背景:随着医疗保健,尤其是健康技术的快速发展,新的挑战要求医疗保健专业人员承担新的角色。因此,对卫生信息学能力的需求正在增加,使用框架实现这些能力,如技术信息学指导改革(TIGER),对未来的医疗保健至关重要。
目的:该研究基于TIGER核心能力领域研究了基本的健康信息学和教育能力以及健康信息学挑战。而不是独立检查每个国家,重点是在不同背景下发现共同点和分享经验。
方法:对来自三个不同国家的21名受访者进行了6次焦点小组访谈(德国(n=7),葡萄牙(n=6),和芬兰(n=8))。这些采访是在网上以受访者的母语进行的。所有采访都被转录,然后由每个国家进行总结。布劳恩和克拉克的主题分析框架被应用,其中包括熟悉数据,生成初始子类别,识别,提炼主题,并进行最终分析以发现数据中的模式。
结果:所有三个国家都同意,项目管理能力,通信,在直接病人护理中的应用,数字素养,健康IT中的伦理,教育,信息和知识管理被认为是医疗保健领域的挑战.能力,如沟通,信息和通信技术,项目管理,教育被认为是纳入教育计划的关键,强调他们在医疗保健教育中的关键作用。
结论:尽管每天都在使用数字工具,迫切需要在医疗保健专业人员的教育中纳入健康信息学能力。与直接患者护理中的应用相关的能力,IT背景知识,IT支持和IT相关管理在教育和专业环境中至关重要,被视为具有挑战性,但在医疗保健领域至关重要。
BACKGROUND: As healthcare and especially health technology evolve rapidly, new challenges require healthcare professionals to take on new roles. Consequently, the demand for health informatics competencies is increasing, and achieving these competencies using frameworks, such as Technology Informatics Guiding Reform (TIGER), is crucial for future healthcare.
OBJECTIVE: The study examines essential health informatics and educational competencies and health informatics challenges based on TIGER Core Competency Areas. Rather than examine each country independently, the focus is on uncovering commonalities and shared experiences across diverse contexts.
METHODS: Six focus group interviews were conducted with twenty-one respondents from three different countries (Germany (n = 7), Portugal (n = 6), and Finland (n = 8)). These interviews took place online in respondents\' native languages. All interviews were transcribed and then summarized by each country. Braun and Clarke\'s thematic analysis framework was applied, which included familiarization with the data, generating initial subcategories, identifying, and refining themes, and conducting a final analysis to uncover patterns within the data.
RESULTS: Agreed upon by all three countries, competencies in project management, communication, application in direct patient care, digital literacy, ethics in health IT, education, and information and knowledge management were identified as challenges in healthcare. Competencies such as communication, information and communication technology, project management, and education were identified as crucial for inclusion in educational programs, emphasizing their critical role in healthcare education.
CONCLUSIONS: Despite working with digital tools daily, there is an urgent need to include health informatics competencies in the education of healthcare professionals. Competencies related to application in direct patient care, IT-background knowledge, IT-supported and IT-related management are critical in educational and professional settings are seen as challenging but critical in healthcare.