Student confidence and knowledge with electronic medical records through on-ward simulation: An evaluation study

<h2>Abstract</h2><h3>Background</h3> Registered nurses require digital health literacy to use patient electronic medical records. Incorporating on-ward simulation training for student Registered Nurses has the potential to improve engagement with electronic medical records. However, there is minimal evidence exploring this approach. <h3>Method</h3> Third-year nursing students (<i>n</i> = 30) completed seven on-ward simulations across 10 weeks of professional experience placement. Data were collected pre-intervention, mid-intervention and post-intervention. Differences in survey item scoring were analyzed across the intervention timeframe (Friedman's) and between individual timepoints (Wilcoxon). <h3>Results</h3> A significant improvement in student knowledge documenting electronic observation charts (<i>p</i> = 0.024) and electronic medical records (<i>p</i> = 0.004) was observed between pre-and post-intervention timepoints. Student confidence in documenting in the patient's electronic observation charts (<i>p</i> = 0.033) and electronic medical records (<i>p</i> = 0.002) was significantly improved pre- and post-intervention. Anxiety levels associated with documenting in the patient electronic medical records were significantly reduced between pre-and post-intervention timepoints (<i>p</i> = 0.005). <h3>Conclusion</h3> On-ward simulations show promise and appears to be efficacious in improving student-related outcomes associated with electronic medical record use. Future research is required to determine the effectiveness of this intervention.