In this course, we explore the AMIA Nursing Informatics History Project. By the end of the module, you will understand the resources available that will be used in this course to learn about the first hand experiences, future vision, and lessons learned in becoming a nursing informatics pioneer.

Course Objectives: • Explore the history of technology and its relationship to the beginning of nursing informatics to understand historical context and evolution of the specialty • Discover the AMIA Nursing Informatics History Project website to gain insight about nursing informatics pioneer leaders and leadership • Explain the criteria used for choosing the pioneering leaders in nursing informatics to understand how the project was conducted and who the pioneers were • Examine leadership lessons learned from one of the pioneers and compare to the insights presented to appreciate diverse historical leadership roles and scenarios

“By the end of this Course, you will be able to…”

• Evaluate effective leadership styles for leadership in nursing informatics in clinical or academic contexts to improve leadership success. • Discover core values that support effective nursing informatics leadership in academic and clinical contexts to inform development of a personal leadership mission statement. • Discover competing values and polarities related to knowledge leadership and management to promote successful leadership collaboration. • Determine your personal informatics leadership style based on results from the Minnesota Informatics Leadership Inventory to inform successful leadership practice. • Discuss the value and importance of foresight leadership in nursing informatics to anticipate trends and consequences that are likely to transform the learning health care system

In this fourth of our five courses, I will go deeper into the training and education leadership skills that are helpful for nursing informatics leaders. I will also guide you through the process of preparing a course document or syllabus for the nursing informatics specialty both in academic settings and in practice or industry.

Following are the course objectives: 1. Describe relevant nursing informatics course development in clinical and academic settings to understand similarities and differences in informatics teaching and education across settings. 2. Describe informatics education and training needs for diverse participants with various experience levels to enable development of appropriate training and education materials. 3. Develop a prototype course syllabus and introductory recorded message to apply learning in a simulated setting. 4. Describe the benefits of formal and informal mentoring for nursing informaticians to advance career opportunities and support the nursing informatics specialty.

In this course, students in the health and information technology professions will examine models for interprofessional collaboration and teamwork, practice communication techniques to promote effective interaction, and envision futures literacy in interprofessional informatics scenarios. We will hear from nurses and other informaticians who are leading and working interprofessionally, and glean insights from their diverse perspectives. When we think about the requisite variety of leadership skills that are essential in nursing informatics, we may deduce that leadership in interprofessional informatics will demand at least that diversity or more. We’ll expand our nursing informatics leadership vision to include interprofessional applications of the Competing Values Framework and the Minnesota Nursing Informatics Leadership Inventory.

For students who are interested in completing the specialization, there is a sixth module in this course dedicated to the creation of a portfolio which is peer reviewed. The purpose of the portfolio is to help students integrate, synthesize and document their learning through completion of the five course specialization. Students will: Define the term interprofessionality to support the development of an interprofessional informatics leadership skill set Describe how the competing values framework supports knowledge leadership and interprofessional informatics practice to achieve collective impact in health care contexts Explain the core competencies expected to support culturally-sensitive interprofessional practice to deepen leadership insights in interprofessional informatics Discuss selected policy, practice, and standardization issues related to knowledge representation and framing to support interprofessional informatics practice Analyze the future of interprofessional informatics leadership to develop an anticipatory leadership skill set