Faculty of Nursing, College of Health Sciences, University of Alberta, Edmonton, AB, Canada.
Ingram School of Nursing, McGill University, Montreal, QC, Canada.
JBI Evid Synth. 2023 Jul 1;21(7):1469-1476. doi: 10.11124/JBIES-22-00266.
The objective of this review is to collate and analyze literature reporting on digital health education and training courses, or other pedagogical interventions, for nursing students at the undergraduate and graduate level to identify gaps and inform the development of future educational interventions.
In this era of technology-driven health care, upskilling and/or reskilling the nursing workforce is urgently needed for nurses to lead the digital health future and improve patient care. While informatics competency frameworks serve to inform nursing education and practice, they do not address the entire digital health spectrum.
This review will include research studies, theoretical/discussion papers, and reports, as well as gray literature from relevant sources published in the last 10 years. Opinion pieces, editorials, conference proceedings, and papers published in languages other than English will be excluded.
The JBI methodology for scoping reviews will be followed. Searches will be conducted in Embase, CINAHL, ERIC, MEDLINE, Scopus, and Education Research Complete to retrieve potentially relevant studies. Hand searches of reference lists of included studies will be conducted. Two reviewers will independently screen records against predefined eligibility criteria and consult a third reviewer if conflicts arise. Decisions will be documented using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. Quantitative data will be analyzed using descriptive statistics. Content analysis will be applied to qualitative data to identify categories and themes. Findings will be synthesized and reported in tables and narrative format.
Open Science Framework osf.io/42eug.
本综述旨在整理和分析报告护理专业本科生和研究生接受数字健康教育和培训课程或其他教学干预的文献，以确定差距并为未来的教育干预提供信息。
在这个以技术为驱动的医疗保健时代，为了使护士能够引领数字医疗的未来并改善患者护理，迫切需要对护理人员进行技能提升和/或再培训。虽然信息学能力框架有助于指导护理教育和实践，但它们并未涵盖整个数字健康领域。
本综述将包括来自相关来源的研究论文、理论/讨论论文和报告以及灰色文献，这些文献在过去 10 年中发表。将排除意见文章、社论、会议记录和非英语发表的论文。
将遵循 JBI 方法进行范围综述。将在 Embase、CINAHL、ERIC、MEDLINE、Scopus 和 Education Research Complete 中进行检索，以检索潜在相关的研究。将对纳入研究的参考文献进行手工检索。如果出现冲突，两名评审员将独立根据预先确定的资格标准筛选记录，并咨询第三名评审员。决策将使用系统评价和荟萃分析的首选报告项目（PRISMA）流程图进行记录。将使用描述性统计对定量数据进行分析。将对定性数据进行内容分析，以确定类别和主题。研究结果将以表格和叙述的形式进行综合和报告。
开放科学框架 osf.io/42eug。
