Scaling up Experiential Learning through Practicum Approaches in a Nursing Informatics Graduate Program

Presentation Time: 03:30 PM - 03:45 PM

Abstract Keywords: Education and Training, Educational Collaboration, Curriculum Development
Primary Track: Applications
Programmatic Theme: Academic Informatics / LIEAF

The Nursing Informatics program at the School of Nursing, University of Minnesota utilized an informatics workforce grant and updated accreditation requirements to facilitate experiential learning through practicums. Projects were created collaboratively with health systems, public health, informatics consultants, and ranged from analytics, mapping to standards and system evaluations. Since Fall 2022, 17 students completed various practicums and 5 are currently pursuing. Evaluations from students and project mentors were positive and supports project-based learning in informatics.

Speaker(s):
Sripriya Rajamani, MBBS, MPH, PhD, FAMIA
None

Author(s):
Robin Austin - University of Minnesota, School of Nursing;

Improving a Graduate-Level Health Care Informatics Epidemiology Course: A Multi-Disciplinary Approach

Presentation Time: 03:45 PM - 04:00 PM

Abstract Keywords: Education and Training, Curriculum Development, Educational Collaboration
Primary Track: Applications
Programmatic Theme: Academic Informatics / LIEAF

Peer-review of assignments encourage social cohesion among students, promote better understanding of course material, and develop soft skills. It also allows instructors more direct student engagement opportunities since grading time is reduced. The purpose of the current study was to evaluate the effectiveness of peer-review in a graduate-level health care informatics course. In an established U.S. Health Care Informatics Master of Science program students are required to take an Epidemiology, Analytics, and Quality Management course. Students learn epidemiologic concepts such as descriptive statistics, observational and experimental study design, and measures of association. They apply their skills using hospital discharge data and SAS software through group and individual assignments. In 2022, the instructor graded all assignments, but in 2023, individual peer-review grading assignments were added to the four case studies. We compared the average class score on each case study, the average class score on the final exam project (graded only by the instructor in both years), and the final course average between 2022 and 2023 using independent sample t-tests with and without outliers. Compared to 2022, average scores were significantly higher in 2023 on Case Study 2 (t(37.0)=-4.69, p<0.0001), Case Study 3 (t(72.6)=-3.47, p=0.0009), Case Study 4 (t(87.0)=-4.29, p<0.0001), and in the class overall (t(80.0)=-5.77, p<0.0001). Implementing peer review of case study assignments did not have a negative impact on student learning, and improved performance on certain assignments and the final course grade.

Speaker(s):
Daniel Eadens, EdD
University of Central Florida

Michelle Crozier, PhD, MPH
University of Central Florida

Author(s):
Michelle Crozier, PhD, MPH - University of Central Florida; Daniel Eadens, EdD - University of Central Florida;

Unveiling Insights: Building a Tailored Case Study Library for Integrating Data Science into Nursing Education Using Project NeLL

Presentation Time: 04:00 PM - 04:15 PM

Abstract Keywords: Education and Training, Teaching Innovation, Educational Collaboration, Curriculum Development
Primary Track: Applications
Programmatic Theme: Academic Informatics / LIEAF

Project NeLL developed by the Emory School of Nursing provides a student-friendly big-data database with >1 million de-identified records from Emory Healthcare. Students needed guidance and a curated Case Study Library was developed, with 30 case studies currently, mirroring the Electronic Clinical Quality Measures (eCQM). Case library includes supplementary materials and faculty module with prepared analyses to streamline coursework assessment. Preliminary student evaluation shows positive feedback and decreasing support requests to the NeLL Service Center.

Speaker(s):
Ramya Govindarajan, Director
Emory University

Author(s):
Ramya Govindarajan, Director - Emory University; Madhur Thakur, MS Health Informatics; Evan Smith, BS - Emory University; Courtney Omary, DNP, MSN, NI-BC - Emory University; Sripriya Rajamani, MBBS, MPH, PhD, FAMIA - None;

Creating an Infomatics Experience for Pre-medical Undergraduate Students at the University of Cincinnati College of Medicine

Presentation Time: 04:15 PM - 04:30 PM

Abstract Keywords: Education and Training, Educational Collaboration, Teaching Innovation
Primary Track: Applications
Programmatic Theme: Academic Informatics / LIEAF

Fundamental knowledge and skills in biomedical and health informatics are critical for the next generation of healthcare professionals. However, opportunities to learn in this area are often limited for undergraduate pre-medical students. Here, we share our experience and approach at the University of Cincinnati College of Medicine as we created an undergraduate medical informatics certificate for pre-medical students.

Speaker(s):
Scott Vennemeyer
University of Cincinnati, College of Medicine

Author(s):
Danny Wu, PhD - University of Cincinnati College of Medicine; Scott Vennemeyer - University of Cincinnati, College of Medicine; Kevin Haworth, PhD - University of Cincinnati College of Medicine; Anil Menon, PhD - University of Cincinnati College of Medicine;

Challenges of International Informatics Masters Students in the Post-Covid Era

Presentation Time: 04:30 PM - 04:45 PM

Abstract Keywords: Education and Training, Surveys and Needs Analysis, Teaching Innovation
Primary Track: Applications
Programmatic Theme: Academic Informatics / LIEAF

The aim of this study was to investigate the relationship between student background, technological proficiency, and class engagement, as well as the impact these factors have on the academic achievement of international and domestic students enrolled in a masters program in health informatics prior to, during, and after the COVID-19 pandemic. The findings of this study offer insights into the difficulties encountered by international students and the effects of the pandemic on their academic achievements.

Speaker(s):
Guenter Tusch, PhD
Grand Valley State University

Author(s):
Suhila Sawesi, PhD - GVSU; Mohamed Rashrash, Associate Prof/PhD - University of Charleston; Guenter Tusch, PhD - Grand Valley State University;