COLLEGE OF SCIENCE, TECHNOLOGY AND APPLIED ARTS OF TRINIDAD AND TOBAGO
School of Nursing, Health and Environmental Sciences DEPARTMENT OF NATURAL & LIFE SCIENCES
“Transforming Lives, Transforming Communities, Transforming the Nation… One Student at a Time
NURSING INFORMATICS
PHILOSOPHY:
VISION:
To be a student-centered, dynamic and innovative, world-class and multi-campus college, promoting excellence in teaching and learning, serving diverse communities and producing lifelong learners who can compete globally.
MISSION:
To be the premier educational institution in: providing high quality, affordable and accessible education programmes serving the needs of business, industry and the diverse campus communities and facilitation the personal and professional development of its students, faculty and staff.
The Institution’s motto “Transforming Lives, Transforming Communities, Transforming the Nation… One Student at a Time.” is embodied in our Core Curriculum as well as Programme Curriculum through ten competencies which students will understand, practice and demonstrate upon successful completion of their programmes of study at the College. These competencies are as follows:
Programme Curriculum Competencies
KNOWLEDGEA clear understanding of the principles and concepts of related theories and models of the particular
discipline and the relationship to other disciplines through study, education and experience.EFFECTIVE COMMUNICATION
The ability to accurately transfer thoughts and meaning through interpersonal skills using appropriate registers.ANALYTICAL ABILITY
The ability to systematically gather relevant data and make appropriate deductions, inferences and connections with a view to judiciously solve problems.
TECHNOLOGICAL EXPERTISEUtilization of current tools and techniques with the view to achieving efficiency and improving
functionality.COLLABORATION
Proficiency in working cohesively with other stakeholders with the view to achieving common goals.CREATIVITY
The ability to explore issues and generate solutions from an innovative perspective.PROFESSIONALISM
A life-long engagement in reflective, moral, ethical and best practices in all spheres.DIVERSITY
The ability to recognize and respect uniqueness, worth and dignity of others whilst developing one’s own
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COLLEGE OF SCIENCE, TECHNOLOGY AND APPLIED ARTS OF TRINIDAD AND TOBAGO
School of Nursing, Health and Environmental Sciences DEPARTMENT OF NATURAL & LIFE SCIENCES
“Transforming Lives, Transforming Communities, Transforming the Nation… One Student at a Time
belief system.SOCIAL AND GLOBAL RESPONSIBILITY
A conscientious approach that reflects social and global accountability, commitment, caring and integrity.ENTREPRENEURSHIP
The ability to recognize and take advantage of legitimate opportunities for innovation and social improvement, whilst accepting the related risks.
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Course Code: NURS 337Course Title: Nursing InformaticsNumber of Credits: 3Semester:Track:Co-requisites:Prerequisite:Prerequisite for:Number of Contact Hours:
45
Delivery: Learning is accomplished through practical experiences with an emphasis on group work, planning and design, manipulation and reporting skills
Instructor:Office:Office Hours:Telephone:Email:
COURSE DESCRIPTION AND GOAL:
Nursing Informatics focuses on the use and management of information and information technologies to improve the health of individual, families, populations and communities. Nurses function in an environment where information is crucial for effective and efficient healthcare. In this course we will examine how Nursing informatics has impacted on other areas of nursing such as administration, education and research.
We will investigate how driving forces in healthcare have accelerated the efforts to implement systems such as the Electronic health Record, Telehealth and E-Health. The evolution in technology has shown many benefits, however, we must discuss how the use of technology has raised many concerns in the area of data protection, privacy, liability and confidentiality.
As we explore the contents of this course, we will evaluate the application of Nursing Informatics to the Profession of Nursing locally and regionally.
The competencies addressed in this course are Knowledge at Immersion, Intermediate and Advanced levels, Analytical Ability at the Intermediate level, Technological Expertise at Intermediate and Advanced levels and Collaboration at a the Immersion and Intermediate levels. The specific objectives for this course are listed by Competency:
Specific Objectives for Nursing Informatics
KNOWLEDGE
Immersion level: Demonstrates comprehension of the relevant and significant ideas across disciplines and can make comparisons and draw conclusions about them.Student should be able to:Student should be able to:
1. Develop an understanding of the historical developments of nursing informatics3
Nursing Informatics
2. Discuss the historical development of nursing informatics.
Intermediate level: Makes connections between disciplinary and professional expectations.Student should be able to:
1. Discuss the importance for nurses to become proficient users of information and information technology, e-health and e-nursing.
ANALYTICAL ABILITY
Immersion Level: Student analyses structures and organizations and perceives and makes relationships.Student should be able to:
2. Describe the ways in which information and communication technology is transforming healthcare.
Intermediate level: Articulates problem solving processes and practices using disciplinary problem solving processes to approach problems.Student should be able to:
3. Identify issues related to the application of informatics in nursing.4. Strategize solutions to address security and ethical issues related to nursing
informatics5. Discuss, critically assess and describe applications of informatics in the clinical
setting
TECHNOLOGICAL EXPERTISE
Intermediate level: Student displays positive attitudes towards technology uses and independently selects appropriate tools that support productivity, collaboration, learning and personal pursuits.Student should be able to:
6. Demonstrate various applications of computer mediated communications7. Demonstrate the impact of computers in nursing practice, nursing administration,
nursing education and nursing research.
Advanced level: Student demonstrates practical applications of simulated and virtual technological devices and instruments.Student should be able to:
8. Utilize lab equipment and computer simulations to use of nursing informatics in nursing practice, nursing administration, nursing education and nursing researchCOLLABORATION
Immersion Level: Student initiates cooperative learning activities by seeking out others for assistance and for building projects together and acts as an active facilitator.Student should be able to:
9. Work in a group to discuss system implementation of health information systems in your healthcare environment.
Intermediate level: Student values and incorporates others’ ideas and other points of view and recognizes there is power in combining ideas.
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Student should be able to:10. Work in group to identify possible benefits of the use and relevance of nursing
informatics in the clinical setting.
TEACHING OBJECTIVES:
UNIT 1 – COMPUTERS, INFORMATION AND INFORMATICS
Content:
Data Information, Knowledge,
The Nurse as Knowledge Worker
The Significance of Good Information and Knowledge Management
The Definition and Evolution of Informatics, Medical Informatics, Nursing Informatics, and Consumer Informatics
Computer and Information Literacy
Informatics Competencies for Nurses
The Nursing Shortage Work Flow Changes
Evidence-based Practice Pressures to Implement
Information Technology
Objectives:Students should be able to:
1. Define the terms data, information, knowledge, informatics, medical informatics, nursing informatics and consumer informatics.
2. Distinguish between the computer and informatics.
3. Discuss the evolution of nursing informatics
4. Describe some of the forces inside and outside healthcare that are driving a move towards a greater use of informatics
5. Explain the need for all nurses to have basic skills in informatics
6. Analyze the effects of informatics on healthcare
7. Provide specific examples of how nursing informatics impact the health care consumer as well as professional practice, administration, education, and research.
UNIT 2 – ELECTRONIC COMMUNICATION
Content:Internet services
E-mail and Instant Messaging
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Components of an E-mail Message
Suggested Use and Etiquette
Managing E-mail Instant Messaging Database Searches Newsgroups Bulletin Board Services Remote Access
The World Wide Web Browsers Search Tools Portals, Intranets, and
Extranets Healthcare Informatics
and Services Consumer Informatics Online Publications and
Journals Marketing Services E-health
Concerns Related to the Use of the Internet and World Wide Web
Quality of Online Information
Evaluating Online Information Organizations
Overload Security Contamination by Viruses,
Worms, and Other Malware
Firewalls Institutional Policies Future Directions
Objectives:
Students should be able to:
1. Define electronic communication and compare and contrast e-mail, instant messaging and text messaging.
2. Differentiate between the Internet and the World Wide Web.
3. Identify the process required to access both the Internet and the World Wide Web.
4. Discuss services available on the Internet and the World Wide Web.
5. Relate the advantages and disadvantages that the Internet and the World Wide Web have over traditional means of communicating information.
6. Identify examples of Internet and World Wide Web resources that may be useful to nurses and other health care professionals and consumers.
7. Compare and contrast a Web page, a Web portal, a blog, and a wiki.
8. Evaluate the quality of a health information Web site. Recognize the role that consumer informatics plays in the health care delivery system.
9. Compare and contrast the purpose and use of intranets and extranets to the purpose and use of the Internet.
10. Discuss the advantages and disadvantages of the Internet as a platform for health care applications.
11. Understand the concepts of e-health, e-business and e-commerce and their role in the health care arena.
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UNIT 3 –HEALTHCARE INFORMATION SYSTEMS
Content:
Clinical Information Systems
Nursing Information Systems Standardized Nursing Languages Clinical Information Systems Monitoring Systems Order Entry Systems Laboratory Systems Radiology Systems Pharmacy Applications and
Systems
Other Clinical Systems Administrative Systems Registration Systems Scheduling Systems Contract Management Systems
Decision Support and Expert Systems
Future Directions
Objectives:Students should be able to:
1. Identify the various types of information systems used within health care institutions.
2. Define the terms health care information system, hospital information system, clinical information system, nursing information system, physician practice management system, and administrative information system.
3. Explain the functions of a nursing information system.
4. Differentiate between the nursing process and critical pathways/protocol approaches to the design of a nursing system.
5. Review the key features and impacts on nursing and other health care professionals associated with order entry, laboratory, radiology, and pharmacy information systems.
6. Describe the functions of client registration and scheduling, and coding systems.
7. Explain the purpose of decision support and expert systems.
8. Identify ways that mobile devices such as personal digital assistants, tablet computers and IPODs can improve the utility of health care information systems.
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UNIT 4 – ELECTRONIC PATIENTS RECORDS & SECURING THE INFORMATION
Content:
Definitions Historical Developments Benefits of the EHR General Benefits Nursing Benefits Benefits for Healthcare
Providers Healthcare Enterprise
Benefits Consumer Benefits
Considerations When Implementing the EHR
Electronic Infrastructure Cost
Vocabulary Standardization Security and Confidentiality Caregiver Resistance Data Integrity Incorrect Data Entry Data Correction Master File Maintenance System Failure Ownership of the Patients Record
Privacy and Confidentiality Electronic Signature Smart Cards
Objectives:Students should be able to:
1. Define the term electronic health record (EHR).
2. Discuss the benefits associated with the EHR.
3. List several concerns that must be resolved before implementation of the EHR.
4. Discuss the risk and opportunity for sharing clinical data.
5. Differentiate between privacy, confidentiality, information privacy, and information security.
6. Discuss how information systems affect privacy, confidentiality, and security.
7. Relate the significance of security for information integrity.
8. Recognize threats to system security and information.
9. Discuss how privacy and confidentiality of patient electronic information is currently being addressed in healthcare.
10. Distinguish between appropriate and inappropriate password selection and handling.
11. Discuss the implications of the HIPAA privacy and security rules for the protection of information security.
UNIT 5 – TELEHEALTH
Content:
Terms Related to Telehealth
Teleconferencing Videoconferencing Desktop Videoconferencing Historical Background Driving Forces
Applications Online Databases and Tools Education Continuing Education Home Health Care Disease Management Legal and Privacy Issues
HIPAA, Support Personnel
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Liability Licensure Issues Confidentiality/Privacy
Other Telehealth Issues
Objectives:Students should be able to:
1. Define the term Telehealth2. Discuss the terms related to the
classification of technology used in Telehealth
3. Discuss some of the ways that telehealth can deliver healthcare
4. Illustrate the opportunities for autonomous nursing practice in health
5. Discuss the main issues in implementing telehealth
6. Identify the ways that telehealth could impact present healthcare system.
7. Discuss some issues pertaining to the practice of tele-nursing
8. Describe legal and practice issues that affect telehealth.
UNIT 6 – THE FUTURE OF NURSING INFORMATICS IN TRINIDAD & TOBAGO
Content:Educational
Instructional Applications of Computer Technology
Virtual Learning Environment
Competency-Based Training
Multimedia Video-teleconferencing Distance Education Web-Based Instruction E-Learning Formal Healthcare
Education Hospital Information
Systems (HIS) Continuing Education
Administration
Tools Process Improvements Human resource
management Business Intelligence Employee Scheduling
Patient Classification system
Patient Care management systems
Research
Using Computers to Support Evidence-Based Practice and Research
Identification of Searchable Questions and Research Topics Literature Searches Digital Libraries Data Collection Tools
Quantitative versus Qualitative Research
Direct Data Input Data Analysis
Quantitative Analysis Computer Models Qualitative Analysis
Data Presentation: Graphics Online Access to Databases Collaborative Research
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Objectives:Students should be able to:
1. Identify specific ways that computer technology may be used to support and enhance education.
2. Identify the strengths and weaknesses of e-learning
3. List benefits associated with Virtual Learning Environments (VLE), distance learning, and Web-based instruction (WBI).
4. Compare and contrast e-learning with other educational uses of computers.
5. Provide examples of how computer technology may support education in each of the following settings: Formal nursing programs, continuing education
6. Identify the tools necessary to manage business processes in nursing services.
7. Discuss data management to improve outcomes using quality improvement, benchmarking, and patient care
8. Explore the use of specialized applications in nursing administration, including scheduling systems and patient classification systems
9. Describe ways that computers and informatics support evidence-based practice and the research process.
10. Discuss advantages of computerized literature searches over manual methods.
11. Identify selected statistical analysis software programs.
12. Discuss impediments to health care research related to health information technology
UNIT 7 – COURSE WRAP-UP & REFLECTION- FUTURE DIRECTIONS FOR RESOURCES
Content:1. Cost- benefit analysis for implementation in Trinidad & Tobago2. Implementation methods 3. Informatics organizations and networks
Objectives:
Students should be able to: 1. Discuss the associated cost and benefits related to implementation of Health
Information systems in Trinidad and Tobago2. Apply the Nursing process and a change theory towards the implementation of a
health Information system3. Explore the organizations and networks available for building future bridges in
nursing informatics
SCHEME OF WORK
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WK/ Date
Class ACTIVITY/TOPICS TO BE COVERED
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1 UNIT 1 – COMPUTERS, INFORMATION AND INFORMATICS
1 Content:Data Information, Knowledge,
The Nurse as Knowledge Worker The Significance of Good Information and Knowledge
Management The Definition and Evolution of Informatics, Medical
Informatics, Nursing Informatics, and Consumer Informatics
Computer and Information Literacy Informatics Competencies for Nurses The Nursing Shortage Work Flow Changes Evidence-based Practice Pressures to Implement Information Technology
2 2 Content:Internet services
E-mail and Instant Messaging Components of an E-mail Message Suggested Use and Etiquette Managing E-mail Instant Messaging Database Searches Newsgroups Bulletin Board Services Remote Access
The World Wide Web Browsers Search Tools Portals, Intranets, and Extranets Healthcare Informatics and Services Consumer Informatics Online Publications and Journals Marketing Services E-health
ActivitiesPractical exercise 2:
DUE DATE:3 UNIT 2 – ELECTRONIC COMMUNICATION
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3 Content:Concerns Related to the Use of the Internet and World Wide Web
Quality of Online Information Evaluating Online Information
Organizations Overload Security Contamination by Viruses, Worms, and Other Malware Firewalls Institutional Policies Future Directions
Activities:
Practical exercise 3: DUE DATE:
4
4 TEST 1 – Topics: Units 1, 2
:ASSIGNMENT OF GROUP PROJECTS
DUE DATE: 14th Week5 UNIT 3 – HEALTHCARE INFORMATION SYSTEMS
5 Content:
Clinical Information Systems
Nursing Information Systems Standardized Nursing Languages Clinical Information Systems Monitoring Systems Order Entry Systems Laboratory Systems Radiology Systems Pharmacy Applications and Systems
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6 6 Other Clinical Systems Administrative Systems Registration Systems Scheduling Systems Contract Management Systems Decision Support and Expert Systems Future Directions
7 UNIT 4 – ELECTRONIC PATIENTS RECORDS & SECURING THE
INFORMATION
7 Content:
Definitions Historical Developments Benefits of the EHR General Benefits Nursing Benefits Benefits for Healthcare Providers Healthcare Enterprise Benefits Consumer Benefits
Activities:
Group exercise: Explore the operations of the e-card or smart card in Trinidad
Discussion: A nurse has access to all patient records in her department. Do you think she should be able to freely access her own health record?
8 8Considerations When Implementing the EHR
Electronic Infrastructure Cost
Vocabulary Standardization Security and Confidentiality Caregiver Resistance Data Integrity Incorrect Data Entry Data Correction Master File Maintenance System Failure Ownership of the Patients Record
Privacy and Confidentiality
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Electronic Signature Smart Cards
9 UNIT 5 – TELEHEALTH
9 Content:
Terms Related to Telehealth
Teleconferencing Videoconferencing Desktop Videoconferencing Historical Background Driving Forces Applications Online Databases and Tools Education Continuing Education Home Health Care Disease Management
Activities:
Practical exercise : Locate 5 web sites dedicated to Telehealth. How has this information impacted contemporary healthcareDUE DATE:
10 10 Content:Legal and Privacy Issues
HIPAA, Support Personnel Liability Licensure Issues Confidentiality/Privacy
Other Telehealth Issues
Activities: Activity: Visit the UWI Telehealth Unit at The EWMSC
Practical exercise 10: Simulation and data analysis:
DUE DATE:11 11 TEST 2 – Topics: Units
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Practical exercise 11: DUE DATE:
12 UNIT 6 – THE FUTURE OF NURSING INFORMATICS IN TRINIDAD & TOBAGO
12 Content: Administration
Tools Process Improvements Human resource management Business Intelligence Employee Scheduling Patient Classification system Patient Care management systems
Research
Using Computers to Support Evidence-Based Practice and Research
Identification of Searchable Questions and Research Topics Literature Searches Digital Libraries Data Collection Tools
Quantitative versus Qualitative Research Direct Data Input
Data Analysis Quantitative Analysis
Computer Models Qualitative Analysis
Data Presentation: Graphics Online Access to Databases Collaborative Research
Activities: Group exercise: Compare and contrast face-to-face setting with
online education Introduction to SPSS
24 Practical exercise 12: DUE DATE:
13 UNIT 7 – COURSE WRAP –UP AND REFLECTION – FUTURE DIRECTIONS FOR
RESOURCES
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13Activities:
Group exercise: Discussion:
Practical exercise 13: DUE DATE:
14 14 Project Presentation Final meetings Final Project Presentation
15 15 Review of selected topics ( not limited to) Group attempts of exam questions
For this course, the following grading scheme will be used:
Grading system used in Nursing Informatics
Mark Range Definitions Grade GPA90 – 100 Excellent A 4.085 - 89 Very good B+ 3.580 - 84 Good B 3.075 – 79 Satisfactory C+ 2.570 - 74 Average C 2.065 - 69 Below average D+ 1.560 - 64 Minimum passing grade D 1.00 - 59 Fail F 0.0
The mark allocation for this course will be broken down as follows:
Mark Allocation system used for Nursing Informatics
2 In-course exams at 10% each 20 %These two examinations will consist of multiple choice and/ or structured short- answer questions. You will be informed by your lecturer about the topics to be covered in each test before the examTeam assignments 40% The project mark will be a composite of the following: Written Report based on the depth of investigation, organizational skills
and the effectiveness and accuracy of expression. Please note that projects typewritten using x12 font; double spaced; and printed on standard A4 or 8.5x 11 paper. The pages should be numbered and included in the table of contents. Marks will be deducted for inappropriate bibliography. Reports that have been heavily plagiarized will not be marked.
Oral Presentation based on Organization: (Establishment of importance of topic; Development of
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theme ; Relevance of research to the topic; Adherence to time limit) Presentation: (Sensitivity to audience; Personal composure and style; Verbal
and non-verbal expression; Use of humor) Effectiveness: (Use of visuals; Use of handouts; Discussion skills)
Final Examination 40 %A 3 hour examination of the entirety of the course in the following sections:Section A – Multiple Choice – 30 questionsSection B – Structured type – 5 questionsSection C – Essay type – 1 question.
Please note: Any late assignments that are not delivered directly to the lecturer must be deposited with the Programme Assistant and signed for in the register. Assignments that are not submitted in the format designated by the lecturer will not be graded.
STATEMENT ON ACADEMIC DISHONESTY
“Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in dishonest acts undermine the College’s educational mission and the student’s personal and intellectual growth. COSTATT students are expected to bear individual responsibility for their work and to uphold the ideal of academic Integrity. Anu Student who attempts to compromise the academic process will be sanctioned.”– COSTAATT Academic, Integrity and Honesty Policies and Procedures Handbook.
A QUICK NOTE ON CITATION
Plagiarism is the representation of someone else’s ideas or words as one’s own. It is a serious academic offence that includes:
- Presenting another person’s paper or ideas as original, submitting borrowed, purchased, ghost-written papers and documents downloaded from internet sites.
- Extensive paraphrasing- Flagrant failure to properly cite
sources. This includes uncited ideas, quotations and/ or words.
Students are expected to implement the methods taught in COMM117, COMM118 and LIBS130and should be cognizant of the fact that credit will not be given for work found to be plagiarized. Repeated
incidents of plagiarism will result in a failing grade and/or academic sanction.
COSTAATT requires students to adhere to the APA (American Psychology Association) citation standards that require in text citation and a reference list. Details of these requirements are as follows:
In text citation (Quotes/Paraphrasing)
o Direct quotation Use quotation marks
and include page numbers (when quoting books, journals and
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periodicals) or paragraph number (para. when quoting online sources.
A quotation of 40 or more words should be formatted as a freestanding, indented block of text without quotation marks.
o Indirect quotation/paraphrasing
o Citations from a secondary source
References list At the end of an
assignment, the full bibliographic information for each source cited in text should be provided. Do not use footnotes
References must be listed in alphabetical order by author and should use the hanging indent format.
o Books / Reports / DVDs
Each reference should include four elements:
Author/Editor/Producer
Date Title Publication
Information Periodicals -Serials or periodicals
are resources published on a regular basis, such as journals, magazines and newspapers. The elements to be included are:
Author(s) Date Title of article Title of Periodical Volume, Issue
and Page numbers
Webpages (unpublished and informally published work) Reference to web page should include the following elements :
Author Date Title Retrieval
statement (URL)
THE TEACHING TEAM FOR THIS COURSE:
In addition to the lecturer, several people are responsible for the smooth and efficient running of this course. From time to time, a student will interact with one of the following people:
The Programme Assistant: Students may leave messages for their lecturer with the Programme Assistant, including late lab submissions. The Programme Assistant also sets up appointments should a student wish to see the Department Chair.
Lab LecturerIn some courses, team teaching is performed where one lecturer is in charge of the theory component of the course and another, highly qualified lecturer teaches the laboratory component. This lecturer is additionally responsible for collecting and grading lab reports.
Lab Technicians: The Lab Technicians are highly capable individuals who are responsible for setting up labs, assisting with handling samples and equipment during labs and responsible for lab safety procedures and protocols. In case of an emergency, the Lab Technician and Lab Lecturer are responsible for your safety in the lab.
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ESSENTIAL SUPPLIES
Text books – students should walk with their text books to class and to labs. Lab manual – to be provided at the start of the lab component of each course. Appropriate Lab wear – slippers, flip-flops and open toed footwear are strictly
prohibited in the Labs. Students are also expected to wear protective clothing in labs, for example a lab coat. For the safety of all concerned, the Lab Technician has the responsibility to deny a student access to the lab if they are improperly attired.
Appropriate Field equipment – Students should keep a separate, hardbound notebook for making field notes in potentially uncomfortable circumstances e.g. pouring rain. Depending on the nature of the field trip, students are expected to dress for safety and comfort by wearing sneakers or hiking boots and walking with a change of clothing.
TEXTBOOKS:Recommended Texts:Hebda, T (2005) or latest ed. Handbook of Informatics for Nurses and Health Care Professionals. New Jersey: Prentice hall
Thede, L. Q. (2010) Informatics and Nursing : Competencies and Applications (3rd Ed) Lippincott. PhiladelphiaEnglebardt, S. (2002) Health Care Informatics. St Louis: Mosby
Benoit, L., K., & Tiessen, B. (2001). Electronic documentation on a psychiatric unit. Canadian Nurse, 97 (10), 27-29
AUDIO-VISUAL RESOURCES:Multimedia Projector, Laptop with Microsoft Office Word, PowerPoint, Excel, Multimedia Player DVD drive, USB ports and Speakers.
BIBLIOGRAPHY IN PREPARING SYLLABUS:
Hebda, T (2005) or latest ed. Handbook of Informatics for Nurses and Health Care Professionals. New Jersey: Prentice hall
Thede, L. Q. (2010) Informatics and Nursing : Competencies and Applications (3rd Ed) Lippincott. PhiladelphiaEnglebardt, S. (2002) Health Care Informatics. St Louis: Mosby
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COURSE COORDINATOR:Rita Jarvis-IsaacCOSTAATTEmail:
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