Lovisenberg Diaconal University College, Oslo, Norway.
J Prof Nurs. 2021 Mar-Apr;37(2):320-334. doi: 10.1016/j.profnurs.2021.01.008. Epub 2021 Jan 29.
Nurses are the key professionals in the introduction, implementation, and use of technology in clinical practice. A lack of technical expertise and technological understanding poses a challenge to the quality of health services and possibly to the safety, dignity, and quality of life of patients. Therefore, possessing technological literacy upon completing nursing baccalaureate studies is essential. However, no previous scoping review has mapped the existing studies of technological literacy in nursing education.
To map and assess the published studies on technological literacy in nursing education and to identify how educational institutions operationalize, teach, measure, and maintain students' technological literacy throughout their educational programs.
A scoping review was conducted using the methodological framework of Arksey and O'Malley. The reporting was guided by the PRISMA extension for Scoping Reviews.
A comprehensive systematic search of the MEDLINE, EMBASE, PsycINFO, ERIC, and CINAHL was performed for studies published from January 2008 through March 2020. Two authors independently assessed eligibility and extracted data. The reference lists of the included studies were also examined.
The review included 28 papers from 27 studies. Three thematic groupings with their respective subgroups were identified among the included papers: 1) the acquisition (simulated electronic documentation, diversified learning methods, and evaluation learning focus), 2) the measurement (digital/computer literacy/competence, nursing informatics competence, technology acceptance, and students' interests and preferences in technology), and 3) the maintenance (follow-up evaluation) of technological knowledge and skills.
Pedagogical models designed to teach an entire process for the acquisition, measurement, and maintenance of technological literacy are lacking. Studies are needed that bring technological competencies to a higher level, including problem-solving and critical thinking. Educators' competencies should be enhanced. Educational institutions need to ensure the readiness of future nurses for a technology-enriched environment by providing the necessary knowledge in technological literacy. "TWEETABLE ABSTRACT": Due to the importance of technological literacy to the nursing profession, educational institutions must ensure that it is taught to nursing students.
护士是将技术引入、实施和应用于临床实践的关键专业人员。缺乏技术专业知识和技术理解对医疗服务质量以及患者的安全、尊严和生活质量构成挑战。因此，在完成护理学士学位学习后拥有技术素养至关重要。然而，以前没有系统评价综述对护理教育中的技术素养研究进行过描绘。
描绘和评估护理教育中技术素养的现有研究，并确定教育机构如何在整个教育计划中实施、教授、衡量和维持学生的技术素养。
使用 Arksey 和 O'Malley 的方法学框架进行了范围综述。报告遵循 PRISMA 扩展的范围综述指南。
对 2008 年 1 月至 2020 年 3 月发表的研究进行了全面的系统搜索，使用了 MEDLINE、EMBASE、PsycINFO、ERIC 和 CINAHL。两位作者独立评估了合格性并提取了数据。还检查了纳入研究的参考文献列表。
综述包括 27 项研究中的 28 篇论文。纳入论文中有三个主题分组及其各自的子分组：1）获取（模拟电子文档、多样化的学习方法和评估学习重点），2）测量（数字/计算机素养/能力、护理信息学能力、技术接受度以及学生对技术的兴趣和偏好）和 3）技术知识和技能的维护（后续评估）。
缺乏旨在教授获取、衡量和维护技术素养的整个过程的教学模式。需要开展研究，将技术能力提升到更高水平，包括解决问题和批判性思维。教育者的能力应得到增强。教育机构需要通过提供技术素养方面的必要知识，确保未来护士为技术丰富的环境做好准备。
“推文摘要”：由于技术素养对护理专业的重要性，教育机构必须确保向护理学生教授这一知识。
