Health Care Students and Digital Technology in Patient Care

Objective of the Study

• Explore digital technology usage by undergraduate health care students in patient care during clinical placements.

Methodology

• Conducted a scoping review following PRISMA guidelines.
• Searched four databases: CINAHL, PubMed, Scopus, ERIC with assistance from a subject specialist librarian.
• Reviewed 332 articles according to inclusion / exclusion criteria.
• Evaluated 7 studies focusing on mobile learning and digital systems in patient care.

Key Themes Identified

1. Student Learning Needs

• Training deficits in electronic health records (EHR) left students unprepared; 61% felt unready for documentations.
• Importance of integrating digital systems into curricula to match practical requirements.

1. Access to Technology

• Limited access to EHR systems hindered timely documentation; students often required supervision.
• Mobile devices (PDAs) helped improve information accessibility but concerns over their reliability persisted.

1. Perceptions of Technology Use

• Students noted potential misperceptions from clinical staff about the use of PDAs as a sense of incompetence.
• Conversely, immediate information access increased students' confidence and facilitated their integration into the care team.

1. Impact on Patient Care

• PDAs allowed nursing students to offer timely information to patients, improving care processes.
• Some medical students felt technology could detract from patient interaction, emphasizing the need for balance.

Results

• Included studies demonstrated varied usage of mobile technology and EHR.
• Most reported positive learning experiences but highlighted barriers such as limited access and inadequate training.
• Despite challenges, exposure to digital systems fostered a positive attitude towards learning.

Implications for Nursing Education

• Need for curriculum adaptations to ensure digital literacy among students prior to clinical placements.
• Encourage prior exposure to EHR systems to mitigate discomfort and boost confidence in their usage during practice.
• Training for clinical supervisors is essential to better support students in utilizing digital technologies effectively.

Conclusion

• Effective management of digital systems is vital for enhancing patient care quality and fostering student confidence.
• Ongoing collaboration between educational institutions and health care organizations is needed to ensure students are well-prepared for modern digital environments.

Limitations

• Limited research before 2015; findings primarily from nursing and medical students, possibly limiting generalizability to other healthcare professions.

Further Research Needed

• Exploration of strategies to better integrate technology into clinical education and practice.
• Examination of how curricula can adapt to meet the digital competencies outlined in the Jisc Digital Capability Framework

Quality Assessment of Included Studies

• Mixed methodologies utilized; some studies scored higher based on clear data analysis and robust participant feedback.
• Varied qualities observed in mixed-methods studies. Only one randomized controlled trial (moderate quality) was mentioned.

Key References

• Baillie et al. (2013), Alegría et al. (2014), and all referenced works provide critical insights into student engagement with digital health systems in clinical contexts.

Suggested Strategies Going Forward

• Develop simulated environments for students to practice using digital tools.
• Address barriers to access and correlation between digital skills and improved patient outcomes.
• Foster a culture of digital competency in clinical settings to better include students in patient care processes.