le Roux Loretta, Bimerew Million, Chipps Jennifer
Faculty of Community and Health Sciences, School of Nursing, University of the Western Cape, 14 Blanckenberg Street, Bellville Campus, Belville, Western Cape, 7535, South Africa.
BMC Nurs. 2024 Dec 18;23(1):923. doi: 10.1186/s12912-024-02614-4.
Rapid technology advancements highlight the importance for nursing education to prepare competent nurses in informatics and technology integrated practice. This study examined nursing informatics in an undergraduate curriculum and competency levels at a selected South African university.
A survey measured nursing informatics competencies among undergraduate nursing students using the TANIC© nursing informatics scale. In addition, curriculum mapping was done to assess the inclusion of relevant content in the undergraduate curriculum. Mean scores out of 4 indicated competency levels from novice to proficient. Descriptive analysis was undertaken and 95% confidence intervals were computed for computer literacy, clinical information management, and information literacy domains. Independent Samples Wilcoxon U Tests compared competency level differences by year per domain. Curriculum mapping assessed technology-related activities across the four-year programme.
Of the 222 respondents (79.9% response rate), competence levels increased by year level. Computer literacy had the highest rating (3.33/4, ± 0.48), nearing proficient levels. This was followed by information literacy (2.81/4, ± 0.68), falling within a comfortable competency range, and clinical information management, (2.73/4, ± 0.77) indicating advanced beginner competency. Curriculum mapping revealed the absence of information management training.
A need exists to increase NI integration in the curriculum, and better equip nurse educators to prepare students for technologically infused healthcare environments.
技术的快速发展凸显了护理教育培养具备信息学和技术综合实践能力的合格护士的重要性。本研究调查了南非一所选定大学本科课程中的护理信息学及能力水平。
采用TANIC©护理信息学量表对本科护理专业学生的护理信息学能力进行调查。此外，进行课程映射以评估本科课程中相关内容的纳入情况。4分制的平均分数表明了从新手到熟练的能力水平。进行描述性分析，并计算计算机素养、临床信息管理和信息素养领域的95%置信区间。独立样本Wilcoxon U检验比较了各领域每年的能力水平差异。课程映射评估了四年制课程中与技术相关的活动。
在222名受访者中（回复率为79.9%），能力水平随年级升高而提高。计算机素养得分最高（3.33/4，±0.48），接近熟练水平。其次是信息素养（2.81/4，±0.68），处于适度的能力范围内，临床信息管理（2.73/4，±0.77）表明处于高级初学者能力水平。课程映射显示缺乏信息管理培训。
有必要在课程中增加护理信息学的整合，并更好地培训护理教育工作者，使学生为技术融入的医疗环境做好准备。
