Design, Implementation, and Preliminary Evaluation of an Undergraduate Nursing Informatics Literacy Course Based on the ADDIE Model: A Single-Arm Mixed-Methods Study.
Background/Objectives: Nursing informatics competency is critical for nursing students entering clinical practice in the digital era. Current undergraduate nursing informatics courses prioritize theoretical instruction but lack sufficient integration with clinical applications, which restricts the d...
| Publicado en: | Nursing Reports Vol. 16; no. 5; pp. 151 - 171 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
MDPI
May2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194118479&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194118479 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: May2026 vid: 16 iid: 5 pid: 97109 pub: MDPI artinfo: ui: 194118479 194118479 194118479 10.3390/nursrep16050151 194118479 ppf: 151 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Design, Implementation, and Preliminary Evaluation of an Undergraduate Nursing Informatics Literacy Course Based on the ADDIE Model: A Single-Arm Mixed-Methods Study. aug: au: Zou, Huina Wu, Linjing Li, Kaixin Chang, Polun Chen, Yuan affil: Xiamen Cardiovascular Hospital, Xiamen University, Xiamen 361000, China sug: subj: Education, Nursing, Baccalaureate Students, Nursing, Baccalaureate Students, Undergraduate Nursing Informatics Education Curriculum Development Course Evaluation Program Implementation Student Experiences Evaluation Models, Educational Human Male Female Young Adult China Multimethod Studies Pretest-Posttest Design Comparative Studies Academic Medical Centers Hospitals, Public Semi-Structured Interview Purposive Sample Descriptive Statistics Paired T-Tests Thematic Analysis Scales Funding Source Skill Acquisition Nursing Skills Student Satisfaction Diffusion of Innovation Computer Literacy Confidence Clinical Competence Competency Assessment Information Literacy Self-Efficacy Male Female ab: Background/Objectives: Nursing informatics competency is critical for nursing students entering clinical practice in the digital era. Current undergraduate nursing informatics courses prioritize theoretical instruction but lack sufficient integration with clinical applications, which restricts the depth of content delivery. This study aimed to design, implement, and conduct a preliminary evaluation of an undergraduate nursing informatics literacy course. Methods: This was a single-arm mixed-methods study. We implemented five sequential steps aligned with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model: (1) needs assessment, (2) design of a systematic, progressive course spanning theoretical foundation, technical skills, and clinical application; (3) development of teaching materials and environment; (4) implementation through nine weekly 90 min sessions incorporating teach–practice–feedback; and (5) evaluation via a customized questionnaire and nursing informatics system project reports. Quantitative data were analyzed using the mean, standard deviation, and paired t tests; qualitative data were collected through post-course semi-structured interviews. Results: A total of 120 participants were enrolled from a provincial public medical school, of which 119 (99.2%) completed the course. Statistically significant pre–post improvements were observed in participants' nursing informatics competencies, informatics literacy self-efficacy, and innovative behavior after course completion (p < 0.001). Participants completed 12 group projects, which received two C grades, nine B grades, and one A grade. Overall course satisfaction averaged 89.03 ± 14.62. Qualitative interviews yielded three themes: (a) cognitive reconstruction and improvement in the ability to apply nursing informatics competencies, (b) dilemmas and breakthroughs in the integration of technology and knowledge in nursing informatics design, and (c) optimization direction of course content, design, and evaluation. Conclusions: An ADDIE-based nursing informatics literacy course may be associated with improvements in nursing informatics competencies, informatics literacy self-efficacy, and innovative behavior among nursing undergraduates. This study provides preliminary evidence supporting the feasibility and potential educational value of such a curriculum. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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