When searching for journal articles, my first go to is PubMed. I feel that PubMed gives me the most variety when it comes to finding journal articles. The only downside, however, is that some journal articles are partly available or locked. When this happens, I copy the DOI or the title of the article and plug it into the West Coast University library electronic database so I can have access to the full article. Then I am able to read the journal article more thoroughly.
My topic: Would an implementation of simulated electronic health records in pre-licensure nursing education amongst undergraduate nursing students improve their skills on electronic documentation during the course of their nursing program?
One specific article that I pulled from PubMed was titled, ” Nursing education and training on electronic health record systems: An integrative review”. This articles comments on how new graduate nurses who enter the field after graduation often receive very little training. The training they do receive focuses mainly on patient care and less of EHR training. The article then discusses their own study conducted and found that only 15% of nurses felt satisfied with their EHR training on the job (Ting, 2021). This is a strong article to use, as it demonstrates that novice nurses do not feel that are comfortable with EHR use. This statistic proves that new graduates are not receiving training or exposure to EHR training in their undergraduate study. This article was published in 2021, which makes this issue current and relevant.
Another article pulled from PubMed is titled, “Transition-to-practice guidelines : enhancing the quality of nursing education.” This article discusses how there is a discrepancy between knowledge and competence in new grad nurses who enter practice, and it is commonly referred to as a transition-to-practice gap (Mtshali &Bvumbwe, 2018). With recent advances in technology, EHRs have made an impact on these nurse graduates who have had little to no exposure in their undergraduate studies, thus adding to the transition-to-practice gap (Mtshali &Bvumbwe, 2018). This article helps me support my research question because there is a lack of EHR training in undergraduate studies. This article was published in 2018, which was within the last 5 years.
What I also found useful when looking for more articles is looking at the reference pages of the current journal article I am looking at. This gave me more articles with the same topics regarding my research question.
References
Mtshali, N., &Bvumbwe, T. (2018). Transition-to-practice guidelines : enhancing the quality of nursing education. African Journal of Health Professions Education, 10(1), 66–71. https://doi.org/10.7196/AJHPE.2018.v10i1.898
Ting, J., Garnett, A., &Donelle, L. (2021). Nursing education and training on electronic health record systems: An integrative review. Nurse education in practice, 55, 103168. https://doi.org/10.1016/j.nepr.2021.103168
Topic: Comparing the preparedness of new graduate nurses from those who did nursing school with distance learning during the COVID-19 pandemic versus nurses who went to traditional in-person nursing school.
Below is the list of articles that I have so far. Generally I chose these articles because they all address the general topic of nursing school during the pandemic and how there was a difference in education between how education was delivered. Many of the articles specifically address the performance of new graduates who had nursing school in the distance learning format: Clemmons-Brown, Grubaugh, Hung, Matlhaba, McMillan, Palese. Some articles specifically addressed new graduate self-perceptions on how well they were prepared: Cernelic-Bizjak, Grubaugh, Hung, Ihiduru-Anderson, McMillan, Palese. Palese is a dissenting article that actually shows that there perhaps was no statistical difference. I’ll use this information as one of my sub-topics as perceived preparedness versus how they actually perform. One of the gaps identified by the literary review is the lack of evidence showing how to best support these new graduate nurses that may have been placed at a disadvantage due to their distance learning education.
Brendan, M., Kaminski-Ozturk, N., Smiley, R., Silvestre, J., Bowles, W., & Alexander, M. (2023). Assessing the impact of the COVID-19 pandemic on nursing education: a national study of prelicensure RN programs. Journal of Nursing Regulation. 14(1). https://doi.org/10.1016/S2155-8256(23)00041-8
Cernelic-Bizjak, M &Dolenc, P. (2022) Relationship between nursing students’ attitudes toward nursing profession and online learning satisfaction during COVID-19 lockown. Plos One. https://doi.org/10.1371/journal.pone.0277198
Clemmons-Brown, C. A. (2023). Innovation and Evidence-Based Decision-Making: Addressing New Graduate Nurse Turnover. Nursing Administration Quarterly, 47(1), E1–E11. https://doi.org/10.1097/NAQ.0000000000000567
Dewart G, Corcoran L, Thirsk L, Petrovic K. Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Educ Today. 2020;92. https://doi.org/10.1016/j.nedt.2020.104471
Grubaugh, M., Africa, L., &Neisinger, K. (2023). Managing the Current Workforce: Status of New Graduate Nurse Well-being and Clinical Development 2018-2021. Nursing Administration Quarterly, 47(3), 257–268. https://doi.org/10.1097/NAQ.0000000000000585
Hung MSY, Lam SKK, Chow MCM, Ng WWM, Pau OK. The Effectiveness of Disaster Education for Undergraduate Nursing Students’ Knowledge, Willingness, and Perceived Ability: An Evaluation Study. International Journal of Environmental Research and Public Health. 2021; 18(19):10545. https://doi.org/10.3390/ijerph181910545
Iheduru-Anderson, K. C., & Foley, J. A. (2022). Prelicensure Nursing Students’ Reflections on Institutional Response to the 2020 COVID-19 Crisis. Global qualitative nursing research, 9, 23333936221106793. https://doi.org/10.1177/23333936221106793
Lobão C, Coelho A, Parola V, Neves H, Sousa JP, Gonçalves R. Changes in Clinical Training for Nursing Students during the COVID-19 Pandemic: A Scoping Review. Nursing Reports. 2023; 13(1):378-388. https://doi.org/10.3390/nursrep13010035
Matlhaba, K. L., &Khunou, S. H. (2022). Transition of graduate nurses from student to practice during the COVID-19 pandemic: Integrative review. International journal of Africa nursing sciences, 17, 100501. https://doi.org/10.1016/j.ijans.2022.100501
Martin, B., Kaminski-Ozturk, N., Smiley, R., Spector, N., Silvestre, J., Bowles, W., & Alexander, M. (2023). Assessing the impact of the COVID-19 pandemic on nursing education: A national study of prelicensure RN programs. Journal of Nursing Regulation, 14(1), S1-S67. https://www.sciencedirect.com/science/article/pii/S2155825623000418Links to an external site.
McMillan, K., Akoo, C., &Catigbe-Cates, A. (2023). New Graduate Nurses Navigating Entry to Practice in the Covid-19 Pandemic. The Canadian Journal of Nursing Research = Revue Canadienne de Recherche En Sciences Infirmieres, 55(1), 78–90. https://doi.org/10.1177/08445621221150946
Palese, A., Brugnolli, A., Achil, I. et al. The first COVID-19 new graduate nurses generation: findings from an Italian cross-sectional study. BMC Nurs 21, 101 (2022). https://doi.org/10.1186/s12912-022-00885-3
