Cin-Computers Informatics Nursing最新文献

Dashboards display hospital quality and patient safety measures aimed to improve patient outcomes. Although literature establishes dashboards aid quality and performance improvement initiatives, research is limited from the frontline nurse manager's perspective. This study characterizes factors influencing hospital nurse managers' use of dashboards for unit-level quality and performance improvement with suggestions for dashboard design. Using a descriptive qualitative design, semistructured interviews were conducted with 11 hospital nurse managers from a health system in the Midwestern United States. Thematic analysis was used to describe four perceived factors influencing dashboard use: external, data, technology features, and personal. External factors included regulatory standards, professional standards of care, organizational expectations, and organizational resources. Data factors included dashboard data quality and usefulness. Technology features included preference for simple, interactive, and customizable visual displays. Personal factors included inherent nurse manager qualities and knowledge. Guidelines for dashboard design involve display of required relevant quality measures that are accurate, timely, useful, and usable. Future research should involve hospital nurse managers in user-centered design to ensure dashboards are favorable for use. Further, opportunities exist for nurse manager informatics training and education on dashboard use in preparation for their role and responsibilities in unit-level quality and performance improvement.

The use of technology in healthcare and healthcare education settings has increased rapidly across the United States and accelerated due to the COVID-19 pandemic. However, perceptions of new technologies in clinical nursing and nursing education are not well understood. Yet, understanding perceptions of registered nurses and nursing students toward advanced technology and artificial intelligence in clinical care and education is crucial if we are to implement these care delivery and educational innovations. This literature review investigates existing literature on registered nurses' and nursing students' attitudes toward advanced technology and artificial intelligence in nursing, including nursing education. Ten peer-reviewed studies published between 2017 and 2022 were reviewed. Findings revealed positive perceptions, such as improved patient care, efficiency, and reduced human error, but also concerns about job displacement, loss of human touch, and ethical/legal issues. Challenges in implementation, adequate training in technologies, and how technologies may reduce the human connection aspect of nursing care were identified. By recognizing the attitudes and perceptions of registered nurses and nursing students toward these advanced technologies, we can better ensure that it is ethically, effectively, and responsibly integrated into nursing practice and education.

Critical care nurses, who are at the frontline of recognizing and answering alarms, face various challenges while undertaking this task. The purpose of this qualitative study is to gain more insight into the experiences of critical care nurses working with medical equipment alarms. A qualitative, descriptive design was used to explore this area. Fifteen critical care nurses, recruited using purposive sampling, participated in semistructured interviews. These were recorded and coded, and data were analyzed using content analysis. Four themes and fifteen related subthemes emerged, including: (1) emotional experience (sub: anxiety/dysphoria, helplessness, worry, ambivalence); (2) physical symptoms (sub: hearing disorder, sleep disturbances, exhaustion, inattention); (3) new challenges (sub: multiple nursing roles, inconsistent practice guidelines, unsatisfactory human-machine interaction, nurse attribute); and (4) coping strategies (sub: positive alarm culture, effective teamwork, development of technology). Healthcare administrators should focus not only on the nurses themselves, but also on objective factors such as organization and technology, which contribute to the empowerment of ICU nurses and can encourage them to participate in clinical alarm management.

The aim of this study was to determine the effect of real-time videos with smart glasses on the performance of cardiopulmonary resuscitation performed by nursing students. In this randomized controlled pilot study, the students were randomly assigned to the smart glass group (n = 12) or control group (n = 8). Each student's cardiopulmonary resuscitation performance was evaluated by determining sequential steps in the American Heart Association algorithm they applied and the accuracy and time of each step. A higher number of participants correctly checked response breathing, requested a defibrillator, activated the emergency response team, and provided appropriate chest compressions and breaths in the smart glass group than the control group. There were significant differences between groups. Furthermore, more participants significantly corrected chest compression rate and depth and hand location, used a defibrillator, and sustained cardiopulmonary resuscitation until the emergency response team arrived in the smart glass group than in the control group. Additionally, a significantly shorter time was observed in the smart glass group than in the control group in all variables except time to activate the emergency response team (P < .05). Remote expert assistance with smart glass technology during cardiopulmonary resuscitation is promising. Smart glass led to a significantly better ABC (airway, breathing, circulation) approach, chest compression depth and rate, and hand position. Furthermore, remote expert assistance with smart glass has the potential to improve overall resuscitation performance because it enabled students to initiate resuscitation, use a defibrillator, and defibrillate patients earlier. Nurses may benefit from smart glass technology in real life to provide effective cardiopulmonary resuscitation.

Postoperative gastric cancer patients have many questions about managing their daily lives with various symptoms and discomfort. This study aimed to develop a knowledge-based question answering (QA) chatbot for their self-management and to evaluate the user experience and performance of the chatbot. To support the chatbot's natural language processing, we analyzed QA texts from an online self-help group, clinical guidelines, and refined frequently asked questions related to gastric cancer. We developed a named entity classification with seven superconcepts, 4544 subconcepts, and 1415 synonyms. We also developed a knowledge base by linking the users' classified question intents with the experts' answers and knowledge resources, including 677 question intents and scripts with standard QA pairs and similar question phrases. A chatbot called "GastricFAQ" was built, reflecting the question topics of the named entity classification and QA pairs of the knowledge base. User experience evaluation (N = 56) revealed the highest mean score for usefulness (4.41/5.00), with all other items rated 4.00 or higher, except desirability (3.85/5.00). The chatbot's accuracy, precision, recall, and F score ratings were 85.2%, 87.6%, 96.8%, and 92.0%, respectively, with immediate answers. GastricFAQ could be provided as one option to obtain immediate information with relatively high accuracy for postoperative gastric cancer patients.

This study, conducted using the descriptive-correlational model, aims to evaluate the content, reliability, and quality of insulin pen injection videos on YouTube. The video-sharing platform YouTube was searched with the keyword "insulin pen injection." Of the 101 relevant videos, 49 were included in the study. Video contents were evaluated independently by the "Insulin Pen Injection Guide Form," their reliability by the "DISCERN Questionnaire," and their quality by the "Global Quality Scale." Of the 49 videos that met the inclusion criteria, 55.1% contained useful information, and 44.8% contained misleading information. The videos that were found to be useful were longer and had higher DISCERN and content scores. A statistically significant positive correlation was determined between the videos' DISCERN and content scores ( r = 0.772, P < .001). More than half of the insulin pen injection videos available on YouTube are helpful, but the number of misleading videos is close to the helpful ones. Thus, it may be recommended that the insulin pen injection videos be evaluated by experts in line with evidence-based guidelines before sharing them on YouTube.

For nurse leaders to excel in leadership roles in the clinical world of informatics, a comprehensive understanding of nursing informatics as translated within the broader scope of health informatics including clinical informatics and business intelligence is necessary. The translation of nursing informatics in the comprehensive scope of health informatics is not consistently taught in graduate nursing leadership curricula. Collaboratively, from an interprofessional education stance, a graduate nurse informatics course was re-visioned using translational pedagogy: the idea of teaching related concepts by translating each and vice versa. Specifically, we translated nursing informatics amid health informatics concepts including business intelligence. Leadership students in the re-visioned course experienced the ability to visualize, conceptualize, and understand how work in information systems impacts broader aspects of clinical and business decision-making. Looking at nursing informatics through the lens of health informatics will develop students' ability to visualize, conceptualize, and understand how work in information systems has an impact on the broader aspects of clinical decision-making and support. Further, this paradigm shift will enhance students' ability to utilize information systems in leadership decision-making as future knowledge workers.

This study aimed to develop a virtual experiential application for respiratory patient care and evaluate its impact on nursing students' knowledge, self-efficacy, clinical practice anxiety, and performance confidence. This application with gamification elements was developed following a structured approach encompassing assessment, design, development, implementation, and evaluation. The experimental group consisted of 21 third-year university students who engaged with the application multiple times a day for 1 week; the control group, comprising 21 students, received traditional prelearning. Data were collected 1 week before and immediately before the clinical practice commencement, from March 7 to 24, 2023, using an online survey. Nursing knowledge, self-efficacy, clinical practice anxiety, and performance confidence were evaluated. Significant improvements were observed in the experimental group's knowledge of respiratory patient care, self-efficacy, clinical practice anxiety, and performance confidence. The application proved to be an effective learning resource and assisted students in implementing the nursing process to enhance patient conditions; it highlighted nursing educators' necessity in developing and evaluating educational content. The developed application was effective in enhancing student nurses' competence and confidence, affecting nursing education and patient care.

Nurses and clinicians require knowledge and training of their facilities' code blue response cart to manage emergency scenarios. However, the nurses who access the carts change frequently through turnover and role changes. An augmented reality training solution was built for mobile devices, but encountered distribution and access challenges. This study evaluated the conversion of the mobile application to a desktop-based version deployed via a learning management system. Eight hundred fifty clinicians were assigned the interactive learning product, which collected anonymous usage data and an optional feedback survey within the module. Of 850 assigned users, 468 completed the module, and 338 completed the feedback survey. Respondents indicated a positive difference of 25.3% in retrospective pre/post confidence and an appreciation for the features of the product. Performance measured by decreasing total item search time appeared to level off after three plays. The format transition was successful, allowing the same widespread distribution as the mobile versions of [X]. Feedback gathered will drive improvements in the module.