Evidence map›Paper›PMID 40865928›Full record

ArticleApplied clinical informatics2025

Teaching Informatics Competencies within Nursing Education: A Scoping Review of Teaching Strategies.

Charlene H Chu, Yana Siganevich, Simon Donato-Woodger, Michelle Nguyen, Rebecca Zavalunov, Jacquelyn Wang, Zoraida Beekhoo, Charlene E Ronquillo, Sarah Ibrahim, Don Flaming and 2 more

Abstract readScoping Review
PubMed Full text at PMC Publisher
In one paragraph

Article in Applied clinical informatics, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed, 1 pooled it
–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

5 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Article
  3. Article
  4. Review
  5. 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

12 authors.

Charlene H ChuLawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada.
Yana SiganevichLawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada.
Simon Donato-WoodgerLawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada.
Michelle NguyenLawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada.
Rebecca ZavalunovLawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada.
Jacquelyn WangLawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada.
Zoraida BeekhooLawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada.
Charlene E RonquilloSchool of Nursing, Faculty of Health and Social Development, University of British Columbia, Okanagan, Canada.
Sarah IbrahimProgram for Health System and Technology Evaluation, Centre for Advancing Collaborative Healthcare and Education (CACHE), Toronto General Hospital Research Institute, Institute of Health Policy, Management and Evaluation (IHPME), Dalla Lana School of Public Health, University of Toronto, University of Toronto, Toronto, Ontario, Canada.
Don FlamingCanadian Association of Schools of Nursing, Ottawa, Ontario, Canada.
Nadia GreenFaculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.
Eric MailletFaculté de médecine et des sciences de la santé, Université de Sherbrooke, Longueuil, Québec, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

As healthcare delivery becomes increasingly digital, nursing informatics knowledge has become essential for nurses to participate effectively in digitally enabled healthcare environments. The Canadian Association of Schools of Nursing (CASN) released updated nursing informatics entry-to-practice competencies in 2025 to inform nursing education in Canada. However, the integration of informatics knowledge and content into nursing curricula and professional practice education remains inconsistent. Mapping the teaching strategies used by nursing educators to support these competencies is a necessary step toward understanding current educational practices.To identify teaching strategies currently employed to support the development of nursing informatics knowledge and competencies in undergraduate, graduate, and professional nursing education.The search strategy included six electronic databases: Scopus, Web of Science, CINAHL, ERIC, Embase, and Medline. Key search terms were synonyms and combinations of "informatics competencies," "nursing informatics," and "education." Articles were included if they specifically described nursing informatics competencies and how they were taught to nursing students and practicing nurses. The papers were independently reviewed by two reviewers, and a thematic analysis was conducted to identify teaching strategies.A total of 120 publications were included in the scoping review. Seven strategies to teach nursing informatics were identified: (1) integration of electronic health records into laboratory simulations; (2) integration of informatics competency frameworks; (3) accessing online educational resources; (4) integration of mobile technologies; (5) informatics- competent educators; (6) integrating patient safety and data ethics; and (7) interdisciplinary collaboration.There is an urgent need to align nursing education with the rapid rise of technologies to prepare nurses for safe, competent, and person-centered digital care. This review highlights diverse, CASN-aligned teaching strategies that support informatics competency development across all levels of nursing education. The findings offer practical guidance for educators and inform cirriculum planning and professional practice education in digitally-enabled environments.

Indexed as

Clinical CompetenceEducation, NursingNursing InformaticsTeachingCurriculumHumans

Identifiers

PMID40865928
PMCPMC12390368

What OpenQuestion holds

Textmetadata
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.