The Institute of Medicine reports define EHRS as “An EHR system encompasses (1) longitudinal collection of electronic health information for and about persons, (2) electronic access to person- and population-level information by authorized users, (3) provision of knowledge and decision support systems, and (4) support for efficient processes for health care delivery (IOM, 2004, p. 4).” As multipurpose tools in health care that vary across a spectrum of functionalities, EHRS require a spectrum of user skills (Technology Informatics Guiding Education Reform (TIGER), 2009). Effective utilization of EHRS is one component of the essential competencies identified for nursing practice (Barnsteiner et al., 2013; Healthcare Information and Management Systems Society, 2016; Lyle-Edrosolo & Waxman, 2016).
Several studies from the literature show that nursing faculty face many challenges, including the lack of sufficient education or experience, to teach EHRS use and broader informatics concepts (De Gagne, Bisanar, Makowski, & Neumann, 2012; Hunter, McGonigle, & Hebda, 2013; IOM, 2011). Little is known about nurse educators’ current preparedness to educate students about EHRS use.
This study utilized a qualitative survey to gain understanding of Associate Degree nursing faculty’s experiences, perspectives, challenges and strategies related to teaching students to use EHRS. A convenience sample of Associate Degree nursing faculty who teach EHRS use was solicited from a Council of Associated Degree Nursing in New York State membership meeting and faculty development conference. Survey and qualitative interviews were completed. This presentation reports the survey results. The nine item qualitative survey, developed from the literature, was completed by 25 educators. Surveys were analyzed using content analysis in an iterative approach.
Preliminary survey results show common themes in Associate Degree nursing faculty’s experiences related to teaching EHRS use. Facilitators and strategies included: Teaching is facilitated by the computer literacy of students and faculty, consistent use of EHRS, and availability of a ‘user-friendly’ academic version of an EHRS. Skill development for EHRS focused primarily on practical skills (such as navigation, finding patient information, and basic nursing documentation). Simulation offers opportunities to integrate teaching EHRS use. Challenges included: Associate Degree nursing faculty are challenged by limited academic resources, time and access constraints, lack of uniformity of EHRS vendor products, adequate training, and confidence in their ability to teach EHRS use. There is inconsistent use of EHRS across the curricula and variations in use across settings such as classroom, laboratory, simulation, and clinical learning environments. Emergent themes offer teaching strategies, highlight some of the challenges that faculty face, and identify areas where education, faculty development, and resources may be beneficial to facilitate Associate Degree nursing faculty’s ability to teach EHRS use.