Innovative Strategies for Nursing Education: Enhancing Curriculum with the Electronic Health Record

Donahue, Beth; Thiede, Kathleen

doi:10.1016/j.ecns.2009.05.053

Cited by 12 publications

(16 citation statements)

References 4 publications

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“…Simulated EHRs for academic purposes have been proposed as an innovative pedagogy to promote the acquisition of theoretical knowledge of informatics and the skills needed to use EHRs in a safe environment before encounters with real patients [14][15][16][17][18][19][20][21][22][23][24][25]. Incorporating these learning experiences within undergraduate nursing education expands the realm of effective teaching and learning practice, fulfills accreditation requirements, and ensures graduates have the required entry-to-practice competencies in nursing informatics upon exiting the program so that they are better prepared for practice in today's digitally rich health care environment [3,[26][27][28].…”

Section: Introductionmentioning

confidence: 99%

Academic Electronic Health Records in Undergraduate Nursing Education: Mixed Methods Pilot Study

Kleib¹,

Jackman²,

Wisnesky³

et al. 2021

JMIR Nursing

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Background Teaching students about electronic health records presents challenges for most nursing programs, primarily because of the limited training opportunities within clinical practice settings. A simulated electronic health record is an experiential, learner-centered strategy that enables students to acquire and apply the informatics knowledge needed for working with electronic records in a safe learning environment before the students have encounters with real patients. Objective The aim of this study is to provide a preliminary evaluation of the Lippincott DocuCare simulated electronic health record and determine the feasibility issues associated with its implementation. Methods We used one-group pretest-posttest, surveys, and focus group interviews with students and instructors to pilot the DocuCare simulated electronic health record within an undergraduate nursing program in Western Canada. Volunteering students worked through 4 case scenarios during a 1-month pilot. Self-reported informatics knowledge and attitudes toward the electronic health record, accuracy of computerized documentation, satisfaction, and students’ and educators’ experiences were examined. Demographic and general information regarding informatics learning was also collected. Results Although 23 students participated in this study, only 13 completed surveys were included in the analysis. Almost two-thirds of the students indicated their overall understanding of nursing informatics as being fair or inadequate. The two-tailed paired samples t test used to evaluate the impact of DocuCare on students’ self-reported informatics knowledge and attitudes toward the electronic health record revealed a statistically significant difference in the mean score of knowledge before and after using DocuCare (before: mean 2.95, SD 0.58; after: mean 3.83, SD 0.39; t12=5.80, two-tailed; P<.001). There was no statistically significant difference in the mean scores of attitudes toward the electronic health record before and after using DocuCare (before: mean 3.75, SD 0.40; after: mean 3.70, SD 0.34; t12=0.39, two-tailed; P=.70). Students’ documentation scores varied from somewhat accurate to completely accurate; however, performance improved for the majority of students as they progressed from case scenarios 1 to 4. Both the faculty and students were highly satisfied with DocuCare and highly recommended its integration. Focus groups with 7 students and 3 educators revealed multiple themes. The participants shared suggestions regarding the DocuCare product customization and strategies for potential integration in undergraduate nursing programs. Conclusions This study demonstrated the feasibility and suitability of the DocuCare program as a tool to enhance students’ learning about informatics and computerized documentation in electronic health records. Recommendations will be made to academic leadership in undergraduate programs on the basis of this study. Furthermore, a controlled evaluation study will be conducted in the future.

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Section: Introductionmentioning

confidence: 99%

Academic Electronic Health Records in Undergraduate Nursing Education: Mixed Methods Pilot Study

Kleib¹,

Jackman²,

Wisnesky³

et al. 2021

JMIR Nursing

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“…Instead, utilizing EHRs becomes automatic to them, enabling them to focus on the patient situation, rather than the technology. If an EHR system is used from the start, fewer negative experiences may be noted, like those reported by Donahue and Thiede [27] , who found resistance, anxiety, and anger by the first student cohort using an EHR in a nursing curriculum. They noted students had a difficult time adapting from paper charting to an electronic system, the same pattern seen among staff in healthcare organizations transitioning to EHRs [27] .…”

Section: Discussionmentioning

confidence: 74%

“…Students learn to recognize and pick out the relevant information from the electronic chart, setting aside the irrelevant and distracting data, just as they must do in actual clinical settings. The students are thus able to "practice at a higher level of critical thinking and clinical reasoning" [27] (p. e-32). As Curran [28] and Donahue and Thiede [27] acknowledged, paper case studies used in classrooms often cannot provide the extent and scope of data afforded by cases available in educational EHRs.…”

Section: Discussionmentioning

confidence: 99%

“…The students are thus able to "practice at a higher level of critical thinking and clinical reasoning" [27] (p. e-32). As Curran [28] and Donahue and Thiede [27] acknowledged, paper case studies used in classrooms often cannot provide the extent and scope of data afforded by cases available in educational EHRs. To that end, students in the current evaluation project felt the S/EHR was quite "complete", as reflected by the content analysis category, "Provided Extensive and In-depth Patient Data.…”

Section: Discussionmentioning

confidence: 99%

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Student perceptions of electronic health record use in simulation

Jansen

2014

JNEP

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Background/Objectives: Use of an electronic health record (EHR) system is a necessary part of the educational experience of nursing students. The purposes of this evaluation project were to ascertain from baccalaureate nursing students their perceptions of the importance of an EHR system and simulation to their education and their evaluations of one particular simulation/EHR system (S/EHR). Methods: Sixteen baccalaureate nursing students completed a survey, following use of the S/EHR in simulated clinical practice. Results: Despite technical challenges, the majority of students agreed the S/EHR was realistic, easy to work with, and increased their confidence and ability to safely provide patient care and administer medications. The majority felt it was important for the nursing program to use some type of EHR and desired more simulations. Conclusions: The S/EHR contributed to the realism of the simulation experiences. Considerations are provided for nursing programs needing to obtain and implement an EHR system for educational purposes.

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“…Identifying technology that allows students to practice EHR skills in a safe, simulated environment is essential for assuming the clinical and professional FNP role. Several articles describe the process and benefits of implementing an academic EHR in simulated experiences for graduate NP students 32–37 . A quality improvement project reported that 73% of 52 undergraduate and graduate nursing students had improved self-rated knowledge and confidence using an EHR after an academic EHR was incorporated into simulated learning activities in the curriculum 32 .…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of Screen-Based Simulation as a Strategy to Improve Nurse Practitioner Students' Access to Electronic Health Records in Clinical Education

Whitt

Pericak

Allen

et al. 2022

CIN: Computers, Informatics, Nursing

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Learning to use electronic health records is essential for family nurse practitioner students to inform practice and clinical decision-making. Limited access to electronic health records during clinical training can lead to suboptimal use. Academic programs often rely on healthcare organizations to provide opportunities for students to learn electronic health record skills. However, clinical experiences are highly individualized, and students may not have access to electronic health records. Alternatives are needed to develop this critical competency. This study compared self-reported ratings regarding comfort and access to electronic health record documentation between students who participated in screen-based simulation and students who completed traditional clinical experiences with a preceptor during the last 70 hours of clinical training in one family nurse practitioner program. There was a significant difference in electronic health record access between students who participated in simulated versus traditional clinical experiences (P = .002). There were no significant differences in ratings of comfort using electronic health records between groups. Both groups reported limited access to electronic health records in the first 500 hours of clinical experience. However, students who participated in screen-based simulation reported a quarter-fold increase in electronic health record access during their last 70 hours of clinical training.

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Innovative Strategies for Nursing Education: Enhancing Curriculum with the Electronic Health Record

Cited by 12 publications

References 4 publications

Academic Electronic Health Records in Undergraduate Nursing Education: Mixed Methods Pilot Study

Academic Electronic Health Records in Undergraduate Nursing Education: Mixed Methods Pilot Study

Student perceptions of electronic health record use in simulation

Effectiveness of Screen-Based Simulation as a Strategy to Improve Nurse Practitioner Students' Access to Electronic Health Records in Clinical Education

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