Dataset Information

Nursing informatics in undergraduate nursing education in Australia prior to COVID-19: A scoping review

ABSTRACT:

Background

Technology can support transformational outcomes of high quality and evidenced-based care and education. Embedding nursing informatics into the undergraduate nursing curriculum enhances nursing students’ digital health literacy, whilst preparing them to use health information systems and technological innovations to support their learning both at university and in the clinical environment.

Aim

This scoping review aimed to provide an overview of the published literature on how nursing informatics was embedded and integrated into the undergraduate nursing curriculum in Australia prior to COVID-19.

Methodology

A scoping review approach guided this study using the Levac, Colquhoun, and O'Brien framework, and the following databases were searched: CINAHL Plus databases, EMCARE, MEDLINE Ovid, Scopus; ERIC ProQuest, and Web of Science. A total of 26 articles were included: five quantitative studies, eight qualitative studies, and 13 mixed-methods studies.

Findings

Few studies focused on the concept of nursing informatics itself, and only two studies described the process of developing curricula that contain nursing informatics competencies and their implementation: the educational scaffolding and modular development approach and a Community of Inquiry Framework (COI). Most studies centred on nursing informatics tools to facilitate teaching and learning in classrooms and skills laboratories. The reported pedagogical strategies were online learning, blended learning, and technology-enabled simulations. Hindrances to nursing informatics being integrated into undergraduate curricula were disparities of the informatics content a lack of guidelines and/or frameworks, and poor digital literacy.

Conclusion

This study provided a baseline perspective of how NI was embedded and integrated into nursing education in Australia before Covid-19. Overwhelmingly the focus of research to date was found to be mainly on the utilisation of technological tools to support learning and teaching..

SUBMITTER: Harerimana A

PROVIDER: S-EPMC8626237 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:BackgroundThe global outbreak of COVID-19 (coronavirus disease 2019) disease has highlighted the importance of disease monitoring, diagnosing, treating, and screening. Technology-based instruments could efficiently assist healthcare systems during pandemics by allowing rapid and widespread transfer of information, real-time tracking of data transfer, and virtualization of meetings and patient visits. Therefore, this study was conducted to investigate the applications of clinical informatics (CI) during the COVID-19 outbreak.MethodsA comprehensive search was performed on Medline and Scopus databases in September 2020. Eligible studies were selected based on the inclusion and exclusion criteria. The extracted data from the studies reviewed were about study sample, study type, objectives, clinical informatics domain, applied method, sample size, outcomes, findings, and conclusion. The risk of bias was evaluated in the studies using appropriate instruments based on the type of each study. The selected studies were then subjected to thematic synthesis.ResultsIn this review study, 72 out of 2716 retrieved articles met the inclusion criteria for full-text analysis. Most of the articles reviewed were done in China and the United States of America. The majority of the studies were conducted in the following CI domains: prediction models (60%), telehealth (36%), and mobile health (4%). Most of the studies in telehealth domain used synchronous methods, such as online and phone- or video-call consultations. Mobile applications were developed as self-triage, self-scheduling, and information delivery tools during the COVID-19 pandemic. The most common types of prediction models among the reviewed studies were neural network (49%), classification (42%), and linear models (4.5%).ConclusionThe present study showed clinical informatics applications during COVID-19 and identified current gaps in this field. Health information technology and clinical informatics seem to be useful in assisting clinicians and managers to combat COVID-19. The most common domains in clinical informatics for research on the COVID-19 crisis were prediction models and telehealth. It is suggested that future researchers conduct scoping reviews to describe and analyze other levels of medical informatics, including bioinformatics, imaging informatics, and public health informatics.

Project description:BackgroundDue to the rapid spread of coronavirus disease 2019 (COVID-19) around the world, the World Health Organization (WHO) declared it a global pandemic on March 11, 2020. This declaration had an unprecedented impact on health profession education, especially the clinical clerkship of nursing and medical students. The teaching hospitals had to suspend traditional bedside clinical teaching and switch to digital education.ObjectiveTo systematically synthesize the available literature on the application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic.DesignA systematic review informed by PRISMA guidelines.Data sourcesFive electronic databases were systematically searched: PubMed, Embase, MEDLINE (OVID), CINAHL and the Cochrane Library.Review methodsThe retrieved articles were screened at the title, abstract, and full text stages. The Mixed-Methods Appraisal Tool (MMAT) was used to assess the quality of quantitative and mixed-method studies. Then, two reviewers extracted the quantitative data of the included studies.ResultsA total of 4596 studies were identified following a comprehensive search, and 16 studies were included after removing duplicates and screening, which focused on undergraduate nursing students (3 studies) and medical students (13 studies). We found that the standalone digital education modalities were as effective as conventional learning for knowledge and practice. Different educational technologies have different effects on the knowledge and practice of interns.ConclusionDigital education plays a significant role in distance training for nursing and medical interns both now and in the future. The overall risk of bias was high, and the quality of evidence was found to be variable. There is a need for further research designing more quasi-experimental studies to assess the effectiveness of standalone digital education interventions for the remote training of nursing or medical interns to be fully prepared for emergencies.

Project description:IntroductionThis scoping review aimed to determine the frequency of different teaching methodologies, tools and platforms applied in dental education during the COVID-19 pandemic.Materials and methodsThe search strategy was performed in six databases and grey literature. A total of 28 questionnaire-based studies were included, without language or time restriction, from 20 different countries.ResultsSix thousand five hundred sixty-five participants were assessed: 84% undergraduates, 9% of faculty members, 5% of postgraduate students/residents/trainees and 2% of dental schools/residency programs. The pooled eligible data for teaching methodologies were 62% of a combination of different methods (95% CI, 35.5% to 82.3%), 23% a combination of synchronous and asynchronous formats (95% CI, 8.2% to 50.2%) and 15% for only synchronous lectures (95% CI, 4.3% to 42.2%). The reported tools were laptops (40%), smartphones (40%), tablets (40%), desktops (20%), Blackboard (20%), Respondus Lockdown Browser (20%), eProctor (20%) and PowerPoint (20%). The most used platforms were Zoom (70.6%), Microsoft Teams (23.5%) and Cisco Webex (23.5%). A better time management (17.9%; 95% CI, 7.9% to 35.6%) and the possibility of revision with additional notes (14.3%; 95% CI, 5.7% to 31.5%) was the greatest advantages related to dental e-learning, while the increased levels of anxiety/stress/burnout/exhaustion (35.7%; 95% CI, 21% to 54.2%) and internet connection problems (35.7%; 95% CI, 21% to 54.2%) was the most cited disadvantages.ConclusionThis scoping review showed promising blended teaching methodologies, tools and platforms in the dental education profile. The evidence suggests that e-learning technologies can widely contribute to dental education during the COVID-19 pandemic. Therefore, this study makes a major contribution to research by assessing the impact of COVID restrictions on dental education and further studies are needed to identify how restrictions in dental practice will affect future professionals.

Project description:BackgroundProfessional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students' evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF.MethodsA systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data.ResultsA total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF.DiscussionPIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students' identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students' balanced integration of personal and professional identities over time.