Design and implementation of a standards-based interoperable clinical decision support architecture in the context of the Korean EHR

Cho, Insook; Kim, Jeong Ah; Kim, Ji Hyun; Kim, Ho; Kim, Yoon

doi:10.1016/j.ijmedinf.2010.06.002

Cited by 46 publications

(23 citation statements)

References 16 publications

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“…As well, their use is consistent with the notion that clinical decision support is a core function of health information systems. [45] Given the results of this study, however, nurse educators must teach students to think critically about the information accessed through those mobile technologies. Nurse educators need to encourage students to be active learners who value thinking critically about the relevance of the information available through the app when making decisions about patient care.…”

Section: Discussionmentioning

confidence: 98%

A quantitative study exploring undergraduate nursing students’ perception of their critical thinking and clinical decision making ability while using apps at the point of care

Sedgwick

Awosoga

Grigg

et al. 2016

JNEP

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The purpose of this study was to explore how a smartphone app influences undergraduate nursing students' perceptions of their critical thinking and clinical decision making ability at the point of care. Using a pretest-posttest approach, the findings suggest that there were no statistically significant differences in the participants' perception of their critical thinking and clinical decision making ability over time. Statistically significant findings on four questionnaire items pertaining to participants' perception in their ability to engage in evidence based practice over time suggests that experience with the app, led the participants to believe the app provided them with the information they needed in order to engage in evidence based practice. Consequently, they were less likely to seek information from other sources. Although having learning resources available in clinical practice environments might enhance critical thinking ability, perhaps counterintuitively, the findings in this study suggest that having access to a clinical mobile app did not positively influence the participants' perceived critical thinking ability. Nurse educators therefore, must teach students how to be active learners as well as role model the proper use of critical thinking skills. Students need to be reminded to use institutional policies and procedure manuals as well as other appropriate sources of information. Last, students need to see registered nurses use critical thinking and clinical decision making dispositions by asking comprehensive questions, exploring assumptions and inferences, and incorporating varying resources into their decisions.

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Section: Discussionmentioning

confidence: 98%

A quantitative study exploring undergraduate nursing students’ perception of their critical thinking and clinical decision making ability while using apps at the point of care

Sedgwick

Awosoga

Grigg

et al. 2016

JNEP

View full text Add to dashboard Cite

show abstract

“…Hospitals in which nursing clinical placements take place also cited security of patient information as their biggest concern regarding nursing students' access to their ICT systems (Fetter, 2009). Moreover, as most hospitals in Korea use different EMR systems from each other (Cho, Kim, Kim, Kim, & Kim, 2010), this research identified that nursing students had difficulties adjusting to new EMR systems when they rotated placement sites every one to two weeks. Thus, they were unable to use the EMR effectively for their learning at each hospital.…”

Section: Organisational Dynamicsmentioning

confidence: 89%

Nursing students' learning dynamics with clinical information and communication technology: A constructive grounded theory approach

Lee

Carson

Clarke

et al. 2019

Nurse Education Today

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Background The learning of nursing students can be facilitated through direct and/or indirect experiences of using clinical information and communication technology during clinical placements. However, nursing students experience difficulties in using technology for learning. Despite the difficulties, nursing students' learning dynamics with technology in real clinical contexts is poorly understood. Objectives To develop a theoretical model by identifying nursing students' learning dynamics with clinical information and communication technology and the factors influencing the dynamics. Design A constructivist grounded theory approach was employed in order to develop the theoretical model. Settings This research was conducted by recruiting nursing students from four universities in Seoul, South Korea. Participants Sixteen fourth year nursing students were recruited by purposive sampling. Methods This research collected qualitative interview data in up to four rounds of interviews using open-ended and semi-structured interview questions. A total of 23 interviews were conducted. The data were transcribed verbatim. All interview data were analysed using three coding methods; initial, focused, and theoretical coding. NVivo 11 was used for data management. Results: This research developed a theoretical model of nursing students' learning dynamics with clinical information and communication technology. The model explains three dynamics that influence nursing students' use of clinical information and communication technology (interpersonal, organisational and emotional dynamics) and the students' responses regarding the dynamics for learning in clinical contexts. Conclusions: Nursing educators can use the theoretical model to understand how best to support nursing students in navigating their clinical environments to build competency in using clinical information and communication technology.

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“…Researchers in medicine, ergonomics, health economics, cognitive science, and biomedical informatics have conducted several studies on the design of EHRs (Liu et al 2009;Collins et al 2011;Cho et al 2010;Blobel et al 2003). The general approach that has been used in analyzing the basis for human performance is known as cognitive task analysis (CTA) (Militello & Hutton 1998).…”

Section: Discussionmentioning

confidence: 99%

Usability assessment of an electronic health record in a comprehensive dental clinic

et al. 2013

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In this paper we present the development and usability of an electronic health record (EHR) system in a comprehensive dental clinic.The graphic user interface of the system was designed to consider the concept of cognitive ergonomics.The cognitive task analysis was used to evaluate the user interface of the EHR by identifying all sub-tasks and classifying them into mental or physical operators, and to predict task execution time required to perform the given task. We randomly selected 30 cases that had oral examinations for routine clinical care in a comprehensive dental clinic. The results were based on the analysis of 4 prototypical tasks performed by ten EHR users. The results showed that on average a user needed to go through 27 steps to complete all tasks for one case. To perform all 4 tasks of 30 cases, they spent about 91 min (independent of system response time) for data entry, of which 51.8 min were spent on more effortful mental operators. In conclusion, the user interface can be improved by reducing the percentage of mental effort required for the tasks.

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Design and implementation of a standards-based interoperable clinical decision support architecture in the context of the Korean EHR

Cited by 46 publications

References 16 publications

A quantitative study exploring undergraduate nursing students’ perception of their critical thinking and clinical decision making ability while using apps at the point of care

A quantitative study exploring undergraduate nursing students’ perception of their critical thinking and clinical decision making ability while using apps at the point of care

Nursing students' learning dynamics with clinical information and communication technology: A constructive grounded theory approach

Usability assessment of an electronic health record in a comprehensive dental clinic

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