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Creating Case Studies for Digital Health and Technology Competency in Nursing
Dorcas E Kunkel1, Mari F Tietze, Marisa Wilson
1Clinical Associate Professor (Dr Kunkel), School of Nursing, University of Minnesota, Minneapolis; Myrna Pickard Endowed Professor (Dr Tietze), College of Nursing and Health Innovation, The University of Texas at Arlington; Associate Professor (Dr Wilson), The University of Alabama, Birmingham; Contributing Faculty (Dr Fant), College of Nursing, Walden University, Minneapolis, Minnesota; Clinical Assistant Professor (Dr Rivard), College of Nursing & Professional Disciplines, University of North Dakota, Grand Forks; Clinical Assistant Professor (Dr Belchez), School of Nursing, The University of Kansas, Kansas City; Assistant Professor (Dr Forman), College of Health Professions, The University of Texas Rio Grande Valley, Brownsville; and Clinical Assistant Professor (Dr Husson), School of Nursing, Virginia Commonwealth University, Richmond.
Background:
Nursing programs and their faculty must ensure that graduates have the informatics, digital health, and health care technologies competencies needed by health systems.
Problem:
A gap exists in nursing faculty knowledge, skills, and abilities for incorporating informatics, digital health, and technologies across curricula because of low focus on this area in faculty development initiatives and rapid adoption and evolution of technologies in health care systems.
Approach:
The Nursing Knowledge Big Data Science initiative Education Subgroup used a process to create case studies for including informatics, digital health, and the concomitant clinical reasoning/critical thinking competencies across curricula.
Outcomes:
Three case study examples were created using the process.
Conclusions:
The process for creating case studies that incorporate required informatics, digital health, and health care technologies can be used by nursing educators for teaching across their curricula and to assess student competency.
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