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INTRODUCTION: The digitalisation of healthcare requires that healthcare professionals are equipped with adequate digital competencies to be able to deliver high-quality healthcare. Continuing professional education is needed to ensure these competencies. OBJECTIVE: This systematic review aimed to identify and describe the educational interventions that have been developed to improve various aspects of the digital competence of healthcare professionals and the effects of these interventions. METHODS: A systematic literature review following the Joanna Briggs Institute's guidelines for Evidence Synthesis was conducted. Five electronic databases (CINAHL, PubMed, ProQuest, Scopus and Medic) up to November 2023 were searched for studies. Two researchers independently assessed the eligibility of the studies by title, abstract and full text and the methodological quality of the studies. Data tabulation and narrative synthesis analysis of study findings were performed. The PRISMA checklist guided the review process. RESULTS: This review included 20 studies reporting heterogeneous educational interventions to develop the digital competence of healthcare professionals. The participants were mainly nurses and interventions were conducted in various healthcare settings. The length of the education varied from a 20-minute session to a six-month period. Education was offered through traditional contact teaching, using a blended-learning approach and through videoconference. Learning was enhanced through lectures, slide presentations, group work, case studies, discussions and practical exercises or simulations. Educational interventions achieved statistically significant results regarding participants' knowledge, skills, attitudes, perception of resources, self-efficacy or confidence and output quality. CONCLUSIONS: The findings of this review suggest that digital competence education of nurses and allied health professionals would benefit from a multi-method approach. Training should provide knowledge as well as opportunities to interact with peers and instructors. Skills and confidence should be enhanced through practical training. Adequate organisational support, encouragement, and individual, needs-based guidance should be provided.
RESUMO
BACKGROUND: The improvement of hand hygiene compliance (HHC) is vital for preventing healthcare-associated infections (HAIs). AIM: To determine whether observation and feedback influences HHC among nurses and doctors in surgical and medical wards, and whether these actions impact HAI incidence. METHODS: In this longitudinal observational study, HHC and the incidence of HAIs were observed in six medical and seven surgical wards in a tertiary hospital in Finland from May 2013 to December 2020. Data of the observations of five hand hygiene (HH) moments were collected from the hospital HH and the HAI monitoring registries. For statistical analyses a multivariable logistic regression analysis and a Poisson regression model were used. FINDINGS: HH monitoring included 24,614 observations among nurses and 6396 observations among doctors. In medical wards, HHC rates increased 10.8%, from 86.2% to 95.5%, and HAI incidence decreased from 15.9 to 13.5 per 1000 patient-days (P < 0.0001). In surgical wards, HHC increased 32.7%, from 67.6% to 89.7%, and HAI incidence decreased from 13.7 to 12.0 per 1000 patient-days (P < 0.0001). The overall HHC increased significantly among nurses (17.8%) and doctors (65.8%). The HHC was better among nurses than doctors (in medical wards, OR: 3.36; 95% CI: 2.90-3.90; P < 0.001; and in surgical wards, OR: 9.85; 95% CI: 8.97-10.8; P < 0.001). CONCLUSION: Direct observations and feedback of HH increased HHC significantly among nurses and doctors over an eight-year period. During the same period, the incidence of HAIs significantly decreased in both medical and surgical wards.
