Keywords
KAP
Influence factors
Intern nurses
Submitted : 2024-03-08
Accepted : 2024-03-23
Published : 2024-04-07
Abstract
Objective: To investigate the current situation of knowledge, attitude, and practice (KAP) of nursing informatics for intern nursing students. Methods: A total of 213 intern nursing students were selected as subjects. Results: The total score of the questionnaire of knowledge dimension was 10.32 ± 3.23; the score of attitude dimension was 58.78 ± 6.80; the score of practice dimension was 29.06 ± 14.35. Logistic regression analysis showed that further learning plans, telemedicine hospital intern experience, self-learning ability, and telecare training were the related influencing factors of KAP (P < 0.05). Conclusions: The current KAP level of nursing informatics among intern nursing students was low to moderate. Hence, the strengthening of school courses and skill training programs is urgently needed.
References
Beckham R, Riedford K, 2014, Evolution of a Graduate-Level Informatics Course for The Non-Informatics Specialist Nurse. Journal of Nurse Practice, 10(6): 387–392.
Veronika W, Jonathan P, Maxine H, et al., 2014, Using a Mobile Health Application to Support Self-Management in COPD: A Qualitative Study. Br J Gen Pract, 64(624): 392–400.
Wee S, Vrijhoef HA, 2015, Conceptual Framework for Evaluating the Conceptualization, Implementation, and Performance of Transitional Care Programs. J Eval Clin Pract, 21(2): 221–228.
Ontario H, 2013, Continuity of Care to Optimize Chronic Disease Management in The Community Setting: An Evidence-Based Analysis. Ont Health Technol Assess Ser, 13(6): 1–41.
Zhen H, Nian L, DaJiang L, et al., 2020, Telemedicine During The COVID-19 Pandemic: Experience from Western China. Journal of Medical Internet Research, 22(5): 19577.
Ancker JS, Edwards AM, Miller MC, et al., 2012, Consumer Perceptions of Electronic Health Information Exchange. Am J Prev Med, 43(1): 76–80.
Lipschitz J, Miller CJ, Hogan TP, et al., 2019, Adoption of Mobile Apps for Depression and Anxiety: Cross-sectional Survey Study on Patient Interest and Barriers to Engagement. JMIR Mental Health, 6(1): 11334.
Simpson RL, 2015, Big Data and Nursing Knowledge. Nurs Adm Q, 39(1): 87–89.
Farzandipour M, Mohamadian H, Akbari H, et al., 2021, Designing a National Model for Assessment of Nursing Informatics Competency. BMC Medical Informatics and Decision Making, 21(35).
Collins S, Yen PY, 2017, Nursing Informatics Competency Assessment for The Nurse Leader. The Journal of Nursing Administration, 4(47): 212–218.
Lee JJ, Clarke CL, 2015, Nursing Students’ Attitudes Towards Information and Communication Technology: An Exploratory and Confirmatory Factor Analytic Approach. Informing Practice and Policy Worldwide Through Research and Scholarship, 71(5): 1181–1193.
Zhu WJ, Chen XW, 2020, A Survey of The Current Situation of Nursing Information Competency Among Undergraduate Nursing Students. Zhong Hua nursing education, 17(3): 245–249.
Choi J, De Martinis JE, 2013, Nursing Informatics Competencies in an Online Informatics Course. Journal of Clinical Nursing, 22(13): 1970–1976.
Kowitlawakul Y, Chan SW, Pulcini J, et al., 2015, Factors Influencing Nursing Students’ Acceptance of Electronic Health Records for Nursing Education (EHRNE) Software Program. Nurse Educ Today, 35(1): 189–94.
Song S, 2013, The Status of Computer Literacy and Its Influencing Factors on Clinical Nurses, dissertation, Chinese Medical University, China.