Methods: Whittemore and Knafl’s (2005) integrative review method was used in this research. This method was chosen because it was the most appropriate for use in an area of interest with both qualitative and quantitative published research findings. The search process for this method’s integrative review involves a comprehensive literature search using keywords drawn from the research question. A Boolean search using the following keywords was completed: ‘nursing informatics competencies,’ ‘nursing curriculum,’ ‘nursing education,’ ‘clinical nursing education,’ ‘nursing students,’ and ‘electronic health records.’ The dates limiters were January 2013 through March 2019. The research question guiding this study was: “What types of electronic health record technology are being used to teach clinical informatics competencies to pre-licensure nursing students?”
Results: There were 65 publications yielded by the keyword search of electronic databases, grey literature, dissertations, theses, conference proceedings, e-depositories, and targeted journal table of contents. After application of the study inclusion and exclusion criteria, 47 publications were examined, using a researcher-created tool based on Melnyk and Fineout-Overholt’s (2015) critical appraisal of the evidence process. Qualitative research provided insight into the experiences of nursing student use of the electronic health record, in an academic setting. Quantitative research results provided evaluation of the usability of electronic health record technology within the clinical academic setting.
Conclusion: This integrative literature review did not provide enough evidence to validate best practices for the use of electronic health records in pre-licensure nursing education. In fact, a review of published qualitative and quantitative research indicates, pre-licensure nursing educational programs use technology to translate clinical informatics competencies to students differently. Graduate nurses must know how to use electronic health record technology to access patient data, document accurately, and synthesize patient information. These are essential steps to planning safe, quality nursing care. All nursing programs should implement the use of electronic health record technology throughout nursing students’ educational journey to increase their ability to translate technology into practice. Further research should include measurable outcomes of about the integration of electronic health record technology throughout a nursing curriculum.