Health Professionals' Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks addresses the challenges posed by information and communication technology to health professionals’ education, and the lessons learned from field experiences and research. This book is divided in three parts: "the changing landscape of information and communication technology in health care", in which it discusses how information and communication technology is transforming health care and the implications of these changes for health professions education; "experiences from the field", with real-life examples of health professionals’ education in and for the digital era; and "evaluation of students and programs", addressing the use of technology to assess learners as well as the complexity of evaluating programs to enhance competence in an information technology-rich health care world
Written by leading researchers from different parts of the world, the book is a valuable source for educators and professionals who are active or wish to be part of the health informatics field.
1. Cover image - p. Cover 2. Title page - p. iii 3. Table of Contents - p. iii 4. Copyright - p. iv 5. List of Contributors - p. ix 6. Foreword - p. xiii 7. Preface - p. xv 8. List of Reviewers - p. xxi 9. Part I: The Changing Landscape of Information and Communication Technology (ICT) in Health Care: Implications for Health Professionals’ Education - p. xxi 10. Section I: The Changing Nature of the Patient-Clinician Relationships - p. xxi 11. Chapter 1. Computers, Patients, and Doctors—Theoretical and Practical Perspectives - p. 5 12. Chapter 2. What’s All This Silence? Computer-Centered Communication in Patient-Doctor-Computer Communication - p. 23 13. Chapter 3. Overcoming Health Disparities: The Need for Communication and Cultural Competency Training for Healthcare Providers Practicing Virtually in Rural Areas - p. 35 14. Section II: Ethical and Professional Conduct in the Digital Age - p. 54 15. Chapter 4. The Facets of Digital Health Professionalism: Defining a Framework for Discourse and Change - p. 65 16. Chapter 5. Privacy and the Hi-Tech Healthcare Professional - p. 91 17. Chapter 6. Ethics, Obligations, and Health Informatics for Clinicians - p. 111 18. Section III: Patient Safety and Quality Assurance Thrusts in Digital Healthcare and their Influence on Clinicians and Patients - p. 124 19. Chapter 7. Transformative Technology: What Accounts for the Limited Use of Clinical Decision Support Systems in Nursing Practice When Compared to Medicine? - p. 131 20. Section IV: Health Information Literacy and Credibility Assessment - p. 141 21. Chapter 8. Developing Digital Literacies in Undergraduate Nursing Studies: From Research to the Classroom - p. 149 22. Part II: Experiences From the Field - p. 170 23. Section V: Training Clinicians in Informatics and Practicing in IT-Enabled Settings - p. 170 24. Subsection V.A: Curriculum Design and Implementation Strategies - p. 170 25. Chapter 9. Lessons Learned and Looking Forward With Pharmacy Education: Informatics and Digital Health - p. 181 26. Chapter 10. Patient-Centered Technology Use: Best Practices and Curricular Strategies - p. 201 27. Chapter 11. Incorporating Patient’s Perspectives in Educational Interventions: A Path to Enhance Family Medicine Communication in the Age of Clinical Information Systems - p. 233 28. Chapter 12. Strategies Through Clinical Simulation to Support Nursing Students and Their Learning of Barcode Medication Administration (BCMA) and Electronic Medication Administration Record (eMAR) Technologies - p. 245 29. Section VI: Local and Regional Interventions - p. 264 30. Chapter 13. From Competencies to Competence: Model, Approach, and Lessons Learned From Implementing a Clinical Informatics Curriculum for Medical Students - p. 269 31. Chapter 14. Nurse Education in the Digital Age—A Perspective From the United Kingdom - p. 289 32. Chapter 15. Effectiveness of Training Strategies That Support Informatics Competency Development in Healthcare Professionals - p. 299 33. Chapter 16. Integrating Health Informatics Into Australian Higher Education Health Profession Curricula - p. 323 34. Section VII: State and National Level Initiatives - p. 340 35. Chapter 17. Implementing Informatics Competencies in Undergraduate Medical Education: A National-Level “Train the Trainer” Initiative - p. 347 36. Chapter 18. Development and Evaluation of a Statewide HIV-HCV-STD Online Clinical Education Program for Primary Care Providers - p. 371 37. Section VIII: Information and Communication Technology as an Educational Tool - p. 396 38. Chapter 19. IS4Learning—A Multiplatform Simulation Technology to Teach and Evaluate Auscultation Skills - p. 401 39. Chapter 20. The Use of Mobile Technologies in Nursing Education and Practice - p. 421 40. Chapter 21. Leveraging Social Media for Clinician Training and Practice - p. 435 41. Part III: Evaluating Students and Programs - p. 448 42. Chapter 22. Using Activity Data and Analytics to Address Medical Education’s Social Contract - p. 453 43. Chapter 23. Evaluating Educational Interventions for Health Professions in the Digital Age - p. 471 44. Glossary - p. 489 45. Index - p. 493
Health Professionals' Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks addresses the challenges posed by information and communication technology to health professionals’ education, and the lessons learned from field experiences and research. This book is divided in three parts: "the changing landscape of information and communication technology in health care", in which it discusses how information and communication technology is transforming health care and the implications of these changes for health professions education; "experiences from the field", with real-life examples of health professionals’ education in and for the digital era; and "evaluation of students and programs", addressing the use of technology to assess learners as well as the complexity of evaluating programs to enhance competence in an information technology-rich health care world
Written by leading researchers from different parts of the world, the book is a valuable source for educators and professionals who are active or wish to be part of the health informatics field.
1. Cover image - p. Cover 2. Title page - p. iii 3. Table of Contents - p. iii 4. Copyright - p. iv 5. List of Contributors - p. ix 6. Foreword - p. xiii 7. Preface - p. xv 8. List of Reviewers - p. xxi 9. Part I: The Changing Landscape of Information and Communication Technology (ICT) in Health Care: Implications for Health Professionals’ Education - p. xxi 10. Section I: The Changing Nature of the Patient-Clinician Relationships - p. xxi 11. Chapter 1. Computers, Patients, and Doctors—Theoretical and Practical Perspectives - p. 5 12. Chapter 2. What’s All This Silence? Computer-Centered Communication in Patient-Doctor-Computer Communication - p. 23 13. Chapter 3. Overcoming Health Disparities: The Need for Communication and Cultural Competency Training for Healthcare Providers Practicing Virtually in Rural Areas - p. 35 14. Section II: Ethical and Professional Conduct in the Digital Age - p. 54 15. Chapter 4. The Facets of Digital Health Professionalism: Defining a Framework for Discourse and Change - p. 65 16. Chapter 5. Privacy and the Hi-Tech Healthcare Professional - p. 91 17. Chapter 6. Ethics, Obligations, and Health Informatics for Clinicians - p. 111 18. Section III: Patient Safety and Quality Assurance Thrusts in Digital Healthcare and their Influence on Clinicians and Patients - p. 124 19. Chapter 7. Transformative Technology: What Accounts for the Limited Use of Clinical Decision Support Systems in Nursing Practice When Compared to Medicine? - p. 131 20. Section IV: Health Information Literacy and Credibility Assessment - p. 141 21. Chapter 8. Developing Digital Literacies in Undergraduate Nursing Studies: From Research to the Classroom - p. 149 22. Part II: Experiences From the Field - p. 170 23. Section V: Training Clinicians in Informatics and Practicing in IT-Enabled Settings - p. 170 24. Subsection V.A: Curriculum Design and Implementation Strategies - p. 170 25. Chapter 9. Lessons Learned and Looking Forward With Pharmacy Education: Informatics and Digital Health - p. 181 26. Chapter 10. Patient-Centered Technology Use: Best Practices and Curricular Strategies - p. 201 27. Chapter 11. Incorporating Patient’s Perspectives in Educational Interventions: A Path to Enhance Family Medicine Communication in the Age of Clinical Information Systems - p. 233 28. Chapter 12. Strategies Through Clinical Simulation to Support Nursing Students and Their Learning of Barcode Medication Administration (BCMA) and Electronic Medication Administration Record (eMAR) Technologies - p. 245 29. Section VI: Local and Regional Interventions - p. 264 30. Chapter 13. From Competencies to Competence: Model, Approach, and Lessons Learned From Implementing a Clinical Informatics Curriculum for Medical Students - p. 269 31. Chapter 14. Nurse Education in the Digital Age—A Perspective From the United Kingdom - p. 289 32. Chapter 15. Effectiveness of Training Strategies That Support Informatics Competency Development in Healthcare Professionals - p. 299 33. Chapter 16. Integrating Health Informatics Into Australian Higher Education Health Profession Curricula - p. 323 34. Section VII: State and National Level Initiatives - p. 340 35. Chapter 17. Implementing Informatics Competencies in Undergraduate Medical Education: A National-Level “Train the Trainer” Initiative - p. 347 36. Chapter 18. Development and Evaluation of a Statewide HIV-HCV-STD Online Clinical Education Program for Primary Care Providers - p. 371 37. Section VIII: Information and Communication Technology as an Educational Tool - p. 396 38. Chapter 19. IS4Learning—A Multiplatform Simulation Technology to Teach and Evaluate Auscultation Skills - p. 401 39. Chapter 20. The Use of Mobile Technologies in Nursing Education and Practice - p. 421 40. Chapter 21. Leveraging Social Media for Clinician Training and Practice - p. 435 41. Part III: Evaluating Students and Programs - p. 448 42. Chapter 22. Using Activity Data and Analytics to Address Medical Education’s Social Contract - p. 453 43. Chapter 23. Evaluating Educational Interventions for Health Professions in the Digital Age - p. 471 44. Glossary - p. 489 45. Index - p. 493
