news (external)

GitHub’s hackable text editor, Atom, hits version 1.0

OLDaily by Stephen Downes - Fri, 2015-06-26 16:23
Display


Owen Williams, The Next Web, Jun 26, 2015

I spent a good part of the morning exploring this. Others may not get excited by a text editor, but I do. I like the multi-pane design, code snippets and highlighting, and especially, the speed and fluidity of the interface. The stuff behind the scenes is pretty interesting too: "Atom is a desktop application built with HTML, JavaScript, CSS, and Node.js integration. There's a whole ecosystem behind Node.js, which is essentially a personal web server. It runs on Electron, a framework for building cross platform apps using web technologies." Unfortunately this cutting-edge technology comes with a price, as the package manager can't connect - it doesn't mesh properly with my Windows firewall. Here's the Atom 1.0 blog. Here's the installer.

[Link] [Comment]

Leadership strategies for improved nursing synergy between informatics and telehealth.

NLM - Nursing Informatics - Fri, 2015-06-26 13:23
Related Articles

Leadership strategies for improved nursing synergy between informatics and telehealth.

Stud Health Technol Inform. 2014;201:227-32

Authors: Bartz CC

Abstract
The goal of best practice, best possible health care worldwide is shared by nurses and all involved with eHealth today. The purpose of this paper is to characterize the similarities and differences between informatics and telehealth from a nursing perspective, and to advocate for leadership strategies that would bring the strengths of each group to a more synergistic, collaborative professional model for the benefit of both groups. After comparing telehealth and informatics nursing and looking for commonalities, suggestions are made for bridging the gap between the two groups. Potential strategies include identifying leaders, using conflict avoidance techniques, and pursuing coaching and mentoring opportunities across the gap to enhance the professional standing and contributions of both groups. An added consideration would be to have joint conferences wherein the strengths, challenges and knowledge repositories of informatics and telehealth could be mutually appreciated.

PMID: 24943548 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

From capturing nursing knowledge to retrieval of data from a data warehouse.

NLM - Nursing Informatics - Fri, 2015-06-26 13:23
Related Articles

From capturing nursing knowledge to retrieval of data from a data warehouse.

Stud Health Technol Inform. 2014;201:79-86

Authors: Thoroddsen A, Guðjónsdóttir HK, Guðjónsdóttir E

Abstract
The purpose of the project was to capture nursing data and knowledge, represent it for use and re-use by retrieval from a data warehouse, which contains both clinical and financial hospital data. Today nurses at LUH use standardized nursing terminologies to document information related to patients and the nursing care in the EHR at all times. Pre-defined order sets for nursing care have been developed using best practice where available and tacit nursing knowledge has been captured and coded with standardized nursing terminologies and made explicit for dissemination in the EHR. All patient-nursing data is permanently stored in a data repository. Core nursing data elements have been selected for transfer and storage in the data warehouse and patient-nursing data are now captured, stored, can be related to other data elements from the warehouse and be retrieved for use and re-use.

PMID: 24943528 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

A virtual platform for electronic health record (EHR) education for nursing students: moving from in-house solutions to the cloud.

NLM - Nursing Informatics - Fri, 2015-06-26 13:23
Related Articles

A virtual platform for electronic health record (EHR) education for nursing students: moving from in-house solutions to the cloud.

Stud Health Technol Inform. 2014;201:48-54

Authors: Kushniruk AW, Kuo MH, Parapini E, Borycki EM

Abstract
There is a need to develop cost effective ways to bring hands-on education about essential information technologies, such as electronic health record (EHR) systems to nursing students, nursing faculty and practitioners. This is especially the case as worldwide there is an increased deployment of these systems and they are transforming the practice of healthcare. However, due to technical, financial and knowledge limitations, many nursing schools and programs do not have an adequate way to bring such technology into their classes and curricula. In this paper we describe an approach to developing Web-based EHR education that allows students from any Web-accessible location to access and work with real EHR systems remotely over the Internet for learning purposes. In this paper we describe our work in moving this approach to a cloud-based solution to allow access to EHRs for educational purposes from any location with Web access and to do so in a way that is both educationally sound and cost effective.

PMID: 24943524 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

China is now Coursera’s second biggest market

Online learning update by Ray Schroeder - Fri, 2015-06-26 02:10

by Rohan Malhotra, Techinasia

Coursera announced that China, with one million registered users, is the largest market for its online courses outside of the United States.Coursera initially operated in China through online translation partnerships with local companies before officially launching in late 2013. At last count, it had 13 million users worldwide. During an interview with 36kr, Coursera CEO Rick Levin credited their impressive growth trajectory to an understanding that high quality education has the ability to cross cultural and geographical boundaries. Levin went ahead to elaborate on Coursera’s iMBA, suggesting that an increasing number of prestigious universities offer such programs and Coursera’s entry into this space will add greater flexibility for students. He added that the program offered in partnership with the University of Illinois, would be considered a potential marker of student drive and self-discipline, two qualities that would certainly not go unnoticed with employers.

https://www.techinasia.com/china-courseras-biggest-market/

Share on Facebook var button = document.getElementById('facebook_share_link_14622') || document.getElementById('facebook_share_icon_14622') || document.getElementById('facebook_share_both_14622') || document.getElementById('facebook_share_button_14622'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_14622') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Duke professor offering free online course on dog psychology

Online learning update by Ray Schroeder - Fri, 2015-06-26 02:05

By Lea Giotto, USA Today

Brian Hare, an evolutionary anthropology professor at Duke University, is teaching a free online course called “Dog Emotion and Cognition” through Coursera, a site that teams up with colleges and universities all over the world to offer free online courses.“I just wanted to make sure that anyone can have access to all of the exciting stuff that’s going on, and that’s what [Coursera is] all about,” Hare says. According to the class’ website, “Dog Emotion and Cognition is a course designed to introduce the exciting new science of dog psychology to any level of dog enthusiast.” The class can serve as an introduction into the general study of animal psychology, or even as an educational platform for dog trainers.

http://college.usatoday.com/2015/06/15/duke-professor-offering-free-online-course-on-dog-psychology/

Share on Facebook var button = document.getElementById('facebook_share_link_14626') || document.getElementById('facebook_share_icon_14626') || document.getElementById('facebook_share_both_14626') || document.getElementById('facebook_share_button_14626'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_14626') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Taking the Arts Online

Online learning update by Ray Schroeder - Fri, 2015-06-26 02:02

By Carl Straumsheim, Inside Higher Ed

Online learning platforms are out of tune with creative arts education, according to the ed-tech start-up Kadenze. Its platform, which launches today, aims to become a hub for online courses in art, design, music and other disciplines underrepresented online. Those courses have proven challenging to teach to an audience in dozens, let alone the hundreds or thousands, as faculty members struggle to translate face-to-face instruction to an online setting or evaluate students based on highly personal work. As a result, massive open online course platforms often feature lineups heavy on courses in which student performance can be determined with quizzes and peer-graded writing assignments.

https://www.insidehighered.com/news/2015/06/16/kadenze-launches-online-education-platform-creative-arts-courses

Share on Facebook var button = document.getElementById('facebook_share_link_14619') || document.getElementById('facebook_share_icon_14619') || document.getElementById('facebook_share_both_14619') || document.getElementById('facebook_share_button_14619'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_14619') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Team Effort

xkcd.com - Fri, 2015-06-26 02:00
Categories: Cartoons, Science News

Applied nursing informatics research - state-of-the-art methodologies using electronic health record data.

NLM - Nursing Informatics - Thu, 2015-06-25 22:22
Related Articles

Applied nursing informatics research - state-of-the-art methodologies using electronic health record data.

Stud Health Technol Inform. 2014;201:395-400

Authors: Park JI, Pruinelli L, Westra BL, Delaney CW

Abstract
With the pervasive implementation of electronic health records (EHR), new opportunities arise for nursing research through use of EHR data. Increasingly, comparative effectiveness research within and across health systems is conducted to identify the impact of nursing for improving health, health care, and lowering costs of care. Use of EHR data for this type of research requires use of national and internationally recognized nursing terminologies to normalize data. Research methods are evolving as large data sets become available through EHRs. Little is known about the types of research and analytic methods for applied to nursing research using EHR data normalized with nursing terminologies. The purpose of this paper is to report on a subset of a systematic review of peer reviewed studies related to applied nursing informatics research involving EHR data using standardized nursing terminologies.

PMID: 24943572 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

The relationship of learning motivation, achievement and satisfaction for nurses learning simple excel VBA information systems programming.

NLM - Nursing Informatics - Thu, 2015-06-25 22:22
Related Articles

The relationship of learning motivation, achievement and satisfaction for nurses learning simple excel VBA information systems programming.

Stud Health Technol Inform. 2014;201:364-70

Authors: Lee YL, Chien TF, Kuo MC, Chang P

Abstract
This study aims to understand the relationship between participating nurses' motivation, achievement and satisfaction before and after they learned to program in Excel Visual Basic for Applications (Excel VBA). We held a workshop to train nurses in developing simple Excel VBA information systems to support their clinical or administrative practices. Before and after the workshop, the participants were evaluated on their knowledge of Excel VBA, and a questionnaire was given to survey their learning motivation and satisfaction. Statistics softwares Winsteps and SPSS were used for data analysis. Results show that the participants are more knowledgeable about VBA as well as more motivated in learning VBA after the workshop. Participants were highly satisfied with the overall arrangement of the workshop and instructors, but didn't have enough confidence in promoting the application of Excel VBA themselves. In addition, we were unable to predict the participants' achievement by their demographic characteristics or pre-test motivation level.

PMID: 24943568 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

Developing entry-to-practice nursing informatics competencies for registered nurses.

NLM - Nursing Informatics - Thu, 2015-06-25 22:22
Related Articles

Developing entry-to-practice nursing informatics competencies for registered nurses.

Stud Health Technol Inform. 2014;201:356-63

Authors: Nagle LM, Crosby K, Frisch N, Borycki E, Donelle L, Hannah K, Harris A, Jetté S, Shaben T

Abstract
Information and communication technologies (ICT) have brought about significant changes to the processes of health care delivery and changed how nurses perform in clinical, administrative, academic, and research settings. Because the potential benefits of ICT are significant, it is critical that new nurses have the knowledge and skills in informatics to provide safe and effective care. Despite the prevalence of technology in our day to day lives, and the potential significant benefits to patients, new nurses may not be prepared to work in this evolving reality. An important step in addressing this need for ICT preparation is to ensure that new graduates are entering the work force ready for technology-enabled care environments. In this paper, we describe the process and outcomes of developing informatics entry-to-practice competencies for adoption by Canadian Schools of Nursing.

PMID: 24943567 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

A comparison of Australian and Canadian informatics competencies for undergraduate nurses.

NLM - Nursing Informatics - Thu, 2015-06-25 22:22
Related Articles

A comparison of Australian and Canadian informatics competencies for undergraduate nurses.

Stud Health Technol Inform. 2014;201:349-55

Authors: Borycki EM, Foster J

Abstract
Health information technologies (HIT) have changed healthcare delivery. Yet, there are few opportunities for student nurses in their undergraduate studies to develop nursing informatics competencies. More importantly, many countries around the world have not fully specified nursing informatics competencies that will be expected of student nurses prior to their graduation from undergraduate nursing programs. In this paper the authors compare and contrast the undergraduate nursing informatics competencies that were developed by two countries: Australia and Canada. They also identify some of the challenges and future research directions in the area.

PMID: 24943566 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

Nursing informatics competencies: bibliometric analysis.

NLM - Nursing Informatics - Thu, 2015-06-25 22:22
Related Articles

Nursing informatics competencies: bibliometric analysis.

Stud Health Technol Inform. 2014;201:342-8

Authors: Kokol P, Blažun H, Vošner J, Saranto K

Abstract
Information and communication technology is developing rapidly and it is incorporated in many health care processes, but in spite of that fact we can still notice that nursing informatics competencies had received limited attention in basic nursing education curricula in Europe and especially in Eastern European countries. The purpose of the present paper is to present the results of a bibliometric analysis of the nursing informatics competencies scientific literature production. We applied the bibliometrics analysis to the corpus of 332 papers found in SCOPUS, related to nursing informatics competencies. The results showed that there is a positive trend in the number of published papers per year, indicating the increased research interest in nursing informatics competencies. Despite the fact that the first paper was published in Denmark, the most prolific country regarding the research in nursing informatics competencies is United States as are their institutions and authors.

PMID: 24943565 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

From unmet clinical need to entrepreneurship: taking your informatics solution to market.

NLM - Nursing Informatics - Thu, 2015-06-25 22:22
Related Articles

From unmet clinical need to entrepreneurship: taking your informatics solution to market.

Stud Health Technol Inform. 2014;201:315-20

Authors: Bowles KH, Heil E

Abstract
This paper will describe the process for taking a decision support solution to market as a start-up business. The nurse inventor and Co-Founder of RightCare Solutions, Inc. will share the steps from answering a clinical question, to registering an invention, creating a business plan and company, obtaining venture funding, and launching a commercial product. We will share positives about the experience such as how to get start-up funds, gaining national exposure and access to an excellent team, disseminating your work broadly, further enhancing the product, and obtaining equity, and financial rewards. We will discuss cons such as losing control, dilution of ownership, and conflict of interest. This paper will encourage nurse informaticians to think differently and learn about the steps in the process from an experienced team.

PMID: 24943561 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

The computerized OMAHA system in microsoft office excel.

NLM - Nursing Informatics - Thu, 2015-06-25 22:22
Related Articles

The computerized OMAHA system in microsoft office excel.

Stud Health Technol Inform. 2014;201:310-4

Authors: Lai X, Wong FK, Zhang P, Leung CW, Lee LH, Wong JS, Lo YF, Ching SS

Abstract
The OMAHA System was adopted as the documentation system in an interventional study. To systematically record client care and facilitate data analysis, two Office Excel files were developed. The first Excel file (File A) was designed to record problems, care procedure, and outcomes for individual clients according to the OMAHA System. It was used by the intervention nurses in the study. The second Excel file (File B) was the summary of all clients that had been automatically extracted from File A. Data in File B can be analyzed directly in Excel or imported in PASW for further analysis. Both files have four parts to record basic information and the three parts of the OMAHA System. The computerized OMAHA System simplified the documentation procedure and facilitated the management and analysis of data.

PMID: 24943560 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

Challenging MOOCs

OLDaily by Stephen Downes - Thu, 2015-06-25 19:22
Display


Audrey Watters, Hack Education, Jun 25, 2015

Audrey Watters completes a MOOC on superheroes in popular culture and reflects on it. "My fear: the treatment of Wonder Woman in “ The Rise of Superheroes and Their Impact On Pop Culture” is symbolic of how all topics will be treated by popular MOOCs. We’ ll get tittering, but no theory." I'm less concerned about the lack of theory (criticism as a discipline is overly fond of Theory) but share Watters's concerns about lack of depth. Additionally, the difficulty of managing a centralized discussion forum for a MOOC is something we encountered and addressed in our MOOCs (addressed by encouraging people to set up their own fora in their own locations around the web; our favourite troll could dominate the one central discussion, but was utterly defeated by the distributed discussion - a lesson the centralized MOOCs still haven't learned).

[Link] [Comment]

MOOCs as a Method of Distance Education in the Arab World – A Review Paper

OLDaily by Stephen Downes - Thu, 2015-06-25 16:22


Raniah Samir Adham, Karsten Oster Lundqvist, European Journal of Open, Distance and E-Learning, Jun 25, 2015

The background on Massive Open Online Courses (MOOCs) will be familiar to most readers. The article, however, is a good overview of MOOC technology being developed in the Arab world and contains descirptions of  Edraak (Jordan),  Rwaq (Saudi Arabia),  MenaVersity (Lebanon) and  SkillAcademy (Egypt) (I've provided the links to the services because they are not in the article). There are also some institution-specific MOOCS such as the An-Najah National University MOOC and the American University of Beirut MOOC. The most interetsing part of the article describes why the Arab World needs MOOCs, with reasons varying from language, inspiration and gender separation.

[Link] [Comment]

Two Things to do in Learning

OLDaily by Stephen Downes - Thu, 2015-06-25 16:22
Display


nick shackleton-jones, aconventional, Jun 25, 2015

This is an interesting way to view two separate approaches to learning. The first begins with "responding to challenges" that would be faced by a student or learner; the other is to "present challenges". In the first, the provider furnishes resources, services and other "useful stuff", while in the second it creates experiences and "impactful challenges". "This is," says nick shackleton-jones, "really a simplified version of the diagram set out in 'The Tragedy of L& D'. It is presented here as two options because this is how it often comes up in conversation." Interestingly, neither aligns with the concept of 'courses' as we currently define them. "'Courses' - in the sense of 'content-dumping' (either online or as part of an event) do not feature in either activity... At the very foundation lies the false assumption is that learning professionals are tasked with stuffing information into people's heads. And that is not how learning works."

[Link] [Comment]

Expectations for the Next Generation Digital Learning Environment

OLDaily by Stephen Downes - Thu, 2015-06-25 16:22
Display


Malcolm Brown, Next Generation Learning Challenges, Jun 25, 2015

ELI's Malcolm Brown responds to comments from  Tony Bates and  Jon Dron about the  recent article on the Next Generation Digital Learning Environment (NGDLE). Mostly, he defends the standards-based approach and Lego metaphor. "We’ re thinking about the technical and other standards needed to enable the NGDLE components to snap together. We are imagining a time when instead of adopting a platform, you have the opportunity to assemble your platform/environment, at least in part, by using components." I think it's important to understand the difference between standards (which are formally defined) and protocols (which are created through use and acceptance). The latter are inevitable; the former are unnecessary.

[Link] [Comment]

Ways to Bounce Back After Falling Behind in an Online Course

Online learning update by Ray Schroeder - Thu, 2015-06-25 02:12

By Jordan Friedman, US News

It’s important for students to manage their time in an online course. But if they find themselves struggling to stay on track, there are ways to come from behind. A student’s reasons for dropping back in the first place may vary, experts say. Adjusting to a learning management system and other technology used in online learning can be a challenge for students before they even start to tackle their course work, says Lisa Knowles, a senior student services coordinator in Boston University’s distance education office. And when they do fall behind, a sense of isolation can prevent them from reaching out for help. Here are some steps students can take if they find themselves trying to catch up in their online class.

http://www.usnews.com/education/online-education/articles/2015/06/15/ways-to-bounce-back-after-falling-behind-in-an-online-course

Share on Facebook var button = document.getElementById('facebook_share_link_14617') || document.getElementById('facebook_share_icon_14617') || document.getElementById('facebook_share_both_14617') || document.getElementById('facebook_share_button_14617'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_14617') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Pages

Subscribe to Ulrich Schrader's Website aggregator