背景:数字健康在医疗保健服务中起着至关重要的作用。许多国家的政府,包括中国,越来越多地倡导适当使用数字技术来应对重大的卫生系统挑战。将数字健康教育纳入课程对未来护士适应数字医疗系统的变化至关重要。本研究旨在评估中国在线数字健康和信息学课程对关键数字健康和信息学主题的知识和理解的影响。护理信息学能力的自我评估,护理本科生的满意度。这项研究的结果为未来数字健康教育的设计和实施提供了建议。
方法:这项研究采用了一组,具有前评估和后评估的准实验混合方法设计。参与者在六个互动的日子里通过六个三个小时的在线课程接受了数字健康和信息学教育,之间有在线自学材料。课程前后的在线测验和焦点小组讨论旨在评估关键数字健康和信息学主题的知识和理解。此外,在课程前和课程后进行了经过验证的中文版《护理信息学能力自我评估量表》,以评估护理信息学能力自我评估.此外,所有学生都被邀请参加在线调查,并使用以表现为重点的课程评估表以及焦点小组讨论,以收集他们对学习经验和课程评估的反馈。
结果:共有24名本科护理学生参加了该课程。所有学生都完成了本课程的所有课程,导致100%的出勤率。此外,所有学生都完成了评估前和评估后。在关键数字健康和信息学主题的知识和理解方面,知识评估测验的分数从测试前[平均测试前分数:78.33(SD6.005)]提高到课程完成后的测试后[平均测试后分数:83.17(SD4.86)](P<0.001)。此外,学生们承认,该课程提高了他们对信息学和数字健康的认识和理解,(护理)信息学在临床实践中的好处,以及医疗保健专业人员在信息学和数字健康中的作用。在护理信息学能力的自我评估方面,护理信息学态度得分显着改善(P<0.001)。此外,学生对这门课程的各个方面都非常满意,包括为未来的职业探索信息学广阔视野的机会,参与小组讨论,并分析了在临床实践中使用信息学和数字健康的案例研究。
结论:这种在线数字健康和信息学教育有效地提高了本科护理学生对关键数字健康和信息学主题的知识和理解,护理信息学态度在护理信息学能力自我评估中具有较高的满意度。为了确保护理学生未来的数字健康和信息学教育与临床环境中的技术进步相一致,有必要促进医学院培训和临床实践之间的合作。这种合作应涉及使用临床实例来说明先进的数字健康应用,并包括在临床环境中使用数字健康技术的实践练习。
BACKGROUND: Digital health plays a vital role in healthcare services. Governments in many countries, including China, are increasingly advocating for the appropriate use of digital technologies to address significant health system challenges. It is crucial to incorporate digital health education into the curriculum for future nurses to adapt to the changes in the digital medical system. This study aimed to evaluate the impact of an online Digital Health and Informatics Course in China on the knowledge and comprehension of key digital health and informatics topics, self-assessment of nursing
informatics competencies, and satisfaction among undergraduate nursing students. The findings of this study provide recommendations for the design and implementation of future digital health education.
METHODS: This study employed a one-group, quasi-experimental mixed-methods design with pre- and post-assessments. The participants received digital health and informatics education through six three-hour online sessions in six interactive days, with online self-learning materials in between. An online quiz and focus group discussions pre- and post the course were designed to evaluate the knowledge and comprehension of key digital health and informatics topics. Also, a validated Chinese version of the Self-assessment of Nursing Informatics Competencies Scale was conducted pre- and post-course to assess self-assessment of nursing
informatics competencies. Additionally, all students were invited to participate in an online survey with a performance-focused course evaluation form as well as focus group discussions to gather their feedback on the learning experience and their evaluations of the course.
RESULTS: A total of 24 undergraduate nursing students were enrolled in the course. All students completed all sessions of this course, resulting in an attendance rate of 100%. Additionally, all students completed both pre- and post-assessments. In terms of the knowledge and comprehension of key digital health and informatics topics, scores of the quiz on knowledge assessment improved from the pre-test [mean pretest score: 78.33 (SD 6.005)] to the post-test [mean post-test score: 83.17 (SD 4.86)] upon completion of the course (P < 0.001). Also, students acknowledged that the course enhanced their knowledge and comprehension of informatics and digital health, the benefits of (nursing) informatics in clinical practice, and the role of health care professionals in
informatics and digital health. In terms of self-assessment of nursing
informatics competencies, scores on nursing
informatics attitudes demonstrated significant improvement (P < 0.001). Furthermore, students reported high satisfaction with various aspects of this course, including the opportunity to explore broad horizons in informatics for future careers, engaging in group discussions, and analyzing case studies on the use of informatics and digital health in clinical practice.
CONCLUSIONS: This Online Digital Health and Informatics education effectively improved undergraduate nursing students\' knowledge and comprehension of the key digital health and informatics topics, nursing
informatics attitudes in the self-assessment of nursing
informatics competency with high levels of satisfaction. In order to ensure that future education in digital health and informatics for nursing students is in line with the technological advancements in clinical settings, it is necessary to foster collaboration between medical school training and clinical practice. This collaboration should involve the use of clinical examples to illustrate advanced digital health applications and the inclusion of practical exercises on the use of digital health technology in clinical settings.