Brown Wilson Christine, Slade Christine, Wong Wai Yee Amy, Peacock Ann
School of Nursing and Midwifery, Queens University Belfast, 97 Lisburn road, Belfast BT9 7BL, United Kingdom of Great Britain and Northern Ireland.
Institute of Teaching and Learning Innovation, University of Queensland, St. Lucia, Brisbane 4072, Australia.
Nurse Educ Today. 2020 Dec;95:104580. doi: 10.1016/j.nedt.2020.104580. Epub 2020 Aug 29.
To explore how undergraduate health care students use digital technology to deliver patient care during their clinical placements.
A scoping review of primary research was conducted using the extended PRISMA guidelines.
A subject specialist librarian assisted in searching for the academic literature in four electronic databases: CINAHL, PubMed, Scopus and ERIC.
Four reviewers, working in pairs, independently reviewed a total of 332 potentially relevant articles according to set inclusion and exclusion criteria. Then, all included papers underwent an independent quality review by two reviewers.
Seven studies involving medical or nursing/midwifery students were included in the review. Three studies evaluated the use of mobile learning devices in patient care with four studies evaluating the use of digital systems in practice. Due to the heterogeneity of studies, which used differing digital systems and instruments, the researchers decided the most suitable method of analysis was a narrative review. The results are explained using four key themes: student learning needs when using technology in practice; access to technology in placements; perceptions of using technology in placements; and impact of technology on patient care.
The use of digital systems in clinical settings creates challenges and benefits to student learning in delivering patient care. When students are prepared and facilitated to use digital systems, a sense of confidence and belonging to the team is fostered. Lack of availability and access to these systems, however, may impede students' ability to be involved in all aspects of patient care. Limitations of the current review included the relatively low quality of the educational research being conducted in this field of research. Further quality research is needed to explore how students in the health care professions are supported in digital environments and how higher education institutions are adapting their curricula to meet the digital learning needs of health care students.
探讨本科医疗保健专业学生在临床实习期间如何使用数字技术提供患者护理。
使用扩展的PRISMA指南对原始研究进行范围综述。
一名主题专家图书馆员协助在四个电子数据库中检索学术文献：CINAHL、PubMed、Scopus和ERIC。
四名评审员两两一组，根据既定的纳入和排除标准独立评审了总共332篇潜在相关文章。然后，所有纳入的论文由两名评审员进行独立的质量评审。
该综述纳入了七项涉及医学或护理/助产专业学生的研究。三项研究评估了移动学习设备在患者护理中的使用，四项研究评估了数字系统在实践中的使用。由于研究的异质性，研究使用了不同的数字系统和工具，研究人员决定最合适的分析方法是叙述性综述。结果通过四个关键主题进行解释：学生在实践中使用技术时的学习需求；实习中使用技术的机会；对在实习中使用技术的看法；以及技术对患者护理的影响。
在临床环境中使用数字系统对学生在提供患者护理方面的学习既带来挑战也带来益处。当学生做好准备并得到便利使用数字系统时，会培养出自信和团队归属感。然而，这些系统的可用性和获取机会不足可能会阻碍学生参与患者护理各个方面的能力。当前综述的局限性包括该研究领域正在进行的教育研究质量相对较低。需要进一步开展高质量研究，以探索如何在数字环境中支持医疗保健专业的学生，以及高等教育机构如何调整其课程以满足医疗保健专业学生的数字学习需求。
