The concept of eHealth literacy is beginning to be recognized as a being of key importance in the design and adoption of effective and efficient health information systems and applications targeted to lay people and patients. Indeed, many systems such as patient portals and personal health records have not been adopted due to a mismatch between the level of eHealth literacy demanded by a system and the level of eHealth literacy possessed by end users. The purpose of this paper is to present an overview of important concepts related to eHealth literacy, as well as how the notion of eHealth literacy can be applied to improve the design and adoption of consumer health information systems. This paper begins with describing the importance of eHealth literacy with respect to design of health applications for the general public paired with examples of consumer health information systems whose limited success and adoption has been attributed to the lack of consideration for eHealth literacy. This is followed by definitions of what eHealth literacy is and how it emerged from the related concept of health literacy. A model for conceptualizing the importance of aligning consumers’ eHealth literacy skills and the demands systems place on their skills is then described. Next, current tools for assessing consumers’ eHealth literacy levels are outlined, followed by an approach to systematically incorporating eHealth literacy in the deriving requirements for new systems is presented. Finally, a discussion of evolving approaches for incorporating eHealth literacy into usability engineering methods is presented.
Nursing informatics skills are required at all levels of nursing practice. Of those basic skills, management of information through the electronic health record (EHR) is paramount. Previous research has explored computer literacy of nurses but has not investigated the competencies that relate specifically to information management. The purpose of this research study was to gather practicing nurses’ views of current information management competencies published by the Technology Informatics Guiding Education Reform (TIGER) initiative, as they pertain to new graduates. A convenience sample of members from the InspireNet online user group was surveyed. The results suggest that overall, nurses tend to agree with the information management competencies; however, informatics education is most needed for those who have been practicing nursing for longer, rather than for novice nurses.
The implementation of electronic health records (EHRs) or electronic medical records (EMRs) is well documented in health informatics literature yet, very few studies focus primarily on how health professionals in direct clinical care are trained for EHR or EMR use. Purpose: To investigate how health professionals in direct clinical care are trained to prepare them for EHR or EMR use. Methods: Systematic searches were conducted in CINAHL, EMBASE, Ovid MEDLINE, PsycINFO, PubMed and ISI WoS and, the Arksey and O’Malley scoping methodological framework was used to collect the data and analyze the results. Results: Training was done at implementation, orientation and post-implementation. Implementation and orientation training had a broader scope while post-implementation training focused on proficiency, efficiency and improvement. The multiplicity of training methods, types and levels of training identified appear to suggest that training is more effective when a combination of training methods are used.
This paper describe the impacts and lessons learned of using conferencing technologies to support knowledge production activities within an academic detailing group. A three year case study was conducted in which 20 Canadian health professionals collaborated on developing educational outreach materials for family physicians. The groups communicated in face-to-face, teleconferencing, and web-conferencing environments. Data was collected over three years (2004-2007) and consisted of structured interviews, meeting transcripts, and observation notes. The analysis consisted of detailed reviews and comparisons of the data from the various sources. The results revealed several key findings on the on the impacts of conferencing technologies on knowledge production activities of academic detailers. The study found that: 1) The rigid communication structures of web-conferencing forced group members to introduce other tools for communication 2) Group discussions were perceived to be more conducive in face-to-face meetings and least conducive teleconferencing meetings; 3) Web-conferencing had an impact on information sharing; 4) Web-conferencing forces group interaction “within the text”. The study demonstrates the impacts and lessons learned of academic detailing groups collaborating at a distance to produce physician education materials. The results can be used as the bases for future research and as a practical guide for collaborative academic detailing groups working within a virtual collaborative and educational environment.
Learning through problem solving is a pedagogical approach that situates learning in problem-solving contexts. As a form of constructivist learning, problem solving has received increased attention in complex and ill-structured domains such as scientific inquiry and medical education. However, effective learning in problem-solving contexts is difficult to realize because problem-solving tasks often involve complex processes that are inaccessible to learners. It is important to make such complex processes visible for observation and practice, and provide learners with necessary help during the learning process. This study explored the design of a computer-based learning environment that helps medical students to externalize the sophisticated process of diagnostic problem-solving and provides them with adaptive feedback when they work with a number of simulated clinical cases. The proposed approach attempted to utilize expert knowledge to transform open-ended problem-solving experience into systematic and deliberate effort towards expertise development.
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