School of Nursing and Midwifery, Western Sydney University, Locked bag 1797, Penrith, NSW, Australia.
School of Computing, Data and Mathematical Sciences, Western Sydney University, Locked bag 1797, Penrith, NSW, Australia.
Nurse Educ Pract. 2024 Feb;75:103908. doi: 10.1016/j.nepr.2024.103908. Epub 2024 Feb 3.
The aim of this integtrative review is to examine the literature on nursing students preparedness for the digitalised clinical setting.
Digital literacy skills ensure nursing students can provide quality and safe care to patients in a digitalised clinical setting.
Integrative review of the literature.
The integrative review of the literature incorporated Whittemore and Knafl's (2005) framework and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2021 statement. A review of the literature comprised of a search of the following databases: ERIC, Scopus, CINAHL, Medline, Cochrane Library and Google Scholar from 2010-2022. Data were critically appraised using the Critical Appraisal Skills Programme (CASP), the Mixed Method Tool (MMAT) and Joanna Biggs Institute (JBI).
The literature reported on nine studies from 2010 to 2022. The four themes identified using Braun and Clarke's thematic analysis were curriculum design, education and training, digital literacy level and professional digital literacy competency standard framework. Major findings include the need for the development and integration of a professional digital literacy competency standard framework embedded into nursing curricula to equip nursing students with appropriate digital literacy skills to navigate digitalised healthcare settings.
Current registered nurses and preregistration nurses are required to be upskilled with the understanding and knowledge of health informatics and its role in the clinical setting. This will enable future registered nurses to keep up with the rapidly evolving technological clinical environment.
本综述旨在探讨护理学生为数字化临床环境做好准备的文献。
数字素养技能确保护理学生能够在数字化临床环境中为患者提供优质和安全的护理。
文献的综合回顾。
文献的综合回顾纳入了 Whittemore 和 Knafl（2005）的框架，并按照系统评价和荟萃分析的首选报告项目（PRISMA）2021 声明进行报告。文献回顾包括对以下数据库的搜索：ERIC、Scopus、CINAHL、Medline、Cochrane 图书馆和 Google Scholar，时间范围为 2010-2022 年。使用批判性评估技能计划（CASP）、混合方法工具（MMAT）和 Joanna Biggs 研究所（JBI）对数据进行了批判性评估。
文献报告了 2010 年至 2022 年的九项研究。使用 Braun 和 Clarke 的主题分析确定了四个主题，分别是课程设计、教育和培训、数字素养水平以及专业数字素养能力标准框架。主要发现包括需要开发和整合一个嵌入护理课程的专业数字素养能力标准框架，以使护理学生具备适当的数字素养技能，以驾驭数字化医疗环境。
目前的注册护士和预注册护士需要具备健康信息学的理解和知识，并了解其在临床环境中的作用，从而提高技能。这将使未来的注册护士能够跟上快速发展的技术临床环境。
