JMIR Publications

ABSTRACT

Background:

Teaching students about the electronic health records presents challenges for most nursing programs primarily due to limited training opportunities within clinical practice settings. A simulated electronic health record is an experiential, learner-centered strategy that enables students to acquire and apply informatics knowledge needed for working with electronic records in a safe learning environment prior to encounters with real patients.

Objective:

The aim of this study was to provide a preliminary evaluation of the Lippincott DocuCare simulated electronic health record and feasibility issues associated with its implementation.

Methods:

We used a one group/pre-post-test, surveys and focus group interviews with students and instructors to pilot the DocuCare simulated electronic health record within an undergraduate nursing program in Western Canada.

Results:

A total of 23 students participated in this study, only 13 completed surveys were included in the analysis. The paired samples t-test for evaluating the impact of DocuCare on students’ self-reported informatics knowledge regarding documentation and data management and attitudes toward electronic health record revealed a statistically significant difference in the mean score of knowledge before (M = 2.95, SD = 0.58) and after using the DocuCare (M = 3.83, SD = 0.39), t (12) = 5.80, p<0.001 (two-tailed). There was no statistically significant difference in mean scores of attitudes toward electronic health record before (M = 3.75, SD = 0.40) and after using DocuCare (M = 3.70, SD = 0.34), t (12) = 0.391, p = 0.703 (two-tailed). Students’ accuracy of electronic documentation performance scores varied from somewhat accurate to completely accurate; however, performance improved for majority as they progressed from case scenario1 to 4. Almost two thirds of students indicated their overall understanding of nursing informatics as fair or inadequate. Both faculty and students were highly satisfied with DocuCare. Focus groups with 8 students and 3 educators revealed multiple themes. Participants shared suggestions regarding DocuCare product customization and strategies for potential integration in the undergraduate nursing programs.

Conclusions:

This study demonstrated the feasibility and suitability of DocuCare program as a tool to enhance students’ learning about informatics and computerized documentation in electronic health records. Recommendations will be made to academic leadership in the undergraduate programs. A controlled evaluation study will be conducted in the future.