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Workforce well-being and associated factors such as burnout, depression and documentation burden, have been identified as the highest concerns to be addressed. In academia, the new essentials of nursing practice including domain 8 for informatics and healthcare technology have become a focus for curricular revisions/enhancements. Our study focused on technology skills by using the technology of an academic EHR to measure baselines and progression of EHR use, sense of confidence, documentation competency, and post-graduation employer-based performance assessment. We provide results of an ongoing 1.5-year study and overarching strategy for university-wide deployment and financing. [ABSTRACT FROM AUTHOR]

Digitalization in healthcare and the increasing availability of data demand data literacy competences of nurses and other healthcare professionals including technical, ethical and communication skills. The international Spring School 2023 "Information in Healthcare - From Date to Knowledge" aimed at these competences covering interoperability, data protection and security, data analytics and ethical issues. These topics were embedded in the overall case of data-driven quality improvement for diabetes patients in a region. The curriculum includes an online preparation-phase and a five-days attendance week, incorporating problem-based and group work approaches. According to the student's evaluation, the awareness of the importance of the topics was raised and theoretical as well as practical application skills were improved. The Spring School enhanced data literacy competences, critical thinking, problem-solving, interprofessional und intercultural skills among healthcare professionals. Such course offering can contribute to meeting the increasing challenges of digitalization in healthcare. [ABSTRACT FROM AUTHOR]

The implementation of health informatics in pre-registration health professional degrees faces persistent challenges, including curriculum overload, educator workforce capability gaps, and financial constraints. Despite these barriers, reports of successful implementation of health informatics in pre-registration nursing programs exist. A virtual workshop was held during the 15th International Nursing Informatics Conference in 2021 with the aim to explore successful implementation strategies for incorporating health informatics into the nursing curriculum to meet the accreditation standards. This paper reports recommendations from the workshop emphasising the importance of academic-clinical partnerships to develop innovative approaches to enhance the capacity of academic teams and access to contemporary point of care digital technologies that reflect applications of health informatics in interdisciplinary clinical settings. [ABSTRACT FROM AUTHOR]

Background: Nursing programs and their faculty must ensure that graduates have the informatics, digital health, and health care technologies competencies needed by health systems. Problem: A gap exists in nursing faculty knowledge, skills, and abilities for incorporating informatics, digital health, and technologies across curricula because of low focus on this area in faculty development initiatives and rapid adoption and evolution of technologies in health care systems. Approach: The Nursing Knowledge Big Data Science initiative Education Subgroup used a process to create case studies for including informatics, digital health, and the concomitant clinical reasoning/critical thinking competencies across curricula. Outcomes: Three case study examples were created using the process. Conclusions: The process for creating case studies that incorporate required informatics, digital health, and health care technologies can be used by nursing educators for teaching across their curricula and to assess student competency. [ABSTRACT FROM AUTHOR]