Discovering the importance of health informatics education competencies in healthcare practice. A focus group interview.

Autor: Mannevaara P; Faculty of Social Sciences and Business Studies, University of Eastern Finland, Kuopio, Finland. Electronic address: pauleen.mannevaara@gmail.com., Kinnunen UM; Faculty of Social Sciences and Business Studies, University of Eastern Finland, Kuopio, Finland., Egbert N; Health Informatics Research Group, Osnabrück University of Applied Sciences, Osnabrück, Germany., Hübner U; Health Informatics Research Group, Osnabrück University of Applied Sciences, Osnabrück, Germany., Vieira-Marques P; Center for Health Technology and Services Research (CINTESIS), Faculty of Medicine, University of Porto, Porto, Portugal., Sousa P; Center for Health Technology and Services Research (CINTESIS), Escola Superior Enfermagen do Porto, Porto, Portugal., Saranto K; Faculty of Social Sciences and Business Studies, University of Eastern Finland, Kuopio, Finland.
Jazyk: angličtina
Zdroj: International journal of medical informatics [Int J Med Inform] 2024 Jul; Vol. 187, pp. 105463. Date of Electronic Publication: 2024 Apr 18.
DOI: 10.1016/j.ijmedinf.2024.105463
Abstrakt: Background: As healthcare and especially health technology evolve rapidly, new challenges require healthcare professionals to take on new roles. Consequently, the demand for health informatics competencies is increasing, and achieving these competencies using frameworks, such as Technology Informatics Guiding Reform (TIGER), is crucial for future healthcare.
Aim: The study examines essential health informatics and educational competencies and health informatics challenges based on TIGER Core Competency Areas. Rather than examine each country independently, the focus is on uncovering commonalities and shared experiences across diverse contexts.
Methods: Six focus group interviews were conducted with twenty-one respondents from three different countries (Germany (n = 7), Portugal (n = 6), and Finland (n = 8)). These interviews took place online in respondents' native languages. All interviews were transcribed and then summarized by each country. Braun and Clarke's thematic analysis framework was applied, which included familiarization with the data, generating initial subcategories, identifying, and refining themes, and conducting a final analysis to uncover patterns within the data.
Results: Agreed upon by all three countries, competencies in project management, communication, application in direct patient care, digital literacy, ethics in health IT, education, and information and knowledge management were identified as challenges in healthcare. Competencies such as communication, information and communication technology, project management, and education were identified as crucial for inclusion in educational programs, emphasizing their critical role in healthcare education.
Conclusions: Despite working with digital tools daily, there is an urgent need to include health informatics competencies in the education of healthcare professionals. Competencies related to application in direct patient care, IT-background knowledge, IT-supported and IT-related management are critical in educational and professional settings are seen as challenging but critical in healthcare.
Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
(Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)
Databáze: MEDLINE
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