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The pace of technological evolution in healthcare is advancing. In this article key technology trends are identified that are likely to influence nursing practice and education over the next decade. The complexity of curricular revision can create challenges in the face of rapid practice change. Nurse educators are encouraged to consider the role of electronic health records (EHRs), wearable technologies, big data and data analytics, and increased patient engagement as key areas for curriculum development. Student nurses, and those already in practice, should be offered ongoing educational opportunities to enhance a wide spectrum of professional informatics skills. The nurses of 2025 will most certainly inhabit a very different practice environment than what exists today and technology will be key in this transformation. Nurse educators must prepare now to lead these practitioners into the future. •Technology trends to consider in planning the education of the nurses of 2025.•EHRs, wearable technology, big data, and patient empowerment are areas to watch.•Nurse educators are key in positioning the profession for technology success.

OBJECTIVEThe aim of this study was to identify nursing informatics competencies perceived as relevant and required by nurse leaders. BACKGROUNDTo participate as a full partner in healthcare leadership among rapidly advancing health information technologies (HITs), nurse leaders must attain knowledge of informatics competencies related to their clinical leadership roles and responsibilities. Despite this increased need to engage in HIT-related decision making, a gap remains in validated informatics competencies specific to the needs of nurse leaders. METHODSAn environmental scan and 3-round survey using Delphi methods used with nurse leaders for competency identification were used. RESULTSBetween 26 and 41 participants responded to each Delphi round. Most nurse leaders acquired HIT knowledge through on-the-job training. We identified 74 competencies from an initial list of 108 competencies. CONCLUSIONThis work can advance nursing practice to move beyond “on-the-job informatics training” to a more competency-based model of nursing informatics education and practice.

Background Digital health plays a vital role in healthcare services. Governments in many countries, including China, are increasingly advocating for the appropriate use of digital technologies to address significant health system challenges. It is crucial to incorporate digital health education into the curriculum for future nurses to adapt to the changes in the digital medical system. This study aimed to evaluate the impact of an online Digital Health and Informatics Course in China on the knowledge and comprehension of key digital health and informatics topics, self-assessment of nursing informatics competencies, and satisfaction among undergraduate nursing students. The findings of this study provide recommendations for the design and implementation of future digital health education. Methods This study employed a one-group, quasi-experimental mixed-methods design with pre- and post-assessments. The participants received digital health and informatics education through six three-hour online sessions in six interactive days, with online self-learning materials in between. An online quiz and focus group discussions pre- and post the course were designed to evaluate the knowledge and comprehension of key digital health and informatics topics. Also, a validated Chinese version of the Self-assessment of Nursing Informatics Competencies Scale was conducted pre- and post-course to assess self-assessment of nursing informatics competencies. Additionally, all students were invited to participate in an online survey with a performance-focused course evaluation form as well as focus group discussions to gather their feedback on the learning experience and their evaluations of the course. Results A total of 24 undergraduate nursing students were enrolled in the course. All students completed all sessions of this course, resulting in an attendance rate of 100%. Additionally, all students completed both pre- and post-assessments. In terms of the knowledge and comprehension of key digital health and informatics topics, scores of the quiz on knowledge assessment improved from the pre-test [mean pretest score: 78.33 (SD 6.005)] to the post-test [mean post-test score: 83.17 (SD 4.86)] upon completion of the course ( P  < 0.001). Also, students acknowledged that the course enhanced their knowledge and comprehension of informatics and digital health, the benefits of (nursing) informatics in clinical practice, and the role of health care professionals in informatics and digital health. In terms of self-assessment of nursing informatics competencies, scores on nursing informatics attitudes demonstrated significant improvement (P  < 0.001). Furthermore, students reported high satisfaction with various aspects of this course, including the opportunity to explore broad horizons in informatics for future careers, engaging in group discussions, and analyzing case studies on the use of informatics and digital health in clinical practice. Conclusions This Online Digital Health and Informatics education effectively improved undergraduate nursing students’ knowledge and comprehension of the key digital health and informatics topics, nursing informatics attitudes in the self-assessment of nursing informatics competency with high levels of satisfaction. In order to ensure that future education in digital health and informatics for nursing students is in line with the technological advancements in clinical settings, it is necessary to foster collaboration between medical school training and clinical practice. This collaboration should involve the use of clinical examples to illustrate advanced digital health applications and the inclusion of practical exercises on the use of digital health technology in clinical settings.

Background Nursing staff need to be constantly exposed to information systems at work and encounter patients who share medical data obtained from the internet; this was widely observed during the coronavirus disease 2019 (COVID-19) pandemic. Hence, nursing staff should have the necessary skills and education that can help them develop nursing students’ informatics competencies. However, research on assessing and improving nursing students’ informatics competencies remains scarce. Objective This study aimed to provide nursing educators with a refined evaluation model and targeted improvement strategies tailored to enhance undergraduate students’ informatics competencies. Design A cross-sectional study. Methods This study constructed a hybrid multiple-criteria decision-making model. The analytical hierarchical process was applied to obtain criteria weights; thereafter, the Visekriterijumska Optimizacija I Kompromisno Resenje with Aspiration-level (VIKOR-AS) method was used to assess undergraduate nursing students’ informatics competencies of in the case hospital. Participants Data were obtained from 22 clinically experienced nurses with experience in supervising undergraduate nursing students at a secondary public hospital in Zhejiang Province, China. Results According to the weighted results, “Skill ( C 2 )” is an important dimension with the highest weight ranking. The corresponding highest-ranking criteria for each dimension are “Knowing how to explain the information management strategies to ensure patient safety ( C 12 ),” “Applying information technology tools to support patient safety management (wristband scanning to identify patients, patients’ electronic orders, etc.) ( C 21 ),” and “Paying attention to the importance of information technology in clinical decision-making and preventing errors or facilitating patient care coordination ( C 32 ).” In the case of the undergraduate nursing students’ performance assessment, Student E was the best overall performer from the perspective of overall utility value. The remaining students ranked as follows: Student C ≻ Student D ≻ Student F ≻ Student A ≻ Student B. Conclusions This study model remedies the shortcomings of previous studies on evaluating undergraduate students’ informatics competency dimensions, provides a reference for nursing colleges to develop nursing informatics-related curriculum content, and helps train nursing instructors to assess and train specific students. The results indicate that information skills are an important factor in the development of nursing students’ informatics competencies; hence, nursing educators should prioritize the development of nursing students’ informatics competencies, followed by information knowledge and attitudes.

Background: Telemedicine and health informatics are a common aspect of patient care delivery in the United States. Graduate-level nursing students must be knowledgeable of telehealth and health informatics prior to entering the workforce as an advanced practice nurse. Nursing educators must provide educational opportunities within the curriculum that focus on telehealth and health informatics concepts that align with competencies. The Essentials: Core Competencies for Professional Nursing Education includes a new Domain #8 called, “Informatics and Healthcare Technologies,” where five key subdomains of this competency are defined. Method: This article describes the college's approach to incorporating telehealth and health informatics into the graduate-level curriculum and the associated alignment to the 2022 Essentials. Results: Faculty professional development and course revision strategies improved the infrastructure for teaching telehealth and health informatics. Conclusion: The new Domain, #8, Informatics and Healthcare Technologies, can be successfully infused into the DNP curriculum with student engagement. [J Nurs Educ. 2024;63(X):XXX–XXX.]

Teaching students about electronic health records presents challenges for most nursing programs, primarily because of the limited training opportunities within clinical practice settings. A simulated electronic health record is an experiential, learner-centered strategy that enables students to acquire and apply the informatics knowledge needed for working with electronic records in a safe learning environment before the students have encounters with real patients. The aim of this study is to provide a preliminary evaluation of the Lippincott DocuCare simulated electronic health record and determine the feasibility issues associated with its implementation. We used one-group pretest-posttest, surveys, and focus group interviews with students and instructors to pilot the DocuCare simulated electronic health record within an undergraduate nursing program in Western Canada. Volunteering students worked through 4 case scenarios during a 1-month pilot. Self-reported informatics knowledge and attitudes toward the electronic health record, accuracy of computerized documentation, satisfaction, and students' and educators' experiences were examined. Demographic and general information regarding informatics learning was also collected. Although 23 students participated in this study, only 13 completed surveys were included in the analysis. Almost two-thirds of the students indicated their overall understanding of nursing informatics as being fair or inadequate. The two-tailed paired samples test used to evaluate the impact of DocuCare on students' self-reported informatics knowledge and attitudes toward the electronic health record revealed a statistically significant difference in the mean score of knowledge before and after using DocuCare (before: mean 2.95, SD 0.58; after: mean 3.83, SD 0.39; =5.80, two-tailed; <.001). There was no statistically significant difference in the mean scores of attitudes toward the electronic health record before and after using DocuCare (before: mean 3.75, SD 0.40; after: mean 3.70, SD 0.34; =0.39, two-tailed; =.70). Students' documentation scores varied from somewhat accurate to completely accurate; however, performance improved for the majority of students as they progressed from case scenarios 1 to 4. Both the faculty and students were highly satisfied with DocuCare and highly recommended its integration. Focus groups with 7 students and 3 educators revealed multiple themes. The participants shared suggestions regarding the DocuCare product customization and strategies for potential integration in undergraduate nursing programs. This study demonstrated the feasibility and suitability of the DocuCare program as a tool to enhance students' learning about informatics and computerized documentation in electronic health records. Recommendations will be made to academic leadership in undergraduate programs on the basis of this study. Furthermore, a controlled evaluation study will be conducted in the future.

This study evaluated the effects of flipped learning in a nursing informatics course. Sixty-four undergraduate students attending a flipped learning nursing informatics course at a university in South Korea participated in this study in 2013. Of these, 43 students participated at University A, and 46 students participated at University B, as a comparison group. Three levels of Kirkpatrick's evaluation model were used: level one (the students' satisfaction), level two (achievement on the course outcomes), and level three (self-perceived nursing informatics competencies). Students of the flipped learning course reported positive effects above the middle degree of satisfaction (level one) and achieved the course outcomes (level two). In addition, self-perceived nursing informatics competencies (level three) of the flipped learning group were higher than those of the comparison group. A flipped learning nursing informatics course is an effective teaching strategy for preparing new graduate nurses in the clinical setting. [J Nurs Educ. 2017;56(8):477-483.].

IntroductionGlobally, health information technologies are now being used by nurses in a variety of settings. However, nurse leaders often do not have the necessary strategic and tactical informatics competencies to adequately ensure their effective adoption and use. Although informatics competencies and competency frameworks have been identified and developed, to date there has not been review or consolidation of the work completed in this area. In order to address this gap, a scoping review is being conducted. The objectives of this scoping review are to: (1) identify informatics competencies of relevance to nurse leaders, (2) identify frameworks or theories that have been used to develop informatics competencies for nurse leaders, (3) identify instruments used to assess the informatics competencies of nurse leaders and (4) examine the psychometric properties of identified instruments.MethodsUsing the Arksey and O’Malley five-step framework, a literature review will be conducted using a scoping review methodology. The search will encompass academic and grey literature and include two primary databases and five secondary databases. Identified studies and documents will be independently screened for eligibility by two reviewers. Data from the studies and documents will be extracted and compiled into a chart. Qualitative data will be subject to a thematic analysis and descriptive statistics applied to the quantitative data.Ethics and disseminationEthical approval was not required for this study. Results will be used to inform a future study designed to validate an instrument used to evaluate informatics competencies for nurse leaders within a Canadian context.

Regulatory mandates consistently focus on quality, safety, and improving patient care as better evidence surfaces. One of those mandates is the adoption of electronic health records (EHRs) across all patient care settings. New graduate nurses must know how to access patient data and document and synthesize patient information accurately to plan safe, quality care and mitigate potential errors. In an undergraduate nursing program, the objectives were to provide faculty with simple teaching strategies that promoted ease of integrating an academic EHR (AEHR) across a curriculum, as well as to steadily increase students' use of an AEHR. Faculty stressed an appreciation for having a supportive environment with an innovative way to educate nursing students. Students' feedback and course evaluations were positive, with students noting that they enjoyed learning in a different way. Faculty should continue to share their innovative teaching strategies for AEHR integration. Further research should include measurable outcomes of integrating an AEHR throughout a curriculum. [J Nurs Educ. 2016;55(12):716-719.].

New graduate nurses now comprise more than 10% of a typical hospital's nursing staff, with this number certain to grow given the increasing numbers of entrants into the nurse workforce. Concomitantly, only 10% of hospital and health system nurse executives believe their new graduate nurses are fully prepared to provide safe and effective care. As part of a multipronged research initiative on bridging the preparation-practice gap, the Nursing Executive Center administered a national survey to a cross section of frontline nurse leaders on new graduate nurse proficiency across 36 nursing competencies deemed essential to safe and effective nursing practice. Based on survey data analysis, the authors discuss the most pressing and promising opportunities for improving the practice readiness of new graduate nurses.