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Item Organizational and Faculty Determinants Associated with Health Information Technology Adoption in DNP Programs: A Descriptive Study(Office of the Vice Chancellor for Research, 2013-04-05) Fulton, Cathy R.Background: Informatics is a key component of graduate nursing education and an accreditation requirement, yet little is documented about the barriers to implementing informatics in Doctor of Nursing Practice curricula. Purpose: The purpose of this descriptive study was to explore: 1) the degree to which the accreditation standard and informatics guidelines have been met across programs; 2) the outcome of the Technology Informatics Guiding Educational Reform Initiative Foundation’s Phase II goals and recommendations as they relate to the Education and Faculty Development Collaborative; 3) the faculty and organizational determinants that lead to actions characteristic of Doctorate of Nursing Practice programs that are required by American Association of Colleges of Nursing to implement Essential IV into their curricula. Method: A survey was sent electronically to 138 Doctor of Nursing Practice program directors as identified on the American Association of Colleges of Nursing website with an 84% response rate. Results: Major findings include a lack of informatics’ certified and/or prepared faculty and a lack of awareness of informatics curricular guidelines. Conclusions: Recommendations for deans and DNP program directors include encouraging interested faculty members to pursue informatics education, using established national informatics curricular competencies, and partnering with educational institutions which do have nursing informatics certified or master’s prepared faculty to improve the development of informatics/health information technology curricula.Item Systematic Study of Data Science and Analytics Programs(ASEE, 2017-06) Wu, Huanmei; BioHealth Informatics, School of Informatics and ComputingRapid advances in information technologies have led to the generation of massive data sets, especially in life science and biomedical informatics. These data sets are valuable assets and in great needs to be analyzed. However, there is a shortage of workforce for big data analysis. Education innovations are required to empower students with the skills and technologies for large dataset analysis. Over the last few years, there is a high demand for new programs in data science and analytics (DSA). We has performed a systematic study of the existing DSA programs in the US by checking the detailed information about the degree programs, the program competencies, the curriculum designs, the expected learning outcomes, program sizes, professional careers, and other related information. There are more than 70 DSA programs offered in the US. This study provides guidance on DSA related program development and curriculum design. It also provides the potential trainees in DSA with the current market needs and the required knowledge for their future career.