Due to COVID-19, face-to-face mental health service delivery has been interrupted by social distancing and stay-at-home orders. To abridge physical distance between patients and healthcare providers, while limiting exposure to COVID-19, telepsychiatry has been widely adopted to provide services to patients with pre-existing mental health disorders. Though telepsychiatry has become more mainstream in delivering mental health services during COVID-19, evaluation studies of the rapid conversion of care delivery from face-to-face to telepsychiatry have been limited. The aim of this study was to review the literature on the transition of mental health service delivery to telepsychiatry during COVID-19. The findings of the current review showed that a majority of patients and healthcare providers were satisfied with telepsychiatry services, and suggest that telepsychiatry is feasible and appropriate for supporting patients and healthcare providers during COVID-19.

In today's digitally enabled healthcare environment, it is vitally important to assess Canadian nurses' competency in informatics. The researchers developed the Canadian Nurse Informatics Competency Assessment Scale, a 21-item comprehensive measure based on entry-to-practice informatics competencies for registered nurses, to facilitate assessment of informatics competencies and consequent, planning of formal and continuing education in informatics. The Canadian Nurse Informatics Competency Assessment Scale was used in a cross-sectional survey to determine self-perceived informatics competencies for Alberta's practicing nurses. Results from 2844 completed surveys showed that these nurses perceived their overall informatics competency as slightly above the mark of competent. Perceptions of competency were highest on foundational information and communication technology skills, slightly lower on competencies related to professional regulatory accountability and the use of information and communication technologies in the delivery of patient care, and lowest on information and knowledge management competencies. This study shed some light on priority areas for informatics education among practicing nurses in Alberta. Implications for nursing practice and research are discussed.

As digital innovations continue to transform health systems in Canada, it is important to examine registered nurses' preparedness in informatics, and factors associated with informatics competency. An exploratory, descriptive, cross-sectional survey was used to determine self-perceived informatics competencies, and factors associated with competency, among practicing nurses in Alberta. Results from 2844 completed surveys showed that nurses' self-perceived informatics competency was slightly above the mark of competent. Perceptions of competency were highest on foundational computer literacy skills and lowest on information and knowledge management competencies. However, overall informatics competency mean scores varied significantly in relation to age, educational qualification, years of experience, and work setting. The quality of informatics training and support offered by employers contributed the most to variance in mean scores of total and subdomains of informatics competency. Other factors, such as age, educational qualification, work setting, previous informatics education, access to the Internet, use of health technology, access to supporting resources, informatics training, an informatics role, and continuing education in informatics, also contributed to mean scores variance in differing degrees. Findings from this study provide a basis for actionable policies to address informatics educational needs and support requirements among nurses practicing now and in the future.