TIGER-Based Self-Assessment of NI Competencies

Hunter, Kathleen M.

In today’s data- and technology-rich environments, data, information, knowledge, and wisdom are essential for decision making. To support decision making, nurses need nursing-informatics (NI) competencies. NI competencies published by the TIGER Initiative include skills in basic computers, information literacy, and clinical information management. Measurement tools for this list of competencies have been lacking.

This research focused on developing and pilot-testing a reliable, valid instrument for self-assessment of NI competencies, based on the TIGER competencies.

Concepts were defined, measurement objectives established, and items identified. Using the TIGER structure, three subsets were delineated: basic computer, clinical information management, and information literacy. Outside experts confirmed retention of all items. Original TIGER items were reworded as behavioral statements. Content validity was estimated through review by external experts. IRB approval was obtained. A pilot test was conducted, inviting members of an online NI discussion forum to participate.

There were 184 respondents. The majority were female, registered nurses. The age range was 26-70 years. Most had a master’s degree in nursing and 2-to-5 years of NI practice. Most were not certified in NI.

Possible responses for each item had a value ranging from 1 to 4. Mean scores were as follows: basic-computer competencies (3.975), information-literacy competencies (3.226), and clinical-information-management competencies (3.358). Reliability coefficients ranged from 0.948 to 0.980 for the 3 subsets. Specific results for each scale and the instrument as a whole will be shared.

TIGER competencies establish a foundation for developing a self-assessment of perceived NI competencies. The TIGER competencies required revision to incorporate measurable behaviors. After review and revisions, the instrument demonstrated acceptable content validity.

Pilot tests demonstrated instrument reliability and usability. Initial data analysis reveals the instrument can discriminate different levels of competencies. Results from using this instrument can guide educators in all settings in developing curricula for building nursing informatics competencies