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Are Future Nurses Ready for Digital Health?: Informatics Competency Baseline Assessment
Manal Kleib1, Lynn M Nagle, Karen E Furlong
1Assistant Professor (Dr Kleib) and Professor (Dr Paul), Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada; Adjunct Professor (Dr Nagle), Faculty of Nursing, University of New Brunswick, Fredericton, New Brunswick, Canada; Senior Teaching Associate (Dr Furlong), Department of Nursing and Health Sciences, University of New Brunswick, Saint John, New Brunswick, Canada; Postdoctoral Fellow (Dr Wisnesky), Faculty of Medicine, University of Alberta, Edmonton, Alberta, Canada; and MScN Graduate, Faculty of Nursing, University of Alberta, Edmonton, Alberta (Ms Ali).
Background:
Research continues to show significant gaps in nursing graduates' preparedness in digital health.
Purpose:
The aim of this study was to explore nursing students' self-perceived nursing informatics competency and preparedness in digital health, describe learning opportunities available, and identify perceived learning barriers and facilitators to developing informatics competency.
Methods:
A sequential mixed-methods design, using a cross-sectional survey and interviews, was used. Senior undergraduate students (n = 221) in BScN programs in a Western Canadian Province participated.
Results:
Participants self-reported being somewhat competent in nursing informatics. Three themes were identified: struggling to make sense of informatics nursing practice; learning experiences; and preparedness for future practice.
Conclusion:
Addressing inconsistencies in informatics education is an urgent priority so that nursing graduates are competent upon joining the workforce. Implications for nursing education, practice, and policy are discussed.
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