Electronic health records in maternity: the student experience

Abstract

In 2002, the Department of Health (DH) introduced an information strategy that was intended to improve care, reduce duplication and increase patients' involvement in their own records and management of care. Student midwives are educated to appreciate that good record keeping and documentation is integral to safe, effective midwifery practice. As electronic health records (EHRs) become more widespread, this survey aimed to investigate midwifery students' experiences of electronic health records (EHR) in practice, using questionnaires and focus groups. The questionnaire results indicated the types of EHRs students had accessed and used. From the focus group, three themes emerged: benefits of EHRs for care delivery; practical issues of EHRs and accountability; incongruence between EHRs and the concept of ‘normality’ in childbirth. As student midwives increasingly encounter EHRs in their practice, education and health providers should collaborate to implement appropriate training and preparation.

Health care students experience of using digital technology in patient care: A scoping review of the literature

“…Two authors (CBW and AP) undertook this blind review independently using the Critical Appraisal Skills Programme (CASP) checklists (available: https://casp-uk.net/casp-tools-checklists/) and MMAT for mixed methods studies (Hong et al 2018). Of the seven studies included, one was a Randomised Control Trial (RCT) (Wack et al 2015), five were mixed-methods (Baillie et al 2013;Brooke-Read et al 2012;Davies et al 2012;Johansson et al 2013;Rouf et al 2008) and one was a qualitative study (Algeria et al 2014). No studies were excluded based on the quality review.…”

“…Rouf et al (2008) employed a sequential exploratory study design where the researchers applied the findings from the qualitative focus groups to develop a survey instrument. Similarly, this study design was also employed by Brooke-Read et al (2012) where the researchers developed a quantitative questionnaire based on a literature review, followed by a focus group in which the participants were self-selected from completing the questionnaire.…”

“…The quantitative component of each mixed-methods study included a non-validated survey derived either from a focus group (Rouf et al 2008) or the literature (Bailie et al 2012;Brooke-Read et al 2012;Davies et al 2012). All the studies indicated they had piloted the questionnaire first and then excluded this sample from the main study.…”

“…Extensive clinical experiences and supervision promote student learning which may occur in digital healthcare environments as part of their academic programs. Many students, however, receive minimal or no training in such systems while in university study (Milano et al 2014), resulting in students feeling under prepared for working with digital systems (Baillie et al 2012). At a curriculum level Bembridge et al (2011) suggests the inclusion of early and progressive opportunities for students to gain ICT competencies, particularly in clinical applications and practice essentials, so students could make an explicit connection 'between ICT competence and improved patient outcomes ' (p. 251).…”

A survey of student nurses' and midwives' experiences of learning to use electronic health record systems in practice

“…Two further themes which emerged from the focus groups only, ('Benefits of EHRs for care delivery' and 'Concerns about EHR systems') will be reported separately. The midwifery students' experiences were reported in detail in another article and include a theme unique to the midwifery students: 'incongruence between EHRs and the concept of 'normality' in childbirth (Brooke-Read et al, 2012)'.…”