Presentation
The Role of Interactive Videos in EMR Education: Pilot Study of a Novel Simulated EMR for Non-Teaching Hospital Institutions
DescriptionIntroduction:
Medication administration remains one of the most frequent and high-risk tasks in nursing practice. Despite widespread use of electronic medical records (EMRs) and barcode medication administration (BCMA), these tools remain underexplored in nursing education. Limited exposure contributes to gaps in workflow fluency, patient safety practices, and technology readiness among novice nurses. Accordingly, simulation-based training provides a safe, immersive method for bridging this gap by integrating digital tools into realistic clinical environments. Globally, the World Health Organization identified medication safety as a top patient safety challenge due to persistent rates of errors and its associated costs (Donaldson et al., 2017). Incorporating digital health technologies in simulation has enhanced engagement, skill retention, and safety practices among students (Alharbi et al., 2024). Furthermore, preparing nurses for technology-driven care environments aligns with recommendations for future-ready curricula that emphasize usability, clinical decision-making, and patient-centered technology adoption (Cant & Cooper, 2017; Risling, 2017). In order to implement a simulated electronic medical record, users must be trained to use the software. A highly successful training regime is critical for simulation technologies because it maximizes the quality of simulated practice. This study evaluates the effectiveness of a video-style training for teaching individuals how to use and navigate a novel training electronic medical record (SimEMR©). The objectives were to examine the engagement, familiarity, and impact of the training structure on clinicians and non-clinicians.
Methods:
This study was approved by the Institutional Review Board (Expedited IRB #2024-1521). A total of 37 participants took part in the study. 22 non-clinicians and 15 clinicians completed a video-style training experiment. Sticky by Tobii was used for the design of an experiment to test the effectiveness of the SimEMR training. The training consisted of an interactive six-part video tutorial introducing SimEMR’s core functionalities (AOIs), including chart review, flowsheet documentation, orders, results, and medication administration with barcode scanning. Each portion of the tutorial began with an informational video followed by a multiple-choice prompt regarding the video’s content. Participants were instructed to maintain their gaze on the videos and then respond to the prompts. During the video portion, Sticky software utilized a laptop webcam to track and analyze the gaze of each participant. Participant data was organized into two groups, clinician data and non-clinician data, to assess differences between them. Statistical insights from the accuracy of participant responses, engagement, and recognition of SimEMR’s core functionalities determined the effectiveness of the training.
Results:
Clinician vs. non-clinician data was analysed using Minitab® Statistical Software. A T-Test revealed a significant difference (p<0.001) between the number of clinicians vs. non-clinicians fixating on video tutorial AOIs. A mean of ~19 non-clinicians fixated on each AOI compared to a mean of ~12 clinicians fixating on each AOI. Another T-Test presented differences between non-clinician (μ=52) and clinician (μ=37) engagement present (p<0.001) in the mean number of fixations returning to any particular AOI. A variance test between both groups for the number of fixations returning to any particular AOI suggests (p=0.03) that clinicians deviated from the mean number of returning fixations less than non-clinicians. The mean time each group spent viewing the training is evidently (p=0.230) similar. The mean percent of AOIs (clinicians: μ=91.1% non-clinicians: μ=91.6%) seen by each group spent viewing each AOI is evidently (p=0.865) similar as well.
A T-Test comparing the mean correct survey answers (clinicians: μ=88.9% non-clinicians: μ=87.6%) of each group showed that there was no significant difference (p=0.798) between the clinicians and non-clinicians. A variance test also showed (p=0.455) that there was similar deviation from the mean number of correct responses for each question by both groups.
Discussion:
Significantly more non-clinicians fixated on AOIs during the training showing a higher level of engagement from individuals who are unfamiliar with EMRs. Unfamiliarity of non-clinicians with EMRs was demonstrated since their mean number of fixations returning to each AOI was significantly higher than that of clinicians. The variance test between both groups for the number of fixations returning to any particular AOI suggests that clinicians navigated the training more consistently than non-clinicians.
Non-clinicians were able to achieve results rivaling the high performance of clinicians despite being more unfamiliar and less consistent when introduced to the structure and function of SimEMR©. Further analysis in the current study is needed to progress understanding the effectiveness of the training format in a simulation setting. These results emphasize the potential effectiveness and efficiency of the SimEMR© training format for the non-clinician target group.
References:
Donaldson, Liam J., et al. ‘Medication Without Harm: WHO’s Third Global Patient Safety Challenge’. The Lancet, vol. 389, no. 10080, Elsevier, Apr. 2017, pp. 1680–1681, https://doi.org/10.1016/S0140-6736(17)31047-4.
Alharbi, Ali et al. “The effectiveness of simulation-based learning (SBL) on students' knowledge and skills in nursing programs: a systematic review.” BMC medical education vol. 24,1 1099. 7 Oct. 2024, doi:10.1186/s12909-024-06080-z
Cant, Robyn P, and Simon J Cooper. “Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review.” Nurse education today vol. 49 (2017): 63-71. doi:10.1016/j.nedt.2016.11.015
Risling, Tracie. “Educating the nurses of 2025: Technology trends of the next decade.” Nurse education in practice vol. 22 (2017): 89-92. doi:10.1016/j.nepr.2016.12.007
Medication administration remains one of the most frequent and high-risk tasks in nursing practice. Despite widespread use of electronic medical records (EMRs) and barcode medication administration (BCMA), these tools remain underexplored in nursing education. Limited exposure contributes to gaps in workflow fluency, patient safety practices, and technology readiness among novice nurses. Accordingly, simulation-based training provides a safe, immersive method for bridging this gap by integrating digital tools into realistic clinical environments. Globally, the World Health Organization identified medication safety as a top patient safety challenge due to persistent rates of errors and its associated costs (Donaldson et al., 2017). Incorporating digital health technologies in simulation has enhanced engagement, skill retention, and safety practices among students (Alharbi et al., 2024). Furthermore, preparing nurses for technology-driven care environments aligns with recommendations for future-ready curricula that emphasize usability, clinical decision-making, and patient-centered technology adoption (Cant & Cooper, 2017; Risling, 2017). In order to implement a simulated electronic medical record, users must be trained to use the software. A highly successful training regime is critical for simulation technologies because it maximizes the quality of simulated practice. This study evaluates the effectiveness of a video-style training for teaching individuals how to use and navigate a novel training electronic medical record (SimEMR©). The objectives were to examine the engagement, familiarity, and impact of the training structure on clinicians and non-clinicians.
Methods:
This study was approved by the Institutional Review Board (Expedited IRB #2024-1521). A total of 37 participants took part in the study. 22 non-clinicians and 15 clinicians completed a video-style training experiment. Sticky by Tobii was used for the design of an experiment to test the effectiveness of the SimEMR training. The training consisted of an interactive six-part video tutorial introducing SimEMR’s core functionalities (AOIs), including chart review, flowsheet documentation, orders, results, and medication administration with barcode scanning. Each portion of the tutorial began with an informational video followed by a multiple-choice prompt regarding the video’s content. Participants were instructed to maintain their gaze on the videos and then respond to the prompts. During the video portion, Sticky software utilized a laptop webcam to track and analyze the gaze of each participant. Participant data was organized into two groups, clinician data and non-clinician data, to assess differences between them. Statistical insights from the accuracy of participant responses, engagement, and recognition of SimEMR’s core functionalities determined the effectiveness of the training.
Results:
Clinician vs. non-clinician data was analysed using Minitab® Statistical Software. A T-Test revealed a significant difference (p<0.001) between the number of clinicians vs. non-clinicians fixating on video tutorial AOIs. A mean of ~19 non-clinicians fixated on each AOI compared to a mean of ~12 clinicians fixating on each AOI. Another T-Test presented differences between non-clinician (μ=52) and clinician (μ=37) engagement present (p<0.001) in the mean number of fixations returning to any particular AOI. A variance test between both groups for the number of fixations returning to any particular AOI suggests (p=0.03) that clinicians deviated from the mean number of returning fixations less than non-clinicians. The mean time each group spent viewing the training is evidently (p=0.230) similar. The mean percent of AOIs (clinicians: μ=91.1% non-clinicians: μ=91.6%) seen by each group spent viewing each AOI is evidently (p=0.865) similar as well.
A T-Test comparing the mean correct survey answers (clinicians: μ=88.9% non-clinicians: μ=87.6%) of each group showed that there was no significant difference (p=0.798) between the clinicians and non-clinicians. A variance test also showed (p=0.455) that there was similar deviation from the mean number of correct responses for each question by both groups.
Discussion:
Significantly more non-clinicians fixated on AOIs during the training showing a higher level of engagement from individuals who are unfamiliar with EMRs. Unfamiliarity of non-clinicians with EMRs was demonstrated since their mean number of fixations returning to each AOI was significantly higher than that of clinicians. The variance test between both groups for the number of fixations returning to any particular AOI suggests that clinicians navigated the training more consistently than non-clinicians.
Non-clinicians were able to achieve results rivaling the high performance of clinicians despite being more unfamiliar and less consistent when introduced to the structure and function of SimEMR©. Further analysis in the current study is needed to progress understanding the effectiveness of the training format in a simulation setting. These results emphasize the potential effectiveness and efficiency of the SimEMR© training format for the non-clinician target group.
References:
Donaldson, Liam J., et al. ‘Medication Without Harm: WHO’s Third Global Patient Safety Challenge’. The Lancet, vol. 389, no. 10080, Elsevier, Apr. 2017, pp. 1680–1681, https://doi.org/10.1016/S0140-6736(17)31047-4.
Alharbi, Ali et al. “The effectiveness of simulation-based learning (SBL) on students' knowledge and skills in nursing programs: a systematic review.” BMC medical education vol. 24,1 1099. 7 Oct. 2024, doi:10.1186/s12909-024-06080-z
Cant, Robyn P, and Simon J Cooper. “Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review.” Nurse education today vol. 49 (2017): 63-71. doi:10.1016/j.nedt.2016.11.015
Risling, Tracie. “Educating the nurses of 2025: Technology trends of the next decade.” Nurse education in practice vol. 22 (2017): 89-92. doi:10.1016/j.nepr.2016.12.007
Authors
Freshman Research Scholar
Event Type
Oral Presentations
TimeTuesday, March 248:52am - 9:15am EDT
LocationMorgan
Simulation and Education