FEATURESThe Omaha System as a Structured Instrument for Bridging Nursing Informatics With Public Health Nursing Education A Feasibility StudyEardley, Debra L. DNP, RN, APHN-BC; Krumwiede, Kelly A. PhD, MA, PHN, RN; Secginli, Selda PhD; Garner, Linda PhD, RN, APHN-BC, CHES; DeBlieck, Conni DNP, MSN, RN; Cosansu, Gulhan PhD; Nahcivan, Nursen O. PhDAuthor Information Author Affiliations: Metropolitan State University, St Paul, MN (Dr Eardley); Minnesota State University, Mankato, MN (Dr Krumwiede); Florence Nightingale Nursing Faculty, Istanbul University, Turkey (Drs Secginli, Cosansu, and Nahcivan); Southeast Missouri State University, Cape Girardeau (Dr Garner); and New Mexico State University, Las Cruces (Dr DeBlieck). The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article. Corresponding author: Debra L. Eardley, DNP, RN, APHN-BC, College of Nursing & Health Sciences, Metropolitan State University, 700 E Seventh St, St Paul, MN 55106 ([email protected]). CIN: Computers, Informatics, Nursing: June 2018 - Volume 36 - Issue 6 - p 275-283 doi: 10.1097/CIN.0000000000000425 Buy Take the CE Test Metrics Abstract Advancements in healthcare systems include adoption of health information technology to ensure healthcare quality. Educators are challenged to determine strategies to integrate health information technology into nursing curricula for building a nursing workforce competent with electronic health records, standardized terminology, evidence-based practice, and evaluation. Nursing informatics, a growing specialty field, comprises health information technology relative to the profession of nursing. It is essential to integrate nursing informatics across nursing curricula to effectively position competent graduates in technology-laden healthcare environments. Nurse scholars developed and evaluated a nursing informatics case study assignment used in undergraduate level public health nursing courses. The assignment included an unfolding scenario followed by electronic health record charting using standardized terminology to guide the nursing process. The assignment was delivered either online or in class. Seventy-two undergraduate students completed the assignment and a posttest. Fifty-one students completed a satisfaction survey. Results indicated that students who completed the assignment online demonstrated a higher level of content mastery than those who completed the assignment in class. Content mastery was based on posttest results, which evaluated students' electronic health record charting for the nursing assessment, evidence-based interventions, and evaluations. This innovative approach may be valuable to educators in response to the National Academy of Sciences recommendations for healthcare education reform. Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.