| dc.contributor.author |
Lattuca, Maggie |
|
| dc.contributor.author |
Maratta, Diane |
|
| dc.contributor.author |
Beffert, Ute |
|
| dc.contributor.author |
Chevrier, Annie |
|
| dc.contributor.author |
Winer, Laura |
|
| dc.date.accessioned |
2023-12-18T15:44:10Z |
|
| dc.date.available |
2023-12-18T15:44:10Z |
|
| dc.date.issued |
2023 |
|
| dc.identifier.issn |
2368-6669 |
fr |
| dc.identifier.uri |
https://doi.org/10.17483/2368-6669.1408 |
fr |
| dc.identifier.uri |
https://eduq.info/xmlui/handle/11515/39051 |
|
| dc.description |
Comprend des références bibliographiques et webographiques |
fr |
| dc.description.abstract |
"Artificial Intelligence Health Technologies (AIHT) are taking their place in the practice of nursing. However, the curricula have not evolved to include competencies required of nursing graduates to incorporate their impact on theory and practice. This project was born of an identified need by nurse educators to articulate new competencies grounded in the literature and expert knowledge. Based on extensive literature reviews and an iterative process of expert validation, this paper provides recommendations for five new competencies that will be needed for nurses to use AIHT responsibly, ethically, and intelligently in the best interests of patient care. The methodology started with a literature review, then expert validation, leading to the development of the proposed competency framework, and finally validation with experts in Artificial Intelligence (AI) and healthcare. The first two competencies proposed address the underlying theory needed for effective practice: 1) Students will be able to apply knowledge of informatics and digital health technology to the practice of nursing, and 2) Students will be able to apply their knowledge of AIHT and their inherent benefits and limitations. The subsequent three competencies address application in practice: 3) Students will be able to use AIHT safely and effectively within their nursing practice, 4) Students will be able to participate in the development of AIHT guidelines considering ethical, social, and legal implications, and 5) Students will be able to engage in the development of AIHT training to support continuing nurse education. Clear statements, achievement contexts, elements, and performance criteria are provided for all levels of post-secondary education in Quebec including RN, BScN, and graduate-level programs. The proposed framework would also be of interest to nurse educators across Canada and internationally." -- QANE-AFI |
fr |
| dc.format.extent |
1 fichier PDF |
fr |
| dc.format.medium |
Ressource électronique |
fr |
| dc.language.iso |
eng |
fr |
| dc.publisher |
Canadian Association of Schools of Nursing (CASN) |
fr |
| dc.publisher |
John Abbott College |
|
| dc.publisher |
Université de McGill |
fr |
| dc.relation.ispartof |
Quality Advancement in Nursing Education (QANE) / Avancées en formation infirmière (AFI) Vol. 9, no 3, 2023 |
fr |
| dc.subject |
Soins infirmiers |
fr |
| dc.subject |
Intelligence artificielle |
fr |
| dc.subject |
Compétence |
fr |
| dc.subject |
Relations humaines |
fr |
| dc.subject |
Technologie |
fr |
| dc.subject |
Adaptation professionnelle |
fr |
| dc.title |
Healthcare AI : a revised Quebec framework for nursing education |
fr |
| dc.type |
Article de périodique |
fr |
| dc.rights.license |
CC BY-NC-ND 4.0 |
|
