Andréa Aparecida Gonçalves Nes1, Simen Alexander Steindal2, Marie Hamilton Larsen3, Hanne Camilla Heer4, Ellisiv Lærum-Onsager5, Edith Roth Gjevjon6. 1. Lovisenberg Diaconal University College, Oslo, Norway. Electronic address: andrea.nes@ldh.no. 2. Lovisenberg Diaconal University College, Oslo, Norway. Electronic address: simen.alexander.steindal@ldh.no. 3. Lovisenberg Diaconal University College, Oslo, Norway. Electronic address: marie.h.larsen@ldh.no. 4. Lovisenberg Diaconal University College, Oslo, Norway. Electronic address: hanne.camilla.heer@ldh.no. 5. Lovisenberg Diaconal University College, Oslo, Norway. Electronic address: ellisiv.onsager@ldh.no. 6. Lovisenberg Diaconal University College, Oslo, Norway. Electronic address: edith.gjevjon@ldh.no.
Abstract
BACKGROUND: Nurses are the key professionals in the introduction, implementation, and use of technology in clinical practice. A lack of technical expertise and technological understanding poses a challenge to the quality of health services and possibly to the safety, dignity, and quality of life of patients. Therefore, possessing technological literacy upon completing nursing baccalaureate studies is essential. However, no previous scoping review has mapped the existing studies of technological literacy in nursing education. OBJECTIVES: To map and assess the published studies on technological literacy in nursing education and to identify how educational institutions operationalize, teach, measure, and maintain students' technological literacy throughout their educational programs. DESIGN: A scoping review was conducted using the methodological framework of Arksey and O'Malley. The reporting was guided by the PRISMA extension for Scoping Reviews. METHODS: A comprehensive systematic search of the MEDLINE, EMBASE, PsycINFO, ERIC, and CINAHL was performed for studies published from January 2008 through March 2020. Two authors independently assessed eligibility and extracted data. The reference lists of the included studies were also examined. RESULTS: The review included 28 papers from 27 studies. Three thematic groupings with their respective subgroups were identified among the included papers: 1) the acquisition (simulated electronic documentation, diversified learning methods, and evaluation learning focus), 2) the measurement (digital/computer literacy/competence, nursing informatics competence, technology acceptance, and students' interests and preferences in technology), and 3) the maintenance (follow-up evaluation) of technological knowledge and skills. CONCLUSIONS: Pedagogical models designed to teach an entire process for the acquisition, measurement, and maintenance of technological literacy are lacking. Studies are needed that bring technological competencies to a higher level, including problem-solving and critical thinking. Educators' competencies should be enhanced. Educational institutions need to ensure the readiness of future nurses for a technology-enriched environment by providing the necessary knowledge in technological literacy. "TWEETABLE ABSTRACT": Due to the importance of technological literacy to the nursing profession, educational institutions must ensure that it is taught to nursing students.
BACKGROUND: Nurses are the key professionals in the introduction, implementation, and use of technology in clinical practice. A lack of technical expertise and technological understanding poses a challenge to the quality of health services and possibly to the safety, dignity, and quality of life of patients. Therefore, possessing technological literacy upon completing nursing baccalaureate studies is essential. However, no previous scoping review has mapped the existing studies of technological literacy in nursing education. OBJECTIVES: To map and assess the published studies on technological literacy in nursing education and to identify how educational institutions operationalize, teach, measure, and maintain students' technological literacy throughout their educational programs. DESIGN: A scoping review was conducted using the methodological framework of Arksey and O'Malley. The reporting was guided by the PRISMA extension for Scoping Reviews. METHODS: A comprehensive systematic search of the MEDLINE, EMBASE, PsycINFO, ERIC, and CINAHL was performed for studies published from January 2008 through March 2020. Two authors independently assessed eligibility and extracted data. The reference lists of the included studies were also examined. RESULTS: The review included 28 papers from 27 studies. Three thematic groupings with their respective subgroups were identified among the included papers: 1) the acquisition (simulated electronic documentation, diversified learning methods, and evaluation learning focus), 2) the measurement (digital/computer literacy/competence, nursing informatics competence, technology acceptance, and students' interests and preferences in technology), and 3) the maintenance (follow-up evaluation) of technological knowledge and skills. CONCLUSIONS: Pedagogical models designed to teach an entire process for the acquisition, measurement, and maintenance of technological literacy are lacking. Studies are needed that bring technological competencies to a higher level, including problem-solving and critical thinking. Educators' competencies should be enhanced. Educational institutions need to ensure the readiness of future nurses for a technology-enriched environment by providing the necessary knowledge in technological literacy. "TWEETABLE ABSTRACT": Due to the importance of technological literacy to the nursing profession, educational institutions must ensure that it is taught to nursing students.
Authors: Hege Vistven Stenseth; Simen Alexander Steindal; Marianne Trygg Solberg; Mia Alexandra Ølnes; Andrea Mohallem; Anne Lene Sørensen; Camilla Strandell-Laine; Camilla Olaussen; Caroline Farsjø Aure; Fernando Riegel; Ingunn Pedersen; Jaroslav Zlamal; Jussara Gue Martini; Paula Bresolin; Silje Christin Wang Linnerud; Andréa Aparecida Gonçalves Nes Journal: JMIR Res Protoc Date: 2022-04-04