Nursing education and training on electronic health record systems: An integrative review.
Electronic health records
Nursing informatics
Staff development
Journal
Nurse education in practice
ISSN: 1873-5223
Titre abrégé: Nurse Educ Pract
Pays: Scotland
ID NLM: 101090848
Informations de publication
Date de publication:
Aug 2021
Aug 2021
Historique:
received:
05
10
2020
revised:
19
07
2021
accepted:
01
08
2021
pubmed:
20
8
2021
medline:
24
9
2021
entrez:
19
8
2021
Statut:
ppublish
Résumé
This integrative review aimed to synthesize evidence pertaining to interventions that have been used to facilitate nurse education and training on electronic health records. Inadequate education and training can threaten the adoption of electronic health records and negatively impact the quality of nursing documentation. A review of the literature may help facilitate the development of evidence-based interventions for nursing education and training on electronic health records. An integrative review framework was used to address the research question: What is the available evidence to inform best practices for nursing education and training on electronic health records? A systematic search was conducted in five databases: the Cumulative Index to Nursing and Allied Health Literature, Scopus, PubMed, CBCA Education, and ProQuest Education Database. Included articles were peer-reviewed studies, published in English, in which nurses participated in an electronic health record education or training intervention. Fifteen articles, from a search conducted between 2010 and 2020, were reviewed. Findings identified a shift from classroom learning towards blended approaches for nursing education and training on electronic health records, incorporating methods such as e-learning, peer coaching, and simulation. Ongoing staff engagement is needed to develop interventions that allow nurses to integrate electronic health records into their daily workflows. Higher quality studies and more meaningful assessment of learning outcomes are needed to identify the most effective interventions to incorporate in blended learning strategies. Consensus in the reviewed literature indicated that electronic health record education and training for nurses should be multipronged and targeted to nurses' clinical workflows. Key findings of this review identified a shift from classroom-based learning towards blended approaches for electronic health record education and training. Blended approaches often incorporated non-traditional methods that could support interactive and workflow-based content. These included e-learning, nurse superusers or peer coaches, and simulation training. The findings of this review also highlighted the need for early and ongoing involvement of frontline nurses during electronic health record education and implementation. However, more rigorous studies that assess both patient and organizational outcomes are needed to identify the most effective "cocktail" of blended learning strategies.
Sections du résumé
AIM
OBJECTIVE
This integrative review aimed to synthesize evidence pertaining to interventions that have been used to facilitate nurse education and training on electronic health records.
BACKGROUND
BACKGROUND
Inadequate education and training can threaten the adoption of electronic health records and negatively impact the quality of nursing documentation. A review of the literature may help facilitate the development of evidence-based interventions for nursing education and training on electronic health records.
DESIGN
METHODS
An integrative review framework was used to address the research question: What is the available evidence to inform best practices for nursing education and training on electronic health records?
METHODS
METHODS
A systematic search was conducted in five databases: the Cumulative Index to Nursing and Allied Health Literature, Scopus, PubMed, CBCA Education, and ProQuest Education Database. Included articles were peer-reviewed studies, published in English, in which nurses participated in an electronic health record education or training intervention.
RESULTS
RESULTS
Fifteen articles, from a search conducted between 2010 and 2020, were reviewed. Findings identified a shift from classroom learning towards blended approaches for nursing education and training on electronic health records, incorporating methods such as e-learning, peer coaching, and simulation. Ongoing staff engagement is needed to develop interventions that allow nurses to integrate electronic health records into their daily workflows. Higher quality studies and more meaningful assessment of learning outcomes are needed to identify the most effective interventions to incorporate in blended learning strategies.
CONCLUSIONS
CONCLUSIONS
Consensus in the reviewed literature indicated that electronic health record education and training for nurses should be multipronged and targeted to nurses' clinical workflows. Key findings of this review identified a shift from classroom-based learning towards blended approaches for electronic health record education and training. Blended approaches often incorporated non-traditional methods that could support interactive and workflow-based content. These included e-learning, nurse superusers or peer coaches, and simulation training. The findings of this review also highlighted the need for early and ongoing involvement of frontline nurses during electronic health record education and implementation. However, more rigorous studies that assess both patient and organizational outcomes are needed to identify the most effective "cocktail" of blended learning strategies.
Identifiants
pubmed: 34411879
pii: S1471-5953(21)00204-3
doi: 10.1016/j.nepr.2021.103168
pii:
doi:
Types de publication
Journal Article
Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
103168Informations de copyright
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