Evidence map›Paper›PMID 39269365›Full record

ArticleJMIR medical education2024

Challenges and Needs in Digital Health Practice and Nursing Education Curricula: Gap Analysis Study.

Karen Livesay, Ruby Walter, Sacha Petersen, Robab Abdolkhani, Lin Zhao, Kerryn Butler-Henderson

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in JMIR medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.

0numbers the graph read from it
0cells of the map it votes in
10citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

10 citing papers in PubMed.

  1. Article
  2. Article
  3. Observational
  4. Article
  5. Article
  6. Review
  7. Article
  8. Article
  9. Article
  10. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Karen Livesay *School of Health and Biomedical Sciences, Royal Melbourne Institute of Technology University, Melbourne, Australia.ORCID 0000-0002-6837-8005
Ruby Walter *School of Health and Biomedical Sciences, Royal Melbourne Institute of Technology University, Melbourne, Australia.ORCID 0000-0001-5397-3496
Sacha Petersen *School of Health and Biomedical Sciences, Royal Melbourne Institute of Technology University, Melbourne, Australia.ORCID 0000-0001-9690-4503
Robab Abdolkhani *School of Health and Biomedical Sciences, Royal Melbourne Institute of Technology University, Melbourne, Australia.ORCID 0000-0002-6741-7543
Lin Zhao *School of Health and Biomedical Sciences, Royal Melbourne Institute of Technology University, Melbourne, Australia.ORCID 0000-0001-9734-6080
Kerryn Butler-Henderson *School of Health and Biomedical Sciences, Royal Melbourne Institute of Technology University, Melbourne, Australia.ORCID 0000-0002-6082-2108

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Australian nursing programs aim to introduce students to digital health requirements for practice. However, innovation in digital health is more dynamic than education providers' ability to respond. It is uncertain whether what is taught and demonstrated in nursing programs meets the needs and expectations of clinicians with regard to the capability of the nurse graduates. Objective: This study aims to identify gaps in the National Nursing and Midwifery Digital Health Capability Framework , based on the perspectives of clinical nurses, and in nurse educators' confidence and knowledge to teach. The findings will direct a future co-design process. Methods: This study triangulated the findings from 2 studies of the Digital Awareness in Simulated Health project and the National Nursing and Midwifery Digital Capability Framework. The first was a qualitative study that considered the experiences of nurses with digital health technologies during the COVID-19 pandemic, and the second was a survey of nurse educators who identified their confidence and knowledge to teach and demonstrate digital health concepts. Results: The results were categorized by and presented from the perspectives of nurse clinicians, nurse graduates, and nurse educators. Findings were listed against each of the framework capabilities, and omissions from the framework were identified. A series of statements and questions were formulated from the gap analysis to direct a future co-design process with nursing stakeholders to develop a digital health capability curriculum for nurse educators. Conclusions: Further work to evaluate nursing digital health opportunities for nurse educators is indicated by the gaps identified in this study.

Indexed as

CurriculumEducation, NursingAustraliaCOVID-19Digital HealthDigital TechnologyFemaleHumansQualitative Researchcapabilityclinical nursescliniciansdigital healthdigital health practiceeducationframeworklearningnursenurse educatorsnurse graduatesnursesnursingnursing educationnursing studentsstudentstudentsteachteachingworkforce

Identifiers

PMID39269365
PMCPMC11414417

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.