未来护士是否已准备好迎接数字健康？：信息学能力基准评估。
Are Future Nurses Ready for Digital Health?: Informatics Competency Baseline Assessment.
机构信息
Assistant Professor (Dr Kleib) and Professor (Dr Paul), Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada; Adjunct Professor (Dr Nagle), Faculty of Nursing, University of New Brunswick, Fredericton, New Brunswick, Canada; Senior Teaching Associate (Dr Furlong), Department of Nursing and Health Sciences, University of New Brunswick, Saint John, New Brunswick, Canada; Postdoctoral Fellow (Dr Wisnesky), Faculty of Medicine, University of Alberta, Edmonton, Alberta, Canada; and MScN Graduate, Faculty of Nursing, University of Alberta, Edmonton, Alberta (Ms Ali).
出版信息
Nurse Educ. 2022;47(5):E98-E104. doi: 10.1097/NNE.0000000000001199. Epub 2022 Mar 25.
BACKGROUND
Research continues to show significant gaps in nursing graduates' preparedness in digital health.
PURPOSE
The aim of this study was to explore nursing students' self-perceived nursing informatics competency and preparedness in digital health, describe learning opportunities available, and identify perceived learning barriers and facilitators to developing informatics competency.
METHODS
A sequential mixed-methods design, using a cross-sectional survey and interviews, was used. Senior undergraduate students (n = 221) in BScN programs in a Western Canadian Province participated.
RESULTS
Participants self-reported being somewhat competent in nursing informatics. Three themes were identified: struggling to make sense of informatics nursing practice; learning experiences; and preparedness for future practice.
CONCLUSION
Addressing inconsistencies in informatics education is an urgent priority so that nursing graduates are competent upon joining the workforce. Implications for nursing education, practice, and policy are discussed.
背景
研究继续表明，护理毕业生在数字健康方面的准备存在显著差距。
目的
本研究旨在探讨护理学生对护理信息学能力的自我感知和在数字健康方面的准备情况，描述现有的学习机会，并确定发展信息学能力的感知学习障碍和促进因素。
方法
采用了顺序混合方法设计，使用横断面调查和访谈。参与研究的是加拿大西部某省的护理学士课程中的高年级本科生（n=221）。
结果
参与者自我报告在护理信息学方面有一定的能力。确定了三个主题：努力理解护理信息学实践；学习经验；以及为未来实践做准备。
结论
解决信息学教育中的不一致性是当务之急，这样护理毕业生在加入劳动力市场时就具备了能力。讨论了对护理教育、实践和政策的影响。
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