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Zhang J, Liu X, Huang J, Huang S, Zhang Z. Research Trends of Specialty Nurse Training from 2003 to 2023: A Bibliometric Analysis via CiteSpace. J Multidiscip Healthc 2024; 17:4839-4850. [PMID: 39464785 PMCID: PMC11512774 DOI: 10.2147/jmdh.s490597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2024] [Accepted: 10/15/2024] [Indexed: 10/29/2024] Open
Abstract
Objective To analyze research trends, frontiers, and hot topics in specialty nurse training over the past 20 years, and provide a reference for researchers to understand the current research landscape in this field. Methods Studies from the core collection of Web of Science were used. Furthermore, CiteSpace 6.3 R3 was utilized to analyze information on country, institution, authors, keywords and burst words. Results A total of 296 articles were included in the analysis. The United States had the highest number of articles, and there was limited cooperation between authors and institutions. The research hotspots in this field included "clinical education models for specialist nurses", "APN role training", and "interprofessional education". Conclusion The future research trend is to explore the effective integration of training models suitable for different regions and cultural backgrounds and cross-professional education models. It is suggested that researchers pay attention to the innovation and development of specialized nursing clinical practice under different cultural backgrounds, and strengthen international exchanges and cooperation.
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Affiliation(s)
- Jia Zhang
- Department of Nursing, Heyuan People’s Hospital, Heyuan, Guangdong, People’s Republic of China
| | - Xi Liu
- Department of Neurology, Heyuan People’s Hospital, Heyuan, Guangdong, People’s Republic of China
| | - Jin Huang
- Department of Cardiovascular Medicine, Heyuan People’s Hospital, Heyuan, Guangdong, People’s Republic of China
| | - Songbin Huang
- Department of Nursing, Heyuan People’s Hospital, Heyuan, Guangdong, People’s Republic of China
| | - Zuolian Zhang
- Department of Neurosurgery, Heyuan People’s Hospital, Heyuan, Guangdong, People’s Republic of China
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Kleib M, Arnaert A, Nagle LM, Ali S, Idrees S, Costa DD, Kennedy M, Darko EM. Digital Health Education and Training for Undergraduate and Graduate Nursing Students: Scoping Review. JMIR Nurs 2024; 7:e58170. [PMID: 39018092 PMCID: PMC11292154 DOI: 10.2196/58170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2024] [Accepted: 05/04/2024] [Indexed: 07/18/2024] Open
Abstract
BACKGROUND As technology will continue to play a pivotal role in modern-day health care and given the potential impact on the nursing profession, it is vitally important to examine the types and features of digital health education in nursing so that graduates are better equipped with the necessary knowledge and skills needed to provide safe and quality nursing care and to keep abreast of the rapidly evolving technological revolution. OBJECTIVE In this scoping review, we aimed to examine and report on available evidence about digital health education and training interventions for nursing students at the undergraduate and graduate levels. METHODS This scoping review was conducted using the Joanna Briggs Institute methodological framework and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). A comprehensive search strategy was developed and applied to identified bibliographic databases including MEDLINE (Ovid; 1946 to present), Embase (Ovid; 1974 to present), CINAHL (EBSCOhost; 1936 to present), ERIC (EBSCOhost; 1966 to present), Education Research Complete (EBSCOhost; inception to present), and Scopus (1976 to present). The initial search was conducted on March 3, 2022, and updated searches were completed on January 11, 2023, and October 31, 2023. For gray literature sources, the websites of select professional organizations were searched to identify relevant digital health educational programs or courses available to support the health workforce development. Two reviewers screened and undertook the data extraction process. The review included studies focused on the digital health education of students at the undergraduate or graduate levels or both in a nursing program. Studies that discussed instructional strategies, delivery processes, pedagogical theory and frameworks, and evaluation strategies for digital health education; applied quantitative, qualitative, and mixed methods; and were descriptive or discussion papers, with the exception of review studies, were included. Opinion pieces, editorials, and conference proceedings were excluded. RESULTS A total of 100 records were included in this review. Of these, 94 records were identified from database searches, and 6 sources were identified from the gray literature. Despite improvements, there are significant gaps and limitations in the scope of digital health education at the undergraduate and graduate levels, consequently posing challenges for nursing students to develop competencies needed in modern-day nursing practice. CONCLUSIONS There is an urgent need to expand the understanding of digital health in the context of nursing education and practice and to better articulate its scope in nursing curricula and enforce its application across professional nursing practice roles at all levels and career trajectories. Further research is also needed to examine the impact of digital health education on improving patient outcomes, the quality of nursing care, and professional nursing role advancement. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.11124/JBIES-22-00266.
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Affiliation(s)
- Manal Kleib
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | - Antonia Arnaert
- Ingram School of Nursing McGill University, Montreal, QC, Canada
| | - Lynn M Nagle
- Faculty of Nursing, University of New Brunswick, Fredericton, NB, Canada
| | - Shamsa Ali
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | - Sobia Idrees
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | - Daniel da Costa
- Ingram School of Nursing, McGill University, Montreal, QC, Canada
| | - Megan Kennedy
- Geoffrey & Robyn Sperber Health Sciences Library,, University of Alberta, Edmonton, AB, Canada
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Nurse Practitioner Student Perceptions of a Multimodal Telemedicine Clinical Course. Nurse Educ 2021; 46:E122-E126. [PMID: 33935267 DOI: 10.1097/nne.0000000000001019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Telemedicine facilitates access to care that is both efficacious and highly satisfactory to patients. As primary health care providers, nurse practitioners (NPs) need to be educated to deliver health care within various settings. With the rapid expansion of telemedicine, NP educational authorities have charged educators to address essential telemedicine-based competencies. PURPOSE Innovative approaches to integrating telemedicine competencies into NP curricula have yet to be established in nursing education. METHODS Multifocal curricular changes were integrated into an NP clinical course. Students engaged in self-directed learning modules and multiple simulation training sessions and rotated through telemedicine clinical practicums. RESULTS Experiences were perceived as realistic and complementary, learning meaningful, and applicability broad and far-reaching. Telemedicine-focused simulation training sessions were viewed as highly satisfactory, and students were confident in simulation-derived learning. CONCLUSIONS Nursing educators should integrate multimodal telemedicine experiences into curricula, addressing multiple learning phases through experientially designed simulation trainings.
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Taylor J, Fuller B. The expanding role of telehealth in nursing: considerations for nursing education. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2021-0037. [PMID: 34225397 DOI: 10.1515/ijnes-2021-0037] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Accepted: 06/22/2021] [Indexed: 11/15/2022]
Abstract
Telehealth and telehealth technologies have an increasing role in health care delivery as health care has continued to evolve to meet patient needs. Nursing education has been slow to integrate telehealth education and telehealth use in curriculum and clinical experiences. The purpose of the article is to provide information about the current state of telehealth and describe how telehealth education can be fostered and incorporated into nursing education. Incorporating telehealth education into existing nursing curriculum and clinical experiences ensures nurses recognize the utility of emerging telehealth technology and develop the skills needed to provide safe and competent care using telehealth.
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Affiliation(s)
- Joan Taylor
- Purdue University Global Inc, Indianapolis, IN, USA
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Brei BK, Neches S, Gray MM, Handley S, Castera M, Hedstrom A, D'Cruz R, Kolnik S, Strandjord T, Mietzsch U, Cooper C, Moore JM, Billimoria Z, Sawyer T, Umoren R. Telehealth Training During the COVID-19 Pandemic: A Feasibility Study of Large Group Multiplatform Telesimulation Training. Telemed J E Health 2020; 27:1166-1173. [PMID: 33395364 DOI: 10.1089/tmj.2020.0357] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023] Open
Abstract
Background: Video telehealth is an important tool for health care delivery during the COVID-19 pandemic. Given physical distancing recommendations, access to traditional in-person telehealth training for providers has been limited. Telesimulation is an alternative to in-person telehealth training. Telesimulation training with both remote participants and facilitators using telehealth software has not been described. Objective: We investigated the feasibility of a large group telesimulation provider training of telehealth software for remote team leadership skills with common neonatal cases and procedures. Methods: We conducted a 90-min telesimulation session with a combination of InTouch™ provider access software and Zoom™ teleconferencing software. Zoom facilitators activated InTouch software and devices and shared their screen with remote participants. Participants rotated through skill stations and case scenarios through Zoom and directed bedside facilitators to perform simulated tasks using the shared screen and audio connection. Participants engaged in a debrief and a pre- and postsurvey assessing participants' comfort and readiness to use telemedicine. Data were analyzed using descriptive statistics and paired t tests. Results: Twenty (n = 20) participants, five Zoom and eight bedside facilitators participated. Twenty-one (21) pre- and 16 postsurveys were completed. Most participants were attending neonatologists who rarely used telemedicine software. Postsession, participants reported increased comfort with some advanced InTouch features, including taking and sharing pictures with the patient (p < 0.01) and drawing on the shared image (p < 0.05), but less comfort with troubleshooting technical issues, including audio and stethoscope (p < 0.01). Frequently stated concerns were troubleshooting technical issues during a call (75%, n = 16) and personal discomfort with telemedicine applications and technology (56%, n = 16). Conclusion: Large group telesimulation is a feasible way to offer telehealth training for physicians and can increase provider comfort with telehealth software.
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Affiliation(s)
- Brianna K Brei
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA.,Division of Neonatology, Department of Pediatrics, University of Nebraska Medical Center, Omaha, Nebraska, USA
| | - Sara Neches
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Megan M Gray
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Sarah Handley
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Mark Castera
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Anna Hedstrom
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Ravi D'Cruz
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Sarah Kolnik
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Thomas Strandjord
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Ulrike Mietzsch
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Christine Cooper
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Jami M Moore
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Zeenia Billimoria
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Taylor Sawyer
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
| | - Rachel Umoren
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, Washington, USA
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