Abstract

Within the Australian tertiary education sector responsible for graduate training, the curriculum framework intended to enable the existing healthcare workforce to deliver healthcare with evolving technology remains unclear. A discord exists between the regulations and expectations of accrediting bodies and embedding health informatics without over burdening the existing curriculum. There are also dissonances between accrediting bodies and health informatics societies; the expectations of graduate attributes and training requirements to service existing technologies effectively, versus a focus on principles of health informatics. This workshop aims to provide a robust environment for deliberation on reconciling the need to meet accreditation standards, incorporating health informatics into the curriculum without losing the person-centred framework underpinning contemporary nursing.

Introduction

Universities and vocational training educators have been identified as major drivers in shaping how education and training enable the existing healthcare workforce, capably responding to advancements in technology in the delivery of healthcare. However, within the Australian education sector, responsible for training of the graduates, it remains unclear what is the intended curriculum framework that would meet the regulations and expectations of the accrediting bodies, such as Australian Nursing and Midwifery Council [1], whilst meeting the needs of embedding health informatics (HI) within the nursing curriculum without increasing the burden on the existing curriculum.

Additionally, there appears a discord between the accrediting bodies expectation of curriculum, with respect to graduate attributes, and health informatics societies expectations with nursing education [1, 2]. This dissonance seems to revolve between requirements by the accrediting bodies to prepare graduates to use existing health informatics technologies (HIT) effectively to meet technology-driven requirements; whilst health informatics societies focus is on HI requirements. Neither focus on currently utilised health information technology rather on principles of HI. However, both authorities agree on a person-centred care framework [3].

This workshop aims to provide a forum for robust discourse, reconciling the need to meet the accreditation standards of nursing degrees whilst embedding HI into the curriculum without losing focus on person-centred framework, which underpins education in contemporary nursing.

Workshop

Part 1 (80 minutes): Models of implementation of nursing informatics (NI) into nursing curriculum.
Showcase models of implementing NI into entry-to-practice nursing curriculum from Canada/US and UK.

• Australia has an opportunity to learn from global experiences. Following presentations from our global experts, the forum will facilitate discussion: What worked/did not work? What resources were needed to make it work (e.g. staff/facilities/computer labs/technology/software)? How do we ensure sustainability (e.g. keeping up to date with evolving technology)?

Consideration – Development of competent teaching workforce in entry-to-practice nursing curriculum

• Aim: to develop an International Community of Practice (Entry-to-Practice Nursing Curriculum Framework)
• The objective: to standardise what is taught and identify the requirements to teach in NI space (versus general HI).

N.B. The curriculum must continue to be bound by a person-centred care framework, keeping nursing authentic whilst promoting nurses as the leaders (consideration – future models of care as nurse-led, not traditional authoritarian models).

Break (20mins)

Part 2 (80 minutes): Developing consensus on the learning objectives that should be delivered in nursing curriculum in entry-to-practice programs

• Activity A: Provide up to date ANMAC requirements and ADHA/HISA recommendations for nursing capability/implementation of NI. Facilitate a ‘Delphi’ approach workshop – ‘to develop learning objectives that focus on integration of both HI and HIT’ (through simulation). Consider the model of identifying duplication of current content and embedding HI and HIT content rather than adding content.
• Activity B: Explore the engagement of the teaching workforce and develop capability to teach HI and HIT within a nursing curriculum. This requires developing, implementing and evaluating a sustainable teaching workforce model. For example, building greater partnerships between hospital and nursing schools to develop teachers capable of understanding the both sides of story; providing incentives and supporting long-term outcomes; promoting NI amongst new graduates as a career option.

Organisers

Dr Zerina Tomkins, Program Director, Master of Nursing Science, University of Melbourne.

Zerina holds a PhD in Tissue Engineering and a Master in Nursing Science. As a Program Director she oversees the curriculum design for graduate-entry-to practice nursing program. Dr Tomkins is a data scientist with eclectic interest spanning cell biology of rare diseases, ethics of digital healthcare, digital health literacy in patients and nursing workforce and educational interventions aimed at preparing nursing graduates to meet the demands of digitally-driven healthcare environments facilitating transition from student nurse to registered nurse.

Kalpana Raghunathan, PhD Candidate, School of Nursing and Midwifery, La Trobe University.

As a PhD candidate, Kalpana’s (RN, MNurs Ed, MHRM, MDev Studies, BN and BA Sociology) research focus is integration of simulated electronic health records in entry to practice nursing curriculum. She is an education development professional, specialising in education strategy and change management, curriculum development and course design, and implementing digital learning tools. Her diverse educational and professional background underpins her interest for effective educational preparation and workforce readiness of nursing graduates for the challenges of the technology enabled healthcare work environment.

Dr Helen Almond, Lecturer in Digital Health

As a nurse Helen holds an MSc (Nurse Practitioner, Primary Care) and PhD in Information and Computing Sciences. Her experience in advanced leadership, clinical, facilitation and educator roles internationally articulate hospital, community and primary care. Helen’s curiosity lies in understanding the impact of digital health technology on person-centred care delivery for vulnerable communities. Educational and curriculum development has expanded her focus toward, understanding the impact of digital health technology for early career and established Health Professionals.