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The Educator’s View: Global Needs for Health Informatics Education and Training

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Nursing Informatics

Part of the book series: Health Informatics ((HI))

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Abstract

Digitization is changing medical, nursing, and administrative processes throughout the healthcare sectors around the world. This chapter uses three exemplary case studies to demonstrate how outside of the box thinking can help address the challenges interdisciplinary academic and clinical educators face when teaching informatics. By addressing a few of the pain points educators are up against when time curricula to competency attainment, this chapter strives to help educators adapt to the new conditions of the digitized working environment of the future.

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Author information

Authors and Affiliations

  1. Healthcare Information and Management Systems Society (HIMSS), Chicago, IL, USA

    Toria Shaw Morawski

  2. University AS Osnabrück, Osnabrück, Lower Saxony, Germany

    Johannes Thye

  3. Sutter Health, San Francisco, CA, USA

    Jessica Liston

Authors
  1. Toria Shaw Morawski
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  2. Johannes Thye
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  3. Jessica Liston
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Corresponding author

Correspondence to Johannes Thye .

Editor information

Editors and Affiliations

  1. University of Applied Sciences (UAS) Osnabrück, Osnabrück, Niedersachsen, Germany

    Ursula H. Hübner

  2. The University of Texas at Arlington (UTA), Arlington, TX, USA

    Gabriela Mustata Wilson

  3. Healthcare Information and Management Systems Society (HIMSS), Chicago, IL, USA

    Toria Shaw Morawski

  4. The University of Texas at Arlington (UTA), Arlington, TX, USA

    Marion J. Ball

Appendix: Answers to Review Questions

Appendix: Answers to Review Questions

  1. 1.

    How often should discipline specific informatics definitions be revisited in scope?

Discipline specific informatics definitions must frequently be revisited in scope. With definitions and scopes changing so rapidly, it makes sense that educators sometimes get lost in a sea of rapidly changing “informatics” terminology that can trigger comprehension challenges.

  1. 2.

    True or False: Educators must first understand informatics in order to better teach informatics

True: Educators must first understand informatics in order to better teach informatics. Although healthcare continues to change rapidly in the digital age, informatics curricula development has not been prioritized and many educators are not well-versed or equipped to properly teach informatics.

  1. 3.

    The three case studies showcased in this chapter come from the following countries:

The three case studies featured in this chapter hail from Austria, China, and the U.S.

  1. 4.

    How many core health informatics competency areas were identified on the EU*US eHealth Work Project’s survey that were woven into the TIGER ICSP’s interdisciplinary Recommendation Framework 2.0?

The EU*US eHealth Work Project’s survey identified 33 core health informatics competences areas targeted toward a broad range of interdisciplinary health professions.

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Shaw Morawski, T., Thye, J., Liston, J. (2022). The Educator’s View: Global Needs for Health Informatics Education and Training. In: Hübner, U.H., Mustata Wilson, G., Morawski, T.S., Ball, M.J. (eds) Nursing Informatics . Health Informatics. Springer, Cham. https://doi.org/10.1007/978-3-030-91237-6_11

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  • DOI: https://doi.org/10.1007/978-3-030-91237-6_11

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-91236-9

  • Online ISBN: 978-3-030-91237-6

  • eBook Packages: MedicineMedicine (R0)

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