Introduction to Computers for Healthcare Professionals

865 Pages·2020·59.103 MB·English

by  Irene Joos, Debra Wolf, Ramona Nelson

SEVENTH EDITION
Introduction to
Computers
for Healthcare
Professionals
Irene Joos, PhD, MSIS, MSN, BNS, RN
Professor, La Roche University
Pittsburgh, Pennsylvania
Debra Wolf, PhD, MSN, BSN, RN, FAAOHN
Director, Healthcare Informatics Program
Professor, Healthcare Informatics and Nursing
Chatham University
Pittsburgh, Pennsylvania
Ramona Nelson, PhD, RN-BC, ANEF, FAAN
Professor Emerita, Slippery Rock University
Slippery Rock, Pennsylvania
President, Ramona Nelson Consulting
Allison Park, Pennsylvania
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Library of Congress Cataloging-in-Publication Data
Names: Joos, Irene Makar, author. | Wolf, Debra M, author. | Nelson, Ramona, author.
Title: Introduction to computers for healthcare professionals / Irene Joos, Debra Wolf Ramona Nelson.
Description: Seventh edition. | Burlington, MA : Jones & Bartlett Learning,
[2021] | Includes bibliographical references and index.
Identifiers: LCCN 2019032424 | ISBN 9781284320794 (paperback) | ISBN
9781284194715 (ebook)
Subjects: MESH: Computer Systems | Medical Informatics | Computer Literacy
| Computer User Training--methods
Classification: LCC R858 | NLM W 26.55.C7 | DDC 610.285--dc23
LC record available at https://lccn.loc.gov/2019032424
6048
Printed in the United States of America
23 22 21 20 19 10 9 8 7 6 5 4 3 2 1
To my husband, Brian Joos, whose support, conversations, and good judgement
were instrumental in the completion of this edition; and to my students, who help me
understand their technology needs, which led to this book.
–Irene Joos
To the individuals who chose a health-related career and are using this text to
advance their knowledge and skills, soon to be the next generation of healthcare
professionals; and to my husband, Kenneth L. Wolf, who patiently supported me in
completing this book, and my grandchildren Addelaide Ruth and Cecilia Audrey, who
light up my life.
–Debra Wolf
To my husband, Glenn M. Nelson, who always manages to be there; to my
daughters and their wonderful husbands, Dorianne and Michael Hollis and Leslie-
Ann and Kristopher Bidelson; and to my grandchildren, who are today’s joy and
tomorrow’s hope, Mackenzie, Hope, Ella, and Molly.
–Ramona Nelson
© Billion Photos/Shutterstock
Contents
About the Authors
Preface
Acknowledgments
Chapter 1 On the Way to Digital Literacy
Chapter 2 Information Systems: Hardware, Software, and
Connectivity
Chapter 3 The Computer and Its Operating System Environment
Chapter 4 Software Applications: Common Tasks
Chapter 5 Introduction to Word Processing
Chapter 6 Introduction to Presentation Graphics
Chapter 7 Introduction to Spreadsheets
Chapter 8 Introduction to Databases
Chapter 9 The Internet
Chapter 10 Introduction to Social Media and Telecommunications
Chapter 11 Information: Access, Evaluation, and Use
Chapter 12 Privacy, Confidentiality, Security, and Integrity of Electronic
Data
Chapter 13 Introduction to Health Informatics and Health Information
Systems
Glossary
Index
© Billion Photos/Shutterstock
About the Authors
Irene Joos
▸
Irene Joos is a professor in the Information Systems Technology (IST) Department at La Roche University. Dr.
Joos has also served as the Director of Online Learning, and the Director of Library and Instructional
Technologies at La Roche. Dr. Joos received her baccalaureate degree in nursing from Pennsylvania State
University. She holds master’s degree in both medical-surgical nursing and information science and a doctorate
in education from the University of Pittsburgh.
Dr. Joos has taught medical-surgical nursing, foundations, basic nursing concepts and theories, professional
nursing role, and nursing informatics courses at diploma, baccalaureate, and graduate programs. With two
grants, she was instrumental in having interactive video units installed in the skills laboratory, and she managed
both the microcomputer and skills laboratory at the University of Pittsburgh School of Nursing, Learning
Resources Center. She teaches office automation, systems analysis and design, cyberspace, computer-based
training, senior seminar, virtual communities and social media, and nursing informatics courses in on-campus
and online formats. As the Director of Online Learning, she was instrumental in planning and implementing the
online initiative at La Roche University. This initiative included supporting online students and faculty as well as
conducting training sessions for faculty in online teaching and use of Blackboard. She serves as the faculty
advisor for the website of the students’ literary journal, Nuances.
Dr. Joos’s area of interest is the use of technology to help us do our work efficiently and effectively. This
includes using technology in whatever arena you might find yourself—education, research, or practice. This has
been the focus of her publications and presentations, the most recent being Social Media for Nurses (2013),
published by Springer Publishing; a chapter on distance education in Health Informatics: An Interprofessional
Approach (2018), published by Elsevier (Mosby); and a chapter on data and data processing in Saba and
McCormick (2014; Seventh Edition in press), Essentials of Nursing Informatics, published by McGraw Hill.
Debra Wolf
▸
Debra Wolf is a Professor of Healthcare Informatics and Nursing at Chatham University in Pittsburgh,
Pennsylvania. Dr. Wolf is currently the founding Director of the Healthcare Informatics graduate program at
Chatham University, as well as an independent healthcare informatics consultant supporting higher education,
healthcare institutions, and IT vendors integrated IT-related concepts, theory, and new technology. Dr. Wolf has
over 40 years’ experience within the healthcare arena. She earned her baccalaureate and master of science
degree in nursing from La Roche University and a PhD in nursing from the University of Pittsburgh. Previously,
Dr. Wolf was the Assistant Director of Nursing Programs at Chatham University, where she was instrumental in
developing the MS in Nursing Informatics program and the MS in Healthcare Informatics program.
Dr. Wolf’s research agenda explores patient-centered care, use of technology in a health settings, and the
learning language needs of international students. Her area of expertise focuses on change management,
process redesign, and use of social media and technology in supporting clinicians and patients. Dr. Wolf has
published numerous articles and book chapters, and coauthored the book Social Media for Nurses: Educating
Practitioners and Patients in a Networked World (2012). She has presented at international, national, and local
conferences and is a member of various organizations, including HIMSS and Sigma (an International Nursing
Honor Society).
Ramona Nelson
▸
Ramona Nelson holds a baccalaureate degree in nursing from Duquesne University and a master’s degree in
both nursing and information science, as well as a doctorate in education, from the University of Pittsburgh.
She has also completed a postdoctoral fellowship at the University of Utah with Dr. Judy Graves.
Currently president of her own consulting company, Dr. Nelson was previously a professor of nursing and
chair of the Department of Nursing at Slippery Rock University, which led to her appointment as Professor
Emerita. Dr. Nelson’s consulting services are focused on the development of informatics courses and the
integration of informatics concepts and skills in the curriculum of healthcare professionals, as well as on the
delivery of learning via distance education.
Dr. Nelson has been an active member of several professional organizations, including the National League
for Nursing (NLN), American Nurses Association (ANA), American Medical Informatics Association (AMIA), and
Healthcare Information and Management Systems Society (HIMSS). She is a fellow in the American Academy of
Nursing and the NLN Academy of Nursing Education.
She has written textbooks, monographs, book chapters, journal articles, Internet publications, abstracts, and
newsletters. Previous to this book, her most recent publication is titled Health Informatics: An Interprofessional
Approach (2018), published by Elsevier (Mosby). She currently serves as the Informatics Column Editor for the
OJIN: The Online Journal of Issues in Nursing, A Scholarly Journal of the American Nurses Association.
Contributors
▸
Chapter 11:
Elizabeth M. La Rue, Ph.D., MLS
Hera Global Tech Inc. Pittsburgh, Pennsylvania
Chapter 12:
Leslie-Ann E Bidelson, BA
Leslie-Ann Bidelson Consulting, Pittsburgh, Pennsylvania
© Billion Photos/Shutterstock
Preface
Over the past several decades, digital literacy has become a key competency requirement for all health
professionals. Twenty years ago, the Institute of Medicine (IOM) released a report called To Err Is Human:
Building a Safer Health System (Kohn, Corrigan, & Donaldson, 2000). This report estimated that preventable
medical errors kill between 45,000 and 98,000 hospitalized Americans each year. The response to this study
throughout all the elements of healthcare was a major emphasis on safety in the delivery of healthcare.
Automated healthcare information systems and electronic health records (EHRs) were identified then and
continue to be recognized as a critical element in improving the safety of all patients. However, the development
and implementation of such systems require health professionals who are truly prepared to maximize the
benefits of these systems. In other words, the delivery of safe, effective care that ensures patient satisfaction
requires health professionals who are digitally literate.
As a follow-up to the IOM report, more than 150 experts attended a Health Professions Education Summit in
2002. The goal of the Summit was to assist the IOM Committee on Health Profession Education Summit develop
strategies to ensure that educational systems for health professionals are consistent with the principles of the
21st century healthcare system. Based on this summit, the IOM issued a seminal report titled Health Professions
Education: A Bridge to Quality (Greiner & Knebel, 2003). The report stated that doctors, nurses, pharmacists,
and other health professionals are not adequately prepared to provide the highest quality and safest medical
care possible. To meet this challenge, the report called on educators, as well as accreditation, licensing, and
certification organizations, to ensure that students and working professionals develop and maintain proficiency in
five core competencies:
patient-centered care,
interdisciplinary teams,
evidence-based practice,
quality improvement,
informatics.
To obtain competency in informatics, healthcare professionals must first be digitally literate. They must be
able to effectively use communication technology, computers, and information systems. The IOM publication
called upon the healthcare professions to make this a reality. Several healthcare professional organizations,
including educational accreditation agencies, responded to this call and continue today to push for an improved
curriculum. A detailed discussion of this work is presented in Chapter 13. Decades later, there is still much work
to be done.
“Empowering medical professionals and healthcare professionals with the latest digital health tools for
continued well-being, monitoring, education, and knowledge has become a high priority. However, with this
revolution brings the need for both the care provider and recipient to be digitally literate in order to take full
advantage of these revolutionary care resources” (The DermEngine Team, 2018, para 4).
The failure to provide students with effective digital, computer, and information literacy skills clearly has a
negative impact on healthcare delivery. Campbell and McDowell (2011) assessed the computer and information
literacy needs of RNs who were facing increasing pressure to quickly implement the Meaningful Use
requirements for electronic health records. They found that 47% of the nursing staff surveyed had little or no self-