Nursing undergraduates’ perception of preparedness using patient electronic medical records in clinical practice

eHealth competence building for future doctors and nurses – Attitudes and capabilities

“…Based on the current studies, medical students feel that they lack digital literacy skills and demand a wider implementation of eHealth topics in the medical curricula [5][6][7][8]. Similarly, there are gaps in the preparedness for using health information systems and tools among nursing students and students who wanted more education on eHealth in their basic studies [9,10]. The impact that national eHealth strategies and educational initiatives have on competence in digitalisation has been studied, thus resulting in increased informatics competence among recent nursing graduates [11].…”

“…As a part of the project, core competence areas for eHealth education in basic medical and dentistry studies have been specified for the first time at the national level in Finland. These areas are: (1) electronic patient record systems, (2) electronic databases and clinical decision support systems, (3) National Health Information Exchange services, (4) information systems and technologies integrated into the health care system, (5) information security and data privacy, (6) patient and health data generation and utilisation, (7) interaction in a digital environment, (8) big data in medicine and health care, (9) health technology assessment, (10) megatrends in digital health care, (11) development, research and innovations and ( 12) medical technology [17,18].…”

‘It's good to have the knowledge and the confidence’: Mental health student nurses' views of a medication workshop

“…Traditionally, this process has been achieved by combining theoretical knowledge delivered in academic settings and real‐world learning in the clinical environment (Coyne et al., 2013). Whilst it is accepted that learning though experience is critical (Mollart et al., 2021; Palominos et al., 2019) and as such, clinical placements are essential learning environments to gain knowledge and skills (Betts, 2016), there remains a gap between theory and practice (Goodwin et al., 2019b; Murray et al., 2019) and a recognition that greater collaboration is needed between academic and clinical settings to strengthen students' skills and knowledge as they progress towards registration (Goodwin et al., 2019a; Musafifi & Daniels, 2020).…”

Digital health education: shaping the next generation of nursing professionals

“…2(p.55) Two actions within this strategic objective relate to the education and training of health care workforces: i) "Ensure competencies on digital health are included in the education and training curricula of all health professionals and allied workers, and at all levels of formal education and informal training," 2(p.55) and ii) "Identify the core competencies of digital health literacy that might be included in education and training curricula of health professionals and allied workers." 2(p.56) However, health care students and, in particular, nursing students generally have an inadequate understanding of digital health and are not prepared to use it, [5][6][7] even though students consider it an important skill for their careers as health professionals. 8 In this JBI Evidence Synthesis special issue on education, a scoping review protocol by Kleib and collegues 9 proposes to map the digital health education and training interventions for undergraduate and graduate nursing students.…”

“…However, health care students and, in particular, nursing students generally have an inadequate understanding of digital health and are not prepared to use it, 5–7 even though students consider it an important skill for their careers as health professionals 8 …”