By paying attention to the current and future trends in nursing informatics, DNP-prepared nurses can stay informed and effectively employ them in advanced nursing practice. One of the helpful initiatives in this regard is the Technology Informatics Guiding Education Reform (TIGER). TIGER is aimed at improving nursing education from the perspective of informatics, as well as developing nursing informatics and ensuring its integration into practice by uniting the efforts of nurses (O’Connor, Hubner, Shaw, Blake & Ball, 2017). Consequently, TIGER serves to highlight the fact that DNP-prepared nurses, as well as other nurses, are responsible for the advancement of nursing informatics.
Indeed, as well-equipped leaders, educators, and researchers (American Association of Colleges of Nursing, 2006), DNP-prepared nurses are capable of promoting the integration of informatics into advanced nursing practice.
For instance, they can advocate for change, contribute to relevant investigations and translation science projects, and disseminate information. Overall, the role of DNP-prepared nurses in the promotion and use of the achievements of informatics in nursing practice is central, and TIGER is a tool that nurses can use to advance their agenda. The potential effect of TIGER on advanced nursing practice is defined by the actions of the nurses who are united by it.
The existence of TIGER illustrates the fact that there is a growing need for the integration of informatics into nursing (O’Connor et al., 2017). Consequently, DNPs should prepare for future changes. The upcoming trends that are likely to shape the nursing environment include telehealth, the increasing significance of big data, the growing attention to standardized terminology, and patient engagement (Topaz et al., 2015).
Consequently, nurses’ education in the field of informatics and related competencies also become increasingly important (O’Connor et al., 2017; Topaz et al., 2015). Therefore, DNP nurses can prepare for the informatics-related developments by monitoring the field and responding through training, adoption, and quality improvement efforts, which can be viewed as a reasonable reaction to change.
American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advance nursing practice. Washington, DC: Author.
O’Connor, S., Hubner, U., Shaw, T., Blake, R., & Ball, M. (2017). . Nurse Education Today, 58, 78-81. Web.
Topaz, M., Ronquillo, C., Pruinelli, L., Ramos, R., Peltonen, L. M., Siirala, E.,… Badger, M. K. (2015). . CIN: Computers, Informatics, Nursing, 33(3), 85-89. Web.