Identifying Biomedical and Health Informatics Competencies in Higher Education Curricula.

This study describes the knowledge, skills and competencies found in bachelor's degree curricula for health and social care, engineering and business. The International Medical Informatics Association (IMIA) biomedicine and health information (BMHI) management recommendations was used as a framework to analyse bachelor's degree curricula (n=14). The results showed that the curricula contained a variety of subjects related to competencies in the IMIA's BMHI.

Developing Digital Health and Welfare Services in an International Multidisciplinary Student Team.

The rapid growth of digital health and welfare services demands new competences for health and social care, information technology, and business professionals. This study aims to describe the competences that students have before their studies and those they expect to gain from the study module "Developing Digital Health and Welfare Services" in multiprofessional groups during their bachelor studies. This study reports open-ended questions about students' knowledge concerning digital health prior to the study units.

Evidence of clinical competence by simulation, a hermeneutical observational study.

Making the transition from theory to practise easier in nursing education through simulation is widely implemented all over the world, and there is research evidence of the positive effects of simulation. The pre-understanding for this study is based on a definition of clinical competence as encountering, knowing, performing, maturing and developing, and the hypothesis is that these categories should appear in simulated situations. The aim of the study was to explore the forms and expressions of clinical competence in simulated situations and furthermore to explore if and how clinical competence could be developed by simulation.

Evaluating clinical competence during nursing education: A comprehensive integrative literature review.

This paper explored concepts, definitions and theoretical perspectives evaluating clinical competence during nursing education. The questions were: (i) How is clinical competence evaluated? and (ii) What is evaluated? An integrative review of 19 original research articles from 2009 to 2013 was performed. Results showed that evaluation tools were used in 14, observations in 2 and reflecting writing in 3 studies.

Taking part in Nordic collaboration; nursing students' experiences and perceptions from a learning perspective: A qualitative study.

Background: Nordic networking of different kinds has a long tradition aiming to increase collaboration and understanding between citizens in different countries. Cultural competence in relation to health care and nursing is important for clinical nurses and is a central issue in nurse education.

Objective: To gain an understanding of what nurse students experienced and learned during an intensive course in diabetes together with students and nurse educators from Denmark, Finland, Iceland, Norway, Sweden and the Faroe Islands.

Evidence of clinical competence.

This cross-sectional research used a qualitative questionnaire to explore clinical competence in nursing. The aim was to look for evidence of how clinical competence showed itself in practice. In the research, the views from both education and working life are combined to broadly explore and describe clinical competence from the perspective of students, clinical preceptors and teachers.