为护理的数字健康和技术能力创建案例研究。
Creating Case Studies for Digital Health and Technology Competency in Nursing.
机构信息
Clinical Associate Professor (Dr Kunkel), School of Nursing, University of Minnesota, Minneapolis; Myrna Pickard Endowed Professor (Dr Tietze), College of Nursing and Health Innovation, The University of Texas at Arlington; Associate Professor (Dr Wilson), The University of Alabama, Birmingham; Contributing Faculty (Dr Fant), College of Nursing, Walden University, Minneapolis, Minnesota; Clinical Assistant Professor (Dr Rivard), College of Nursing & Professional Disciplines, University of North Dakota, Grand Forks; Clinical Assistant Professor (Dr Belchez), School of Nursing, The University of Kansas, Kansas City; Assistant Professor (Dr Forman), College of Health Professions, The University of Texas Rio Grande Valley, Brownsville; and Clinical Assistant Professor (Dr Husson), School of Nursing, Virginia Commonwealth University, Richmond.
出版信息
Nurse Educ. 2024;49(1):31-35. doi: 10.1097/NNE.0000000000001458. Epub 2023 May 25.
BACKGROUND
Nursing programs and their faculty must ensure that graduates have the informatics, digital health, and health care technologies competencies needed by health systems.
PROBLEM
A gap exists in nursing faculty knowledge, skills, and abilities for incorporating informatics, digital health, and technologies across curricula because of low focus on this area in faculty development initiatives and rapid adoption and evolution of technologies in health care systems.
APPROACH
The Nursing Knowledge Big Data Science initiative Education Subgroup used a process to create case studies for including informatics, digital health, and the concomitant clinical reasoning/critical thinking competencies across curricula.
OUTCOMES
Three case study examples were created using the process.
CONCLUSIONS
The process for creating case studies that incorporate required informatics, digital health, and health care technologies can be used by nursing educators for teaching across their curricula and to assess student competency.
背景
护理项目及其教职员工必须确保毕业生具备卫生系统所需的信息学、数字健康和医疗技术能力。
问题
由于在教师发展计划中对该领域的关注较少，以及医疗保健系统中技术的快速采用和发展，护理教师在信息学、数字健康和技术方面的知识、技能和能力方面存在差距。
方法
护理知识大数据科学计划教育分组使用一个流程来创建案例研究，以便在课程中纳入信息学、数字健康以及相应的临床推理/批判性思维能力。
结果
使用该流程创建了三个案例研究示例。
结论
纳入所需信息学、数字健康和医疗技术的案例研究的创建过程可被护理教育者用于跨课程教学和评估学生的能力。
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