Health and Social Development, Okanagan College, Penticton, BC, Canada.
Faculty of Nursing, University of Alberta, Edmonton, AB, Canada.
Int J Nurs Educ Scholarsh. 2022 Jun 14;19(1):ijnes-2021-0165. doi: 10.1515/ijnes-2021-0165.
The aim of this study was to explore nursing faculty experiences in integrating digital tools to support undergraduate students' learning and development of nursing informatics competencies.
This focused ethnography study used a combination of semi-structured interviews, document reviews, and field visits. Convenience and snowball sampling were applied to recruit participants. Data were analyzed concurrently with data collection, using thematic analysis.
Twenty-one faculty members from nine undergraduate nursing programs in Western Canada participated. Themes discussed include: 1) meaning of the term nursing informatics, 2) faculty perceived nursing informatics competence, 3) developing students' nursing informatics competencies, 4) facilitators, and 5) challenges.
Nursing faculty are relatively engaged in developing students' informatics competencies. However, challenges must be addressed and faculty need more support to improve their own informatics capacity. Implications for Practice and Research: This study has implications for faculty, nursing program administrators, and nursing organizations.
本研究旨在探讨护理教师在整合数字工具以支持本科生学习和发展护理信息学能力方面的经验。
本聚焦民族志研究采用了半结构化访谈、文献回顾和实地考察相结合的方法。方便和雪球抽样被应用于招募参与者。数据与数据收集同时进行，使用主题分析。
来自加拿大西部 9 个本科护理项目的 21 名教师参与了研究。讨论的主题包括：1）护理信息学一词的含义，2）教师感知的护理信息学能力，3）培养学生的护理信息学能力，4）促进因素，5）挑战。
护理教师在培养学生的信息学能力方面相对投入。然而，必须解决挑战，教师需要更多的支持来提高自己的信息能力。对实践和研究的影响：本研究对教师、护理项目管理人员和护理组织具有意义。
