Table 3 Domains of competence and associated learning outcomes for undergraduate healthcare students
From: Using electronic patient records: defining learning outcomes for undergraduate education
Domain of competence | Learning outcome | |
|---|---|---|
 1. Digital HealthWork as a practitioner in the digital healthcare environment. | 1.1 | Outline the risks and benefits of digitisation of patient records for patients and their carers and healthcare staff. |
1.2 | Describe EPR technology in different sectors of care*. | |
1.3 | Explain potential limitations of EPR systems and how these may impact on care. | |
1.4 | Explain how EPRs can facilitate workflow and the prioritisation and coordination of care within the multi-disciplinary team. | |
1.5 | Explain the importance of information governance and data protection in the context of EPRs†. | |
1.6 | Outline own responsibilities in responding to clinical decision support software*. | |
1.7 | Maintain accountability for your own actions in the digital environment. | |
 2. Accessing Data:Access and interpret patient data to inform clinical decision-making. | 2.1 | Access electronic data within a healthcare setting and at the interface of care. |
2.2 | Plan and review clinical care and make decisions with reference to electronic data accessed within the EPR. | |
2.3 | Assess accuracy of data and identify gaps to determine completeness of documentation. | |
2.4 | Demonstrate respect of patient consent, privacy and confidentiality when accessing data. | |
2.5 | Demonstrate awareness of professional responsibilities with respect to protecting appropriate access to data. | |
 3. Communication: Communicate effectively with healthcare professionals and patients in the digital environment. | 3.1 | Apply appropriate digital terminology when documenting within the EPR. |
3.2 | Document information relating to the management of patients. | |
3.3 | Document information for patients and their carers relating to their management. | |
3.4 | Communicate effectively with other healthcare professionals in the electronic environment. | |
3.5 | Communicate requests for tests and investigations with or to the appropriate recipient. | |
3.6 | Communicate with the appropriate person(s) when care needs escalating. | |
3.7 | Communicate effectively at the interface of care. | |
3.8 | Maintain patient engagement when using the EPR system. | |
 4. Generating data:Generate data for and about patients within the EPR. | 4.1 | Account for the necessity of the data you generate. |
4.2 | Demonstrate respect of patient consent, privacy and confidentiality when generating data. | |
4.3 | Generate data that is necessary and complete. | |
4.4 | Review, manage and document treatment plans. | |
4.5 | Document the prescribing, dispensing or administration of medicines for patients within the duties of your profession, according to legal and good practice requirements†. | |
 5. Multidisciplinary working:Work with healthcare professionals with and alongside EPRs. | 5.1 | Demonstrate respect for professional identity, roles and requirements from the system when working with other healthcare professionals. |
5.2 | Demonstrate effective coordination of care within and across healthcare teams. | |
5.3 | Demonstrate shared decision-making with other healthcare professionals in the context of the EPR. | |
 6. Monitoring and audit: Monitor and improve the quality and safety of healthcare. | 6.1 | Use patient and prescription data to support monitoring and audit for quality improvement. |
6.2 | Escalate and report concerns about the function or capability of the EPR system identified through monitoring. | |
6.3 | Document adverse drug reactions and report these using the EPR as necessary. | |
6.4 | Respect research ethics in the use of data captured from the EPR. | |