Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions

Development of theoretical framework and digital competence assessment checklist (DCAC) for nursing students

Background

The rapid development of digital technology impacts all aspects, including nursing education. Nursing programs are tasked with equipping graduates with both clinical skills and digital competence. However, inconsistencies in the conceptual understanding of digital competence in nursing literature, underscore the need to refine the concept.

Design

This study involved two phases including a modified Delphi approach and psychometric testing. In Phase 1, the panel of experts in nursing was invited to evaluate the theoretical framework, domain, and item of assessment checklist. In Phase 2, the psychometric properties of the assessment checklist were tested using a quantitative survey.

Setting

The study was conducted in Taiwan, Indonesia, and Vietnam.

Participant

Participants included 12 nursing experts from Taiwan, Indonesia, and Vietnam during the development phase and 417 nursing students from these countries in the validation phase.

Methods

Phase 1 utilized a modified Delphi approach establishing a theoretical framework and assessment checklist. Experts provided feedback on a Likert scale, aiming for consensus. Phase 2 involved a quantitative survey where graduate nursing students rated the DCAC. The analysis process following the recommendation of the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN).

Results

The theoretical framework defined digital competence across four domains. In the first Delphi round, all items were rated above the consensus threshold. After two rounds, the CVI ranged from .8 to 1.0, suggesting strong agreement among experts. The second phase revealed high discriminant validity among survey items, with Cronbach's alpha indicating high internal consistency. The refined 22-item DCAC showed improved fit indices, confirming the assessment checklist's structure.

Conclusion

The developed 22-item DCAC is a valid and reliable tool for measuring digital competence among nursing students. Integration of digital competence into nursing education is essential for preparing students to excel in the healthcare environment.

Translation and Validation of Digital Competence Indicators in Greek for Health Professionals: A Cross-Sectional Study

BACKGROUND

it is widely accepted that living in the digital transformation era, the need to develop and update new professional skills and tools in health sectors is crucially important. Therefore, this study aimed to explore the reliability and validity of the Digital Competence Indicators tool in assessing the digital skills of Greek health professionals.

METHODS

in this cross-sectional study, 494 health professionals, including doctors (175) and registered nurses (319) working in four Greek hospitals were recruited and willingly participated using a convenience-sampling method. The original framework of Digital Competence Indicators was translated from English to Greek based on guidelines for cross-cultural adaptation of questionnaires. The validity of the tool was explored using confirmatory factor analysis (CFA) to verify the fit of the model using inductive techniques. The instrument reliability was confirmed using Cronbach's alpha (α) and McDonald's Omega coefficients.

RESULTS

the reliability was estimated at 0.826 (Cronbach's-α) and 0.850 (McDonald's Omega-ω). The indicators of CFA were all calculated within an ideal range of acceptance. Specifically, the CFA comparative fit index produced the following adjustment indices: x2/df = 1.152 (p = 0.037), CFI = 0.997, Lewis index (TLI) = 0.966, and root mean square error of approximation (RMSEA) = 0.018.

CONCLUSIONS

The present study demonstrated that the Digital Competence Indicator instrument has high reliability, internal consistency, and construct validity and, therefore, it is suitable for measuring digital skills of health professionals.

Nurses' Use of mHealth Apps for Chronic Conditions: Cross-Sectional Survey

BACKGROUND

Mobile health (mHealth) is increasingly used to support public health practice, as it has positive benefits such as enhancing self-efficacy and facilitating chronic disease management. Yet, relatively few studies have explored the use of mHealth apps among nurses, despite their important role in caring for patients with and at risk of chronic conditions.

OBJECTIVE

The aim of the study is to explore nurses' use of mHealth apps to support adults with or at risk of chronic conditions and understand the factors that influence technology adoption.

METHODS

A web-based cross-sectional survey was conducted between September 2022 and January 2023. The survey was shared via social media and professional nursing organizations to Australian nurses caring for adults with or at risk of chronic conditions.

RESULTS

A total of 158 responses were included in the analysis. More than two-thirds (n=108, 68.4%) of respondents reported that they personally used at least 1 mHealth app. Over half (n=83, 52.5% to n=108, 68.4%) reported they use mHealth apps at least a few times a month for clinical purposes. Logistic regression demonstrated that performance expectancy (P=.04), facilitating condition (P=.05), and personal use of mHealth apps (P=.05) were significantly associated with mHealth app recommendation. In contrast, effort expectancy (P=.09) and social influence (P=.46) did not have a significant influence on whether respondents recommended mHealth apps to patients. The inability to identify the quality of mHealth apps and the lack of access to mobile devices or internet were the most common barriers to mHealth app recommendation.

CONCLUSIONS

While nurses use mHealth apps personally, there is potential to increase their clinical application. Given the challenges reported in appraising and assessing mHealth apps, app regulation and upskilling nurses will help to integrate mHealth apps into usual patient care.

Women's experiences of online antenatal education: An integrative literature review

AIM

To identify what is currently known about how women experience online antenatal education.

DESIGN

Integrative literature review.

REVIEW METHODS

This integrative review applied the five-stage methodological framework outlined by Whittemore and Knafl (2005), supporting rigour in problem identification, selection and critical appraisal of quality literature, data analysis and synthesis of findings.

DATA SOURCES

A literature search was conducted in May/June 2022, utilizing databases including OVID Embase, CINAHL, Joanna Briggs Institute EBP database, Nursing and Allied Health database, Wiley Online Library, Google scholar search engine and related reference lists. The search was limited to English language and primary research articles published in the last 10-year period (2012-2022).

RESULTS

12 articles met inclusion criteria. Three primary themes were identified: Comprehensibility: Looking back - understanding women's needs and preferences; Manageability: In the moment - flexibility versus social connection; and Meaningfulness & sustainability: Looking forward - the future of digital maternity education.

CONCLUSION

Findings identified a marked digital divide for women accessing online antenatal education, placing vulnerable women at risk of continuing inequity. E-health literacy frameworks need to be implemented to create genuine accessibility, comprehensibility and cultural responsiveness to best meet the needs of users.

IMPLICATIONS FOR THE PROFESSION AND/OR HEALTH CARE CONSUMER

As digital health is an emerging field, there is strong evidence that online antenatal education requires further evaluation to better meet the needs of pregnant women and their support people. Enhancing digital health literacy for health professionals will also promote a greater understanding for how to uphold and support the socio-technical dimensions of online service delivery.

PATIENT OR PUBLIC CONTRIBUTION

There were no patient or public contributions as part of this integrative review of the literature.

Digital transformation of antenatal education: A descriptive exploratory study of women's experiences of online antenatal education

PROBLEM

Research on how women experience online antenatal education is currently limited. A more nuanced understanding may assist organisations to tailor future digitalisation that best meets the needs of users.

BACKGROUND

COVID-19 emergency measures forced a rapid implementation of online antenatal education. Women are known to enjoy some aspects of online antenatal education, but still desire social interaction. A marked digital divide is evident for more vulnerable populations.

AIM

To explore how pregnant women experience an online antenatal education program.

METHODS

A descriptive exploratory study was undertaken through collection of two concurrent data-sets. Quantitative data was collected from the online Parent Education Feedback Form (n = 38) Based on the six-stage process of Braun & Clarke, reflexive thematic analysis was used to analyse data sourced from semi-structured interviews with women (n = 5) who had undertaken online antenatal education.

FINDINGS

Four themes, and eight associated sub-themes, were identified to better understand how women experience online antenatal education. The four primary themes identified were: Experiential Digital Learning; Desired Journey; Contemporary Representation; and Human Connection in the Digital Age.

DISCUSSION

Well-designed digital platforms provide opportunities for interaction, content personalisation and self-tailored approaches in online antenatal education. Women require caregivers who hold specialist digital capabilities. Further research is warranted to better understand how digitalisation of antenatal education impacts women disadvantaged by digital exclusion.

CONCLUSION

The digital transformation of antenatal education impacts a vast array of factors in women's experiences during pregnancy. A specialist skill-set from midwives is needed to champion quality antenatal education in the digital age.

Influence of technical, cognitive and socio-emotional factors on digital literacy in nursing students assessed using structural equation modeling

BACKGROUND

Digital literacy is one of the 21st-century skills that nursing students should develop and acquire. Several factors influencing digital literacy have been identified, but the predictive role of technical, cognitive, and socio-emotional factors in digital literacy remains unexplored in nursing students.

OBJECTIVE

This study aimed to explore the digital literacy level and determine the predictive role of technical, cognitive, and socio-emotional factors in digital literacy among nursing students in Turkey using a structural equation modeling (SEM)-based approach.

DESIGN

A web-based, predictive, cross-sectional study.

SETTINGS

This study was conducted among first-, second-, third- and fourth-year students in a nursing faculty located in the capital of Turkey in the academic year 2021-2022.

PARTICIPANTS

Overall, 210 nursing students were recruited for this study.

METHODS

The use of a digital literacy model guided data collection. Data were collected between 8 and 28 June 2022 using online Google Forms. The data were analyzed using descriptive statistics and SEM.

RESULTS

Nursing students' digital literacy mean score was 67.29 (13.60). Internet self-efficacy (β = 0.31, p < 0.001), online information search strategies (β = 0.20, p = 0.003), and online privacy concerns (β = 0.14, p = 0.024) were positive predictors, whereas social media use (β = -0.13, p = 0.032) was a negative predictor of digital literacy. Among these variables, Internet self-efficacy had the most significant influence on the digital literacy level. The four variables contributed to 22 % of variance in the digital literacy level.

CONCLUSIONS

This study shows nursing students' digital literacy level is above average. Our findings suggest that technical, cognitive, and socio-emotional factors influence digital literacy.

Views about perceived training needs of health care professionals in relation to socially assistive robots: an international online survey

BACKGROUND

As Artificial Intelligence and social robots are increasingly used in health and social care, it is imperative to explore the training needs of the workforce, factoring in their cultural background.

OBJECTIVES

Explore views on perceived training needs among professionals around the world and how these related to country cultures.

DESIGN

Cross-sectional, descriptive, mixed-methods international online survey.

METHODS

Descriptive statistical analysis explored the ranking across countries and relationships with three Hofstede cultural dimensions. Thematic analysis was conducted on the open-ended text responses.

RESULTS

A sample of N = 1284 participants from eighteen countries. Knowing the capabilities of the robots was ranked as the top training need across all participating countries and this was also reflected in the thematic analysis. Participants' culture, expressed through three Hofstede's dimensions, revealed statistically significant ranking differences.

CONCLUSIONS

Future research should further explore other factors such as the level of digital maturity of the workplace.

IMPACT STATEMENT

Training needs of health and social care staff to use robotics are fast growing and preparation should factor in patient safety and be based on the principles of person- and culture-centred care.

Exploring UK veterinary students' use of online resources as a tool for studying small animal internal medicine

BACKGROUND

Despite an increase in the use of online resources, their use by veterinary students, especially in the study of small animal internal medicine (SAIM), remains poorly understood.

METHODS

A questionnaire-based study consisting of 26 survey items and 263 responses from seven UK universities investigated the use of online resources among clinical veterinary students studying SAIM and whether this was affected by age, gender, year of study or entry status.

RESULTS

Random internet searches were the preferred method of clarifying queries, except for graduate-entry students and age categories 18-21 years and 28 years and over who preferred traditional textbooks. Online searches were preferred over emailing instructors or contacting instructors in person. Despite 73.3% of participants not automatically trusting information from online sources, only 47.1% fact-checked, although this was higher among the graduate-entry group (62.5%). Frequent social media use was reported; however, only 44.8% of students reported using social media to discuss SAIM. Video clip usage was high, and 82.9% of students reported video clips were useful for understanding SAIM concepts.

CONCLUSION

Online resources are a useful tool to complement traditional resources; however, a level of academic oversight may be required to ensure appropriate and effective use of these resources.

Digital information literacy skills and use of electronic resources by humanities graduate students at Kenneth Dike Library, University of Ibadan, Nigeria

Purpose

The purpose of this paper is to assess the level of digital information literacy (DIL) skill and use of electronic resources by humanities graduate students at Kenneth Dike Library, University of Ibadan, Nigeria.

Design/methodology/approach

This paper uses the survey research design and 200 graduate students from the 12 departments that made up the Faculty of Arts in the University of Ibadan participated in the study. A self-devised structured questionnaire was used as instrument for data collection. A pilot questionnaire was first sent to a small random sample of the respondents, with feedback used to fine-tune the final questionnaire. Respondents were requested to rate their level of proficiency in the use of digital devices, web-based tasks, information finding, evaluation and utilisation of available e-resources and challenges encountered. Ethical consideration of informed consent, institutional permission, confidentiality and anonymity of participants was strictly followed. Data collected were analysed and result presented using descriptive statistics including frequencies, percentage, mean and inferential statistics such as regression analysis and Pearson’s product moment correlation coefficient were used to test the research question and hypothesis, respectively.

Findings

Humanities graduate students at the University of Ibadan possessed high level of DIL skills in respect of digital devices usage, web-based tasks, information finding and evaluation, but low in e-resources utilisation. This study identified inadequate knowledge of e-resources availability, irregular internet access, inadequate training on e-resources utilisation, inadequate staff assistance, lack of continuity in e-resources subscription and paucity of local contents in the e-resources as main challenges encountered by graduate students in the use of e-resources. To ensure that those who can most benefit from e-resources utilisation are not further marginalised, this study recommends that active steps should be taken to increase e-resources awareness, regular internet access, training/support, continuity of e-resources subscription and increased local content so that all may benefit from the opportunities of the information age.

Originality/value

This paper has demonstrated that DIL skills can enhance effective utilisation of e-resources if users have adequate knowledge of e-resources availability, regular internet access, adequate training and assistance on e-resources utilisation, continuity in database subscription and adequate local contents e-resources.

Digital Competencies for Nurses: Tools for Responding to Spiritual Care Needs

Users show a growing interest in expanding the implementation of digital tools as a support of technical and management issues in healthcare. This medical care has focused on telemedicine but does not include the recognition of needs as an important part of patient-centred healthcare. Nurses interact with patients at critical times in their life journeys, including birth and death, which are historical events linked with religious beliefs. Furthermore, large migration flows have led to multicultural societies in which religion and spirituality are experienced in distinct ways by different people. Finally, most healthcare professionals lack the proper skills to handle the spiritual needs of their patients, especially for core and digital competences. This article shows the results of qualitative research applying as a research tool an open-ended questionnaire, which allows detecting the educational needs for nurses' interventions aimed at providing spiritual support to their patients using digital tools. The results obtained reveal that nurses need education and training on fundamental spiritual concepts and digital competencies to meet the multiple demands of their patients' spiritual needs. Finally, we present an open digital educational proposal for the development of competencies for nurses and other health professionals to provide spiritual care with the support of digital tools.

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

Background

Technology can support transformational outcomes of high quality and evidenced-based care and education. Embedding nursing informatics into the undergraduate nursing curriculum enhances nursing students' digital health literacy, whilst preparing them to use health information systems and technological innovations to support their learning both at university and in the clinical environment.

Aim

This scoping review aimed to provide an overview of the published literature on how nursing informatics was embedded and integrated into the undergraduate nursing curriculum in Australia before coronavirus disease (COVID-19).

Methodology

A scoping review approach guided this study using the Levac, Colquhoun, and O'Brien framework, and the following databases were searched: CINAHL Plus, EMCARE, MEDLINE Ovid, Scopus, ERIC ProQuest, and Web of Science. A total of 26 articles were included: Five quantitative studies, eight qualitative studies and 13 mixed-methods studies.

Findings

Few studies focused on the concept of nursing informatics itself, and only two studies described the process of developing curricula that contain nursing informatics competencies and their implementation: the educational scaffolding and modular development approach and a Community of Inquiry Framework (COI). Most studies centred on nursing informatics tools to facilitate teaching and learning in classrooms and skills laboratories. The reported pedagogical strategies were online learning, blended learning, and technology-enabled simulations. Hindrances to nursing informatics being integrated into undergraduate curricula were disparities of the informatics content, a lack of guidelines and/or frameworks, and poor digital literacy.

Conclusion

This study provided a baseline perspective of how nursing informatics was embedded and integrated into nursing education in Australia before COVID-19. Overwhelmingly, the focus of research to date was found to be mainly on the utilisation of technological tools to support learning and teaching.

[Influence of Learning Presence of Non-Face-to-Face Class Experience in Nursing Students on Academic Achievement: Mediating Effect of Learning Flow and Moderated Mediation of Digital Literacy]

PURPOSE

This study aimed to identify the mediating effect of learning flow and the moderated mediation effect of digital literacy on the effect of the learning presence of non-face-to-face class experience in nursing students on academic achievement.

METHODS

Participants were 272 nursing students from six universities in two different cities. A self-report questionnaire was used to measure learning presence, learning flow, digital literacy, and academic achievement. Analysis was performed using SPSS 26.0 and SPSS PROCESS Macro (4.0).

RESULTS

The mediating effect of learning flow on the effect of learning presence on academic achievement was 0.42, and the moderated mediation index of digital literacy was 0.17. Learning flow showed a mediating effect on the relationship between learning presence and academic achievement. Digital literacy had a moderated mediation effect on the relationship between learning presence and academic achievement that was mediated by learning flow.

CONCLUSION

The intensity of the mediating effect of nursing students' learning presence on academic achievement through learning flow increases as the level of digital literacy increases. These results suggest that educational programs considering the level of learning presence, learning flow, and digital literacy are required to promote the academic achievement of nursing college students.

Pre-registration nursing students' perceptions of their baseline digital literacy and what it means for education: A prospective COHORT survey study

BACKGROUND

To build complex digital skills and capability required by digitally-driven work environments, we must first understand nursing students' baseline digital literacy if educators are to develop a fit for purpose curriculum underpinned by digital health technologies.

OBJECTIVE

To determine first-year pre-registration nursing students' perceived baseline digital literacy before their first clinical placement.

DESIGN

Prospective cohort study.

SETTINGS

Two universities in Australia in 2020.

PARTICIPANTS

Students enrolled in pre-registration nursing programs at Bachelor's and Master's level.

METHODS

Participants (N = 205) completed an online 27-item survey composed of a Likert-type scale, forced-choice items, and open-ended questions. Data were analyzed with descriptive statistics.

RESULTS

Participants engaged with digital technology early in life, with 49.75% students using some form of digital technology before ten years of age. Students reported the highest daily use of technology to search the internet for information (92%), online social networking (68.3%) and watching videos (67%). Most students expressed the least confidence in identifying different types of portable storage devices (24.1% Master's students; 41.7% Bachelor's students), describing the advantages of a digital camera (39.3% Master's students; 48.3% Bachelor's students), and totaling numbers in spreadsheets (22.8% Masters students; 48.3% Bachelor's students). No statistical differences were observed between the two universities or the two cohorts in terms of perceived confidence in using technology and software applications to support their learning. Interestingly, 24.7% of participants expressed high confidence in using electronic medical records without prior training, which may reflect positive attitude towards engaging with unknown digital technologies.

CONCLUSIONS

Nursing students are frequent internet and social media users. However, despite positive attitudes to digital technology and widespread presence of digital technology in students' lives, deficits in students' confidence in using digital technology and software required for learning persist. Targeted digital literacy education interventions are needed as part of foundational nursing studies to improve nursing students' baseline digital literacy before commencing clinical placement. These should be scaffolded across the program to ensure an effective transition to nursing practice in evolving digitally-driven healthcare environments.

The Role of Digital Competence in CME Uptake: A Short Communication

The digitisation of society has reached almost every facet of our daily lives. The COVID-19 pandemic has further showcased the role of information and communications technology (ICT) in society and so much so in continuing medical education (CME). This has provided the CME industry with remarkable opportunities to design better educational programmes and reach more audiences. However, for healthcare professionals to take full advantage of these developments, they need to be digitally competent, at least at a basic level. While digital competence influences CME uptake in the internet age, several factors, in turn, can influence digital competence. These factors come from both within and outside the influence of healthcare professionals and educators. In this article, we explore how digital competence influences CME uptake and recommend ways to improve digital competence among healthcare professionals.

Midwives' perception of advantages of health care at a distance during the COVID-19 pandemic in Switzerland

OBJECTIVE

To explore midwives' perceptions of the advantages of telemedicine during the COVID-19 pandemic in Switzerland.

DESIGN

Cross-sectional study based on an online survey using quantitative methods.

SETTING

Midwives working in Switzerland.

PARTICIPANTS

Self-selected convenience sample of 630 members of the Swiss Federation of Midwives.

MEASUREMENT

Open questions on advantages of health care at a distance and workrelated characteristics were used in the online questionnaire. The information was coded and integrative content analysis was applied.

FINDINGS

A good half of the respondents associated telemedicine with either an advantage beyond the pandemic ("Reduced workload", "Improved health care provision", "Greater self-care of clients"), while the others saw a pandemic-related advantage ("Protection from COVID-19", "Maintaining care/counseling in an exceptional situation"), or no advantage at all. Older, more experienced midwives were less likely to see an advantage beyond the pandemic. The motive "Reduced workload" was positively associated with professionals aged younger than 40 years and midwives with up to 14 years of professional experience, and "Protection from COVID-19" was more likely cited by midwives aged 50 and more and by midwives working solely in hospitals. Midwives who stated "Maintaining care" and "Improved health care provision" as motives to embrace telemedicine were more likely to experience health care at a distance as a positive treatment alternative.

KEY CONCLUSION

Midwives' perceptions of the advantages of health care at a distance vary substantially with age and years of professional experience, as well as workrelated characteristics. Further research is necessary to acquire a sound understanding of underlying reasons, including the sources of the general attitudes involved.

IMPLICATION FOR PRACTICE

Understanding the differences in perceptions of health care at a distance is important in order to improve the work situation of midwives and the health care they provide to women and families. Different sensitivities represent an important source in the ongoing discussion about the future use of telemedicine in health care.

Nursing and midwifery students' perspectives of using digital systems on placement: A qualitative study

AIM

To explore undergraduate nursing and midwifery student perspectives of using digital patient systems on clinical placements.

DESIGN

This was an interpretative qualitative design study.

METHODS

Undergraduate nursing and midwifery students in a large Australian metropolitan university were invited to participate in two focus groups from April to June 2019. Twenty (20) students participated and data on their perspective of using digital systems on placement were collected. Thematic analysis using NVivo 12 software was undertaken.

FINDINGS

Students identified benefits and challenges when moving between paper records and digital systems. Whilst paper reporting was more efficient for some processes, the students recognised the advantages of digital technology, such as enabling greater confidentiality and consolidation of patient data in one place. However, they also reported difficulty with student access and the size of the portal digital workstation at the bedside. Generally, the lack of preparation and access was considered frustrating and mitigated some of the benefits described when using digital systems.

CONCLUSIONS

Nursing and midwifery students prefer to be prepared for both paper and digital record keeping. Whilst students identify the benefits of digital platforms, not having direct access mitigates the benefits of these systems. Students identified the use of simulation and interactive modules prior to commencement of clinical practice to enable them to feel more confident with using the systems in patient care.

IMPACT

Health care students require direct access to digital health platforms whilst on clinical placement to facilitate their learning. Higher Education Institutions (HEIs) are in a unique position to work with health care providers to better prepare health care professionals, including nurses and midwives, to work with digital health care systems. Further research is needed to develop the educational preparation for nurses, midwives, and other health care professionals to work with digital systems in practice.

Integrating nursing informatics into undergraduate nursing education in Africa: A scoping review

BACKGROUND

Information and communication technologies have become omnipresent in healthcare systems globally, and since nurses comprise the majority of the health sector workforce, they are expected to be adequately skilled to work in a technology-mediated environment. Integrating nursing informatics into undergraduate nursing education is a cornerstone to nursing education and practice in Africa.

AIM

This scoping review aimed to evidence the integration of nursing informatics into undergraduate nursing education in Africa.

METHODS

A scoping review of the literature used electronic databases including CINAHL Plus databases; EmCare; MEDLINE Ovid; Scopus; ERIC ProQuest; Web of Science; Google; and Google Scholar to locate papers specific to the African context. From a total of 8723 articles, 19 were selected for critique and synthesis.

RESULTS

Selected studies indicated that nursing students used several information and communication technologies tools primarily for academic purposes, and rarely for clinical practice. In Africa, the challenges for teaching informatics in nursing education included: limited information and communication technologies skills among faculty and students; poor teaching strategies; and a lack of standardization of nursing informatics competencies. Successful integration of nursing informatics into undergraduate nursing education in African countries depends on restructuring nursing informatics content and teaching strategies, capacity building of the faculty and students in information and communication technologies, political commitment, and collaborative partnership.

CONCLUSION

Nursing informatics is scarce in undergraduate nursing education in Africa due to the implementation and adoption challenges. Responding to these challenges requires a multi-sectoral approach in the revision of undergraduate nursing curricula.

IMPLICATION FOR NURSING EDUCATION, PRACTICE, POLICY AND RESEARCH

This study highlights the importance of nursing informatics in undergraduate nursing education, with its challenges and success. Nursing education policies should support the development of well-standardized nursing informatics content and appropriate teaching strategies to deliver it. Further research is needed to establish which aspects of nursing informatics are integrated into undergraduate nursing education and nursing practice, implementation process, challenges and possible solutions. Collaborative partnerships are vital to developing nursing informatics policies to better prepare graduate nurses for the African healthcare workforce in the digital era.

Building a Bridge: A Review of Information Literacy in Nursing Education

BACKGROUND

Although information literacy (IL) has been valuable in nursing education, guiding documents from librarianship (e.g., Framework for Information Literacy in Higher Education) remain relatively obscure among nursing faculty. This review analyzes the intersection of IL with nursing and offers analyses for a better understanding of integrating IL into nursing education settings.

METHOD

Scholarly literature was searched, and Covidence was used to track themes regarding how (and where) IL literature (n = 179) connects to nursing educational settings.

RESULTS

Librarians are not involved consistently within nursing education. Research and discussion on IL in nursing are published in librarianship, education, and health sciences literature, and the terminology does not always align across these disciplines.

CONCLUSION

Findings indicate an opportunity for librarians to share the Framework and its connections to the research literature with the nursing community. Researchers share suggestions for how common themes, language, and ideas can be shared between librarians and nursing faculty. [J Nurs Educ. 2021;60(8):431-436.].

Technological literacy in nursing education: A scoping review

BACKGROUND

Nurses are the key professionals in the introduction, implementation, and use of technology in clinical practice. A lack of technical expertise and technological understanding poses a challenge to the quality of health services and possibly to the safety, dignity, and quality of life of patients. Therefore, possessing technological literacy upon completing nursing baccalaureate studies is essential. However, no previous scoping review has mapped the existing studies of technological literacy in nursing education.

OBJECTIVES

To map and assess the published studies on technological literacy in nursing education and to identify how educational institutions operationalize, teach, measure, and maintain students' technological literacy throughout their educational programs.

DESIGN

A scoping review was conducted using the methodological framework of Arksey and O'Malley. The reporting was guided by the PRISMA extension for Scoping Reviews.

METHODS

A comprehensive systematic search of the MEDLINE, EMBASE, PsycINFO, ERIC, and CINAHL was performed for studies published from January 2008 through March 2020. Two authors independently assessed eligibility and extracted data. The reference lists of the included studies were also examined.

RESULTS

The review included 28 papers from 27 studies. Three thematic groupings with their respective subgroups were identified among the included papers: 1) the acquisition (simulated electronic documentation, diversified learning methods, and evaluation learning focus), 2) the measurement (digital/computer literacy/competence, nursing informatics competence, technology acceptance, and students' interests and preferences in technology), and 3) the maintenance (follow-up evaluation) of technological knowledge and skills.

CONCLUSIONS

Pedagogical models designed to teach an entire process for the acquisition, measurement, and maintenance of technological literacy are lacking. Studies are needed that bring technological competencies to a higher level, including problem-solving and critical thinking. Educators' competencies should be enhanced. Educational institutions need to ensure the readiness of future nurses for a technology-enriched environment by providing the necessary knowledge in technological literacy. "TWEETABLE ABSTRACT": Due to the importance of technological literacy to the nursing profession, educational institutions must ensure that it is taught to nursing students.

To what extent do preclinical veterinary students in the UK utilize online resources to study physiology

Online resources are becoming increasingly important in undergraduate education and have been associated with a number of advantages and positive outcomes on students' learning experience. However, online resource use by veterinary students for physiology learning remains poorly understood. Thus the present questionnaire-based study aims to investigate the extent to which first- and second-year veterinary students use online resources, including online video clips and social media, in their physiology learning and if this is influenced by factors of age, gender, entry status, or year of study. One-hundred and twenty-two students across seven UK universities completed the survey. Traditional resources (the lecturer and recommended textbooks) were the most preferred sources for physiology learning. Nonetheless, 97.5% of students used Internet search engines to explore physiology topics. Furthermore, students' tendency to contact their instructor regarding a physiology question was low. Rather, 92.6% said they would first search for an answer online. Particularly popular was the use of online video clips with 91.1% finding them valuable for physiology learning and 34.21% finding them more useful for understanding physiology than university taught material or lecture slides. YouTube was the most common online video clip platform used by students. Most students stated that they would enjoy interacting with course materials on an instructor-led social media page, but only 33.9% currently use social media to discuss physiology-related issues with classmates. Additionally, most students expressed concerns regarding the reliability of online resources but attempts to fact-check these resources were relatively low. Therefore, online resources represent an essential part of veterinary students' physiology learning and this suggests that educators can significantly improve student engagement and understanding of physiology by integrating these resources.

Barriers and Facilitators to the Adoption of Mobile Health Among Health Care Professionals From the United Kingdom: Discrete Choice Experiment

BACKGROUND

Despite the increasing availability of mobile health services, clinical engagement remains minimal.

OBJECTIVE

This study aims to identify and weight barriers to and drivers of health app use among health care professionals (HCPs) from the United Kingdom.

METHODS

A discrete choice experiment was conducted with 222 HCPs using a web-based survey between March 2019 and June 2019. Participants were recruited to take part via social media and asked to choose their preferred option of 2 hypothetical health apps to prescribe to a hypothetical patient or to prescribe neither. Choices were characterized by differing levels of patient age, cost, published evidence bases, whether they had a National Health Service (NHS) stamp of approval, personal familiarity with the technology, and whether they were recommended by a fellow HCP. The results were analyzed using a mixed logit model, with subgroup analyses to account for heterogeneity.

RESULTS

We received 230 responses, a total of 96.5% (n=222/230) of respondents understood the survey task and passed the test of rationality. The median age was between 36 and 45 years, and 62.6% (n=139/222) of the health care providers responding to the survey had previously recommended the use of health apps to patients. Health apps were most likely to be prescribed to patients if they had an NHS stamp of approval or if they were recommended by another HCP (both P<.001). Published studies detailing clinical effectiveness were important (P<.001), but it would take five published studies to have the same impact on prescribing behavior as an NHS stamp of approval and two studies to be as convincing as having used the technology personally. Increasing patient age and costs resulted in significant reductions in digital health prescribing (P<.001), none more so than among allied health professionals. Willingness-to-pay for health apps increased by £124.61 (US $151.14) if an NHS stamp of approval was present and by £29.20 (US $35.42) for each published study. Overall, 8.1% (n=18/222) of respondents were reluctant to use health apps, always choosing the I would prescribe neither option, particularly among older HCPs, nurses, and those who do not use health apps personally. Subgroup analyses revealed significant differences in preferences among HCPs of differing ages and clinical backgrounds.

CONCLUSIONS

An NHS stamp of approval, published studies, and recommendations from fellow HCPs are significant facilitators of digital prescribing, whereas increasing costs and patient age are significant barriers to engagement. These findings suggest that demonstrating assurances of health apps and supporting both the dissemination and peer-to-peer recommendation of evidence-based technologies are critical if the NHS is to achieve its long-term digital transformation ambitions.

Digital information literacy skills of Pakistani librarians: exploring supply-demand mismatches, adoption strategies and acquisition barriers

Purpose

This study aimed to examine the current and needed levels of the digital information literacy (DIL) skills of Pakistani librarians and further explored the strategies of and barriers to its acquisition and/or enhancement.

Design/methodology/approach

Using the quantitative approach, a cross-sectional survey was conducted. A convenience sample of Pakistani university librarians was recruited. Out of 225 distributed questionnaires, only 180 surveys were returned, a response rate of 80%. Descriptive and inferential statistics were used for data analyzes.

Findings

The present status of DIL skills was found low and there is a high demand for its acquisition. The results also explored that the present level of DIL skills is not matching with its required level and thus training is needed. Further, strategies adopted for its attainment were identified including training programs, seminars and social media. Additionally, barriers in the attainment of DIL skills were also established including librarians’ lack of interest, poor internet facilities, absence of users’ demand, no training programs and lack of collaboration between the faculty and librarians.

Research limitations/implications

This study was limited to librarians serving in three different universities of Pakistan. The findings of this study may motivate librarians toward the adoption of digital innovations. This study also informs librarians to recognize gaps in their DIL skills and should attempt to diminish it using diverse strategies. The results also inform the concerned authorities about the barriers faced by librarians in the acquisition of DIL skills and can plan for training programs. Additionally, LIS curriculum should be revised to incorporate topics related to the learning of innovative digital skills. Finally, results motivate librarians to attain DIL skills that possibly augment their performance.

Originality/value

This study is the first attempt in Pakistan that examined supply-demand mismatches, adoption strategies and acquisition barriers in the context of librarians’ DIL skills serving in the university libraries of Peshawar. As the current status of DIL skills of Pakistani librarians was found low, thus university authorities should organize professional development programs for librarians to acquire and/or enhance the DIL skills.

Health literacy, digital literacy and eHealth literacy in Danish nursing students at entry and graduate level: a cross sectional study

Background

The increasing number of people living with one or more chronic conditions imposes a growing demand on healthcare providers. One way to handle this challenge is by re-orientating the way care is provided, empower people and increase their ability to manage their condition. This requires, amongst other factors, sufficient level of health literacy (HL) and digital competences among both patients and the healthcare providers, who serve them. The focus of this study is the level of HL, digital literacy (DL), and eHealth literacy (eHL) in nursing students in Denmark.

The objective was to examine the level of these three literacies in entry- and graduate-level nursing students and examine sociodemographic characteristics and self-rated health (SRH) associations.

Methods

A cross sectional study was conducted among 227 students at entry-level and 139 students at graduate-level from a nursing program. The survey consisted of the health literacy questionnaire (HLQ (nine scales)), the eHealth Literacy Assessment toolkit (eHLA (seven scales)), the eHealth Literacy Questionnaire (eHLQ (seven scales)), questions soliciting sociodemographic data, and a single item assessing the students’ SRH. Pearson’s chi-square test and the Mann-Whitney test were used to examine the differences in HL, DL, and eHL and between groups, and Kendall’s tau-b test to examine correlations between SRH and HL, DL, and eHL.

Results

The level of HL, DL and eHL tended to be higher among graduate-level students than in entry-level students and was satisfactory. Age, sex, country of origin, and parents’ educational level and occupational background influenced students’ HL levels. SRH was higher in students at the graduate level. Amongst entry-level students, SRH was positively associated to seven HLQ, four EHLA and four eHLQ, amongst graduate-level students, SRH was positively associated to seven HLQ and six eHLQ.

Conclusions

Educators must be aware of how sociodemographic factors affects students’ literacies and increase learning opportunities by mixing students when planning activities. Considering the higher SRH in graduate-level students, HL, DL, and eHL levels indicate that current curricula and study activities are appropriate, but there is still room for improvement.

Exploring the barriers and facilitators for the use of digital health technologies for the management of COPD: a qualitative study of clinician perceptions

BACKGROUND

Digital health technology (DHT) promises to support patients and healthcare professionals (HCPs) to optimize the management of chronic obstructive pulmonary disease (COPD). However, there is a lack of evidence demonstrating the effectiveness of DHT for the management of COPD. One reason for this is the lack of user-involvement in the development of DHT interventions in COPD meaning their needs and preferences are rarely accounted for in the design phase. Although HCP adoption issues have been identified in relation to DHT, little is known about the challenges perceived by HCPs providing care to COPD patients. Therefore, this study aims to qualitatively explore the barriers and facilitators HCPs perceive for the use of DHT in the management of COPD.

METHODS

Participants (n = 32) were recruited using snowball sampling from two university hospitals and several general practitioner clinics. A semi-structured interview was conducted with each participant. NVivo 12 software was used to complete thematic analysis on the data.

RESULTS

Themes identified include: data quality; evidence-based care; resource constraints; and digital literacy presented as barriers; and facilitators include the following themes: digital health training and education; improving HCP digital literacy; and Personalized prescribing. Patient-centered approaches, such as pulmonary rehabilitation and shared decision-making were suggested as implementation strategies to ease the adoption of digital health for the management of COPD.

CONCLUSION

These findings contribute new insights about the needs and preferences of HCPs working in COPD regarding DHT. The findings can be used to help mitigate user-experience issues by informing the design of person-centered implementation and adoption strategies for future digital health interventions in COPD.

Analyzing Nursing Students' Relation to Electronic Health and Technology as Individuals and Students and in Their Future Career (the eNursEd Study): Protocol for a Longitudinal Study

Background

The nursing profession has undergone several changes in the past decades, and new challenges are to come in the future; patients are now cared for in their home, hospitals are more specialized, and primary care will have a key role. Health informatics is essential in all core competencies in nursing. From an educational perspective, it is of great importance that students are prepared for the new demands and needs of the patients. From a societal point of view, the society, health care included, is facing several challenges related to technological developments and digitization. Preparation for the next decade of nursing education and practice must be done, without the advantage of certainty. A training for not-yet-existing technologies where educators should not be limited by present practice paradigms is desirable. This study presents the design, method, and protocol for a study that investigates undergraduate nursing students’ internet use, knowledge about electronic health (eHealth), and attitudes to technology and how experiences of eHealth are handled during the education in a multicenter study.

Objective

The primary aim of this research project is to describe the design of a longitudinal study and a qualitative substudy consisting of the following aspects that explore students’ knowledge about and relation to technology and eHealth: (1) what pre-existing knowledge and interest of this area the nursing students have and (2) how (and if) is it present in their education, (3) how do the students perceive this knowledge in their future career role, and (4) to what extent is the education capable of managing this knowledge?

Methods

The study consists of two parts: a longitudinal study and a qualitative substudy. Students from the BSc in Nursing program from the Blekinge Institute of Technology, Karlskrona, Sweden, and from the Swedish Red Cross University College, Stockholm/Huddinge, Sweden, were included in this study.

Results

The study is ongoing. Data analysis is currently underway, and the first results are expected to be published in 2019.

Conclusions

This study presents the design of a longitudinal study and a qualitative substudy. The eHealth in Nursing Education eNursEd study will answer several important questions about nursing students’ attitudes toward and use of information and communications technology in their private life, their education, and their emerging profession. Knowledge from this study will be used to compare different nursing programs and students’ knowledge about and relation to technology and eHealth. Results will also be communicated back to nursing educators to improve the teaching of eHealth, health informatics, and technology.

International Registered Report Identifier (IRRID)

DERR1-10.2196/14643