"Nursing Informatics is defined as combining nursing science, information management science, and computer science to manage and process nursing data, information, and knowledge to deliver quality care to the public." (HRSA, 2008)."Nursing informatics facilitates the integration of data, information, and knowledge to support patients, nurses, and other providers in their decision-making in all roles and settings. This support is accomplished through the use of information structures, information processes, and information technology. The goal of NI is to improve the health of populations, communities, families, and individuals by optimizing information management and communication." ANA (2008). Nursing Informatics: Scope and Standards of Practice. Silver Spring, MD:


Task group members organized the resources in this section of the toolkit into two categories:

  1. Faculty Resources - designed to prepare faculty to understand informatics. These resources include articles, websites, courses, workshops, etc.
  2. Teaching/Learning Strategies – examples of strategies used by other faculty with their students. These resources include case studies, power point presentations, articles, websites, etc.

In order to assist you in deciding how to integrate informatics into your curriculum, the Task Group on Faculty Development related to Informatics Competencies reviewed many resources, then further organized informatics content into 4 general curricular threads:

Use of health information technology to augment/support the nursing care process - includes concepts such as safety, care improvement, decision assistance/support, outcome analysis and data analysis.
Communication – includes electronic health records, personal health records, standardized languages and terminology.
Issues – including legal, ethical, social, security, advocacy, and public policy.
Nursing involvement through teamwork/collaboration – covering nurses’s role in determining usability, workflow analysis, and systems selection/evaluation.

For each faculty or teaching/learning strategy resource, there is a brief description of the resource, along with a “code” that indicates which curricular thread content can be found there, and the types of ma. Since many resources are comprehensive, a single resource may have content related to several curricular threads. For example, an article on teaching/learning strategies is coded 1, 2, 3 and 4, since it discusses all four of the curricular threads.

We hope this is helpful as you access the resources in the toolkit. We also encourage you to add to this toolkit by sharing resources that you find helpful. To share a resource, complete the “Submit a Resource” form.

Faculty Resources