一本教会你“做对”题的6级阅读书 day17 passage1
Passage 1 Preparing the Next Generation of Nurses
护理专业教育改革 《新闻周刊》
Preparing the next generation of nurses
Since the 1970s, several authors and organizations recommended
that health care professionals develop knowledge and skills
in computer literacy, information literacy,
and the use of information technologies.
In addition, it has been recommended
that these competencies be integrated into nursing curricula.
Though 30 years have passed,
there is minimal implementation of the recommendations despite the fact
that ours is an increasingly technological society,
health care technology has expanded,
and the amount of access to information continues to grow at a rapid rate.
Federal initiatives are pushing the adoption of electronic health records (EHRs)
[01:00]throughout all health care institutions by the year 2014,
[01:05]an initiative that will dramatically change how nursing is practiced.
[01:11]Graduates of today's nursing programs should know how to interact
[01:16]with the important informatics tools to ensure safe and quality care.
[01:22]In addition, there is a growing consumer movement wanting to
[01:27]interact with health care professionals through personal health records
[01:32]and various electronic communication devices.
[01:35]Nurses should acquire the necessary
[01:38]"21st century knowledge and skills for practice
[01:42]in an emerging technologically sophisticated, consumer-centric environment".
[01:49]A call for reform
[01:51]The intent of this position paper
[01:54]is to support the reform of nursing education
[01:58]that prepares a workforce capable of practicing in a health care environment,
[02:03]where technology continues to increase in amount and sophistication.
[02:09]The National League of Nursing (NLN),
[02:13]as a leader in the preparation of a diverse workforce,
[02:17]advocates for support of faculty development
[02:20]initiatives and innovative educational programs.
[02:24]The call for reform is relevant to all nursing education programs
[02:29]as the informatics revolution will impact all of nursing practice.
[02:35]Numerous forces are catalysts to incorporating
[02:39]information and communication technologies
[02:42]throughout the health care delivery system.
[02:46]Institute of Medicine
[02:48]Since 2000, interdisciplinary teams of scientists, practitioners,
[02:55]and administrations convened by the Institute of Medicine
[02:59]have advocated the use of health information technologies,
[03:04]including electronic health records, as one solution for ensuring safe,
[03:09]quality health care. Greiner and Knebel summarized the problem
[03:14]with health professions' education in 2003:
[03:19]"Clinical education simply has not kept pace with
[03:23]or been responsive enough to shifting patient demographics and desires,
[03:29]changing health system expectations,
[03:32]evolving practice requirements and staffing arrangements,
[03:36]new information, a focus on improving quality or new technologies".
[03:41]Decade of Health Information Technology
[03:45]Another driving factor is the establishment of the Office of
[03:48]the National Coordinator of Health Information Technology
[03:53]and the Decade of Health Information Technology in 2004.
[03:58]The agenda included a strategic plan that set four major goals
[04:03]to be accomplished by 2014: Encourage the widespread adoption of
[04:09]electronic health records; Interconnect clinicians
[04:13]so that data and information can be more easily shared;
[04:17]Personalize care through the use of personal health records
[04:21]and telehealth; Improve public health through accessible information.
[04:27]In response, some agencies held summits
[04:30]that focused on building a workforce for health information transformation.
[04:36]Numerous recommendations were posed, including the following:
[04:40]Collaborate to ensure that informatics educational competencies
[04:45]are embedded in curricula;
[04:48]Promote faculty development in electronic information technologies;
[04:53]Support the passage of legislation to strengthen programs
[04:57]and increase funding for health informatics education programs,
[05:01]student recruitment and retention, and faculty development.
[05:06]Technology Informatics Guiding Education Reform (TIGER) Initiative
[05:13]The TIGER Initiative responded to the lack of nursing involvement in
[05:17]meeting federal initiatives by convening
[05:20]more than 40 nursing professional organizations to create a vision
[05:25]and a three-year action plan. The TIGER Initiative
[05:29]"aims to enable practicing nurses and nursing students to fully
[05:34]engage in the unfolding digital era of health care".
[05:39]To reach its goals, TIGER established the following recommendations
[05:44]for schools of nursing: Adopt informatics competencies for all levels of
[05:50]nursing education (undergraduate/graduate) and practice (generalist/specialist);
[05:57]Encourage faculty to participate in development programs in informatics;
[06:03]Develop a task force to examine the integration of informatics
[06:08]through out the curriculum; Collaborate with industry
[06:12]and service partners to support faculty creativity
[06:16]in the informatics technology; Develop strategies to recruit, retain,
[06:22]and educate nurses in the areas of informatics education, practice, and research.
[06:29]Robert Wood Johnson Foundation
[06:32]The Robert Wood Johnson Foundation (RWJ) funded several initiatives
[06:38]related to health care delivery transformation, workforce,
[06:43]and patient safety and quality.
[06:45]The Quality and Safety Education for Nurses (QSEN) project's goal
[06:51]is to "reshape professional identity formation in nursing to
[06:56]include commitment to quality and safety competencies
[07:00]recommended by the Institute of Medicine". To accomplish this goal,
[07:05]six competencies were defined - patient-centered care,
[07:09]teamwork and collaboration, evidence-based practice, quality improvement,
[07:15]and informatics plus safety.
[07:18]Pilot schools are integrating them in their nursing programs
[07:22]and sharing the work on the website.
[07:25]Nursing Education and Informatics
[07:29]With multiple initiatives from government and organizations,
[07:33]the question arises about where nursing education is going. Specifically,
[07:39]are educators preparing nurses who can use informatics tools to provide safe,
[07:44]patient-centered, quality care based upon evidence? The simple answer is no.
[07:52]In March 2006, a task group sent email surveys to some people.
[07:57]The emails asked for input about how the education community
[08:02]is preparing the next generation of nurses to practice in the new environment,
[08:07]and asked respondents to identify both exemplars and gaps in the curricula.
[08:14]Five hundred forty deans or directors and 1,557 faculty responded.
[08:22]Results revealed that about 60 percent of programs
[08:26]had a computer literacy requirement
[08:29]and 40 percent had an information literacy requirement.
[08:33]Only 50 to 60 percent of respondents said informatics
[08:38]was integrated into the curriculum.
[08:41]The critical conclusion is that while most schools of nursing
[08:44]focused on computer and information literacy,
[08:48]there was considerable confusion as to what nursing informatics entails
[08:53]and what constitutes the necessary knowledge to practice
[08:57]in an informatics rich environment.
[09:01]There are no other recent studies that document either similar
[09:05]or different findings. When this information was presented
[09:10]at conferences and meetings,
[09:12]the audience of nurse educators was not surprised.
[09:16]It is, therefore, imperative that people call for action
[09:21]to prepare the next generation of nurses
[09:24]with the necessary informatics competencies to provide safe and quality care.
[09:30]Information technology (IT) is not a panacea,
[09:34]and will not fulfill its promise
[09:37]unless it is harnessed in support of foundational values.
[09:41]That is why every nurse cannot afford to be unconnected
[09:45]to this transformation, but must take an active role in ensuring
[09:50]that IT is used in service to profession's values. After all,
[09:56]nurses are knowledge workers.