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Abstract: Worldwide, the expanded use of information and communication technologies (ICTs) is transforming healthcare and subsequently education requirements for interdisciplinary teams. In response to these emerging trends, efforts to integrate core informatics competencies in nursing education have been evident and ongoing globally. This presentation is an opportunity to explore responsiveness of Canadian nurse educators to these trends as evident by their ability to integrate and utilize informatics in their teaching practices and within their programs. Presently, a number of schools of nursing have incorporated informatics content within their basic curricula, while others offer elective courses at the graduate and undergraduate level, and the remainder provide little to no content in any of their nursing programs. These discrepancies exist even though Canadian core nursing informatics competencies for new graduates have been available since 2012. This work was initiated with the support from the Canadian Association of Schools of Nursing and Canada Health Infoway, organizations that continue to provide ongoing support to nursing educators across the country to increase the uptake of informatics in nursing education. Although some progress is evident, the depth and frequency of integration of core informatics content remains unknown. The presenter(s) will explore preliminary findings of a national study of schools of nursing to identify the level of informatics and digital health content integration in nursing curricula, nurse educators’ capacity to integrate and utilize this content, and the impact of developmental efforts and supports geared toward increasing nurse educators’ capacity in informatics. This study is particularly needed at this time as the landscape of digital health in Canada continues to evolve and educators seek evidence-informed pedagogical practices to assist them in preparing future nurses to safely practice within technological environments.

Authors:

Karen Furlong (Presenter)
University of New Brunswick

Lynn Nagle, University of Toronto
Manal Kleib, University of Alberta
Lorie Donelle, Western University

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