Suchergebnisse

The electronic health record (EHR) is a documentation tool that yields data useful in enhancing patient safety, evaluating care quality, maximizing efficiency, and measuring staffing needs. Although nurses applaud the EHR, they also indicate dissatisfaction with its design and cumbersome electronic processes. This article describes the views of nurses shared by members of the Nursing Practice Committee of the Missouri Nurses Association; it encourages nurses to share their EHR concerns with Information Technology (IT) staff and vendors and to take their place at the table when nursing-related IT decisions are made. In this article, we describe the experiential-reflective reasoning and action model used to understand staff nurses' perspectives, share committee reflections and recommendations for improving both documentation and documentation technology, and conclude by encouraging nurses to develop their documentation and informatics skills. Nursing issues include medication safety, documentation and standards of practice, and EHR efficiency. IT concerns include interoperability, vendors, innovation, nursing voice, education, and collaboration.

PurposeThe purpose of this paper is to compare and contrast university governance structures with those of commercial providers of information security education.Design/methodology/approachPolicy analysis methods from social research are used. Professional information security education (and certification) is generally provided by commercial training arms of major IT vendors, independent industry groups and universities. While the "for profit" status of commercial training organisations is recognised, the commercial standing of universities is unclear, since they increasingly charge commercial‐grade (or higher) fees for professional development, especially at the postgraduate level. The independence from commercial interests is one of the main attractions for students to undertake professional education at universities; however, if universities are becoming commercial, at what point and according to which criteria is the veracity of vendor‐supplied training and university education considered equal, or indeed, superior?FindingsThis paper briefly reviews the key drivers of university commercialisation, and discusses the implications for postgraduate education in the very sensitive area of information security, in an Australian context, especially where universities directly compete with private sector interests. The key findings are that universities who wish to offer information security programs in competition with private providers will need to adopt corporate‐style governance policies and procedures, which include industry representation on boards, and ensuring that academic independence is not compromised by deeper vendor relationships.Originality/valueNo other papers have specifically investigated the emerging trends in information security education, in an Australian context, and related these to the necessary changes in governance that will be required for universities to compete on equal terms with corporate providers.

Looking back over the 1990s, it is easy to see the widespread troubles of many ventures that depended upon advanced IT applications, including business process re‐engineering projects, enterprise systems, knowledge management projects, online distance education courses, and, famously, some of the dot‐com businesses. These "troubles" vary from substantial underperformance (i.e. projects that were much more costly and/or produced much less social or business value than most of the participating IT professionals anticipated) and many outright failures. Many of these "troubles" could have been avoided (or at least ameliorated) if the participating IT professionals had much more reliable and critical understanding of the relationships between IT configurations, socio‐technical interventions, social behavior of other participants in different roles, and the dynamics of organizational and social change. Social informatics is the name of the field that studies and theorizes this topic, and is discussed in more detail in this paper. The key issue addressed in this paper is who will produce social informatics research for IT professionals, and where will they learn about important findings, theories, design approaches, etc.? The paper examines the record of computer science in the US as a major contributor to the relevant research and teaching. It also examines the possibilities for new kinds of academic programs – sometimes called "information schools" and "IT schools" – that are being developed to expand beyond the self‐imposed boundaries of computer science and to integrate some organizational and social research as sites for social informatics.

In recent years, systematic documentation techniques focusing on children's learning have been increasingly established in institutions of Early Childhood Education and Care (ECEC). This article addresses the problem of a lack of empirically based knowledge regarding how these techniques are implemented in practice. It refers to theories of practice and performativity in its discussion of assessment and documentation as collective practices in which actors, instruments and practices conjointly produce selections. Based on ethnographic research, it shows how documentation practices in ECEC create the subject that is presupposed and intended to be the object of study: the 'learning child'.

The purpose of this study is to explore the concept of teaching institutions in Indonesia. The term documentation in the Indonesian library and information Sciences (LIS), which is a translated version of the word "documentatie," was introduced in the early 1950s by the Training Course for Library Staff as an activity that involves the acquisition, processing, storage and retrieval of documents. Furthermore, the method adopted historically involves the examination of existing historical sources, usually articles, institutional reports, examining textbooks. Moreover, it was reported that documentation is different from library activities, which subsequently extended to the application in government offices. This variation impacts on the daily life, based on the fact that documentation is more concerned with on non-printed materials, laying emphasis on the processing of newspapers and journals, and the movement towards natural sciences. Conversely, the library is concerned with printed data on books, with works that are limited to social sciences and humanities. However, the growing impacts of internet information technology on librarianship and research progress in the aspect of related sciences lead to a query on the similarity and variation between both terms in Indonesia. In the mid-2010s, the Ministry of Research and Higher Education issued a regulation under the auspices of Information Sciences cluster, insinuating the existence of programs, which include (1) Information Science and (2) Library and Information Science (LIS). This paper, however, accepted the concept of variation between Information Science, LIS and documentation, leading to the submission of some suggestions based on its content as a course study in Indonesia. Furthermore, there are no mentions of documentation in this dimension, owing to its obsolete modified meanings. Keywords: Library and Information Sciences, LIS Education, Education program, Documentation Term