Aims and objectives To identify key areas of competence for digitalisation in healthcare settings, describe healthcare professionals’ competencies in these areas and identify factors related to their competence. Background Digitalisation requires changes in healthcare practices, policies and actions to revise job expectations and workflows. The aspects of patient safety and integration of digitalisation into the professional context necessitate an assessment of healthcare professionals’ competencies in digitalisation. Design Systematic review. Methods A systematic review was conducted following Center of Reviews and Dissemination guidelines, including application of a PRISMA statement. Four databases—CINAHL (EBSCO), MEDLINE (Ovid), Web of Science and Academic Search Premiere (EBSCO)—were searched for relevant original peer‐reviewed studies published between 2012–2017. Twelve were chosen for final analysis: five quantitative studies and seven qualitative studies, which were, respectively, subjected to narrative and thematic synthesis. Results Key competence areas regarding digitalisation from a healthcare perspective identified encompass knowledge of digital technology and the digital skills required to provide good patient care, including associated social and communication skills, and ethical considerations of digitalisation in patient care. Healthcare professionals need the motivation and willingness to acquire experience of digitalisation in their professional context. Collegial and organisational support appear to be essential factors for building positive experiences of digitalisation for healthcare professionals. Conclusion Healthcare organisations should both pay attention to the social environment of a workplace and create a positive atmosphere if they want to improve the response to digitalisation. The successful implementation of new technology requires organisational and collegial support. Relevance to clinical practice Recommendations for clinical practice include the following: development of competence in digitalisation by healthcare professionals when using technological equipment to minimise errors; provision of sufficient resources, equipment and room for technology usage; and provision of regular education that considers the participants’ competencies.

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It was not possible to draw conclusions about the effects and safety of the non-pharmacological interventions in reducing cancer pain. Some interventions showed promising short-term effects, but there is a need for more rigorous trials. Qualitative studies are required to collect information about patients' perceptions. There are several research gaps: we found no studies about music, spiritual care, hypnosis, active coping training, cold or ultrasonic stimulation.

Purpose: The purpose of the study was to describe the quality of patient education in day surgery as evaluated by adult patients. Design: Descriptive design using survey methodology. Methods: The data were collected by questionnaire and measured the quality and implementation of education resources for day surgery patients (n=600) in a university hospital. The data were analyzed statistically using basic and multivariate methods. Findings: Half of respondents assessed the implementation of patient education to have been done in a patient-centered and goal-oriented way. Most respondents (81%) were satisfied with the interaction in the patient education. The education resources were reported as good by 77% of respondents. Conclusions: Greater account should be given in patient education to the patients' emotional wellbeing, feelings, their family members and patients' expertise in their own life. In developing patient education, the excellent knowledge and skills of health care staff in educating patients should be utilized.