Preparation of nursing students in nursing informatics competencies for the South African healthcare practice environment.

Abstract

Background: Rapid technology advancements highlight the importance for nursing education to prepare competent nurses in informatics and technology integrated practice. This study examined nursing informatics in an undergraduate curriculum and competency levels at a selected South African university.

Method: A survey measured nursing informatics competencies among undergraduate nursing students using the TANIC© nursing informatics scale. In addition, curriculum mapping was done to assess the inclusion of relevant content in the undergraduate curriculum. Mean scores out of 4 indicated competency levels from novice to proficient. Descriptive analysis was undertaken and 95% confidence intervals were computed for computer literacy, clinical information management, and information literacy domains. Independent Samples Wilcoxon U Tests compared competency level differences by year per domain. Curriculum mapping assessed technology-related activities across the four-year programme.

Results: Of the 222 respondents (79.9% response rate), competence levels increased by year level. Computer literacy had the highest rating (3.33/4, ± 0.48), nearing proficient levels. This was followed by information literacy (2.81/4, ± 0.68), falling within a comfortable competency range, and clinical information management, (2.73/4, ± 0.77) indicating advanced beginner competency. Curriculum mapping revealed the absence of information management training.

Conclusion: A need exists to increase NI integration in the curriculum, and better equip nurse educators to prepare students for technologically infused healthcare environments.