Integrating interprofessional electronic medical record teaching in preregistration healthcare degrees : A case study

Background Electronic medical record (EMR) adoption across healthcare necessitates a purposeful curriculum design to prepare graduates for the delivery of safe and effective patient care in digitally-enabled environments. Objective To describe the design and development of an Interprofessional Electronic Medical Record (iEMR) subject that introduces healthcare students to its utility in clinical settings. Methods A six-stage design-based educational research framework (Focus, Formulation, Contextualisation, Definition, Implementation, Evaluation) was used to instigate the iEMR design and development in nursing and five allied health graduate entry to practice (preregistration) degrees at an Australian university. Results In the Focus process, the concept and interdisciplinary partnerships were developed. The Formulation process secured grant support for subject design and development, including a rapid literature review to accommodate various course and curriculum structures. Discipline-specific subject themes were created through the Contextualisation process. During the Definition process, learning objectives and content resources were built. The Implementation process describes the pilot implementation in the nursing program, where assessment tasks were refined, and interdisciplinary clinical case studies originated. Discussion The design and development of an iEMR subject is underpinned by internal support for educational innovation and in alignment with digital health strategies in employer organisations. Identified barriers include faculty-level changes in strategic support for teaching innovation, managerial expectations of workload, the scope of work required by academics and learning designers, and the gap between the technology platform required to support online learning and the infrastructure needed to support simulated EMR use. A key discovery was the difficulty of finding EMR software, whether designed for teaching purposes or for clinical use, that could be adapted to meet the needs of this project. Conclusion The lessons learned are relevant to educators and learning designers attempting a similar process. Issues remain surrounding the sustainability of the iEMR subject and maintaining academic responsibility for ongoing curriculum management

The Contribution of Digital Technologies to Service Delivery: An Evidence Review

The explosion in digital connectivity, globalisation and the rapid growth in digital technologies over the last two decades has revolutionised the way that businesses perform and compete globally. Governments around the world have been put under strong pressure to transform themselves into electronic governments, in recognition of the efficiencies brought about by the appropriate use of information communication technologies (ICTs) in businesses and the need for development. The aim has been to maximise the state’s capacity to serve its stakeholders: namely citizens, business, employees and other government and non-government agencies. E-government or digital government has been a significant feature of public sector reform in recent years in both developed and developing countries with a substantial amount of resources dedicated to the development of necessary systems and infrastructure. Yet the transformational potential of digital for development risks not being replicated in the real world. Large-scale and sustainable use of ICTs for education is not yet being realised in developing countries, despite the fact that digital technologies have the potential to reduce costs and strengthen education systems. In the field of health care, mHealth systems are reaching significant scale in many developing countries but there is still a lack of concrete evidence with which to fully assess the economic impact of these technologies. This report explores and assesses the evidence for the impact and use of digital technologies in development, identifying cross-cutting themes that are important for use, implementation and scale-up. These include funding and infrastructure, policy commitments by government, skills and leadership.UK Department for International Developmen

Nursing Faculty\u27s Integration of Quality and Safety Competencies as a Curricular Framework

The call to better prepare nurses in safety and quality performance resulted from the concern of the Institute of Medicine regarding egregious gaps and errors in U.S. hospitals that resulted in serious injuries and patient deaths. Quality and safety education for nursing (QSEN) competencies were set forth in 2005 to enhance nursing curricula and nursing students\u27 preparation for practice; however, QSEN\u27s integration and implementation have been gradual and inconsistent. This qualitative interpretive study was guided by Senge\u27s principles of the learning organization and Benner\u27s professional development model. Using face-to-face interviews, the perspectives of 9 full-time nursing faculty members at 2 private nursing colleges in the Northeast United States were obtained about QSEN integration into their curriculum. Data analysis employed the use of open in vivo coding, categorizing, and the formation of themes. The results indicated that QSEN integration was perceived as complex and daunting due to faculty\u27s limited knowledge about QSEN, lack of adequate preparation to develop and employ instructional strategies, lack of adequate time to teach, and limited learning opportunities at clinical sites to develop competencies such as teamwork and collaboration and informatics. Meaningful reform in nursing education may occur as leaders engage faculty members in meaningful dialogue to better understand the complexity and challenges of QSEN integration, including faculty members\u27 needs for successful implementation. Nursing students may then be better trained to understand the nature and consequences of human and system errors and appreciate higher standards of care that will result in a decrease in preventable injuries, medication errors, and patient deaths

A web-based collaboration approach for teaching in medicine

Teaching medicine requires developing a vast range of manual, intellectual, visual and tactile skills as well as taking into account large amounts of factual information. Traditional medical teaching and individual learning in particular, can be complemented with electronic web based systems. One of the main impacts of e-Teaching in education resides in the fact that it provides opportunities to create resources that turn the learning process flexible. This implies a different relation between teachers and students and even between institutions, in the sense that the students participate on their own formation and the vertical hierarchy tends to become increasingly more horizontal. Awareness of the knowledge constructing process is increased, and consequently more satisfaction gained from learning. In this paper we describe a webbased collaboration approach for teaching that is being developed to simulate conversational dialogue in the area of Medicine, that enables the integration of highly heterogeneous sources of information into a coherent knowledge base accessed from web-based interfaces, either from the tutor’s point of view or the development of the discipline in itself, i.e. the system’s content is created automatically by the physicians as their daily work goes on

New BSN Nurse Informatics Competencies: Perceptions of Academic Preparedness for Practice

One rapidly expanding nursing program at a public research university in the mid-south region of the United States served as the site for this study. Recent nurse graduates were selected in a purposeful sampling from alumni who had conferred degrees from May 2007 through May 2013. Sixty-three graduates completed the online survey in Phase I and five recent graduates participated in semi-structured interviews during Phase II of the study. Data were collected utilizing a mixed methods design. Descriptive statistics explained survey and interview results. Of the knowledge, skills, and attitudes (KSAs), attitude competencies reported the highest means and were very effective at providing informatics attitude competencies to graduates. The program was also reported being somewhat effective at providing skills competencies and included navigating and documenting in the electronic medical record. The most desired skills reported by participants to include as more curriculum focus were electronic medical record (EMR) navigation, hands-on experience with different technology systems, and documentation, charting, and nurses\u27 notes with legal implications. The top comparable competencies introduced at the new nurse orientation were facility specific navigation of the EMR and computer documentation. Findings in this study served to provide additional knowledge to existing literature about competency preparedness and transition into practice. Results of this inquiry also served to provide direction for future curriculum planning involving QSEN informatics competencies at the nursing program

Nurse Educators\u27 Consensus Opinion On Using An Academic Electronic Health Record: A Delphi Study

The purpose of this study was to determine the opinions of nurse educators in the state of North Dakota (ND) who were using the academic Electronic Health Record (EHR) known as SimChart. In this dissertation research study, factors that either hindered or facilitated the introduction of SimChart in nursing programs in ND were examined. Additionally, opinions were sought from nurse educators regarding whether or not SimChart contributed to student learning. Seventy-five nurse educators from the state of ND participated in this mixed-methods study. E-mail addresses were obtained through website searches, and links to Qualtrics® surveys were e-mailed in three separate phases, using Delphi technique. The Phase 1 survey contained open-ended questions, encouraging nurse educators to express their views about factors that hindered or facilitated SimChart\u27s implementation, and their views about whether SimChart facilitated or hindered student learning. The Phase 2 survey contained a Likert-type scale developed from instructors\u27 responses in Phase 1. The Phase 3 survey asked nurse educators to respond to nurse educator ratings of hindrances and facilitators from Phase 2. Qualitative data analysis was accomplished through NVivo software and an expert consultant review. Phase 2 and 3 data analysis was accomplished using SPSS® 20. Data analyses confirmed that SimChart\u27s adoption was facilitated by funding, educational efforts, opinions of colleagues throughout the state who agreed to purchase the product, and nurse educator champions. SimChart\u27s adoption was hindered by the amount of nurse educator time involved and the product\u27s lack of modifiability. SimChart facilitated student learning in regard to navigating an EHR, collecting and entering data in an EHR, and how an electronic health record is organized. Hindrances to learning, while few were expressed, included the time that students needed to search through the academic EHR to become familiar with the software and find patient information. Knowledge about facilitators for academic EHR adoption may be useful when considering forthcoming innovations in nursing education. Recommendations include incorporating academic EHRs into nursing education, ensuring adequate nurse educator development time and teaching/learning strategies when incorporating academic EHRs. Nurse educator efforts for implementing newer technologies, including academic EHRs should be recognized and remunerated

Digital literacy in undergraduate pharmacy education: a scoping review

ObjectivesConduct a scoping review to identify the approaches used to integrate digital literacy into undergraduate pharmacy programs across different countries, focusing on methods for education, training, and assessment.Materials and methodsFollowing the Joanna Briggs Institute methodology, we searched 5 electronic databases in June 2022: MEDLINE (Ovid), PubMed, Embase, Scopus, and CINAHL. Three independent reviewers screened all articles; data extraction was conducted by 2 reviewers. Any discrepancies were arbitrated by 2 additional reviewers.ResultsOut of 624 articles, 57 were included in this review. Educational and training approaches for digital literacy in undergraduate pharmacy programs encompassed a theoretical understanding of health informatics, familiarization with diverse digital technologies, and applied informatics in 2 domains: patient-centric care through digital technologies, and the utilization of digital technologies in interprofessional collaboration. Blended pedagogical strategies were commonly employed. Assessment approaches included patient plan development requiring digital information retrieval, critical appraisal of digital tools, live evaluations of telehealth skills, and quizzes and exams on health informatics concepts. External engagement with system developers, suppliers, and other institutes supported successful digital literacy education.Discussion and conclusionThis scoping review identifies various learning objectives, teaching, and assessment strategies to incorporate digital literacy in undergraduate pharmacy curricula. Recommendations include acknowledging the evolving digital health landscape, ensuring constructive alignment between learning objectives, teaching approach and assessments, co-development of digital literacy courses with stakeholders, and using standardized guidelines for reporting educational interventions. This study provides practical suggestions for enhancing digital literacy education in undergraduate pharmacy programs

Where can teens find health information? A survey of web portals designed for teen health information seekers

The Web is an important source for health information for most teens with access to the Web (Gray et al, 2005a; Kaiser, 2001). While teens are likely to turn to the Web for health information, research has indicated that their skills in locating, evaluating and using health information are weak (Hansen et al, 2003; Skinner et al, 2003, Gray et al, 2005b). This behaviour suggests that the targeted approach to finding health information that is offered by web portals would be useful to teens. A web portal is the entry point for information on the Web. It is the front end, and often the filter, that users must pass through in order to link to actual content. Unlike general search engines such as Google, content that is linked to a portal has usually been pre-selected and even created by the organization that hosts the portal, assuring some level of quality control. The underlying architecture of the portal is structured and thus offers an organized approach to exploring a specific health topic. This paper reports on an environmental scan of the Web, the purpose of which was to identify and describe portals to general health information, in English and French, designed specifically for teens. It answers two key questions. First of all, what portals exist? And secondly, what are their characteristics? The portals were analyzed through the lens of four attributes: Usability, interactivity, reliability and findability. Usability is a term that incorporates concepts of navigation, layout and design, clarity of concept and purpose, underlying architecture, in-site assistance and, for web content with text, readability. Interactivity relates to the type of interactions and level of engagement required by the user to access health information on a portal. Interaction can come in the form of a game, a quiz, a creative experience, or a communication tool such as an instant messaging board, a forum or blog. Reliability reflects the traditional values of accuracy, currency, credibility and bias, and in the web-based world, durabililty. Findability is simply the ease with which a portal can be discovered by a searcher using the search engine that is most commonly associated with the Web by young people - Google - and using terms related to teen health. Findability is an important consideration since the majority of teens begin their search for health information using search engines (CIBER, 2008; Hansen et al, 2003). The content linked to by the portals was not evaluated, nor was the portals’ efficacy as a health intervention. Teens looking for health information on the Web in English have a wide range of choices available but French-language portals are much rarer and harder to find. A majority of the portals found and reviewed originated from hospitals, associations specializing in a particular disease, and governmental agencies, suggesting that portals for teens on health related topics are generally reliable. However, only a handful of the portals reviewed were easy to find, suggesting that valuable resources for teens remain buried in the Web

Transactions of 2015 International Conference on Health Information Technology Advancement Vol.3, No. 1

The Third International Conference on Health Information Technology Advancement Kalamazoo, Michigan, October 30-31, 2015 Conference Chair Bernard Han, Ph.D., HIT Pro Department of Business Information Systems Haworth College of Business Western Michigan University Kalamazoo, MI 49008 Transactions Editor Dr. Huei Lee, Professor Department of Computer Information Systems Eastern Michigan University Ypsilanti, MI 48197 Volume 3, No. 1 Hosted by The Center for Health Information Technology Advancement, WM