[Entwicklung von Kompetenzen in Gesundheitsinformatik: Methode des Blended Teaching]
Pauleen Mannevaara 1,2Kaija Saranto 2
Ulla-Mari Kinnunen 2,3
1 Arcada University of Applied Sciences, Helsinki, Finland
2 University of Eastern Finland, Department of Health and Social Management, Kuopio, Finland
3 Research Center for Nursing Science and Social and Health Management, Wellbeing Services County of North Savo, Kuopio, Finland
Zusammenfassung
Die rasante Entwicklung in der Gesundheitsinformatik hat zwar zu besseren Ergebnissen der Gesundheitsversorgung geführt, bringt aber auch Herausforderungen mit sich. Fachkräfte im Gesundheitswesen benötigen Gesundheitsinformatik-Kompetenzen, um effektive Entscheidungen treffen zu können. Diese Studie zielt darauf ab, wichtige Kompetenzen in der Gesundheitsinformatik zu identifizieren und einen Rahmen zur Entwicklung dieser Kompetenzen vorzuschlagen. Als Methode zur Interpretation der Ergebnisse aus einem Scoping-Review und einer Fokusgruppenbefragung wurde ein konvergentes Design verwendet. Die Ergebnisse zeigen Herausforderungen in der Gesundheitsinformatik in den Bereichen Management, Interoperabilität und Patientenversorgung auf. Zur Entwicklung von Kompetenzen in der Gesundheitsinformatik wird eine Blended-Learning-Methode einschließlich praktischer Fertigkeiten vorgeschlagen.
Schlüsselwörter
Bildung, Kompetenzen in der Gesundheitsinformatik, Gesundheitswesen
Introduction
The rapid growth of health information technology (HIT) has improved outcomes, services, and patient education in healthcare [1], but also introduced challenges for healthcare professionals. Limited information technology (IT) hinders effective use of informatics and contributes to feelings of incompetence and hesitance. As demand for health informatics (HI) expertise grows [2], HI becomes crucial for handling digital health-related responsibilities [3]. Although professional and technological competency levels vary across settings [4], HI education is essential for future professionals. Educational frameworks such as Technology Informatics Guiding Educational Reform (TIGER) [5], International Medical Informatics Association (IMIA) [6] and Kirkpatrick’s Four Levels of Training Evaluation Model [7] support this need. This study identifies key HI competencies for healthcare professionals and proposes an educational structure to develop them.
Methods
A mixed method study using convergent design analyzed data from a scoping review [8] and focus group interviews [9]. The scoping review included 28 English-language publications published between 2016 and 2020, analyzed via content analysis. The focus group interviews involved 21 health informatics professionals from Germany, Finland, and Portugal (informaticians n=3, IT specialists n=19, managers n=3, pharmacists n=2, physicians n=3, physiotherapists n=2, registered nurses n=7), with data examined using thematic content analysis. Themes and categories were based on TIGER educational framework domains and core competency areas.
Results
The challenges in HI revolve around knowledge and competencies related to direct patient care, IT-background [10] and management, including IT-supported management, change management and financial management in educational and professional settings [10], [11]. Additionally, competencies in documentation and fundamental computer science skills, competencies in data protection, data security and interoperability are essential [10].
Focus group interview examples:
“Nurses need to work with technology so they can build appropriate skills. For example, if they recommend patients use a specific app, they must also be familiar with how to use that app to adequately advise the patient.”
“I feel that documentation in patient work is one core part, and communication and reporting are maybe the priorities for maintaining patient safety.”
To implement these competencies, a blended teaching method is suggested to support interaction and collaboration among students and teachers within multiprofessional framework [11].
Discussion
The development of HIT has had both positive [1], and negative impact on healthcare professionals, highlighting the rapid growing need for HI competencies [2]. The findings suggest that educational programs should include documentation practices, especially nursing-related documentation. This education should focus on standardized terminology as well as institutional-related information. The second topic addresses management, including process management, IT-supported management, change management, and financial management [10]. The third topic focuses on interoperability, prioritizing the learning HIS with a focus on electronic health records and HIS from a customer’s perspective [11]. Supported by Kirkpatrick’s model [7], learning is a collaboration and effort provided by employers on-the-job training.
Conclusion
Although use of digital tools daily, healthcare professionals lack key HI competencies, especially in interoperability, management, and documentation. To address the need, HI education and training should include blended learning, including hands-on components to improve practical HI skills. Healthcare professionals need to understand digital tools used in healthcare and develop competencies in health informatics.
Notes
Authors’ ORCIDs
- Pauleen Mannevaara: 0000-0002-3906-1949
- Kaija Saranto: 0000-0002-3195-1955
- Ulla-Mari Kinnunen: 0000-0002-3610-3998
Competing interests
The authors declare that they have no competing interests.
References
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