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Nursing informatics and APRN role As the information technology (IT) revolution continues and electronic devices and systems become integral to how healthcare is delivered in every country, there is an urgent need for health professionals to have adequate knowledge and skills to enable them to utilise informatics in all settings. Health IT encompasses a huge range of technologies that are now more sophisticated and interconnected than ever before and can deliver numerous benefits such as improving the quality of patient health information, supporting clinical decision making and facilitating the coordination of care across multidisciplinary teams of health and social care professionals in acute and primary care settings, among others (Ball et al., 2011, as cited in O’Connor et al.,2017). Technology is also becoming more common as a way to deliver education to students with diverse learning needs in academic and clinical settings, as it offers a flexible means to deliver teaching and assessment that is convenient, interactive, and engaging for learners (Button et al., 2014; O’Connor and Andrews, 2015). Furthermore, IT is also widely leveraged to collect, analyse and manage biomedical and clinical research data that helps evaluate interventions in healthcare and underpins evidence-based practice (Embi and Payne, 2009). Additionally, as the fields of education and research have historically kept their core focus on theory instead of innovations, as a result some educators and researchers have been slower to develop technological knowledge and abilities, which means they cannot make the best use of electronic tools and applications in their respective roles (Barnard and Nash, 2005; Fetter, 2009). This has knock-on negative implications for patients, clinicians and students in every area of healthcare (Pravikoff et al., 2005; Mashiach Eizenberg, 2011). As technology underpins all three legs of the proverbial stool i.e. education, research and practice, nurses must be adequately trained in informatics O’Connor, S., Hubner, U., Shaw, T., Blake, R., & Ball, M. (2017). Time for TIGER to ROAR! Technology Informatics Guiding Education Reform. Nurse Education Today, 58, 78-81. https://doi-org.ezp.twu.edu/10.1016/j.nedt.2017.07.014 2. Informatics in nursing refers to the integration of information science, computer science, and nursing science to manage and communicate data, information, knowledge, and wisdom in nursing practice. It enhances decision-making, patient care, and nursing education by leveraging technology and data systems.The development and advancement in the use of technology in health care directly impact nursing, the nursing profession, and, obviously, nursing education. Nurses are the key personnel in introducing, implementing, and using technology in clinical practices, such as understanding and acting upon the results of patient-related sensors and monitoring equipment in addition to the effective use of electronic patient records (Nes et al.,2021). Technological literacy is defined as “the ability to effectively use technology to access, evaluate, integrate, create and communicate information to enhance the learning process through problem- solving and critical thinking” (Estes, 2017, p. 77). Nursing students need technological literacy in order to become proficient and competent and simultaneously to develop their capacity for critical thinking related to the use of technology in education and the profession (Raman, 2015). Nurse educators as well as practitioners and students will need to cultivate techniques for dealing with the enormous amount of new information, concepts, and skills related to technological development (Jamshidi et al., 2012). Nes, A. A. G., Steindal, S. A., Larsen, M. H., Heer, H. C., Lærum-Onsager, E., & Gjevjon, E. R. (2021). Technological literacy in nursing education: A scoping
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