Developing competencies in health informatics: Blended teaching method

mibe000285 10.3205/mibe000285 urn:nbn:de:0183-mibe0002854 Research Article Developing competencies in health informatics: Blended teaching method Entwicklung von Kompetenzen in Gesundheitsinformatik: Methode des Blended Teaching Mannevaara Mannevaara Pauleen P

Arcada University of Applied Sciences, Jan-Magnus Janssonin aukio 1, 00560 Helsinki, FinlandArcada University of Applied Sciences, Helsinki, FinlandUniversity of Eastern Finland, Department of Health and Social Management, Kuopio, Finland

pauleen.mannevaara@gmail.com author Saranto Saranto Kaija K

University of Eastern Finland, Department of Health and Social Management, Kuopio, Finland

author Kinnunen Kinnunen Ulla-Mari UM

University of Eastern Finland, Department of Health and Social Management, Kuopio, Finland Research Center for Nursing Science and Social and Health Management, Wellbeing Services County of North Savo, Kuopio, Finland

author German Medical Science GMS Publishing House

Düsseldorf

610 education health informatics competencies healthcare Bildung Kompetenzen in der Gesundheitsinformatik Gesundheitswesen EFMI STC 2025 20251017 engl This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). 1860-9171 21 GMS Medizinische Informatik, Biometrie und Epidemiologie GMS Med Inform Biom Epidemiol 13 Die rasante Entwicklung in der Gesundheitsinformatik hat zwar zu besseren Ergebnissen der Gesundheitsversorgung geführt, bringt aber auch Herausford</PlainText></TextGroup>erungen mit sich. Fachkräfte im Gesundheitswesen benötigen Ge<TextGroup><PlainText>s</PlainText></TextGroup>undheitsinformatik-Kompetenzen, um effektive Entscheidungen treffen zu können. Diese Studie zielt darauf ab, wichtige Kompetenzen in der Gesundheitsinformatik zu identifizieren und einen Rahmen zur Entwicklung dieser Kompetenzen vorzuschlagen. Als Methode zur Interpretation der Ergebnisse aus einem Scoping-Review und einer Fokusgruppenbe<TextGroup><PlainText>f</PlainText></TextGroup>ragung wurde ein konvergentes Design verwendet. Die Ergebnisse zeigen Herausforderungen in der Gesundheitsinformatik in den Bereichen Management, Interoperabilität und Patientenversorgung auf. Zur Entwicklung von Kompetenzen in der Gesundheitsinformatik wird eine Blended-Learning-Methode einschließlich praktischer Fertigkeiten vorgeschlagen.</Pgraph></Abstract> <Abstract language="en" linked="yes"><Pgraph>The rapid development in health informatics has improved health outcomes but also poses challenges. Healthcare professionals need health information technology competencies for effective decision-making. This study aims to identify key health informatics competencies and proposes an educational structure to develop these competencies. A convergent design was used as a method for the interpretation of data from a scoping review and a focus group interview. The findings highlight challenges in health informatics pivots in management, interoperability, and patient care. A blended learning method including hands-on skills is suggested to develop health informatics competencies.</Pgraph></Abstract> <TextBlock name="Introduction" linked="yes"> <MainHeadline>Introduction</MainHeadline><Pgraph>The rapid growth of health information technology (HIT) has improved outcomes, services, and patient education in healthcare <TextLink reference="1"></TextLink>, but also introduced challenges for healthcare professionals. Limited information technology (IT) hinders effective use of informatics and contributes to feelings of incompetence and hesitance. As demand for health informatics (HI) expertise grows <TextLink reference="2"></TextLink>, HI becomes crucial for handling digital health-related responsibilities <TextLink reference="3"></TextLink>. Although professional and technological competency levels vary across settings <TextLink reference="4"></TextLink>, HI education is essential for future professionals. Educational frameworks such as Technology Informatics Guiding Educational Reform (TIGER) <TextLink reference="5"></TextLink>, International Medical Informatics Association (IMIA) <TextLink reference="6"></TextLink> and Kirkpatrick’s Four Levels of Training Evaluation Model <TextLink reference="7"></TextLink> support this need. This study identifies key HI competencies for healthcare professionals and proposes an educational structure to develop them.</Pgraph></TextBlock> <TextBlock name="Methods" linked="yes"> <MainHeadline>Methods</MainHeadline><Pgraph>A mixed method study using convergent design analyzed data from a scoping review <TextLink reference="8"></TextLink> and focus group interviews <TextLink reference="9"></TextLink>. The scoping review included 28 English-language publications published between 2016 and 2020, analyzed via content analysis. The focus group interviews involved 21 health informatics professionals from Germany, Finland, and Portugal (informaticians n=3, IT specialists n=19, managers n=3, pharmacists n=2, physicians n=3, physiotherapists n=2, registered nurses n=7), with data examined using thematic content analysis. Themes and categories were based on TIGER educational framework domains and core competency areas.</Pgraph></TextBlock> <TextBlock name="Results" linked="yes"> <MainHeadline>Results</MainHeadline><Pgraph>The challenges in HI revolve around knowledge and competencies related to direct patient care, IT-background <TextLink reference="10"></TextLink> and management, including IT-supported management, change management and financial management in educational and professional settings <TextLink reference="10"></TextLink>, <TextLink reference="11"></TextLink>. Additionally, competencies in documentation and fundamental computer science skills, competencies in data protection, data security and interoperability are essential <TextLink reference="10"></TextLink>. </Pgraph><Pgraph>Focus group interview examples: </Pgraph><Pgraph><Mark2>“Nurses need to work with technology so they can build appropriate skills. For example, if they recommend patients use a specific app, they must also be familiar with how to use that app to adequately advise the patient.” </Mark2></Pgraph><Pgraph><Mark2>“I feel that documentation in patient work is one core part, and communication and reporting are maybe the priorities for maintaining patient safety.”</Mark2></Pgraph><Pgraph>To implement these competencies, a blended teaching method is suggested to support interaction and collaboration among students and teachers within multiprofessional framework <TextLink reference="11"></TextLink>.</Pgraph></TextBlock> <TextBlock name="Discussion" linked="yes"> <MainHeadline>Discussion</MainHeadline><Pgraph>The development of HIT has had both positive <TextLink reference="1"></TextLink>, and negative impact on healthcare professionals, highlighting the rapid growing need for HI competencies <TextLink reference="2"></TextLink>. The findings suggest that educational programs should include documentation practices, especially nursing-related documentation. This education should focus on standardized terminology as well as institutional-related information. The second topic addresses management, including process management, IT-supported management, change management, and financial management <TextLink reference="10"></TextLink>. The third topic focuses on interoperability, prioritizing the learning HIS with a focus on electronic health records and HIS from a customer’s perspective <TextLink reference="11"></TextLink>. Supported by Kirkpatrick’s model <TextLink reference="7"></TextLink>, learning is a collaboration and effort provided by employers on-the-job training.</Pgraph></TextBlock> <TextBlock name="Conclusion" linked="yes"> <MainHeadline>Conclusion</MainHeadline><Pgraph>Although use of digital tools daily, healthcare professionals lack key HI competencies, especially in interoperability, management, and documentation. To address the need, HI education and training should include blended learning, including hands-on components to improve practical HI skills. Healthcare professionals need to understand digital tools used in healthcare and develop competencies in health informatics.</Pgraph></TextBlock> <TextBlock name="Notes" linked="yes"> <MainHeadline>Notes</MainHeadline><SubHeadline>Authors’ ORCIDs</SubHeadline><Pgraph><UnorderedList><ListItem level="1">Pauleen Mannevaara: <Hyperlink href="https://orcid.org/0000-0002-3906-1949">0000-0002-3906-1949</Hyperlink></ListItem><ListItem level="1">Kaija Saranto: <Hyperlink href="https://orcid.org/0000-0002-3195-1955">0000-0002-3195-1955</Hyperlink></ListItem><ListItem level="1">Ulla-Mari Kinnunen: <Hyperlink href="https://orcid.org/0000-0002-3610-3998">0000-0002-3610-3998</Hyperlink> </ListItem></UnorderedList></Pgraph><SubHeadline>Competing interests</SubHeadline><Pgraph>The authors declare that they have no competing interests.</Pgraph></TextBlock> <References linked="yes"> <Reference refNo="1"> <RefAuthor>Kinnunen UM</RefAuthor> <RefAuthor>Ikonen J</RefAuthor> <RefAuthor>Koponen S</RefAuthor> <RefAuthor>Keystones M</RefAuthor> <RefAuthor>Saranto K</RefAuthor> <RefAuthor>Velho T</RefAuthor> <RefTitle>Licensed Practical Nurses’ Perceptions of the Benefits of Information Systems in Social and Healthcare Services</RefTitle> <RefYear>2024</RefYear> <RefBookTitle>Innovation in Applied Nursing Informatics. 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