Díaz-Rodríguez Lourdes, Vargas-Román Keyla, Díaz-Rodríguez María Del Mar, Sánchez-García Juan Carlos, Liñán-González Antonio, Rodríguez-Blanque Raquel
Department of Nursing, Faculty of Health Sciences, University of Granada, 18071 Granada, Spain.
FPU16/01437, Methodology of Behavioral Sciences Department, School of Psychology, University of Granada, 18071 Granada, Spain.
J Clin Med. 2022 May 14;11(10):2771. doi: 10.3390/jcm11102771.
Background: Healthcare has been revolutionized by the application of information and communication technologies. The implementation of electronic health record systems improves the quality and safety of patient healthcare. Nursing students who start learning the nursing process without contact with real patients experience difficulties in its correct application. Purpose: To compare the acquisition of skills and competencies in the nursing process by undergraduate nursing students between conventional learning with books and learning with an academic electronic health record system (Diraya). Methods: A controlled experimental study was conducted and included 379 students with a mean age of 20.54 ± 5.09 years, enrolled in the “Nursing Process and Basic Care” degree course at the School of Health Sciences in Granada. All participants gave their informed consent and were allocated by convenience sampling to a control group (n = 187; 21.20 ± 5.77 years) or an experimental group (n = 192, 19.91 ± 4.24 years). Findings: The experimental and control groups did not differ in sex distribution (p = 0.20), mean age (p = 0.01), or previous knowledge of the nursing process (p = 0.96). The groups did not significantly differ in multi-choice test results on the acquisition of theoretical knowledge (p = 0.13). However, the experimental group scored higher on clinical case planning (9.47 ± 0.80 vs. 8.95 ± 1.17; p < 0.001), took less time to complete it (46.9 ± 8.76 min vs. 82.66 ± 13.14 min; p < 0.001), and needed fewer autonomous learning hours to prepare for the final examination (2.26 ± 2.41 vs. 9.58 ± 3.83; p < 0.001). Satisfaction with the program and the rating of its quality were generally higher in the experimental group, while greater difficulty with most phases of the nursing process was reported by the control group. Conclusions: The academic electronic health record system “Diraya” is a useful tool to improve the learning and implementation of the nursing process by undergraduate nursing students.
信息和通信技术的应用给医疗保健带来了变革。电子健康记录系统的实施提高了患者医疗保健的质量和安全性。刚开始学习护理流程却未接触真实患者的护理专业学生在正确应用该流程时会遇到困难。目的：比较护理专业本科生在通过书本进行传统学习和使用学术电子健康记录系统（Diraya）学习时，在护理流程中技能和能力的获得情况。方法：进行了一项对照实验研究，纳入了379名平均年龄为20.54±5.09岁的学生，他们就读于格拉纳达健康科学学院的“护理流程与基础护理”学位课程。所有参与者均给予知情同意，并通过便利抽样法分配到对照组（n = 187；21.20±5.77岁）或实验组（n = 192，19.91±4.24岁）。结果：实验组和对照组在性别分布（p = 0.20）、平均年龄（p = 0.01）或护理流程的先前知识（p = 0.96）方面没有差异。两组在理论知识获取的多项选择题测试结果上没有显著差异（p = 0.13）。然而，实验组在临床病例规划方面得分更高（9.47±0.80对8.95±1.17；p < 0.001），完成规划所需时间更少（46.9±8.76分钟对82.66±13.14分钟；p < 0.001），并且为期末考试准备所需的自主学习时间更少（2.26±2.41对9.58±3.83；p < 0.001）。实验组对该项目的满意度及其质量评分总体上更高，而对照组报告在护理流程的大多数阶段遇到的困难更大。结论：学术电子健康记录系统“Diraya”是提高护理专业本科生护理流程学习和实施的有用工具。
