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Related Experiment Video

Updated: May 24, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

An Interdisciplinary Course Development in Nursing Informatics: A Hybrid Teaching Model.

Huiling Hu¹, Yuan Zhi, Hui Ge

¹School of Nursing, Peking University, Beijing, P.R.China.

Computers, Informatics, Nursing : CIN

|May 22, 2026

Summary

This summary is machine-generated.

This study developed a hybrid nursing informatics course in China, showing it effectively enhances graduate students' knowledge and skills. The program provides a feasible model for practice-oriented nursing informatics education.

Keywords:

Course development Hybrid teaching Interdisciplinary course Nursing informatics

Related Experiment Videos

Last Updated: May 24, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Nursing Informatics
Health Education
Curriculum Development

Background:

Growing policy emphasis on nursing informatics capabilities globally.
China's nursing informatics professional development is in an exploratory stage compared to other nations.
Need for specialized education to cultivate nursing informatics professionals.

Purpose of the Study:

To develop and evaluate a hybrid, interdisciplinary nursing informatics course for graduate students.
To assess the feasibility and effectiveness of the implemented curriculum.
To provide insights for practice-oriented graduate education in China.

Main Methods:

A one-credit elective course was designed using a hybrid model, guided by Bloom's revised taxonomy and professional competencies.
Online modules included 6 chapters with 15 videos; offline sessions involved discussions and presentations.
Twelve graduate students participated, completing online tasks and offline assessments.

Main Results:

All students achieved full scores on online tasks.
Strong performance in offline assessments: 25.4/30 for literature sharing and 54.6/60 for case design.
Student feedback indicated enhanced nursing informatics knowledge, critical thinking, and interdisciplinary perspectives.

Conclusions:

The hybrid, interdisciplinary nursing informatics curriculum is feasible and effective.
The course successfully improved students' knowledge, critical thinking, and interdisciplinary understanding.
Findings offer practical insights for developing practice-oriented graduate nursing informatics education in China.