OBJECTIVE: We aimed to evaluate the feasibility of using ChatGPT as programming support for nursing PhD students conducting analyses using the All of Us Researcher Workbench.
METHODS: 9 students in a PhD-level nursing course were prospectively randomized into 2 groups who used ChatGPT for programming support on alternating assignments in the workbench. Students reported completion time, confidence, and qualitative reflections on barriers, resources used, and the learning process.
RESULTS: The median completion time was shorter for novices and certain assignments using ChatGPT. In qualitative reflections, students reported ChatGPT helped generate and troubleshoot code and facilitated learning but was occasionally inaccurate.
CONCLUSIONS: ChatGPT provided cognitive scaffolding that enabled students to move toward complex programming tasks using the All of Us Researcher Workbench but should be used in combination with other resources.
CONCLUSIONS: Our findings support the feasibility of using ChatGPT to help PhD nursing students use the All of Us Researcher Workbench to pursue novel research directions.

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.

In this study we explored the relationship between nurses\' emotional exhaustion and three EHR compatibility subdimensions (nurses\' preferred work style, existing clinical practice, and values). We found higher emotional exhaustion with lower EHR compatibility for both preferred work style and existing clinical practice, but no relationship between emotional exhaustion and nurses\' values. Efforts to improve EHR compatibility are recommended to mitigate nurses\' burnout.

This study aims to examine the studies on nursing informatics in Türkiye using the bibliometric analysis method. Study data was obtained using Web of Science between 05-12 October 2023. As a result of the screening, 71 studies on nursing informatics in the field of nursing in Türkiye were found and 46 studies were included in the analysis. It was determined that 76.60% of the studies were research articles, most studies were published in the journal Computers Informatics Nursing and most studies were published in 2022. The most publications was determined as Akdeniz University. The most used keyword was \"Omaha System\", the total number of citations is 276, and the h-index is 9.

This poster presents the use of Interpretive Description in ontology development. The methods selected attended to the need for quality and rigour.

Amidst the current healthcare workforce crisis, nurses continue to experience burnout, with one contributor being the growing amount of required documentation and other electronic health record (EHR) tasks that must be completed. This study aims to identify ways in which nurses can be better supported through consideration for the burden that EHR systems may present due to increasing documentation requirements and areas of inefficient use. This study leverages nursing engagement to ensure the needs of nurses are identified and EHR efficiency is improved. Practical strategies and EHR system improvements will be proposed based on the recommendations and guidance of nursing staff.

The Trusted Exchange Framework and Common Agreement (TEFCA) is a U.S. government initiative aimed at promoting the secure and interoperable exchange of electronic health information (EHI) across the healthcare ecosystem. In the U.S., TEFCA was established as part of the 21st Century Cures Act, signed into law in December 2016. Methods: A literature search using the PRISMA guidelines will be conducted through PubMed, CINAHL, Google Scholar, and Web of Science, for dates 2013-2024 will be conducted. Results will be demonstrated with a timeline, graphics, and written text on the key points of technical and operational standards for HIE, rules and expectations for data sharing under the Common Agreement, governance framework for implementation and enforcement principles, stakeholders and collaborators, and interoperability challenges. TEFCA seeks to improve patient care, reduce healthcare costs, and enhance overall healthcare quality by facilitating the seamless exchange of data between different healthcare entities. Sharing this information can contribute to nursing informatics practice and knowledge as the U.S. and other countries strive towards better interoperability in the race to improve patient care and outcomes using health information technology.

This study aimed to understand the experiences and challenges of interdisciplinary collaboration in nursing informatics curriculum design. The study was conducted from 9-20 August 2023 with 14 multidisciplinary faculty members. Surveys and interviews focused on perceptions of interdisciplinary communication, importance of collaboration, challenges encountered, and training needs to identify barriers to effective curriculum development. Participation was voluntary and anonymous. The results revealed significant challenges, including differences in terminology and thought processes between disciplines, role ambiguity, and cultural/methodological differences. The results of the study highlight the importance of collaboration, which is critical to the development of an effective and cohesive nursing informatics curriculum.

The aim of this paper is to explore how nursing undergraduates perceive a nursing informatics (NI) course. Between 7 and 14 September 2023, a survey was conducted with 51 nursing undergraduates who enrolled in 2021. A structured and open-ended questionnaire was used to explore their perceptions of the course. A total of 90.2% (46/51) of the students completed the survey. Of the respondents, 69.6% (32/46) were unaware of NI, while 30.4% (14/46) were aware of it. Furthermore, 93.5% (43/46) of the respondents supported the introduction of a nursing informatics course. The results of this study will guide the development of NI curricula.

This study aimed to evaluate the effectiveness of a nursing informatics continuing education course and nurses\' perceptions of it. This study investigates the evaluation and satisfaction of 103 nurses who attended the course on 10-11 June 2023. The survey was divided into two parts: the first part focused on the evaluation of teaching and the second part focused on the evaluation of the course. The first part contained 7 structured questions and 1 open-ended question, while the second part contained 11 structured questions. The results show a high level of satisfaction, with the teaching receiving a score of 9.9 out of 10. 95% of the participants were \"very satisfied\" and 5% were \"satisfied\".