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Discuss how course outcomes were supported and met by the activities you have completed in this...

Discuss how course outcomes were supported and met by the activities you have completed in this course . What changes did you note in your post -TANIC TIGER assessment from when you started this course in week 1?
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All nurses must have a minimum set of competencies in nursing informatics (NI). Online, reliable, and valid tools for self-assessment of one’s skill level with a set of NI competencies were lacking. Research team followed a systematic process to design, develop, and pilot test an online tool based on the TIGER Initiative competencies. Tool, known as TANIC, addresses 3 competency areas: basic computer, information literacy, and clinical information management. Pilot test was conducted by inviting participants in a nursing informatics online forum to become respondents. The content validity index (CVI) approach was used to estimate content validity. Values ranged from.9 to 1.0 with an average of.98, demonstrating acceptable content validity. Internal consistency reliability results were: basic computer (.948), information literacy (.980), and clinical information management (.944). TANIC was determined to be a reliable, valid, and usable online tool.

he TIGER Initiative emerged in 2006 as a grassroots effort dedicated to the preparation of a clinical workforce capable of

using information technology and informatics to improve the delivery of healthcare. TIGER quickly organized into several

different collaborative groups, including one that identified a set of recommended informatics competencies for nurses in

2009. The TIGER effort listed NI competencies in three areas: basic computer skills, information literacy, and clinical

information management but did not operationalize these competencies into an instrument that could be used for

assessment purposes.

Methods: Three rounds of reviews were conducted. In the first review, the researchers examined TIGER competencies,

removing duplicative terms and combining items with similar content. The second and third rounds of reviews were each

done by two separate sets of three experts in nursing informatics. During the second round, the list from round one was

examined for items to retain or add. Resulting items were reworded to reflect measurable behaviors and then subjected to

a third round of reviews to establish content validity, using the content validity index (CVI) methodology.

Results: CVIs demonstrated moderate validity for the instrument, and items not deemed relevant to the objective of the

instrument were deleted, reducing the number of the items on the instrument. The instrument was piloted by posting the

invitation on the online discussion forum of a nursing informatics organization. An additional invitation was extended to a

group completing a weekend-long NI course. There were 184 respondents. Most respondents ranked themselves as expert

on the majority of items, although a lesser degree of confidence was seen with items related to information literacy

Conclusions: TIGER competencies provided a useful foundation for the creation of a feasible online instrument for

self-assessment of levels of competency. Fewer respondents identified themselves as expert in information literacy.competencies The instrument developed for this research project could be useful in planning educational opportunities in NI. ....thats all i shared..

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