Technological literacy in nursing education: A scoping review

Nes, Andréa Aparecida Gonçalves; Steindal, Simen Alexander; Larsen, Marie Hamilton; Heer, Hanne Camilla; Lærum-Onsager, Ellisiv; Gjevjon, Edith Roth

doi:10.1016/j.profnurs.2021.01.008

Cited by 80 publications

(72 citation statements)

References 34 publications

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“…HVS, SAS, MTS, and AAGN will analyze the results from the included papers and will use an inductive approach to organize the results thematically, a method previously used in scoping reviews [ 43 , 44 ]. The results extracted from the included papers will be read several times to identify patterns of similarities and differences related to the research questions, and these patterns will be organized in thematic groupings.…”

Section: Methodsmentioning

confidence: 99%

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Stenseth¹,

Steindal²,

Solberg³

et al. 2022

JMIR Res Protoc

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Background Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students. Objective The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. Methods The proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized. Results The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023. Conclusions The results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ firsthand experiences and further development of successful teaching strategies in nursing education. International Registered Report Identifier (IRRID) DERR1-10.2196/36725

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Section: Methodsmentioning

confidence: 99%

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Stenseth¹,

Steindal²,

Solberg³

et al. 2022

JMIR Res Protoc

Self Cite

View full text Add to dashboard Cite

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“…The capacity to successfully utilization technology to access, assess, integrate, produce, and transmit knowledge in enhancing the learning process through problemsolving and critical thinking," is in accordance with the definition of technological literacy. Nes et al (2021) asserted that nursing students are necessary to be technologically literate in order to become proficient and competent while also developing their critical thinking abilities in regard to the utilization of technology in education and the profession. As a result, nurse educators, experts, and learners need to learn how to manage the vast amount of new information, concepts, and talents which come with technological innovation (Nes et al, 2021).…”

Section: ) Technological Literacy In Nursing Educationmentioning

confidence: 99%

“…Nes et al (2021) asserted that nursing students are necessary to be technologically literate in order to become proficient and competent while also developing their critical thinking abilities in regard to the utilization of technology in education and the profession. As a result, nurse educators, experts, and learners need to learn how to manage the vast amount of new information, concepts, and talents which come with technological innovation (Nes et al, 2021). Nes et al, (2021) argued that simulated electronic documentation, different teaching methods, and assessment as a learning importance enhanced the development of technological knowledge and skills in nursing education.…”

Section: ) Technological Literacy In Nursing Educationmentioning

confidence: 99%

Plugging the Gap and Niching the NICHE: Nursing Informatics Competencies for Higher Education

2022

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Despite the rapid advancement and evolution of nursing informatics applications in healthcare, the incorporation and refurbishing of undergraduate informatics competencies in the curriculum has been organized. the integration of informatics in the Philippine curriculum began decade ago. However, it is still not identified whether these initiatives are successful in enhancing NI skills among graduates considering the low rate of technology utilization by most hospitals in the country. As a result, it requires a global need for nursing informatics competencies to be updated and revisited into the nursing curriculum. The objective of this study is to gather accord from the literature and to determine the definition of fundamental nursing informatics competencies for baccalaureate nursing programs in the Philippines. A review of related studies and corroboration of related literature such as different nursing curricula, perspectives of nursing informatics competencies in every country and to the resource organizations standards providing trainings, conducts research and guide HEIs was performed. International and local organizations were preparing the advancement of informatics through research, trainings, continuous quality improvement, and innovations in HIT. The identified common ground plugging the gap in nursing informatics competencies were nursing care and management proficiencies, information literacy and management, computer skills, health facilities’ technology resources, and ethics and legal understanding in HIT (NICHE). The prior competencies (basic computer skills, information literacy, and information) should be adaptable to local differences and consulted to industry partners and stakeholders. These attempts at competency standardization have to be balanced with suppleness to account for local variations and conditions.

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“…In particular, nursing educators must work towards building a smart education environment based on education engineering designs3 for undergraduate nursing students to consolidate themselves as experts of rich, state-of-the-art technological environments in terms of the adoption, use, and implementation of medical technologies 10. According to a 2018 survey of nursing college students’ IoT-related knowledge and skills,11 90% of the respondents were assessed to be at least competent in such abilities, implying that nursing students are already prepared to use IoT technology in their education.…”

Section: Introductionmentioning

confidence: 99%

Internet of things platform technology used in undergraduate nursing student education: a scoping review protocol

Jang

Song

2022

BMJ Open

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IntroductionFuture nursing education needs to build a cutting-edge technology-based educational environment to provide a variety of consumer-oriented education. Thus, the sharing of information in nursing education needs to be considered, especially given the advancement of internet of things (IoT) technology. Before developing a horizontal platform, understanding previously developed IoT platforms is necessary to establish services and devices compatible with each other in different service areas. This scoping review aims to explore the technology used in the IoT platform for the education of nursing students in the undergraduate nursing curriculum.Methods and analysisA preliminary search was completed to find initial search terms, on which a full-search strategy was developed. Search results yielded from PubMed (NCBI) were screened to ensure articles were peer-reviewed, published in English from January 1999 to August 2021, and relevant to developing, applying and evaluating IoT platforms at educational institutions for students in undergraduate nursing programmes. A full-text review of relevant articles will be conducted, and data will be extracted using the developed extraction tool. The extracted qualitative data will be analysed using a modified grounded theory approach, informing a working definition of the IoT platform and related terms.Ethics and disseminationThe study was exempted from ethical review by the Institutional Review Board of Nambu University, South Korea. Study results will be disseminated through peer-reviewed journals.

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Technological literacy in nursing education: A scoping review

Cited by 80 publications

References 34 publications

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Plugging the Gap and Niching the NICHE: Nursing Informatics Competencies for Higher Education

Internet of things platform technology used in undergraduate nursing student education: a scoping review protocol

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