Nursing informatics in undergraduate nursing education in Australia before COVID-19: A scoping review

Harerimana, Alexis; Wicking, Kristin; Biedermann, Narelle; Yates, Karen

doi:10.1016/j.colegn.2021.11.004

Cited by 27 publications

(27 citation statements)

References 56 publications

(150 reference statements)

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“… 7 , 19 , 25 , 27 , 30 , 32 , 33 , 35 , 36 , 38 , 41 Comparatively, the use of digital devices in nursing education allows safe and facilitated communication and collaboration between classmates and faculty, and promotes independent learning. 50 Besides that, some studies have cited that e‐learning can increase motivation and interest, and make students more engaged with course content. 20 , 36 , 41 So, remote education is still the safer methodology at this moment in many countries.…”

Section: Discussionmentioning

confidence: 99%

Dental education profile in COVID‐19 pandemic: A scoping review

Melo

Silveira

Santos

et al. 2022

Eur J Dental Education

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Introduction This scoping review aimed to determine the frequency of different teaching methodologies, tools and platforms applied in dental education during the COVID‐19 pandemic. Materials and Methods The search strategy was performed in six databases and grey literature. A total of 28 questionnaire‐based studies were included, without language or time restriction, from 20 different countries. Results Six thousand five hundred sixty‐five participants were assessed: 84% undergraduates, 9% of faculty members, 5% of postgraduate students/residents/trainees and 2% of dental schools/residency programs. The pooled eligible data for teaching methodologies were 62% of a combination of different methods (95% CI, 35.5% to 82.3%), 23% a combination of synchronous and asynchronous formats (95% CI, 8.2% to 50.2%) and 15% for only synchronous lectures (95% CI, 4.3% to 42.2%). The reported tools were laptops (40%), smartphones (40%), tablets (40%), desktops (20%), Blackboard (20%), Respondus Lockdown Browser (20%), eProctor (20%) and PowerPoint (20%). The most used platforms were Zoom (70.6%), Microsoft Teams (23.5%) and Cisco Webex (23.5%). A better time management (17.9%; 95% CI, 7.9% to 35.6%) and the possibility of revision with additional notes (14.3%; 95% CI, 5.7% to 31.5%) was the greatest advantages related to dental e‐learning, while the increased levels of anxiety/stress/burnout/exhaustion (35.7%; 95% CI, 21% to 54.2%) and internet connection problems (35.7%; 95% CI, 21% to 54.2%) was the most cited disadvantages. Conclusion This scoping review showed promising blended teaching methodologies, tools and platforms in the dental education profile. The evidence suggests that e‐learning technologies can widely contribute to dental education during the COVID‐19 pandemic. Therefore, this study makes a major contribution to research by assessing the impact of COVID restrictions on dental education and further studies are needed to identify how restrictions in dental practice will affect future professionals.

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Section: Discussionmentioning

confidence: 99%

Dental education profile in COVID‐19 pandemic: A scoping review

Melo

Silveira

Santos

et al. 2022

Eur J Dental Education

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“…Accessibility and use of digital tools are paramount for learning throughout the programme. [12,27,44] The results from this study indicated that students have an average level of basic computer and internet usage skills; however digital skills of nursing should go beyond basic skills to use computers and include how to navigate the digital health systems, use Electronic Health Records (EHR), and other technologies appropriately in a range of clinical settings. [45] Nursing faculty are expected to make changes to their programs to help students acquire the skills needed for the digitalised nursing profession.…”

Section: Discussionmentioning

confidence: 99%

“…[23] At the tertiary education level, ICT should also not be taught in isolation but integrated into the curriculum to ensure students can apply it for subject-specific purposes. [25][26][27] Due to limited access to digital tools at the secondary school level in South Africa, [28,29] it is essential to assess students' computer skills, access, and use of the internet and digital devices at the beginning of tertiary education to ascertain their abilities to use technology tools and applications for academic purposes. Consequently, design strategies that could uplift their competencies and address challenges.…”

Section: Introductionmentioning

confidence: 99%

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First-year nursing students’ digital literacy: A cross-sectional study

Harerimana

Duma²,

Mtshali³

2022

JNEP

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Background: The digital world is rapidly changing, and so do the required digital skills. As physical devices and software are adapted to meet new possibilities and demands, individuals’ skills must adapt to technological advancement. Digital literacy is increasingly used in the public discourse, becoming a core requirement of students, academics, patients and healthcare professionals. Assessing nursing students’ digital literacy at the entry-level is vital to ascertain their abilities to use digital technologies. This study aimed to assess basic digital literacy among first-year nursing students at a selected university in South Africa.Methods: This cross-sectional study was conducted from 1st March 2019 to 31st May 2019 at a university in South Africa. The population consisted of 82 nursing students from the first-year students in the 4-year nursing programme. The convenience sampling technique was used to determine the participants of this study, and 76 respondents completed a structured questionnaire. Data were analysed descriptively using the Statistical Package for Social Sciences (SPSS®) software (version 25) from the International Business Machines Corporation (IBM®). A reliability test of the instrument was conducted, and Cronbach Alpha was 0.85.Results: The students’ digital literacy included: (i) basic computer skills — performing basic computer operations, MS Word and PowerPoint; (ii) internet skills — using e-mail, Moodle®, social media platforms, accessibility to the internet; and internet searches (iii) digital device usage — desktop, laptops, tablets and smartphones. Overall, the mean for internet skills was 3.61 (SD = ±0.62), 3.11 (SD = ±0.85) for computer skills, and 3.00 (SD = ±0.47) for digital device usage. Computer skills was positively correlated with internet skills (r = 0.278, p = .012) and computer skills corrected with digital device usage (r = 0.384, p < .001). The overall score for internet skills was higher in the female group than in males, with the mean of 4.00 (SD = ±0.62) and 3.61 (SD = ±0.54), respectively (t74 = -0.405, p = .019). Furthermore, the overall score for digital device usage was higher in the age group of 20 years and above with a mean of 3.19 (SD = ±0.38) than in the age group under 20 with a mean of 2.90 (SD = ±0.48), and those differences were statistically significant (t74 = -2.420, p = .018).Conclusions: An adequate digital literacy at the entry-level of the nursing programme is a foundation and a critical factor to academic success and future use of technology in nursing education and practice. Having adequate digital literacy among nursing students would positively impact their ability to perform electronic documentation, communicate and collaborate, and search for information to support evidence-based practice.

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“…Some of these reviews focused on NI and digital health competency frameworks and the integration of NI into nursing curricula. 15,18,21,24 Other reviews addressed learning outcomes of digital learning interventions in higher education 25 and technology-based learning in nursing education. 26 Yet other reviews examined the influence of AI on different domains of nursing 27 and the effectiveness of telehealth educational interventions in graduate nursing education.…”

Section: Introductionmentioning

confidence: 99%

Digital health education and training for undergraduate and graduate nursing students: a scoping review protocol

Kleib

Arnaert

Nagle

et al. 2022

JBI Evidence Synthesis

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Objective: The objective of this review is to collate and analyze literature reporting on digital health education and training courses, or other pedagogical interventions, for nursing students at the undergraduate and graduate level to identify gaps and inform the development of future educational interventions. Introduction: In this era of technology-driven health care, upskilling and/or reskilling the nursing workforce is urgently needed for nurses to lead the digital health future and improve patient care. While informatics competency frameworks serve to inform nursing education and practice, they do not address the entire digital health spectrum. Inclusion criteria: This review will include research studies, theoretical/discussion papers, and reports, as well as gray literature from relevant sources published in the last 10 years. Opinion pieces, editorials, conference proceedings, and papers published in languages other than English will be excluded. Methods: The JBI methodology for scoping reviews will be followed. Searches will be conducted in Embase, CINAHL, ERIC, MEDLINE, Scopus, and Education Research Complete to retrieve potentially relevant studies. Hand searches of reference lists of included studies will be conducted. Two reviewers will independently screen records against predefined eligibility criteria and consult a third reviewer if conflicts arise. Decisions will be documented using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. Quantitative data will be analyzed using descriptive statistics. Content analysis will be applied to qualitative data to identify categories and themes. Findings will be synthesized and reported in tables and narrative format. Review registration number: Open Science Framework osf.io/42eug

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Nursing informatics in undergraduate nursing education in Australia before COVID-19: A scoping review

Cited by 27 publications

References 56 publications

Dental education profile in COVID‐19 pandemic: A scoping review

Dental education profile in COVID‐19 pandemic: A scoping review

First-year nursing students’ digital literacy: A cross-sectional study

Digital health education and training for undergraduate and graduate nursing students: a scoping review protocol

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