures, understanding and
applying evidence-based practices, and making sound ethical judgments.
Furthermore, nursing education emphasizes the importance of clear
communication, teamwork, and patient advocacy. Graduates are prepared to
adapt to technological advancements in healthcare and to engage in lifelong
learning to maintain their expertise and contribute to a constantly evolving field.
The ultimate goal is to ensure high-quality, patient-centered care that meets the
diverse needs of individuals and communities.
RELATIONSHIP BETWEEN NURSING INFORMATICS AND NURSING
EDUCATION
Embedding nursing informatics into the undergraduate
nursing curriculum enhances nursing students' digital
health literacy, whilst preparing them to use health
information systems and technological innovations to
support their learning both at university and in the clinical
environment.
INTRODUCTION: NURSING EDUCATION AND THE FOUNDATION OF
KNOWLEDGE MODEL
Nursing informatics integrates information and technology to enhance patient
care and support nursing practices. The Foundation of Knowledge model
encourages nurses to apply theoretical knowledge in practical settings,
improving decision-making and patient safety through effective
communication and data management skills. Advancements in
telecommunications and virtual technologies facilitate better learning
outcomes and personalized instruction for nursing students, ultimately leading
to improved healthcare delivery and reduced errors in clinical settings.
KNOWLEDGE ACQUISITION AND SHARING
The transition from computer literacy to information literacy emphasizes the
significance of interactivity and design in online learning environments.
Thurmond and Wambach identified four interaction types essential for
effective Web-enhanced courses: learner-learner, learner-content,
learner-instructor, and learner-interface interactions, which collectively
foster student engagement and learning. These interactions are enhanced
through various online tools such as chats, forums, and blogs, encouraging
students to actively engage with course materials and each other in innovative
ways.
EVOLUTION OF LEARNING MANAGEMENT SYSTEMS
Nursing informatics in the 21st century emphasizes technology
usability and accessibility, significantly impacting education through
computer-assisted instruction (CAI). CAI enhances learning by
providing customizable scenarios that cater to various learning styles,
thus improving knowledge retention and clinical skills development.
When evaluating software for educational purposes, it's crucial to
assess content accuracy, presentation format, documentation style,
and its applicability for diverse student needs.
KEY CHARACTERISTICS OF NGDLE
Interoperability and Integration: Enables seamless content exchange and the integration of various learning tools, facilitating
effective data analysis

Personalization: Allows customization of the learning environment to meet individual needs of students and instructors

Analytics, Advising, and Learning Assessment: Supports competency-based assessments and integrates data analysis
tools for better learning outcomes

Collaboration: Encourages interaction among students, instructors, and across disciplines, adhering to interoperability
standards

Accessibility and Universal Design: Ensures inclusivity for individuals with disabilities by incorporating accessible features
into the design
DELIVERY MODALITIES

Nursing educators are recognizing that today's technology-savvy students,

shaped by instant communication and online interactions, require engaging
and interactive teaching methods, differing from traditional approaches. As
nursing programs expand, new faculty often face challenges adapting to
technological advancements and outcomes-based accreditation,
necessitating professional development in modern teaching practices. This
shift emphasizes the need for innovative educational strategies to enhance
student engagement and clinical reasoning in nursing education.
.
FACE TO FACE DELIVERY

Traditional face-to-face lectures in nursing education have a low

information retention rate of only 5% after 24 hours, which is
significantly lower than methods such as peer teaching (90%)
and practice activities (75%) . Additionally, the physical
constraints of classroom spaces hinder the effectiveness of
these interactions, limiting the advantages of face-to-face
teaching in adapting to evolving learning models.
ONLINE DELIVERY

E-learning has transformed student-teacher dynamics in nursing education,

shifting from traditional roles to a more collaborative environment where
educators act as facilitators rather than gatekeepers. While online learning
promotes accessibility and enhances engagement, critics argue it can hinder
personal connections and disrupt classroom dynamics. Nonetheless, studies
indicate that e-learning continues to gain popularity, effectively encouraging
students to share experiences and support each other, thereby enriching the
educational experience despite some inherent challenges.
HYBRID OR BLEND DELIVERY
Hybrid learning combines traditional classroom instruction with
online components, allowing some students to attend in-person
while others participate virtually. This model enhances learning
through technology, such as smart classrooms equipped with digital
tools, facilitating interactive and collaborative experiences. Effective
hybrid courses require careful planning to integrate both face-to-face
and online elements, ensuring an engaging educational experience
for all students.
COMPETENCY-BASED LEARNING
Competency-based education (CBE) in nursing emphasizes mastering
specific skills over traditional time-based curricula, aligning with the
evolving needs of healthcare. Learning Management Systems (LMS)
facilitate this approach by tracking student progress and competency
achievement, fostering personalized learning experiences. Professional
organizations, including QSEN and AACN, advocate for CBE to
enhance nursing education, ensuring graduates are equipped with
essential clinical competencies for effective patient care.
TECHNOLOGY TOOLS SUPPORTING EDUCATION

Certain social trends emerging from the morass of both

traditional and innovative technology tools include the
use of technologies attempting to meet the needs of
members of the Net Generation or Millennial
Generation.
Tutorials
Case Scenarios
Portfolios
Simulations
Virtual Reality
INTERNET-BASED TOOLS
The general consensus in nursing education suggests that any technology that allows
users to interact and engage both materials and one another is useful. More specifically,
the Foundation of Knowledge model qualifies this observation with the caveat that
technology must display user-friendly capabilities to provide benefits to its users, thereby
allowing students not just to find information and one another online, but also to engage,
challenge, and institute their
discoveries.

Digital Books (eBooks) Electronic Mailing Lists

Webcasts and Webinars Portals
Searching
Instant Messaging Podcasts: Audiopods and Videopods
Multimedia
Chats and Online Discussions (Blogs)
PROMOTING ACTIVE AND COLLABORATIVE LEARNING
A collaborative, student-centered approach uses the best tenets of
inductive teaching by imposing more responsibility on students for their
own learning than is assumed in the traditional lecture-based deductive
approach. These constructivist methods are built on the widely accepted
principle that students are constantly constructing their own realities
rather than simply absorbing versions presented by their teachers.
Collaborative methods often involve students’ discussion of questions and
in-class problem solving, with much of the work (in and out of class) done
by students in groups rather than individually.
KNOWLEDGE DISSEMINATION AND SHARING
Sharing stories and experience from a clinical point of view
accomplishes much more than simply promoting camaraderie or
empathy (although this kind of engagement is infinitely valuable
in its own way); sharing experiences of clinical learning can help
convey life-saving information to other clinicians in a way that is
more memorable and palatable and less imposing than warnings
delivered outside a social context.

Networking
Presenting and Publishing
Continuing Education and Recertification
 Simulations
> are imitation of real -life events or circumstances
> in nursing education, use scenarios to provide an
opportunity for practice in a mock situation

Simulations can be done via

>role play
>latex based application
>web based simulation
>virtual simulation in a virtual world
 Examples of Simulation
1. Role play
2. Web based simulation
3. Latex based simulation
4. Virtual Simulation
 Key Terms:
Edutainment: Combination of education and entertainment
Simulator: Is a mechanical or electronic device that provides an environment
in which simulation can occur.
Simulated documentation: Electronic format or EHR used by the learners to
document simulated nursing care for educational purposes

Game: Structured activity undertaken for enjoyment

Simulation scenario: is a situation or case developed in a simulation setting

to mimic an actual practice situation
Game mechanics: Are the rules, instructions and directions that the learners
interacts with while playing the game
Gameplay: is how the learners interact with or plays the game
Major components of simulation(PEDA)

Prebrief: The students receive the simulation information

Enactment: The simulation area is prepared to facilitate the activity

Debrief: the most important transitional, debriefing helps the learner

reflect on authentic experience

Assessment: The student would be provided with a detailed

explanation of how they will be assessed
Competencies In Nursing Education
American Association of Colleges of Nursing (1997) Identified that heathcare
professionals needed to possess both skill and knowledge of informatics
American academy of Nursing 2003. & Institute of Medicine 2000
Identified that information technology as a key measure in
improving patient safety and quality of care
Staggers,Gassert and Terrans 2002 created study in informatics competencies for
entry level nurses focusing on computer skills, informatics knowledge
and informatics skills.
TANIC (TIGER based Assessment for Nursing Informatics Competencies)
this instrument assesses competencies of level 1. Beginning Nurse
level 2. Experience nurse
NICA ( Nursing Informatics Competency Assessment:)
level 3: Informatics Nurse Specialist
level 4:Informatics Innovator
Incorporating EHR’s into the Learning Environment
2 Main approaches
1. EHR can be created specifically for simulation process
2. Simulation may use a real EHR system

WEB Based Medical Chart (WMC) Brown 2005

Designed specifically for simulation and requires:
1. Database
2. Dynamic Web Page shells
3. server
4. computers with access to the internet
Challenges & Opportunities when looking to adopt simulated EHR

1. Cost
2. Ease of use for the instructional
learner
3. Technical support from the vendor
4. Time to build or develop the patient
database
5. Additional simulation materials
included with package
6. Flexibility of the system to be
customized
7. Overall fidelity or realism
GAME MECHANICS
AND EDUCATIONAL
GAMES
GAME MECHANICS
DEFINITION
The rules and limitations in which a game takes place
Must be clearly stated in instructions for players to understand expectations.

ROLE OF GAME MECHANICS IN LEARNING

Determines how the players or learners interact with the rules and how the game
responds to the players’ or learners’ moves or behaviors within the game
Connects players’ or learners’ actions to thepurpose of the game.
People voluntarily play games because they are fun and embody
many motivational aspects (Mastrian et al., 2011).

Great games provide an optimally challenging state between

boredom and
frustration (Csikszentmihalyi, 1990).

Games exist within a set of rules (Kelley, 1988; Salen &

Zimmerman, 2003), and players receive feedback from their
interactions in the game and rule space.
EDUCATIONAL GAMES
Is a subset of both play and fun, and is sometimes referred to as a “serious game”
(Zyda, 2005)

It is a melding of educational content, learning principles, and computer games

(Prensky, 2001) that should emphasize the value of the experience (Nemerow, 1996).
 Mungai, Jones, and Wong (2002) stated that the flow of an
educational game may be under the designer’s control more than
a noneducational game, and feedback should be used to stress
competency, not just achievement.

The trick in designing an educational game is to maintain the

same fun state found in noneducational games (Koster, 2004).

“Contemporary teachers wishing to incorporate game-based

learning whether doing so within a virtual environment, through
video games, or by leveraging mobile apps and other
technologies are at the forefront of a paradigm shift” (Bauman,
2016, p. 110)
 Types of Educational Games and Their Uses
Action Games – Improve reflexes and quick responses.
Adventure Games – used to discover the unknown, such as
diagnosing a patient’s illness.
Construction & Building Games – could be used for building
complex mental constructs that can be understood only through
knowledge of their constituent parts and the ways in which they
interrelate
Strategy Games – are great for nursing education teaching
moments where careful, up-front planning is critical and on-the-fly
adjustments to one’s plan may be needed to ensure its success
 Types of Educational Games and Their Uses
Role-Playing Games (RPGs) – Are an excellent way for nursing
educators to guide students through any situation where a sequenced
step-by-step introduction to the parts of the job or skill is required.
Massive Multiplayer Online RPGs (MMORPGs) – using the Internet to
provide a shared, simultaneous experience for dozens or even hundreds
of players
Casual Games (Minigames) – These games are designed to be played in
a short time span, or for a few minutes a day over several days, weeks,
or even months
Simulation Games – uses game mechanics to imitate or copy real-ife
activities or actions in the form of a game.
VIRTUAL WORLD IN
EDUCATION
VIRTUAL GAME
Cohen and colleagues (2013) defined virtual worlds as follows:
Virtual worlds are live, online, interactive 3-dimensional environments in which users interact
using speech or text via a personalised avatar. Access re- quires a modern computer and
Internet connection. Healthcare practitioners are increasingly utilising virtual worlds and
other web-based technologies for educational purposes, including resuscitation training,
conferences, surgical education and team-working for multidisciplinary healthcare
providers.
Choosing among Simulation, Serious
Games, And Virtual Reality
GAMES
• Games are goal oriented and may be competitive in nature.
They should be fun and perhaps a bit fantastical and lighthearted.

• A particular game may or may not include exploratory learning

and social interaction. Although simulations are also goal
oriented, the competition is generally subdued
Choosing among Simulation, Serious
Games, And Virtual Reality
SIMULATION
• Simulations are generally more realistic and not
necessarily fun to use.
• May or may not include exploratory learning and
social interactions
Choosing among Simulation, Serious
Games, And Virtual Reality
VIRTUAL REALITY
• Do not intrinsically have goals or competition; it is up to the
player to contruct them and add them to the world.
• Virtual worlds used for simulation also include a debriefing
process for their learners, which solidifies the learning.
 REALITIES
– The realities have been described as disruptive innovations

– Using virtual realities in education requires immersion.

– Augmented reality (AR) and virtual reality (VR) are techno-

logical examples of immersive environments used in learning
episodes to enhance the learning experience in a safe
setting.
AUGMENTED REALITY
– Augmented reality (AR) is an interactive experience within a real-world
environment perceptual information. By integrating AR into educational venues,
it provides stimu- that enhances real-world objects using virtually simulated, or
computer-generated, lation, or input, for multiple senses, including olfactory,
visual, auditory, haptic, and somatosensory (e.g., pressure, pain, or warmth).

– AR improves the abstract, or conceptual, comprehension of digital

animations, such as a beating heart or human brain, by bringing them
into in which they and the students actively explore. Learners can view
and manipulate their real background.
VIRTUAL REALITY
– Virtual reality (VR) is infiltrating healthcare to improve plans of care and patients'
outcomes. Heady (2019) described the use of VR at the University of California at Los
Angeles to explore the patient's own anatomy prior to surgery. VR "models to for
kidney tumor surgeries resulted in substantial improvements, including shorter
operating times, less blood loss during surgery and a shorter stay in the hospital
afterward"
– Brody (2019) said that, for pain management, it is more than a distraction
NURSING RESEARCH
DATA COLLECTION,
PROCESSING, AND
ANALYSIS
INTRODUCTION
NURSING RESEARCH AND THE FOUNDATION OF KNOWLEDGE
MODEL
The Foundation of Knowledge Model suggests that the most important
aspect of information discovery, retrieval, and delivery is the ability to acquire,
process, generate, and disseminate knowledge in a way that help those
managing the knowledge reevaluate and rethink the way they understand and
use what they know and have learned.
KEY COMPONENTS OF THE MODEL:
1. Knowledge Acquisition – Nurses gather information from various sources, such as
patient data, medical research, clinical experience, and technology (e.g., electronic health
records).
2. Knowledge Processing – Information is analyzed, organized, and interpreted to make
sense of it. Critical thinking, evidence-based practice, and clinical reasoning play essential
roles here.
3. Knowledge Generation – Nurses contribute new insights by conducting research, testing
interventions, and drawing conclusions that add to the body of nursing knowledge.
4. Knowledge Dissemination – New findings and best practices are shared with other
healthcare professionals, students, and patients through teaching, publications, and policy-
making.
NURSING RESEARCH AND THE
FOUNDATION OF KNOWLEDGE MODEL
NURSING RESEARCH AND THE FOUNDATION OF KNOWLEDGE MODEL
According to the American Library Association (ALA) (2000), an information-literate
individual is able to do the following:
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one's knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of
information and access and use information ethically and legally
KNOWLEDGE GENERATION THROUGH
NURSING RESEARCH
KNOWLEDGE GENERATION THROUGH NURSING RESEARCH
Information literacy is an intellectual framework for finding, understanding,
evaluating, and using information. These activities are accomplished in
part through fluency with information technology and sound investigative
methods but, more importantly, through critical reasoning and
discernment.
KNOWLEDGE GENERATION THROUGH NURSING RESEARCH
The ACRL (2016) has suggested that "information literacy initiates,
sustains, and extends lifelong learning through abilities which may use
technologies but are ultimately independent of them"
ACQUIRING PREVIOUSLY GAINED KNOWLEDGE
THROUGH INTERNET AND LIBRARY HOLDINGS
PROFESSIONAL ONLINE DATABASE
Professional databases represent a source of online information that is
generally invisible to all internet users except those with professional or
academic affiliations, such as faculty, staff, and students. These databases,
which range from specific to general, act as collection points by aggregating
information, such as abstracts and articles from many journals.
ACQUIRING PREVIOUSLY GAINED KNOWLEDGE
THROUGH INTERNET AND LIBRARY HOLDINGS
SEARCH ENGINES
Search engines allow users to surf the web and find information on nearly
anything. although many researchers steer clear of search engines because of
the vast amounts of unsubstantiated information they are likely to uncover.
ACQUIRING PREVIOUSLY GAINED KNOWLEDGE
THROUGH INTERNET AND LIBRARY HOLDINGS
WEB ADDRESS
A web address, also known as a URL (Uniform Resource Locator), is the
unique address used to access a website on the internet.
Web address (i.e., domain) suffixes (e.g.,.com, edu, org, and gov) indicate who
is responsible for creating the website.
ACQUIRING PREVIOUSLY GAINED KNOWLEDGE
THROUGH INTERNET AND LIBRARY HOLDINGS
ELECTRONIC LIBRARY CATALOGS
An online library catalog is an electronic bibliographic database that
describes the books, videotapes, periodicals, etc. carried by a particular
library.
An electronic library catalog is a digital database of a library's holdings,
such as books, videos, and periodicals.It's accessible online and allows
users to search for materials by title, author, subject, and more.
FAIR USE OF INFORMATION AND SHARING
Copyright laws in the world of technology are notoriously
misunderstood. The same copyright laws that cover physical books,
artwork, and other creative material apply in the digital world.
The value of creative material-whether it is written content, a song, a
painting, or some other type of ereative work-lies not in the physical
medium on which it is stored but rather in the intangibles of creativity,
skills, and labor that went into creating them.
INFORMATICS TOOLS FOR
COLLECTING DATA AND STORING
INFORMATION
INFORMATICS TOOLS FOR COLLECTING DATA
AND STORING INFORMATION

As knowledge workers, nurses are already intimately familiar with data collection
as daiily agents of patient care documentation, patient monitoring, and interview data

Nurses deal with a lot of information. This includes things like standard healthcare terms, ways of
organizing patient information, and specific nursing details. All of this information needs to be
gathered and put together in a structured way before it can be properly analyzed or used to figure out
what's happening with a patient and how to best care for them
INFORMATICS TOOLS FOR COLLECTING DATA
AND STORING INFORMATION
Knowledge networks are rich and dynamic digital collections affording high-quality knowledge support to their
users for sharing, developing, and evolving knowledge.
Knowledge networks are made up of three types of activities, according to Creech (2004):

Collaborative research and information exchange: the systematic investigation of the target issue or
problem, conducted jointly by two or more members of the network, or by an individual member with
significant consultation with other members.

Engaging with stakeholders: moving the research into policy and action, through improved
communications and interaction with those who are in a position to put the research to use.
INFORMATICS TOOLS FOR COLLECTING DATA
AND STORING INFORMATION

Network management: setting up and running the operating structure necessary to build the
relationships among the participants in order to strengthen the research, communications and
engagement processes of individual members and of the network as a whole.
Database management systems consist of software designed to collect, sort, organize, store, retrieve, select, and
aggregate data.

Nursing and health data may be classified into four basic types:
(1) resource data (e.g., financial information),
(2) patient and client demographic
(3) activity data (i.e., clinical data), and
(4) health service provider data

The process of electronically recording data follows a programmed set of instructions built into the software,
thereby substantially cutting down on collection error
Quantitative data collection tools, or instruments, include questionnaires, interviews,
surveys, quiz asessment , email interviews, and web-based surveys, all of which
generate numeric data rather than text-based data

Questionnaire surveys - all of most in popular means of data collection, it can be

administered in hard copy form or programmed into a website where individuals may
answer the questions electronically. Other electronic data collection tools include
handheld devices and on-site laptops.

A key benefit of using electronic data collection is the ability to directly transmit data
to another computer electronic data for compilation and analysis, thereby cutting
down on the risk of error
Harder-to-measure, nonnumerical qualitative data can be collected electronically in the form of a narrative, or diary-like, entry.
Much in the way that free text is analyzed and sorted, this narrative dialogue is assessed and then coded to look for patterns and
themes that represent the phenomenon under study.

TOOLS FOR PROCESSING DATA AND DATA ANALYSIS

Data analysis is the process by which data collected during the course of a study are processed to identify
trends and patterns of relationships. A range of tools exist to facilitate such analysis, including specialized
databases; word-processing, spreadsheet, and data. base applications; and statistical packages. Data analysis
can also be aided by simple data management programs, such as Excel, Access, or NVivo.

Quantitative data focus on numbers and

frequencies, with the goal of describing a Qualitative Data - extremely varied in nature, qualitative
situation or looking for more robust relationships, data can include nearly any information that can be
such as correlations, and specific variable captured and is not numerical. Qualitative data are more
contributions to an outcome. This aim stands in concerned with describing meaning than with drawing
contrast to qualitative analysis, which focuses on statistical inferences
experiences and meaning. Various quantitative Some major types of qualitative data include in-depth
data analysis can be applied to nursing interviews, direct observation, and written
research, such as intervention research, quality documents
improvement studies, and outcomes research.
Two relatively new approaches to quantitative research are cohort research and case control research

Cohort research is a type of study in which two Case control research is a type of study in which patients
groups of people are identified, one with an exposure who have an outcome of interest and patients who do not
of interest and another without the exposure. The two have the outcome are identified; the researcher then looks
groups are followed to determine whether the back in time (typically, using health records) to determine ex-
outcome of interest occurs. Groups are defined posures and experiences that could have contributed to the
based on whether they have had an exposure to a outcome occurring or not occurring
particular risk factor.

The Future
Big data is a field that deals with ways to examine, analyze,
and systematically extract data and information from datasets The future of NI is growing as fast as technology itself. The
more nurses participate in the development process of
that are too large or complex to be processed using
healthcare technology, the more efficient and effective NI
conventional data-processing application software
may become. Nurses are urged to take an active role in the
profession by providing real-world feedback during the
design process and after implementation. Such practical
insights will provide valuable data for technology
evaluation and advancement in the field of NI.
THANK YOU!