Cin-Computers Informatics Nursing最新文献

Heart disease can lead to physical disability and mortality, ranking second among the top 10 causes of death according to the Ministry of Health and Welfare. This study aims to examine the impact of the interactive assessment application on patients' public health knowledge. In this study, a single-group pretest and posttest experimental design was adopted. Thirty-six hospitalized patients diagnosed with heart failure participated in the pretest and posttest assessments. The findings demonstrate that the developed application led to an increase in the number of recorded physiological measurements, effectively enabling patients to manage their blood pressure. The heart failure self-management application was observed to improve patients' understanding and awareness of heart failure disease, improving their self-management skills.

The concept of self-care is a foundational construct of individual health and wellness. Facilitated self-care is the next logical step in society's uptake of technology for previously high-touch clinical activities, such as patient education and frequent biometric data tracking. This retrospective study aimed to assess whether participation in a digital interactive care plan correlated with an increase in participants' perceived self-efficacy as measured by a change in the Shortened Perceived Medical Condition Self-management Scale score from baseline to end-of-care plan. We included adult patients who were enrolled in at least one of 15 different interactive care plans at our institution between October 21, 2021, and December 30, 2022. Among 3196 patients included, 48.7% of participants did not complete the Shortened Perceived Medical Condition Self-management Scale assessment at baseline, and 73.5% did not complete it at end-of-care plan. For those who completed both assessments (n = 848), 52.2% had no change in their reported self-efficacy on completion of care plan. Similar percentages of patients had increased and decreased scores (25.6% vs 21.9%). The low completion rates were not sufficient to answer the research questions and generalize results. They also underscore the importance of patient engagement for understanding health outcomes associated with implementation of digital health solutions.

Using human factors approaches such as usability and usefulness in the evaluation of computerized information systems is key to the successful adoption for end users. Usability is associated with measuring the ease of use of a system, whereas usefulness is concerned with the accuracy and currency of the system content. At the British Columbia College of Nurses and Midwives, the nurse practitioner peer review incorporates the use of an online platform as part of the assessment process. The technology within this system has experienced challenges since its original deployment in 2012, particularly from an end user perspective. As such, it was important to conduct an evaluation in order to clearly identify the issues and develop recommendations and requirements for enhancements and improvements. A recognized usability evaluation methodology was selected including usability inspection as well as usability testing to ensure a thorough and comprehensive approach to this work. This approach proved highly effective in uncovering system issues within the regulatory health professions domain. Overall, usability evaluation methods were integral to meeting the objectives of this article and in demonstrating the value of applying human factors approaches in this context.

This study aims to investigate healthcare students' intention to use virtual reality simulations. By using the Technology Acceptance Model, the research delves into the factors influencing students' acceptance and adoption of virtual reality simulations. Following a cross-sectional design, this article adheres to the STROBE Statement guidelines. The study included 632 undergraduate healthcare students from three universities in China. Data were collected through online questionnaires administered at three comprehensive universities in China between June 19, 2023, and January 15, 2024. Self-reported measurements were used, and hypotheses were analyzed using Amos software to construct a structural equation model. The study reveals positive correlations, indicating that habits are positively associated with perceived ease of use and perceived usefulness. Furthermore, system quality is positively correlated with perceived ease of use and perceived usefulness. Notably, perceived ease of use positively influences perceived usefulness, and both perceived ease of use and perceived usefulness are positively linked to intention to use. The findings suggest that educational institutions and educators should prioritize students' habits, platform system quality, perceived usefulness, and perceived ease of use to enhance healthcare students' intention to engage with virtual reality simulations.

A quasi-experimental one-group pretest-posttest research design was used in this study. For the purpose of the research, a computer-based and interactive virtual reality simulation for applying oral care on an unconscious patient was developed to be integrated into the existing nursing curriculum. It was concluded that the computer-based, interactive virtual reality simulation design developed for teaching oral care application on an unconscious patient had a high impact on education and the sense of presence. It was further determined that the virtual reality simulation, developed herein, improved the students' knowledge level on the subject (P < .05). It was concluded that the computer-based, interactive virtual reality simulation prepared for applying oral care on an unconscious patient is an effective and usable method in nursing education.

This study aimed to determine the relationship between nurses' levels of lifelong learning and their Web-based information search and interpretation strategies and digital literacy. This descriptive correlational study was conducted at a training and research hospital in Istanbul province. Data were obtained from 302 nurses who consented to participate in the study between April 17 and June 23, 2023. The data were collected using a questionnaire, the Lifelong Learning Scale, the Digital Literacy Scale, and the Web-Based Information Search and Interpretation Strategies Scale. The mean age of the nurses was 31.52 ± 7.4 years. A positive correlation was found between nurses' lifelong learning levels and digital literacy levels. In addition, nurses' lifelong learning levels positively affect Web-based information search and interpretation strategies. It was determined that the mean scores of the subdimensions of the Scale of Information Search and Interpretation Strategies in the Web Environment were high. Nurses with an average age of 31 years and above have a high level of lifelong learning and level of digital literacy. Nurses' willingness to learn throughout their lives has positively affected their digital literacy levels. Nurses use different sources and professional Web sites more frequently when seeking information than other strategies.

The flipped classroom method to be used in the nursing informatics course can increase nursing students' engagement and learning outcomes. This study aimed to evaluate the effect of flipped classroom education on nursing students' readiness for the flipped classroom model of education, as well as the usability of the flipped classroom and how this model impacts the level of students' knowledge in a nurse informatics course. The nursing students received 6 weeks of classic education and 6 weeks of flipped classroom education in the nursing informatics course. A personal information form, the System Usability Scale, and the Flipped Learning Readiness Scale were used. The study was conducted with 84 students; the students were at an average age of 21.26 years with an average background of 7 years of using technology. An increase in the students' technology self-efficacy and readiness was observed after the implementation of the flipped classrooms. Students who received flipped classroom education rated system usability and technology self-efficacy more positively. The students' engagement in the course had a positive effect on their readiness scores. It was discovered that the factors influencing student achievement include motivation, engagement in the course, and home Internet connection. Flipped classrooms can be used to increase students' ability to use technology both in courses and in hospital clinics.

Physical assessment of obese patients is an essential clinical skill for identifying the numerous health problems of obese patients and monitoring treatment effectiveness. Use of simulation mannequins facilitates teaching and learning of physical assessment. Available bariatric simulation mannequins have poor functional design, unrealistic appearance, and limited assessment functions. We developed a bariatric mannequin simulation system and an associated education curriculum of seven case scenario and debriefing exercises focused on health problems experienced by individuals who are obese. An innovation of our mannequin is inclusion of programmable electronics that can be used with clinical tools that receive the electronic signals; together they provide ability to assess normal and abnormal signs of a wide variety of health problems. Ten nursing faculty and 51 nursing and medical students at a Midwestern university evaluated the features and satisfaction of a prototype bariatric mannequin in separate simulation sessions using Likert-scale questionnaires. Results showed that the majority of faculty (60%) and student participants (70%+) agreed/highly agreed that the bariatric mannequin was innovative, engaging, user-friendly, useful, and likely effective for teaching or learning. Satisfaction ratings of both groups were similar. Feedback from participants was incorporated into a final refined product that improved its realistic appearance.

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.