scholarly journals Education Into Policy: Embedding Health Informatics to Prepare Future Nurses—New Zealand Case Study

JMIR Nursing ◽  
10.2196/16186 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. e16186 ◽  
Author(s):  
Michelle Honey ◽  
Emma Collins ◽  
Sally Britnell
Keyword(s):  
Nursing Education ◽  
New Zealand ◽  
Information And Communication Technologies ◽  
Professional Education ◽  
Health Professionals ◽  
Health Informatics ◽  
Advisory Group ◽  
Nursing Informatics ◽  
Future Health

Background Preparing emerging health professionals for practicing in an ever-changing health care environment along with continually evolving technology is an international concern. This is particularly pertinent for nursing because nurses make up the largest part of the health workforce. Objective This study aimed to explore how health informatics can be included in undergraduate health professional education. Methods A case study approach was used to consider health informatics within undergraduate nursing education in New Zealand. This has led to the development of nursing informatics guidelines for nurses entering practice. Results The process used to develop nursing informatics guidelines for entry to practice in New Zealand is described. The final guidelines are based on the literature and are refined using an advisory group and an iterative process. Conclusions Although this study describes the development of nursing informatics guidelines for nurses entering practice, the challenge is to move these guidelines from educational rhetoric to policy. It is only by ensuring that health informatics is embedded in the undergraduate education of all health professionals can we be assured that future health professionals are prepared to work effectively, efficiently, and safely with information and communication technologies as part of their practice.

scholarly journals Education Into Policy: Embedding Health Informatics to Prepare Future Nurses—New Zealand Case Study (Preprint)

2019 ◽  
Author(s):  
Michelle Honey ◽  
Emma Collins ◽  
Sally Britnell
Keyword(s):  
Nursing Education ◽  
New Zealand ◽  
Information And Communication Technologies ◽  
Professional Education ◽  
Health Professionals ◽  
Health Informatics ◽  
Advisory Group ◽  
Nursing Informatics ◽  
Future Health

BACKGROUND Preparing emerging health professionals for practicing in an ever-changing health care environment along with continually evolving technology is an international concern. This is particularly pertinent for nursing because nurses make up the largest part of the health workforce. OBJECTIVE This study aimed to explore how health informatics can be included in undergraduate health professional education. METHODS A case study approach was used to consider health informatics within undergraduate nursing education in New Zealand. This has led to the development of nursing informatics guidelines for nurses entering practice. RESULTS The process used to develop nursing informatics guidelines for entry to practice in New Zealand is described. The final guidelines are based on the literature and are refined using an advisory group and an iterative process. CONCLUSIONS Although this study describes the development of nursing informatics guidelines for nurses entering practice, the challenge is to move these guidelines from educational rhetoric to policy. It is only by ensuring that health informatics is embedded in the undergraduate education of all health professionals can we be assured that future health professionals are prepared to work effectively, efficiently, and safely with information and communication technologies as part of their practice.

Equity in the Classroom and the Clinic: Understanding the Role of Sociology in Health Professional Education

2021 ◽  
pp. 0092055X2110533
Author(s):  
Ann Taylor ◽  
Caragh Brosnan ◽  
Gwendalyn Webb
Keyword(s):  
Professional Education ◽  
Health Professionals ◽  
Future Health ◽  
The Social ◽  
Student Cohorts ◽  
Teachers And Students ◽  
Health And Illness ◽  
Language Pathology ◽  
Conversation Piece ◽  
Reflective Skills

Sociology teachers often encounter students studying to be future health professionals; sociology content can assist students to increase their understanding of patients, the social context of health and illness, and the social determinants of health. Engaging these students in sociological thinking can be challenging because of their diverse social locations and their identification with their future profession, which may emphasize clinical competence over broader reflective skills. In this conversation piece, we encourage critical reflection on the assumptions that underpin the teaching of sociology to aspiring health professionals. Through case studies of nursing, medicine, and speech-language pathology, we consider differences in the social locations of students and how sociological ideas are received by these professions. We argue that sociology teachers can assist health professions students to gain more from sociology by understanding these student cohorts and by reflexively considering power relations between teachers and students and between disciplines and professions.

scholarly journals Simulation: A complex pedagogical space

2018 ◽  
Vol 34 (6) ◽  
Author(s):  
Donna Rooney ◽  
Sofia Nyström
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Professional Education ◽  
Health Professionals ◽  
Human Activities ◽  
Health Sciences ◽  
High Tech ◽  
Flight Simulators ◽  
Number Of Layers ◽  
New Directions

Simulation is a pedagogy that has been widely used in a number of educational settings (e.g., aviation, transport, social work, nursing education). While it can take numerous forms, it often involves an assortment of high-tech equipment (e.g., flight simulators, manikins) that seek to replicate real settings. Specifically, this paper provides an empirically driven exploration of how simulation laboratories, used in the professional education of nurses, and medical and other health professionals in higher education settings, are practised. Informed by sociomaterial understandings, the paper problematises and disrupts homogeneous understandings of the simulation space as found in much of the health sciences literature. This is done by providing a number of layers ranging from accounts of simulation in literature and empirically driven accounts of simulation in action through to more abstract discussion. The paper is attentive to both the distinct materiality of the spaces involved and the human activities the spaces engender. This dual focus enables the consideration of spatial injustices as well as new directions for the development of simulation pedagogies.

scholarly journals Investing in Transfer of Learning: Dancing the Talk

2007 ◽  
Author(s):  
Lex McDonald ◽  
Liz Melchior
Keyword(s):  
New Zealand ◽  
Professional Education ◽  
Transfer Of Learning ◽  
Tertiary Education ◽  
Education Programme ◽  
Meaningful Relationship ◽  
Key Issues ◽  
The Impact ◽  
The Relationship

The tertiary education sector in New Zealand is changing, with more and more emphasis being placed upon outcomes and the relationship that universities have with their stake-holders. There is a danger that the complexities of change may over-shadow some key issues in the transformation. This article highlights the importance of one of the keys to accomplishing a meaningful relationship with the stakeholders – the development of teaching strategies that ensure transfer of learning occurs. A case study of a professional education programme in dance is outlined as an example of how planning for the impact of outcomes can be accomplished.

Preparing future health professionals via reflective pedagogy: a qualitative instrumental case study

2019 ◽  
Vol 20 (5) ◽  
pp. 571-583
Author(s):  
Audrey J. Burnett ◽  
Emily Akerson
Keyword(s):  
Health Professionals ◽  
Future Health ◽  
Instrumental Case Study ◽  
Instrumental Case

scholarly journals Defining Nursing Informatics: A Narrative Review

2021 ◽  
Author(s):  
Lisa Reid ◽  
Anthony Maeder ◽  
Didy Button ◽  
Katrina Breaden ◽  
Mark Brommeyer
Keyword(s):  
Information And Communication Technologies ◽  
United States Of America ◽  
Health Informatics ◽  
Communication Technologies ◽  
The United States ◽  
Narrative Review ◽  
Nursing Informatics ◽  
Information And Communication ◽  
Improve Patient ◽  
Rapid Transformation

Healthcare has experienced rapid transformation with the development of digital technologies which aim to make healthcare safer and more efficient. In response, health informatics has evolved, including nursing informatics, which integrates nursing, information and communication technologies (ICT) and professional knowledge to improve patient outcomes. New language has developed to describe informatics and its processes; however, this has generally been poorly understood. This paper will describe current definitions of nursing informatics from three different healthcare contexts: Australia, the United States of America and Canada, to identify the similarities and differences between these definitions and to summarise the distinct bodies of knowledge described by each country. These countries have amongst the oldest definition attempts in the literature. A pragmatic approach was taken in this narrative review, working forward from historic references and backwards from recent references extracted from published health and nursing informatics literature.

scholarly journals Seminar.net with special issue from Finland

Seminar.net ◽  
2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Yngve Nordkvelle
Keyword(s):  
Nursing Education ◽  
User Interface ◽  
Information And Communication Technologies ◽  
User Interfaces ◽  
Meaningful Work ◽  
Communication Technologies ◽  
Development Environment ◽  
Information And Communication ◽  
The University

Most of the world has learned to ”see to Finland” over the last decade, beacuse of its reputation as a leading nation in educational achievement, as well as its many creative and diligent approaches in technology. Since 1990 Finnish researchers in media, technology and education have met annually to discuss research matters and further advances in the area. For the conference of 2016, held 13-15th April in Hämeenlinna, Finland, we were asked to have the best papers published in Seminar.net. After a rigourous review process we will print six papers, four in this issue and two in the next.Antti Syvänen, Jaana-Piia Mäkiniemi, Sannu Syrjä, Kirsi Heikkilä-Tammi and Jarmo Viteli, all of the University of Tampere, present the paper “When does the educational use of ICT become a source of technostress for Finnish teachers?» This interesting paper is based on the analysis of questionnaires filled in by 2741 Finnish teachers. It provides significant insight into what causes teachers to experience stress and alienation when using information and communication technologies (ICT) in their classrooms.Tuulikki Keskitalo and Heli Ruokamo of Lapland University present a paper dealing with “Students’ Expectations and Experiences of Meaningful Simulation-Based Medical Education». Simulation in nursing education is a very rapidly developing area, and the students – as well as their teachers – have high expectation. This project is about student’s expectations and the very positive result from this study was that their experiences were even higher than their expectations.Hanna Vuojärvi, of the University of Lapland and Miikka Eriksson, of the University of Eastern Finland, have written the article «Using Mobile Tools to Support Meaningful Work-based Learning in Vocational Education» together. Their case study focused on meaningful work-based learning (WBL) and the pedagogical use of mobile information and communication technologies (ICTs) in vocational tourism education. It demonstrates how the use of smartphones was applied in the project and its usefulness in the student’s work with the learning material.Antero Lindstedt, Kristian Kiili, Pauliina Tuomi and Arttu Perttula, all from Tampere University of Technology, Pori department provide the paper called “A user experience case study: two embodied cognition user interface solutions for a math learning game». They have used a particular game development environment, Semideus, to test out how different user interfaces influenced. They found interesting differences, mainly in favour of the «tilting user interface».

scholarly journals Australian Health Review call for papers

2006 ◽  
Vol 30 (4) ◽  
pp. 417
Author(s):  
Sandra Leggat
Keyword(s):  
New Zealand ◽  
Health Professional ◽  
Health Workforce ◽  
Professional Education ◽  
Health Professionals ◽  
Research Policy ◽  
Tertiary Education ◽  
Health Professional Education ◽  
Australian Health ◽  
Health Review

The Editor of Australian Health Review invites contributions for an upcoming issue on health professional education. Submission deadline: 6 February 2007 It is expected that tertiary education and research for health professionals will be the focus of substantial change over the next couple of years. The health professional workforce has been the subject of recent studies in Australia and New Zealand. The New Zealand Health Workforce Advisory Committee has focused on ensuring an effective strategic framework and outlined seven principles comprising equity and appropriateness, strategic and sustainable supply, healthy workplaces, collaborative practice, effective education, stakeholder involvement and information and monitoring.1 In Australia, the Productivity Commission made strong recommendations directed at improving health professional education to enhance coordination, reduce practice barriers and address shortages of health professionals. 2 To help inform policy and practice, Australian Health Review is looking to publish feature articles, research papers, case studies and commentaries related to health professional education. Potential topic areas include: � Addressing health workforce challenges � Multidisciplinary professional practice and interdisciplinary education � Management education and clinician managers � Evidence-based education � Sector-based approaches to education and training � Partnerships and social change � Impact of national education and research policy on health professional education. Submissions related to international programs with lessons for Australia and New Zealand will also be welcomed. Submissions can be short commentaries of 1000 to 2000 words, or more comprehensive reviews of 2000 to 4000 words. Please consult the AHR Guidelines for Authors for information on formatting and submission.

scholarly journals Key lessons for designing health literacy professional development courses

2018 ◽  
Vol 42 (1) ◽  
pp. 36 ◽  
Author(s):  
Lucio Naccarella ◽  
Bernice Murphy
Keyword(s):  
Professional Development ◽  
Health Literacy ◽  
Professional Education ◽  
Health Professionals ◽  
Community Services ◽  
Realist Evaluation ◽  
Metropolitan Region ◽  
Learning Design ◽  
Design Framework ◽  
Future Health

Health literacy courses for health professionals have emerged in response to health professionals’ perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and community services sector in the western metropolitan region of Melbourne. This study presents key learnings from evaluation data from three health literacy courses using Wenger’s professional educational learning design framework. The framework has three educational learning architecture components (engagement, imagination and alignment) and four educational learning architecture dimensions (participation, emergent, local/global, identification). Participatory realist evaluation approaches and qualitative methods were used. The evaluations revealed that the health literacy courses are developing leadership in health literacy, building partnerships among course participants, developing health literacy workforce knowledge and skills, developing ways to use and apply health literacy resources and are serving as a catalyst for building organisational infrastructure. Although the courses were not explicitly developed or implemented using Wenger’s educational learning design pedagogic features, the course structure (i.e. facilitation role of course coordinators, providing safe learning environments, encouraging small group work amongst participants, requiring participants to conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement, imagination and alignment. Wenger’s educational learning design framework can inform the design of future key pedagogic features of health literacy courses. What is known about the topic? Health professionals are increasingly participating in health literacy professional development courses. What does this paper add? This paper provides key lessons for designing health literacy professional development courses by reflecting upon Wenger’s professional educational learning design framework. What are the implications for practitioners? To ensure health professionals are receiving evidence-informed health literacy professional education, we encourage future health literacy courses be designed, implemented and evaluated using existing professional educational learning design frameworks.

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