Background: Modernisation in the healthcare landscape has seen the spread of the integration of health information technology to replace paper -based systems with Electronic Medical Record (EMR) systems. Although this technology has become accessible in most healthcare settings globally, its adoption into nursing school curricula as a teaching tool and learning strategy is slow. Universities are now faced with a number of challenges to ensure nursing and midwifery students are well-equipped to use this new technology upon graduation and to determine how best to integrate this new technology into undergraduate health education curricula. Objective: The purpose of this study was to develop an Interactive Simulated Electronic Medical Record (ISEMR) as a learning tool and assess students' acceptability and intention to use the tool in their nursing education. Methods: A quantitative descriptive study was conducted in the cohort of second -year undergraduate nursing students enrolled in a clinical course in a Bachelor of Nursing program in Australia. This study was guided by the Technology Acceptance Model (TAM). Data were collected over one semester using a validated questionnaire to measure the students' perceived ease of use, perceived usefulness (PU), intention to use, and acceptability. Results: Of the 530 students enrolled in the course, 433 (82%) participated in the study. In accordance with the TAM, the findings showed that PU of the ISEMR in providing learning and experience for the future was significant in determining students' intention to use it. Students who perceived the ISEMR easy to use were more likely to perceive usefulness. Conclusion: Integrating the EMR into the nursing curriculum will be beneficial in providing undergraduate nursing students with the opportunity to enhance critical thinking, improve documentation, and enhance understanding and nursing skill. The findings from this study will drive learning and teaching approaches that will lead to growth in capability with health information technology. (c) 2024 Australian College of Nursing Ltd. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

BACKGROUND:The Australian Nursing and Midwifery Accreditation Council mandates the teaching of cultural safety in Bachelor of Nursing and Midwifery programs in Australia. However nursing and midwifery academics may lack the awareness and knowledge required to share and develop cultural safety practices with their students. Specific cultural safety professional development for academics may be needed.OBJECTIVES:This research explores how nursing and midwifery academics at an Australian university understand cultural safety and whether they are equipped to embed it in the curriculum. It also examines whether professional development workshops can support academics to prepare for cultural safety.METHODS:An intervention involving three cultural safety professional development workshops was offered to nursing academics at an Australian university. The authors used qualitative surveys to consider whether the workshops deepened participants' understanding of cultural safety and developed the self-reflection required to embed cultural safety in teaching.RESULTS:The workshops contributed to participants' improved understandings of culture, colonisation, white privilege and the need for self-reflection, but not all participants developed a working knowledge of cultural safety practice.CONCLUSION:Professional development workshops can assist nursing and midwifery academics to develop their knowledge of cultural safety, but detailed, contextual understanding is likely to need more than three sessions. Academics' motivations to include cultural safety in their teaching may be linked to their desire for patient-driven and equitable services and a desire to meet accreditation requirements.