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The Omaha System as a Structured Instrument for Bridging Nursing Informatics With Public Health Nursing Education: A Feasibility Study

CIN: Computers, Informatics, Nursing: June 2018 - Volume 36 - Issue 6 - p 314-315
doi: 10.1097/01.NCN.0000532438.43897.1a


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Registration Deadline: June 5, 2020

Disclosure Statement:

The authors and planners have disclosed that they have no financial relationships related to this article.

Provider Accreditation:

Lippincott Professional Development will award 1.5 contact hours for this continuing nursing education activity.

Lippincott Professional Development is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

This activity is also provider approved by the California Board of Registered Nursing, Provider Number CEP 11749 for 1.5 contact hours. Lippincott Professional Development is also an approved provider of continuing nursing education by the District of Columbia, Georgia, and Florida, CE Broker #50-1223.


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PURPOSE: To present a feasibility study investigating the benefits of using a public health nursing case study mapped to the Omaha System to teach electronic health record charting, evidence-based practice, and evaluation.

LEARNING OBJECTIVES: After completing this continuing education activity, you should be able to:

1. Identify the gap between the Institute of Medicine's recommendations and current nursing curricula.

2. Outline the purpose and framework of the Omaha System.

3. Summarize and evaluate the results of the study investigating the benefits of using the Omaha System to bridge nursing informatics (NI) with public health nursing education.

  1. The Institute of Medicine (IOM) has advised that healthcare professionals be competent in five key areas, one of which is
    1. evidence-based practice (EBP).
    2. ethical considerations.
    3. patient advocacy.
  2. When the American Association of Colleges of Nursing integrated the IOM's recommendations into the Essentials of Baccalaureate Education, it added a new essential related to
    1. screening across at-risk populations.
    2. interventions for infectious diseases.
    3. prevention and population health.
  3. As stated in the article, nursing informatics curricula address health information technology (HIT) with the objective of teaching students about electronic health records, EBP, and
    1. critical-thinking components.
    2. standardized terminology.
    3. quality improvement.
  4. The current body of knowledge suggests which of the following approaches for strengthening students' competencies in HIT?
    1. adding an NI course for students planning to work in specialty areas
    2. offering two courses in NI in all undergraduate nursing programs
    3. integrating NI across nursing curricula
  5. Which of the 12 terminologies provides a holistic framework, has been mapped to EBP, and includes an evaluation component?
    1. Omaha System
    2. Clinical Care Classification
    3. North American Nursing Diagnosis Association—International
  6. The Omaha System framework consists of three hierarchical components, one of which specifically addresses
    1. planning.
    2. analysis.
    3. assessment.
  7. In the Omaha System's framework, the Problem Classification Scheme consists of four domains, one of which is
    1. spiritual.
    2. psychosocial.
    3. preventive.
  8. In the Intervention Scheme, specific tasks associated with the nursing actions are called
    1. targets.
    2. problems.
    3. categories.
  9. How many possible combinations of problems, categories, and targets are in the Omaha System?
    1. 4700
    2. 8200
    3. 12 600
  10. The Problem Rating Scale for Outcomes evaluates the client's level of problem-related knowledge, behavior, and
    1. risk.
    2. status.
    3. anxiety.
  11. What percentage of participants in the classroom group selected “infection” as the signs/symptoms applicable to the study patient?
    1. 61.9%
    2. 76.1%
    3. 85.7%
  12. When asked to select all of the applicable signs/symptoms for the study patient in relation to her medication regimen, what percentage of the classroom group gave the correct assessment?
    1. 9.5%
    2. 33.3%
    3. 43.1%
  13. When participants were asked to identify the Omaha System Intervention that reflected EBP as it related to the case scenario, 87.5% correctly identified
    1. positive screening/culture/laboratory results as signs and symptoms.
    2. teaching, guidance, and counseling—medication action/side effects.
    3. surveillance—signs/symptoms physical: evidence of disease/infection and monitor weight.
  14. When asked about their satisfaction with the case study, most of the participants reported that they were
    1. unsatisfied or very unsatisfied.
    2. neither satisfied not dissatisfied.
    3. satisfied or very satisfied.
  15. One of the things the participants liked least about the case study was its
    1. length.
    2. ambiguity.
    3. educational value.
  16. Participants recommended ways to improve the case study, including
    1. making it more interactive.
    2. including more decision making.
    3. eliminating unnecessary details.
  17. A limitation of this study as identified by the authors was the
    1. self-selected sample.
    2. lack of a control group.
    3. length of the posttest.
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