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Coughlin V, Bolanos G, Moran L, Jacob A, Stanislaus M, Maydick-Youngberg D. Welcome to the Metaverse: Virtual Reality in Nursing Professional Development. J Nurses Prof Dev 2024; 40:236-241. [PMID: 39103983 DOI: 10.1097/nnd.0000000000001073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/07/2024]
Abstract
Virtual reality (VR) is an innovative teaching strategy for professional development using computer-generated, three-dimensional images in an interactive virtual environment. Self-reported survey responses of nurses who used VR in orientation and the nurse residency program demonstrated improved knowledge, skills, and confidence. VR provides an innovative and engaging educational medium for learning that may have implications for future clinical practice and research.
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Rayamajhi S, Machin A, Breen C, Gebreheat G, Paterson R. Quality and impact of pharmacology digital simulation education on pre-registration healthcare students: A systematic literature review. NURSE EDUCATION TODAY 2024; 140:106295. [PMID: 38959780 DOI: 10.1016/j.nedt.2024.106295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Revised: 06/04/2024] [Accepted: 06/23/2024] [Indexed: 07/05/2024]
Abstract
OBJECTIVE This review aimed to assess the quality and nature of the literature related to digital simulation-based pharmacology education. Specifically, we sought to understand the influence of simulations on the knowledge, satisfaction, and confidence of pre-registration nurses and other healthcare students participating in such educational programs. DESIGN Systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement. This study was registered in the Prospective Register of Systematic Reviews (PROSPERO, reg no: CRD42023437570). DATA SOURCES PubMed, MEDLINE, APA PsycInfo, ProQuest, Web of Science, ScienceDirect, and CINHAL databases were searched. REVIEW METHODS The review focused on the quantitative findings from the studies published from 2016 to 2023. Only the studies that assessed the impact of digital simulation-based pharmacology education on pre-registration healthcare students' knowledge, satisfaction, and confidence were selected for review. Data were synthesized using a narrative approach. The Mixed Methods Appraisal Tool (MMAT) was used to assess the quality of the included articles. This was followed by a narrative synthesis to consolidate the themes. RESULT Out of 1587 articles,16 met the inclusion criteria. A wide variety of digital technologies have been utilised, such as virtual simulation, computer simulation (2D/3D), mixed reality, and augmented reality, with the majority using virtual simulation. All studies implemented single-user simulations. The themes emerging from the narrative synthesis suggest that a digital simulation-based pharmacology course is an effective tool for enhancing students' knowledge, confidence, and satisfaction in learning pharmacological concepts. Furthermore, simulation-based teaching with a blended approach was found to be beneficial. However, the integration of the polypharmacy concept and the intra and interprofessional approach to teaching and learning was not evident in these studies. CONCLUSION This systematic literature review provides evidence of the potential of digital simulation-based education in pharmacology teaching among healthcare pre-registration students. In future studies, the integration of polypharmacy content with an intra and interprofessional teaching-learning approach is recommended.
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de Souza S, Takashima M, August D, Biazus-Dalcin C, Silva TL, Bitencourt ADS, Ullman A, Rocha PK. PiccPed® app impact on nurses' knowledge to prevent adverse events for peripherally inserted central catheters (PICC) in pediatric and neonatal healthcare: A quasi-experimental study. J Pediatr Nurs 2024; 78:112-117. [PMID: 38917612 DOI: 10.1016/j.pedn.2024.06.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/21/2024] [Revised: 06/14/2024] [Accepted: 06/14/2024] [Indexed: 06/27/2024]
Abstract
BACKGROUND The PiccPed® health application was developed to support clinical decision-making in peripherally inserted central catheter (PICC) management. We aimed to evaluate its impact on nurses' knowledge regarding the prevention of PICC-associated adverse events in pediatrics and neonatology. METHODS A quasi-experimental, pre-post intervention study, was conducted with a dependent/paired sample of pediatric and neonatal nurses from two tertiary hospitals in South Brazil. Data were collected from October 2022 to January 2023 across three phases: pre-, intervention (use of the PiccPed®) and post-test. Study outcomes were a knowledge test (15 questions) of evidence-based PICC maintenance procedures, and PiccPed® app time spent and screens used. RESULTS A total of 56 nurses completed the study. The post-test mean score was significantly higher (12/15; standard deviation (SD) 1.9) in comparison with the pre-test (mean 9/15; SD 2.2). The change in scores was significantly higher for nurses without postgraduate qualifications, in comparison to those with (Mean Difference 1.26; p = 0.039). Each minute using the app resulted in a significant increase of 0.04 points (95% confidence interval 0.01-0.08; p = 0.014) on the mean post-test score (10.94 points). CONCLUSION The research demonstrated that PiccPed® enhances nurses' learning regarding the prevention of adverse events associated with PICC maintenance in pediatrics and neonatology. APPLICATION TO PRACTICE The app can be safely and effectively used for training and continuing education of nurses who care for children and neonates with PICCs.
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Affiliation(s)
- Sabrina de Souza
- Universidade Federal de Santa Catarina, Florianópolis, Brazil; The University of Queensland, Brisbane, Australia
| | - Mari Takashima
- The University of Queensland, Brisbane, Australia; Children's Health Queensland Hospital and Health Service, Brisbane, Australia.
| | - Deanne August
- The University of Queensland, Brisbane, Australia; Children's Health Queensland Hospital and Health Service, Brisbane, Australia
| | | | | | | | - Amanda Ullman
- The University of Queensland, Brisbane, Australia; Children's Health Queensland Hospital and Health Service, Brisbane, Australia
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Alkhazali MAN, Totur Dikmen B, Bayraktar N. The Effectiveness of Mobile Applications in Improving Nursing Students' Knowledge Related to Pressure Injury Prevention. Healthcare (Basel) 2024; 12:1264. [PMID: 38998799 PMCID: PMC11241487 DOI: 10.3390/healthcare12131264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2024] [Revised: 06/04/2024] [Accepted: 06/13/2024] [Indexed: 07/14/2024] Open
Abstract
The study's main goal was to compare the effects of a mobile application versus traditional methods of teaching on nursing students' acquisition of knowledge about pressure injury prevention. In addition, a secondary aim was to discover nursing students' viewpoints related to the advantages and disadvantages of using mobile applications as an educational method. A randomized controlled study design was implemented during November and December of 2023 in a nursing faculty with 60 undergraduate students in their second nursing year. A total of 30 students were assigned to the mobile application group, while the other 30 students were assigned to the traditional lecture group. The study was executed in three stages: pre-test, educational intervention, and post-test. The results of the study during the pre-test showed that there were no statistically significant differences in the mean scores of pressure injury themes between the two groups. However, the post-test scores for all PI themes were higher in the mobile application group compared to the traditional lecture group. Furthermore, five advantages of the mobile application were highlighted by students: "improvement of students' knowledge and skills", "self-confidence", "stress reduction", "enhancement of competence", and "stimulation of learning motivation". This study demonstrated the effectiveness of the mobile application method in enhancing nursing students' knowledge and prophylaxis of pressure injury. Therefore, the mobile application method is recommended as an innovative approach to teaching.
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Affiliation(s)
- Mo Ath Nayef Alkhazali
- Department of Surgical Nursing, Faculty of Nursing, Near East University, TRNC, Mersin 10, Nicosia 99138, Turkey
- School of Nursing, European University of Lefke, TRNC, Mersin 10, Lefke 99010, Turkey
| | - Burcu Totur Dikmen
- Department of Surgical Nursing, Faculty of Nursing, Near East University, TRNC, Mersin 10, Nicosia 99138, Turkey
| | - Nurhan Bayraktar
- Department of Nursing, Faculty of Health Sciences, Atlılım University, Ankara 06830, Turkey
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Lima Neto AVD, Melo VLD, Silva IPD, Lucena SKP, Silva BWACD, Sena JFD, Costa IKF. Learning needs and the orientation received by patients in the preoperative period of myocardial revascularization. Rev Gaucha Enferm 2024; 45:e20230186. [PMID: 38922235 DOI: 10.1590/1983-1447.2024.20230186.en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Accepted: 12/18/2023] [Indexed: 06/27/2024] Open
Abstract
OBJECTIVE To identify the learning needs and the orientations received by patients in the preoperative period of coronary artery bypass surgery (CABG). METHOD Descriptive study, with a qualitative approach. Data collection took place from January to April 2021, through interviews carried out with 13 pre-operative patients admitted to the cardiovascular unit of a university hospital in Northeastern Brazil. The data was analyzed using descriptive statistics and the content of the interviews was processed in the software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires. Next, an analysis of textual and similarity classes was carried out. RESULTS The learning needs that were analyzed were divided in five classes: events that precede the surgery in the hospital; instructions received about the surgery; sites and recovery time after surgery; general questions about the surgery and content for the educational resource. Patients reported needs related to the process of disease, surgical procedures, and care before and after surgery. With regard to orientation, 53.85% reported not having received any. FINAL CONSIDERATIONS The study identified that patients seldom received orientation. They need education on topics related to the process of the illness, the heart, surgical procedures, exams, care environments, risks, benefits, results, and changes in lifestyle to maintain health and quality of life.
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Affiliation(s)
- Alcides Viana de Lima Neto
- Universidade Federal do Rio Grande do Norte (UFRN). Programa de Pós-Graduação em Enfermagem. Natal, Rio Grande do Norte, Brasil
- Universidade Federal do Rio Grande do Norte (UFRN). Faculdade de Ciências da Saúde do Trairi. Santa Cruz, Rio Grande do Norte, Brasil
| | - Vivianne Lima de Melo
- Universidade Federal do Rio Grande do Norte (UFRN). Programa de Pós-Graduação em Enfermagem. Natal, Rio Grande do Norte, Brasil
| | - Isabelle Pereira da Silva
- Universidade Federal do Rio Grande do Norte (UFRN). Programa de Pós-Graduação em Enfermagem. Natal, Rio Grande do Norte, Brasil
| | - Silvia Kalyma Paiva Lucena
- Universidade Federal do Rio Grande do Norte (UFRN). Programa de Pós-Graduação em Enfermagem. Natal, Rio Grande do Norte, Brasil
| | | | - Julliana Fernandes de Sena
- Universidade Federal do Rio Grande do Norte (UFRN). Programa de Pós-Graduação em Enfermagem. Natal, Rio Grande do Norte, Brasil
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Terui S, Goldsmith JV, Wittenberg E, Williams-Click Y, Alabere R. User Experience and Evaluation of the COMFORT Communication App for Nursing Education. Comput Inform Nurs 2024; 42:241-248. [PMID: 38595158 DOI: 10.1097/cin.0000000000001128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/11/2024]
Affiliation(s)
- Sachiko Terui
- Author Affiliations: Department of Communication Studies, University of Georgia, Athens (Dr Terui); Department of Communication and Film, University of Memphis, TN (Dr Goldsmith); Department of Communication Studies, California State University Los Angeles (Dr Wittenberg); and Department of Nursing, University of Tennessee Health Science Center (Dr Williams-Click); and Department of Communication and Film, University of Memphis (Ms Alabere), Memphis
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Johnson SG, Espehaug B, Larun L, Ciliska D, Olsen NR. Occupational Therapy Students' Evidence-Based Practice Skills as Reported in a Mobile App: Cross-Sectional Study. JMIR MEDICAL EDUCATION 2024; 10:e48507. [PMID: 38381475 PMCID: PMC10918542 DOI: 10.2196/48507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Revised: 09/18/2023] [Accepted: 01/29/2024] [Indexed: 02/22/2024]
Abstract
BACKGROUND Evidence-based practice (EBP) is an important aspect of the health care education curriculum. EBP involves following the 5 EBP steps: ask, assess, appraise, apply, and audit. These 5 steps reflect the suggested core competencies covered in teaching and learning programs to support future health care professionals applying EBP. When implementing EBP teaching, assessing outcomes by documenting the student's performance and skills is relevant. This can be done using mobile devices. OBJECTIVE The aim of this study was to assess occupational therapy students' EBP skills as reported in a mobile app. METHODS We applied a cross-sectional design. Descriptive statistics were used to present frequencies, percentages, means, and ranges of data regarding EBP skills found in the EBPsteps app. Associations between students' ability to formulate the Population, Intervention, Comparison, and Outcome/Population, Interest, and Context (PICO/PICo) elements and identifying relevant research evidence were analyzed with the chi-square test. RESULTS Of 4 cohorts with 150 students, 119 (79.3%) students used the app and produced 240 critically appraised topics (CATs) in the app. The EBP steps "ask," "assess," and "appraise" were often correctly performed. The clinical question was formulated correctly in 53.3% (128/240) of the CATs, and students identified research evidence in 81.2% (195/240) of the CATs. Critical appraisal checklists were used in 81.2% (195/240) of the CATs, and most of these checklists were assessed as relevant for the type of research evidence identified (165/195, 84.6%). The least frequently correctly reported steps were "apply" and "audit." In 39.6% (95/240) of the CATs, it was reported that research evidence was applied. Only 61% (58/95) of these CATs described how the research was applied to clinical practice. Evaluation of practice changes was reported in 38.8% (93/240) of the CATs. However, details about practice changes were lacking in all these CATs. A positive association was found between correctly reporting the "population" and "interventions/interest" elements of the PICO/PICo and identifying research evidence (P<.001). CONCLUSIONS We assessed the students' EBP skills based on how they documented following the EBP steps in the EBPsteps app, and our results showed variations in how well the students mastered the steps. "Apply" and "audit" were the most difficult EBP steps for the students to perform, and this finding has implications and gives directions for further development of the app and educational instruction in EBP. The EBPsteps app is a new and relevant app for students to learn and practice EBP, and it can be used to assess students' EBP skills objectively.
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Affiliation(s)
- Susanne G Johnson
- Department of Health and Functioning, Western Norway University of Applied Sciences, Bergen, Norway
| | - Birgitte Espehaug
- Department of Health and Functioning, Western Norway University of Applied Sciences, Bergen, Norway
| | - Lillebeth Larun
- Division of Health Services, Norwegian Institute of Public Health, Oslo, Norway
| | - Donna Ciliska
- Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
| | - Nina Rydland Olsen
- Department of Health and Functioning, Western Norway University of Applied Sciences, Bergen, Norway
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Snogren M, Ek K, Browall M, Eriksson I, Lindmark U. Impacts on oral health attitude and knowledge after completing a digital training module among Swedish healthcare professionals working with older adults. BMC Health Serv Res 2024; 24:174. [PMID: 38326878 PMCID: PMC10851574 DOI: 10.1186/s12913-024-10639-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Accepted: 01/25/2024] [Indexed: 02/09/2024] Open
Abstract
Oral health care is essential, and digital training may influence healthcare professionals' attitudes to and knowledge of oral health. The aim, therefore, was to evaluate the impact on attitudes to and knowledge of oral health after using a digital training module among Swedish healthcare professionals working within a municipality-run healthcare service for older adults. A secondary aim was to explore the healthcare professionals' experiences of using the digital module. The study comprised a survey of healthcare professionals (registered nurses (RNs), assistant nurses, and care assistants) caring for older adults in a municipality in Sweden. Pre-post-tests were conducted to evaluate the outcomes for attitudes to and knowledge of oral health and of their experiences of completing the digital training module in oral health. These were statistically explored by comparing differences between the pre-post-tests, while the open-ended questions were analysed with qualitative content analysis. The findings of this study indicate that healthcare professionals had similar perceptions of their attitudes to and knowledge of oral health both before and after the digital training module in oral health. The study also indicates that healthcare professionals experienced that it is easier to perform practical oral health care after completing the digital training. The results also show that healthcare professionals value oral health knowledge and that the digital training module was easy to use and to disseminate knowledge throughout the municipality. The findings have implications for developing, implementing, and promoting healthcare professionals' attitudes to and knowledge of oral health and in using a digital training module in combination with practical exercises in oral health in municipality health care.
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Affiliation(s)
- Maria Snogren
- School of Health Sciences, University of Skövde, Högskolevägen, 541 28, Skövde, Box 408, Sweden.
- Research School of Health and Welfare, Jönköping University, Jönköping, Sweden.
| | - Kristina Ek
- School of Health Sciences, University of Skövde, Högskolevägen, 541 28, Skövde, Box 408, Sweden
| | - Maria Browall
- Department of Nursing, School of Health and Welfare, Jönköping Academy for Improvement of Health and Welfare, Jönköping University, Jönköping, Sweden
- Affiliated with the Department of Oncology, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Irene Eriksson
- School of Health Sciences, University of Skövde, Högskolevägen, 541 28, Skövde, Box 408, Sweden
| | - Ulrika Lindmark
- Department of Health Sciences, Karlstad University, Karlstad, Sweden
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Redmond C, Farrell R, Cunningham C, Dineen A, Foley S, O'Donnell D, O'Reilly S, Stokes D, O'Neill E. Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a codesign approach. BMC MEDICAL EDUCATION 2024; 24:3. [PMID: 38172823 PMCID: PMC10763008 DOI: 10.1186/s12909-023-04972-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 12/13/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND All healthcare professional education programmes must adopt a systematic approach towards ensuring graduates achieve the competencies required to be an evidence-based practitioner. While a list of competencies for evidence-based practice exist, health care educators continue to struggle with effectively integrating the necessary competencies into existing curricula. The purpose of this project was to develop an open access cross-discipline, learning outcomes framework to support educators in integrating the teaching, learning and assessment required to ensure all graduates of health care professional programmes can achieve the necessary evidence-based practice competencies. METHODS An interdisciplinary team of health care professional educators and a librarian completed a review of the health professions literature on the teaching and assessment of evidence-based practice. The literature, coupled with the teams' collective experiences in evidence-based education and research, were used to identify relevant teaching, learning and evidence-based competency frameworks to inform the project design. The guide and toolkit for experience-based co-design developed by the National Health Service Institute for Innovation and Improvement was adopted for this study ( Institute for Innovation and Improvement: Experience Based Design: Guide & Tools In. Leeds: NHS; 2009.). A four-step approach involving three online participatory co-design workshops and a national validation workshop was designed. Students (n = 33), faculty (n = 12), and clinical educators (n = 15) participated in formulating and mapping learning outcomes to evidence-based competencies. RESULTS Through a rigorous, systematic co-design process the Evidenced-based Education Collaborative (EVIBEC) Learning Outcomes Framework was developed. This framework consists of a series of student-centred learning outcomes, aligned to evidence-based practice competencies, classified according to the 5 As of EBP and mapped to the cognitive levels of Bloom's taxonomy. Associated learning activities for each step of EBP are suggested. CONCLUSIONS A consensus-based, student-centred learning outcomes framework aligned to a contemporary set of EBP core competencies has been developed. The freely accessible EVIBEC framework may support entry level health care professional EBP education, by informing EBP curriculum development and offering the potential for interdisciplinary approaches to and sharing of valuable teaching and learning resources. Co-design proved an effective method in creating and refining this framework.
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Affiliation(s)
- Catherine Redmond
- UCD School of Nursing, Midwifery & Health Systems, Belfield, Dublin, Dublin 4, Ireland
| | - Robin Farrell
- UCD School of Veterinary Medicine, Area: Veterinary Nursing, Belfield, Dublin, Dublin 4, Ireland
| | - Catriona Cunningham
- UCD School of Public Health, Physiotherapy and Sports Science, Belfield, Dublin, Dublin 4, Ireland
| | - Andrea Dineen
- UCD School of Veterinary Medicine, Area: Veterinary Nursing, Belfield, Dublin, Dublin 4, Ireland
| | - Shane Foley
- UCD School of Medicine, Belfield, Dublin, Dublin 4, Ireland
| | - Deirdre O'Donnell
- UCD School of Nursing, Midwifery & Health Systems, Belfield, Dublin, Dublin 4, Ireland.
| | - Sharleen O'Reilly
- UCD School of Agriculture and Food Science, Area: Dietetics and Human Nutrition, Belfield, Dublin, Dublin 4, Ireland
| | | | - Emma O'Neill
- UCD School of Veterinary Medicine, Belfield, Dublin, Dublin 4, Ireland
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Coughlin V, Ho MR, Alvarez G. Escape the Room! Utilizing Gamification in a Preceptor Training Workshop. J Nurses Prof Dev 2024; 40:41-44. [PMID: 37812131 DOI: 10.1097/nnd.0000000000000977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/10/2023]
Abstract
Gamification is an innovative pedagogy involving immersive technology that acknowledges learner-centric milieus and dynamic teaching practices. Gamification is positioned well in nursing education because learners can translate tools from team experiences, communication, and critical thinking questions into the healthcare setting. This article introduces an escape-the-room format that was constructed for a preceptor program at a large academic medical center. The results of the implementation encourage gamification as an engaging methodology in clinical education.
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Little KM, Nwala AA, Demise E, Archie S, Nwokoma EI, Onyezobi C, Anyasi H, Afolabi K, OlaOlorun FM, Rademacher KH, Danna K, Lorenzetti L, Anyanti J, Plotkin M. Use of a hybrid digital training approach for hormonal IUD providers in Nigeria: results from a mixed method study. BMC Health Serv Res 2023; 23:1316. [PMID: 38031098 PMCID: PMC10685471 DOI: 10.1186/s12913-023-10211-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 10/25/2023] [Indexed: 12/01/2023] Open
Abstract
BACKGROUND In Nigeria, in-service trainings for new family planning (FP) methods have typically been conducted using a combination of classroom-based learning, skills labs, and supervised practicums. This mixed-methods study evaluated the feasibility, acceptability, provider competency, and costs associated with a hybrid digital and in-person training model for the hormonal intrauterine device (IUD). METHODS The study was conducted in Enugu, Kano, and Oyo states, Nigeria, and enrolled FP providers previously trained on non-hormonal IUDs. Participants completed a digital didactic training, an in-person model-based practicum with an Objective Structured Clinical Examination (OSCE), followed by supervised provision of service to clients. Provider knowledge gains and clinical competency were assessed and described descriptively. Data on the feasibility, acceptability, and scalability of the approach were gathered from participating providers, clinical supervisors, and key stakeholders. Training costs were captured using an activity-based approach and used to calculate a cost per provider trained. All analyses were descriptive. RESULTS Sixty-two providers took the hybrid digital training, of whom 60 (91%) were included in the study (n = 36 from public sector, n = 15 from private sector, and n = 9 both public/private). The average knowledge score increased from 62 to 86% pre- and post-training. Clinical competency was overall very high (mean: 94%), and all providers achieved certification. Providers liked that the digital training could be done at the time/place of their choosing (84%), was self-paced (79%), and reduced risk of COVID-19 exposure (75%). Clinical supervisors and Ministry of Health stakeholders also had positive impressions of the training and its scalability. The hybrid training package cost $316 per provider trained. CONCLUSIONS We found that a hybrid digital training approach to hormonal IUD service provision in Nigeria was acceptable and feasible. Providers demonstrated increases in knowledge following the training and achieved high levels of clinical competency. Both providers and clinical supervisors felt that the digital training content was of high quality and an acceptable (sometimes preferable) alternative to classroom-based, in-person training. This study provided insights into a hybrid digital training model for a long-acting contraceptive, relevant to scale-up in Nigeria and similar settings.
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Affiliation(s)
- Kristen M Little
- Population Services International (PSI), Strategy and Insights Department, 1120 19th, Street NW, Suite 600, Washington, DC, 20020, USA.
| | - Anthony A Nwala
- Society for Family Health (SFH) Nigeria, RH/FP Division, Abuja, Nigeria
| | - Eden Demise
- Population Services International (PSI), Strategy and Insights Department, 1120 19th, Street NW, Suite 600, Washington, DC, 20020, USA
| | - Samantha Archie
- FHI 360, Health Services Research Department, Durham, NC, USA
| | | | - Chinedu Onyezobi
- Society for Family Health (SFH) Nigeria, RH/FP Division, Abuja, Nigeria
| | - Helen Anyasi
- FHI 360, Product Development and Introduction Department, Abuja, Nigeria
| | - Kayode Afolabi
- Nigeria Federal Ministry of Health, Reproductive Health Division, Abuja, Nigeria
| | - Funmilola M OlaOlorun
- Evidence for Sustainable Human Development Systems in Africa and the Department of Community Medicine, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - Kate H Rademacher
- FHI 360, Product Development and Introduction Department, Abuja, Nigeria
| | - Kendal Danna
- PSI, Sexual and Reproductive Health Department, Washington, DC, USA
| | - Lara Lorenzetti
- FHI 360, Behavioral, Epidemiological, and Clinical Sciences Division, Durham, NC, USA
| | - Jennifer Anyanti
- Society for Family Health (SFH) Nigeria, RH/FP Division, Abuja, Nigeria
| | - Marya Plotkin
- FHI 360, Reproductive, Maternal, Newborn, and Child Health Department, Durham, NC, USA
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Fleisher L, Kenny C, Rusten C, Koren D, Landau Z. Right Information, Right Patient, Right Time: Utilizing the MyCareCompass Platform to Deliver Patient Education in the Oncology Setting. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:1420-1428. [PMID: 37540339 PMCID: PMC10509046 DOI: 10.1007/s13187-023-02350-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/30/2023] [Indexed: 08/05/2023]
Abstract
Patient education is an important part of cancer care as it increases patient activation and informed decision-making, reduces anxiety, and improves outcomes. However, challenges to providing appropriate education to patients exist on both the health provider and patient side of the equation, e.g., time constraints and health literacy issues. Digital health education is a fast-growing field of interest that has been shown to improve health outcomes, increase effectiveness of medical treatments and education, lower medical costs, and enhance both clinical diagnosis and research opportunities by streamlining data collection, sharing, and analysis. In 2019, Fox Chase Cancer Center was selected by ARCHES, an established patient education software company, to pilot its award-winning digital patient engagement system MyCareCompass. During the pilot, patients scheduled for port insertions were sent electronic messages inviting them to review various online educational materials related to their procedure and subsequent concerns. The invitations and resources were seamlessly integrated into the scheduling system and timed to arrive when patients would most need them. There was high usage of the port-related materials and patients reported a high level of satisfaction with the delivery system and the information. This automated process of delivering high-quality and relevant patient education was able to be implemented smoothly with IT involvement, had a positive impact on patients without adding any extra burden to the care team, and highlighted opportunities to integrate these types of interventions into routine care.
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Affiliation(s)
- Linda Fleisher
- Fox Chase Cancer Center, Cancer Prevention and Control, PA Philadelphia, USA
| | - Cassidy Kenny
- Fox Chase Cancer Center, Cancer Prevention and Control, PA Philadelphia, USA
| | | | | | - Zoe Landau
- Fox Chase Cancer Center, Cancer Prevention and Control, PA Philadelphia, USA
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Erku D, Khatri R, Endalamaw A, Wolka E, Nigatu F, Zewdie A, Assefa Y. Digital Health Interventions to Improve Access to and Quality of Primary Health Care Services: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6854. [PMID: 37835125 PMCID: PMC10572344 DOI: 10.3390/ijerph20196854] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 09/15/2023] [Accepted: 09/26/2023] [Indexed: 10/15/2023]
Abstract
Global digital technology advances offer the potential to enhance primary health care (PHC) quality, reach, and efficiency, driving toward universal health coverage (UHC). This scoping review explored how digital health solutions aid PHC delivery and UHC realization by examining the context, mechanisms, and outcomes of eHealth interventions. A comprehensive literature search was conducted, capturing qualitative and quantitative studies, process evaluations, and systematic or scoping reviews. Our analysis of 65 articles revealed that a well-functioning digital ecosystem-featuring adaptable, interoperable digital tools, robust Information and Communications Technology foundations, and enabling environments-is pivotal for eHealth interventions' success. Facilities with better digital literacy, motivated staff, and adequate funding demonstrated a higher adoption of eHealth technologies, leading to improved, coordinated service delivery and higher patient satisfaction. However, eHealth's potential is often restricted by existing socio-cultural norms, geographical inequities in technology access, and digital literacy disparities. Our review underscores the importance of considering the digital ecosystem's readiness, user behavior, broader health system requirements, and PHC capacity for adopting digital solutions while assessing digital health interventions' impact.
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Affiliation(s)
- Daniel Erku
- Centre for Applied Health Economics, School of Medicine, Griffith University, Nathan, QLD 4111, Australia
- Menzies Health Institute Queensland, Griffith University, Nathan, QLD 4111, Australia
- School of Public Health, The University of Queensland, Brisbane, QLD 4072, Australia; (R.K.); (A.E.); (Y.A.)
| | - Resham Khatri
- School of Public Health, The University of Queensland, Brisbane, QLD 4072, Australia; (R.K.); (A.E.); (Y.A.)
| | - Aklilu Endalamaw
- School of Public Health, The University of Queensland, Brisbane, QLD 4072, Australia; (R.K.); (A.E.); (Y.A.)
- College of Medicine and Health Sciences, Bahir Dar University, Bahir Dar, Ethiopia
| | - Eskinder Wolka
- International Institute for Primary Health Care in Ethiopia, Addis Ababa, Ethiopia; (E.W.); (F.N.); (A.Z.)
| | - Frehiwot Nigatu
- International Institute for Primary Health Care in Ethiopia, Addis Ababa, Ethiopia; (E.W.); (F.N.); (A.Z.)
| | - Anteneh Zewdie
- International Institute for Primary Health Care in Ethiopia, Addis Ababa, Ethiopia; (E.W.); (F.N.); (A.Z.)
| | - Yibeltal Assefa
- School of Public Health, The University of Queensland, Brisbane, QLD 4072, Australia; (R.K.); (A.E.); (Y.A.)
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Krishnan S V, Kunju SA, Nayak SS, Gopinathan V, Sirur FM, Kumara V, Balakrishnan JM. Evaluating the Use of E-Learning in Indian Emergency Medicine Residency Programs During the COVID-19 Pandemic: A National Cross-Sectional Survey. Disaster Med Public Health Prep 2023; 17:e491. [PMID: 37711031 DOI: 10.1017/dmp.2023.146] [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] [Indexed: 09/16/2023]
Abstract
OBJECTIVE The coronavirus disease (COVID-19) pandemic has necessitated e-learning strategies in academic emergency medicine (EM) programs. A study was conducted during the COVID-19 pandemic to understand e-learning in the Indian EM context. METHODS After IEC/IRB approval, we conducted a multicenter national survey validated by experts and underwent multiple reviews by the research team. The final survey was converted into Google Forms for dissemination via email to National Medical Commission (NMC) approved EM residency program as of 2020-2021. Data were exported into Excel format and analyzed. RESULTS Residents and faculty comprised 41.5% and 58.5% of 94 respondents. The COVID-19 pandemic's second wave in India significantly impacted response rates. Internet connectivity was cited as a significant barrier to e-learning, while flexible timings and better engagement were facilitators identified by the survey. The attitude among residents and faculty toward e-learning was also evaluated. CONCLUSION This survey reveals a significant positive shift in medical education from conventional teaching strategies toward e-learning, specifically during the pandemic. It also shows the need for all stakeholders (learners/educators) to better understand e-learning and adapt to its requirements. We need more data on the efficacy of e-learning compared to traditional methods. Until then, innovative hybrid/blended strategies would be the way forward.
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Affiliation(s)
- Vimal Krishnan S
- Department of Emergency Medicine, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
- Department of Medical Education, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
| | - Sanjan Asanaru Kunju
- Department of Emergency Medicine, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
- Department of Emergency Medicine, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India
| | - Sachin Sujir Nayak
- Department of Emergency Medicine, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
| | - Vivek Gopinathan
- Department of Emergency Medicine, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
- Department of Emergency Medicine, Believers Church Medical College Hospital, Thiruvalla, Kerala, India
| | - Freston Marc Sirur
- Department of Emergency Medicine, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
| | - Vijaya Kumara
- Department of Emergency Medicine, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
- Department of Emergency Medicine, Kanachur Institute of Medical Science, Natekal, Mangaluru, Karnataka, India
| | - Jayaraj M Balakrishnan
- Department of Emergency Medicine, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
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Nwokoma E, Anyasi H, Archie S, Onyezobi C, OlaOlorun F, Anyanti J, Nwala A, Afolabi K, Little K, Demise E, Danna K, Rademacher K, Plotkin M. Use of Objective Structured Clinical Examination (OSCE) in a hybrid digital / in-person training for hormonal IUD in Nigeria: findings and applications of the approach. Gates Open Res 2023; 7:120. [PMID: 38009107 PMCID: PMC10673859 DOI: 10.12688/gatesopenres.14695.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/27/2023] [Indexed: 11/28/2023] Open
Abstract
Background: The hormonal intrauterine device, a long-acting reversible contraceptive method, is being introduced to pilot sites in the private and public sector in Nigeria by the Nigerian Federal Ministry of Health since 2019. To inform training of health care providers, a study was conducted on a hybrid digital and in-person training which utilized Objective Structured Clinical Examination (OSCE) to assess competency of provider trainees. This study represents one of few documented experiences using OSCE to assess the effectiveness of a digital training. Methods: From September - October 2021, in Enugu, Kano and Oyo states of Nigeria, 62 health care providers from public and private sector health facilities were trained in hormonal IUD service provision using a hybrid digital / in-person training approach. Providers, who were skilled in provision of copper IUD, underwent a didactic component using digital modules, followed by an in-person practicum, and finally supervised service provision in the provider trainee's workplace. Skills were assessed using OSCE during the one-day practicum. Results: Use of the OSCE to assess skills provided valuable information to study team. The performance of provider trainees was high (average 94% correct completion of steps in the OSCE). Conclusions: OSCE was used as a research methodology as part of this pilot study; to date, OSCE has not been integrated into the training approach to be scaled up by FMOH. Uniformly high performance of provider trainees was seen on the OSCE, unsurprising since provider trainees were experienced in providing copper IUD. If and when training is rolled out to providers inexperienced with copper IUD, OSCE may have a more important role to assess skills before service provision. The role of OSCE in design of hybrid digital / in-person training approaches should be further explored in rollout of hormonal IUD and other contraceptive technologies.
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Affiliation(s)
- Ezechukwu Nwokoma
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Helen Anyasi
- FHI 360 Nigeria, Abuja, Federal Capital Territory, Nigeria
| | | | - Chinedu Onyezobi
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Funmilola OlaOlorun
- College of Medicine, University of Ibadan, Evidence for Sustainable Human Development Systems in Africa, Ibadan, Oyo, Nigeria
| | - Jennifer Anyanti
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Anthony Nwala
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Kayode Afolabi
- Reproductive Health Division, Nigeria Federal Ministry of Health, Abuja, Federal Capital Territory, Nigeria
| | - Kristen Little
- Population Services International, Washington, District of Columbia, USA
| | - Eden Demise
- Population Services International, Washington, District of Columbia, USA
| | - Kendal Danna
- Population Services International, Washington, District of Columbia, USA
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Gardanova Z, Belaia O, Zuevskaya S, Turkadze K, Strielkowski W. Lessons for Medical and Health Education Learned from the COVID-19 Pandemic. Healthcare (Basel) 2023; 11:1921. [PMID: 37444754 DOI: 10.3390/healthcare11131921] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 06/27/2023] [Accepted: 07/01/2023] [Indexed: 07/15/2023] Open
Abstract
Our paper analyzes lessons for medical education and health education stemming from the experience gained in the course of the COVID-19 pandemic. Moreover, it tackles the issue of the social health and psychological wellbeing of medical students involved in online education during the COVID-19 pandemic. The paper systematizes up-to-date data on how medical schools and universities have adapted to the conditions of the COVID-19 pandemic and implemented novel effective solutions for the learning process, such as transitioning from traditional in-person classes to online learning, incorporating virtual simulations and telemedicine experiences for clinical training, and collaborating with health authorities to provide support in testing and contact tracing efforts. The paper contains an analysis of various aspects of medical education, such as the changes in practical classes, the impact of the pandemic on the formation of communication skills, methods for assessing students' knowledge and skills, and many others. It also considers case studies related to the implementation of educational programs, methodologies, and novel digital technologies in a pandemic. Additionally, the paper features an empirical study that is based on the results of our own survey that was carried out with the help of a snowball convenient sampling that involved 710 medical students between 19 and 25 years of age (56% females and 44% males) from 4 Russian regions (Moscow, Krasnodar, Kazan, and Saint Petersburg). We applied the correlation between stress scores, anxiety scores, factors of stress, and strategies for coping with stress and various economic and demographic variables (age, environment, and gender) that were analyzed using the chi-square test. Our results demonstrate that over 85% of the students in our sample yielded an above-average vulnerability to stress due to the COVID-19 restrictions. At the same time, around 61% of the students experienced severe anxiety during online education in the COVID-19 pandemic. The important factors leading to stress and anxiety were the fear of getting infected and social distancing, and the best strategy to deal with stress and increase wellbeing was self-control. Through a comprehensive review of the literature and empirical estimations, our paper identifies key areas of improvement, including curriculum adaptation, technology integration, faculty development, student support, and interprofessional collaboration. The proposed recommendations aim at strengthening medical education systems and preparing healthcare professionals to effectively navigate future pandemics.
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Affiliation(s)
- Zhanna Gardanova
- Department of Psychotherapy, Pirogov Russian National Research Medical University, Ostrovitianov Str. 1, Moscow 117997, Russia
| | - Olga Belaia
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Svetlana Zuevskaya
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Klavdiya Turkadze
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Wadim Strielkowski
- Department of Trade and Finance, Faculty of Economics and Management, Czech University of Life Sciences Prague, Kamýcká 129, Prague 6, 165 00 Prague, Czech Republic
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O'Connor S, Wang Y, Cooke S, Ali A, Kennedy S, Lee JJ, Booth RG. Designing and delivering digital learning (e-Learning) interventions in nursing and midwifery education: A systematic review of theories. Nurse Educ Pract 2023; 69:103635. [PMID: 37060735 DOI: 10.1016/j.nepr.2023.103635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 03/27/2023] [Accepted: 03/30/2023] [Indexed: 04/17/2023]
Abstract
AIMS /OBJECTIVES To identify and synthesise theories that support the design and delivery of digital learning interventions in nursing and midwifery education. BACKGROUND A range of educational and other theories are used to support nursing and midwifery education, including when e-learning interventions are being designed and delivered. However, there is a limited understanding of how theory is applied across the wide range of digital learning interventions to inform pedagogical research and practice. DESIGN A systematic review. METHODS CINAHL, ERIC, MEDLINE and PubMed were searched using key terms. Studies were screened by independent reviewers checking the title, abstract and full text against eligibility criteria. Due to the theoretical focus of the review, critical appraisal was not undertaken. Data were extracted and synthesised using a descriptive approach. RESULTS Thirty-four studies were included. Twenty theories were identified from a range of scientific disciplines, with the Technology Acceptance Model and Theory of Self-Efficacy employed most often. Theoretical frameworks were used to inform and explain how the digital learning interventions were designed or implemented in nursing and midwifery education. The sample were mainly undergraduate nursing students and the digital learning interventions encompassed animation, blended approaches, general technologies, mobile, online, virtual simulation and virtual reality applications which were used mainly in university settings. CONCLUSIONS This systematic review found a range of theories that support the design and delivery on digital learning interventions in nursing and midwifery education. While a single theory, the Technology Acceptance Model, tended to dominate the literature, the evidence base is peppered with numerous theoretical models that need to be examined more rigorously to ascertain their utility in improving the design or implementation of digital forms of learning to improve pedagogical research and practice in nursing and midwifery.
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Affiliation(s)
- Siobhan O'Connor
- Division of Nursing, Midwifery and Social Work, School of Health Sciences, The University of Manchester, Manchester, United Kingdom.
| | - Yajing Wang
- School of Health in Social Science, The University of Edinburgh, Edinburgh, United Kingdom.
| | - Samantha Cooke
- Arthur Labatt Family School of Nursing, Western University, London, Canada.
| | - Amna Ali
- Arthur Labatt Family School of Nursing, Western University, London, Canada.
| | - Stephanie Kennedy
- Arthur Labatt Family School of Nursing, Western University, London, Canada.
| | - Jung Jae Lee
- School of Nursing, The University of Hong Kong, Pokfulam, Hong Kong.
| | - Richard G Booth
- Arthur Labatt Family School of Nursing, Western University, London, Canada.
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Shanmugapriya K, Seethalakshmi A, Zayabalaradjane Z, Rani NRV. Mobile technology acceptance among undergraduate nursing students instructed by blended learning at selected educational institutions in South India. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:45. [PMID: 37113422 PMCID: PMC10127508 DOI: 10.4103/jehp.jehp_488_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Accepted: 09/19/2022] [Indexed: 06/19/2023]
Abstract
BACKGROUND Mobile phones have become a widely accepted learning mode due to the impact of COVID-19. This study explores the mobile technology acceptance, among nursing students at selected educational institutions in South India. MATERIALS AND METHODS Quantitative cross-sectional descriptive design. First-year 176 B.Sc. nursing students who underwent blended learning were selected by the purposive sampling method. The tool "Technology Acceptance Model" was used to collect responses. Bivariate analysis was used to determine the relationship between the demographic and study-related variables with the mobile technology acceptance using SPSS version 25.0. RESULTS The majority 73.9% of the students belonged to the age group of 18-19 years, females 76.7% and, 98.9% were unmarried. Among the constructs of TAM, a mean (SD) value of 22.08 (2.26) was found for material (mobile device audio/video) characteristics the mean (SD) value was 22.08 (2.26), attitude about use 17.58 (1.95), behavioral intention 17.46 (1.78) and system characteristics 17.21 (2.27). The mobile technology acceptance revealed that 126 (71.6%) strongly agreed, 49 (27.8%) agreed, and 1 (0.6%) was neutral with a mean (SD) of 105.19 (8.68), respectively. A positive correlation was found between the system characteristics, material characteristics, perceived ease to use, perceived usefulness, attitude about the use, behavioral intention with a P value <0.001. There was a statistically significant association between Mobile technology acceptance and time spent by the students for independent studies shown the Chi-square value of 12.7, with P value <0.05. CONCLUSION Nursing students had a positive acceptance and behavior toward smartphone use.
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Affiliation(s)
- Kannan Shanmugapriya
- Medical-Surgical Nursing, College of Nursing, Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER), Gorimedu, Dhanvantri Nagar, Puducherry, India
| | - Avudaiappan Seethalakshmi
- Department of Nursing Foundation, Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (DU), Porur, Chennai, Tamil Nadu, India
| | - Zayapragassarazan Zayabalaradjane
- Department of Medical Education, Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER), Gorimedu, Dhanvantri Nagar, Puducherry, India
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Hojati Z, Goudarzi F, Hasanvand S, Galehdar N, Birjandi M. The impact of training chemotherapy safety standards with a smartphone application on the knowledge, attitude, and performance of nurses. BMC Nurs 2023; 22:43. [PMID: 36797713 PMCID: PMC9933301 DOI: 10.1186/s12912-023-01199-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 02/06/2023] [Indexed: 02/18/2023] Open
Abstract
BACKGROUND Nurses who play the leading role in caring for patients, especially nurses in the chemotherapy department who are constantly exposed to high-risk drugs and their side effects, should pay more attention to occupational safety. This study was performed to determine the effect of training chemotherapy safety standards using a smartphone application on nurses' knowledge, attitude, and performance. METHODS The whole enumeration of fifty oncology nurses was recruited who they worked in 3 hospitals affiliated with Lorestan University of Medical Sciences (west of Iran). The study was conducted from June to November 2021. The training was done for four weeks with a smartphone application, including six main courses of familiarity with hazardous drugs, Personal Protective Equipment, preparation, storage and transfer, spilling, and wastes disposal of hazardous drudges . The nurses' knowledge, attitude, and performance questionnaire were completed before, immediately after, and one month after the intervention. Data analysis was performed using SPSS version 26, descriptive and inferential statistical tests of independent t-test, one-way analysis of variance, Spearman's rank correlation coefficient, repeated measures analysis of variance, and the Generalized Estimating Equation (GEE) model. RESULTS Mean knowledge score of participants before, immediately after, and one month after the intervention was (47.18 ± 8.19), (60.08 ± 3.82), and (61.88 ± 3.45), respectively. The mean attitude score of participants before, immediately after, and one month after the intervention was (30.34 ± 3.94), (34.32 ± 3.25), and (34.98 ± 2.88), in order, and the mean performance score of participants before, immediately after, and one month after the intervention was (43.60 ± 5.11), (51.78 ± 3.15) and (52.88 ± 3.06), respectively. The mean nurses' knowledge, attitude, and performance score increased significantly over time (P < 0.001). CONCLUSIONS Teaching chemotherapy safety standards using the application improved oncology nurses' knowledge, attitude, and performance. Appropriate educational programs, especially by new methods such as E-learning, are recommended for providing safety for nurses.
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Affiliation(s)
- Zohreh Hojati
- grid.508728.00000 0004 0612 1516Social Determinants of Health Research Center, Boroujerd school of Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Fateme Goudarzi
- Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran.
| | - Shirin Hasanvand
- grid.508728.00000 0004 0612 1516Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Nasrin Galehdar
- grid.508728.00000 0004 0612 1516Surgical Technology Department, Paramedical Faculty, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Mehdi Birjandi
- grid.508728.00000 0004 0612 1516Nutritional Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
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Cognitive Changes with Psychomotor Skill Acquisition Through Blended Learning among Nursing Students: A Qualitative Study. Nurse Educ Pract 2022; 65:103486. [DOI: 10.1016/j.nepr.2022.103486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 10/14/2022] [Accepted: 10/25/2022] [Indexed: 11/06/2022]
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The Appearance of Digital Competence in the Work of Health Sciences Educators: A Cross-sectional Study. COMPUTERS, INFORMATICS, NURSING : CIN 2022; 40:624-632. [PMID: 35524348 DOI: 10.1097/cin.0000000000000930] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
The digital competence of health sciences educators is important for the delivery and development of modern education and lifelong learning. The aim of the study was to assess the appearance of digital competence in the work of Finnish health sciences educators and to determine whether educators' background factors are related to the areas of digital competence appearance. The European Framework for the Digital Competence of Educators was used as a theoretical background. The participants were Finnish health sciences educators (n = 388). Data were collected by quantitative survey and statistically analyzed. Results show that health sciences educators had participated in continuing education to develop their expertise and used a variety of digital methods and materials. Educators need more competence to improve healthcare students' ability to use digital technology. In the area of Teaching and Learning, educators younger than 40 years rated the appearance of digital competence as better than did those between the ages of 40 and 49 years. In the future, health sciences educators' basic and continuing education could take into account the competence requirements for digital competence, and educators' expertise must be increased in areas where digital competence does not appear strong.
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Nordmann K, Martínez-Pérez GZ, King M, Küpper T, Subirón-Valera AB. Acceptability of a Smartphone Application to Enhance Healthcare to Female Genital Mutilation Survivors in Liberia: A Qualitative Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10855. [PMID: 36078567 PMCID: PMC9518352 DOI: 10.3390/ijerph191710855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2022] [Revised: 08/09/2022] [Accepted: 08/26/2022] [Indexed: 06/15/2023]
Abstract
In Liberia, female genital mutilation/cutting (FGM/C) is a legally allowed initiation ritual in the secret Sande society. Due to the secrecy, Liberian healthcare providers receive little education on FGM/C and its health consequences. As mobile learning approaches proved to efficiently increase providers' knowledge and skills, a mobile application ('app') was designed to support self-learning, decision-making, and the follow-up of FGM/C survivors' health. The 'app' was introduced in a capacity-building project in 2019 and evaluated through this qualitative study to assess healthcare provider's needs and acceptance. We conducted 22 semi-structured interviews and eight focus group discussions with 42 adult healthcare providers in three Liberian counties. A thematic approach grounded in descriptive phenomenology guided data analysis and led to three main themes: the 'app', mobile learning and health education, and personal impression. Healthcare providers judge the 'app' useful to broaden their knowledge and skills, which might lead to better FGM/C detection and management. The 'app' might further facilitate patient and community education about the negative health consequences of FMG/C, possibly contributing to a reduction of FGM/C prevalence.
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Affiliation(s)
- Kim Nordmann
- Institute of Occupational & Social Medicine, RWTH Aachen University, 52062 Aachen, Germany
| | | | - Mandella King
- Saint Joseph’s Catholic Hospital, Monrovia 1000, Liberia
| | - Thomas Küpper
- Institute of Occupational & Social Medicine, RWTH Aachen University, 52062 Aachen, Germany
| | - Ana Belén Subirón-Valera
- Department of Physiatrics and Nursing, University of Zaragoza, 50009 Zaragoza, Spain
- Research Group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, 50009 Zaragoza, Spain
- Research Group Sector III Healthcare (GIIS081), Institute of Research of Aragón, 50009 Zaragoza, Spain
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Jobst S, Lindwedel U, Marx H, Pazouki R, Ziegler S, König P, Kugler C, Feuchtinger J. Competencies and needs of nurse educators and clinical mentors for teaching in the digital age - a multi-institutional, cross-sectional study. BMC Nurs 2022; 21:240. [PMID: 36031618 PMCID: PMC9420177 DOI: 10.1186/s12912-022-01018-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 08/18/2022] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND The impact of technology and digitalization on health care systems will transform the nursing profession worldwide. Nurses need digital competencies to integrate new technology in their professional activities. Nurse educators play a crucial role in promoting the acquisition of digital competences and therefore need to be digitally competent themselves. Research on digital competencies of nursing educators is scarce but suggests lack of digital knowledge and skills and support needs. Although digitalization is to be seen as a global process, regional contexts need to be taken into account, such as pre-existing competencies, local conditions, and individual needs. Thus, it remains unclear which competencies nurse educators possess and which support needs they have. Aim of this study was to assess nurse educators' and clinical mentors' digital competencies and explore their needs and requirements concerning the digital aspects of their pedagogy and teaching activities in Germany. METHODS A descriptive exploratory study with a cross-sectional design was conducted. Participants were identified using a convenience sampling approach. Data were collected during July and September 2020 using a standardized self-reported questionnaire that was developed specifically for this study. The questionnaire was provided in a paper and online format and participants could decide which format to use. It contained open- and closed-ended questions. Data were analyzed using descriptive and content analysis. Additionally, explorative subgroup analyses based on job designation, age, and gender were performed. Reporting of this study adhered to the STROBE checklist. RESULTS A total of 169 educating nurses participated in the survey. The respondents considered themselves as digitally competent and showed a positive attitude towards the integration of digital technology in their teaching activities. Their perceived preparedness to integrate digital technology into teaching and training varied. Almost all respondents (98%) declared a need for further training and seemed motivated to participate in corresponding educational events. There were some indications for differences in competencies or needs between subgroups. CONCLUSIONS Educating nurses appear to possess basic digital competencies but there is a need to support their professional development in terms of new technologies. Findings can be used as a basis for developing supportive interventions. Further qualitative investigations could inform the design and content of such interventions.
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Affiliation(s)
- Stefan Jobst
- Institute of Nursing Science, Faculty of Medicine, University of Freiburg, Freiburg, Germany.
- Center of Implementing Nursing Care Innovations, Freiburg, Germany.
| | - Ulrike Lindwedel
- Center of Implementing Nursing Care Innovations, Freiburg, Germany
- Care and Technology Lab, Furtwangen University of Applied Sciences, Furtwangen, Germany
| | - Helga Marx
- Center of Implementing Nursing Care Innovations, Freiburg, Germany
- University Medical Center, Freiburg, Germany
| | - Ronja Pazouki
- Institute of Nursing Science, Faculty of Medicine, University of Freiburg, Freiburg, Germany
- Center of Implementing Nursing Care Innovations, Freiburg, Germany
| | - Sven Ziegler
- Center of Implementing Nursing Care Innovations, Freiburg, Germany
- University Medical Center, Freiburg, Germany
| | - Peter König
- Center of Implementing Nursing Care Innovations, Freiburg, Germany
- Care and Technology Lab, Furtwangen University of Applied Sciences, Furtwangen, Germany
| | - Christiane Kugler
- Institute of Nursing Science, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Johanna Feuchtinger
- Center of Implementing Nursing Care Innovations, Freiburg, Germany
- University Medical Center, Freiburg, Germany
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Kalantarion M, Sadoughi MM, Ahmady S, Kallestrup P, Katibeh M, Khajeali N. Introducing a mobile learning model in medical education during COVID-19; a critical review. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2022; 10:145-155. [PMID: 35910511 PMCID: PMC9309169 DOI: 10.30476/jamp.2022.93494.1534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Accepted: 02/08/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Mobile learning is one of the innovative teaching techniques that help medical students gain knowledge and skills. One of the factors that expanded the use of this strategy was the COVID-19 pandemic. However, the educational pedagogy of such technology has been neglected. This article aimed to critically review available mobile learning models in medical education to suggest a comprehensive model in the field of mobile learning. METHODS We conducted this critical review based on the five steps of the Carnwell and Daly method. For a comprehensive systematic search from 2000 to April 2021, the following keywords were used: Personal Digital Assistant, m learning, Mobile learning, Ubiquitous learning, U learning, medical students, and medical education. 3176 studies in PubMed, Scopus, ERIC, Magiran, and Web of Science were identified. In total, 8 articles entered the study. RESULTS Eight models of mobile learning in medical education were identified. The key features of each model were extracted and integrated into the new model for the successful design and implementation of mobile learning. This model includes three main elements of mobile learning: 1-stakeholders, 2-interaction, and 3-technology, which are influenced by external factors including Mobiquette, legitimacy, and awareness. CONCLUSION The results of this study are an important contribution to the knowledge collection in mobile learning in medical education. We introduced a comprehensive model of mobile learning including specific characteristics of strategies in the context of medical education.
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Affiliation(s)
- Masomeh Kalantarion
- Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mohammad-Mehdi Sadoughi
- Ophthalmic Research Center, Research Institute for Ophthalmology and Vision Science, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Soleiman Ahmady
- Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Per Kallestrup
- Centre for Global Health, Department of Public Health, Aarhus University, Aarhus, Denmark
| | - Marzieh Katibeh
- Centre for Global Health, Department of Public Health, Aarhus University, Aarhus, Denmark
| | - Nasrin Khajeali
- Department of Medical Education, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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Johnson SG, Potrebny T, Larun L, Ciliska D, Olsen NR. Usability Methods and Attributes Reported in Usability Studies of Mobile Apps for Health Care Education: Scoping Review. JMIR MEDICAL EDUCATION 2022; 8:e38259. [PMID: 35767323 PMCID: PMC9280458 DOI: 10.2196/38259] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 06/02/2022] [Accepted: 06/05/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Mobile devices can provide extendable learning environments in higher education and motivate students to engage in adaptive and collaborative learning. Developers must design mobile apps that are practical, effective, and easy to use, and usability testing is essential for understanding how mobile apps meet users' needs. No previous reviews have investigated the usability of mobile apps developed for health care education. OBJECTIVE The aim of this scoping review is to identify usability methods and attributes in usability studies of mobile apps for health care education. METHODS A comprehensive search was carried out in 10 databases, reference lists, and gray literature. Studies were included if they dealt with health care students and usability of mobile apps for learning. Frequencies and percentages were used to present the nominal data, together with tables and graphical illustrations. Examples include a figure of the study selection process, an illustration of the frequency of inquiry usability evaluation and data collection methods, and an overview of the distribution of the identified usability attributes. We followed the Arksey and O'Malley framework for scoping reviews. RESULTS Our scoping review collated 88 articles involving 98 studies, mainly related to medical and nursing students. The studies were conducted from 22 countries and were published between 2008 and 2021. Field testing was the main usability experiment used, and the usability evaluation methods were either inquiry-based or based on user testing. Inquiry methods were predominantly used: 1-group design (46/98, 47%), control group design (12/98, 12%), randomized controlled trials (12/98, 12%), mixed methods (12/98, 12%), and qualitative methods (11/98, 11%). User testing methods applied were all think aloud (5/98, 5%). A total of 17 usability attributes were identified; of these, satisfaction, usefulness, ease of use, learning performance, and learnability were reported most frequently. The most frequently used data collection method was questionnaires (83/98, 85%), but only 19% (19/98) of studies used a psychometrically tested usability questionnaire. Other data collection methods included focus group interviews, knowledge and task performance testing, and user data collected from apps, interviews, written qualitative reflections, and observations. Most of the included studies used more than one data collection method. CONCLUSIONS Experimental designs were the most commonly used methods for evaluating usability, and most studies used field testing. Questionnaires were frequently used for data collection, although few studies used psychometrically tested questionnaires. The usability attributes identified most often were satisfaction, usefulness, and ease of use. The results indicate that combining different usability evaluation methods, incorporating both subjective and objective usability measures, and specifying which usability attributes to test seem advantageous. The results can support the planning and conduct of future usability studies for the advancement of mobile learning apps in health care education. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.2196/19072.
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Affiliation(s)
- Susanne Grødem Johnson
- Faculty of Health and Function, Western Norway University of Applied Sciences, Bergen, Norway
| | - Thomas Potrebny
- Faculty of Health and Function, Western Norway University of Applied Sciences, Bergen, Norway
| | - Lillebeth Larun
- Division of Health Services, Norwegian Institute of Public Health, Oslo, Norway
| | - Donna Ciliska
- Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
| | - Nina Rydland Olsen
- Faculty of Health and Function, Western Norway University of Applied Sciences, Bergen, Norway
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Downie A, Mashanya T, Chipwaza B, Griffiths F, Harris B, Kalolo A, Ndegese S, Sturt J, De Valliere N, Pemba S. Remote Consulting in Primary Health Care in Low- and Middle-Income Countries: Feasibility Study of an Online Training Program to Support Care Delivery During the COVID-19 Pandemic. JMIR Form Res 2022; 6:e32964. [PMID: 35507772 PMCID: PMC9200055 DOI: 10.2196/32964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2021] [Revised: 03/04/2022] [Accepted: 03/25/2022] [Indexed: 11/17/2022] Open
Abstract
Background Despite acceleration of remote consulting throughout the COVID-19 pandemic, many health care professionals are practicing without training to offer teleconsultation to their patients. This is especially challenging in resource-poor countries, where the telephone has not previously been widely used for health care. Objective As the COVID-19 pandemic dawned, we designed a modular online training program for REmote Consulting in primary Health care (REaCH). To optimize upscaling of knowledge and skills, we employed a train-the-trainer approach, training health workers (tier 1) to cascade the training to others (tier 2) in their locality. We aimed to determine whether REaCH training was acceptable and feasible to health workers in rural Tanzania to support their health care delivery during the pandemic. Methods We developed and pretested the REaCH training program in July 2020 and created 8 key modules. The program was then taught remotely via Moodle and WhatsApp (Meta Platforms) to 12 tier 1 trainees and cascaded to 63 tier 2 trainees working in Tanzania’s rural Ulanga District (August-September 2020). We evaluated the program using a survey (informed by Kirkpatrick's model of evaluation) to capture trainee satisfaction with REaCH, the knowledge gained, and perceived behavior change; qualitative interviews to explore training experiences and views of remote consulting; and documentary analysis of emails, WhatsApp texts, and training reports generated through the program. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed thematically. Findings were triangulated and integrated during interpretation. Results Of the 12 tier 1 trainees enrolled in the program, all completed the training; however, 2 (17%) encountered internet difficulties and failed to complete the evaluation. In addition, 1 (8%) opted out of the cascading process. Of the 63 tier 2 trainees, 61 (97%) completed the cascaded training. Of the 10 (83%) tier 1 trainees who completed the survey, 9 (90%) would recommend the program to others, reported receiving relevant skills and applying their learning to their daily work, demonstrating satisfaction, learning, and perceived behavior change. In qualitative interviews, tier 1 and 2 trainees identified several barriers to implementation of remote consulting, including lacking digital infrastructure, few resources, inflexible billing and record-keeping systems, and limited community awareness. The costs of data or airtime emerged as the greatest immediate barrier to supporting both the upscaling of REaCH training and subsequently the delivery of safe and trustworthy remote health care. Conclusions The REaCH training program is feasible, acceptable, and effective in changing trainees’ behavior. However, government and organizational support is required to facilitate the expansion of the program and remote consulting in Tanzania and other low-resource settings.
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Affiliation(s)
- Andrew Downie
- School of Public Health and Preventative Medicine, Monash University, Melbourne, Australia
- Warwick Medical School, University of Warwick, Coventry, United Kingdom
| | - Titus Mashanya
- Department of Public Health, Faculty of Medicine, St Francis University College of Health and Allied Sciences, Ifakara, United Republic of Tanzania
| | - Beatrice Chipwaza
- Department of Public Health, Faculty of Medicine, St Francis University College of Health and Allied Sciences, Ifakara, United Republic of Tanzania
| | - Frances Griffiths
- Warwick Medical School, University of Warwick, Coventry, United Kingdom
- Centre for Health Policy, University of the Witwatersrand, Johannesburg, South Africa
| | - Bronwyn Harris
- Warwick Medical School, University of Warwick, Coventry, United Kingdom
| | - Albino Kalolo
- Department of Public Health, Faculty of Medicine, St Francis University College of Health and Allied Sciences, Ifakara, United Republic of Tanzania
| | - Sylvester Ndegese
- Department of Public Health, Faculty of Medicine, St Francis University College of Health and Allied Sciences, Ifakara, United Republic of Tanzania
| | - Jackie Sturt
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London, United Kingdom
| | - Nicole De Valliere
- Warwick Clinical Trials Unit, University of Warwick, Coventry, United Kingdom
| | - Senga Pemba
- Department of Public Health, Faculty of Medicine, St Francis University College of Health and Allied Sciences, Ifakara, United Republic of Tanzania
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Scott K, Ummer O, Chamberlain S, Sharma M, Gharai D, Mishra B, Choudhury N, LeFevre AE. '[We] learned how to speak with love': a qualitative exploration of accredited social health activist (ASHA) community health worker experiences of the Mobile Academy refresher training in Rajasthan, India. BMJ Open 2022; 12:e050363. [PMID: 35701061 PMCID: PMC9198783 DOI: 10.1136/bmjopen-2021-050363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
INTRODUCTION Mobile Academy is a mobile-based training course for India's accredited social health activist (ASHA) community health workers (CHW). The course, which ASHAs access by dialling a number from their phones, totals 4 hours of audio content. It consists of 11 chapters, each with their own quiz, and provides a cumulative pass or fail score at the end. This qualitative study of Mobile Academy explores how the programme was accessed and experienced by CHWs, and how they perceive it to have influenced their work. METHODS We conducted in-depth interviews (n=25) and focus group discussions (n=5) with ASHAs and other health system actors. Open-ended questions explored ASHA perspectives on Mobile Academy, the course's perceived influence on ASHAs and preferences for future training programmes. After applying a priori codes to the transcripts, we identified emergent themes and grouped them according to our CHW mLearning framework. RESULTS ASHAs reported enjoying Mobile Academy, specifically praising its friendly tone and the ability to repeat content. They, and higher level health systems actors, conceived it to primarily be a test not a training. ASHAs reported that they found the quizzes easy but generally did not consider the course overly simplistic. ASHAs considered Mobile Academy's content to be a useful knowledge refresher but said its primary benefit was in modelling a positive communications approach, which inspired them to adopt a kinder, more 'loving' communication style when speaking to beneficiaries. ASHAs and health system actors wanted follow-on mLearning courses that would continue to compliment but not replace face-to-face training. CONCLUSION This mLearning programme for CHWs in India was well received by ASHAs across a wide range of education levels and experience. Dial-in audio training has the potential to reinforce topical knowledge and showcase positive ways to communicate.
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Affiliation(s)
- Kerry Scott
- Department of International Health, Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Osama Ummer
- Oxford Policy Management, New Delhi, India
- BBC Media Action, New Delhi, India
| | | | | | | | | | - Namrata Choudhury
- Centre for the Study of Law and Governance, Jawaharlal Nehru University, New Delhi, India
| | - Amnesty Elizabeth LeFevre
- Department of International Health, Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA
- School of Public Health and Family Medicine, University of Cape Town, Rondebosch, Western Cape, South Africa
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Chamane N, Ebenezer Ogunsakin R, Mashamba-Thompson TP. The effect of a mobile-learning curriculum on improving compliance to quality management guidelines for HIV rapid testing services in rural primary healthcare clinics, KwaZulu-Natal, South Africa: a quasi-experimental study. BMC Health Serv Res 2022; 22:624. [PMID: 35534859 PMCID: PMC9081963 DOI: 10.1186/s12913-022-07978-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Accepted: 04/19/2022] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND Despite significant achievements made towards HIV testing, linkage to antiretroviral therapy treatment and viral load suppression, the Sub-Saharan region of Africa continues to be reported to have the highest prevalence of HIV/AIDS, with over 26 million people living with the disease. In light of the added burden on already overwhelmed health systems due to the Covid-19 pandemic, maintaining the reliability and accuracy of point-of-care diagnostics (POC) results is crucial to ensure the sustainability of quality service delivery. The integration of technology-based interventions into nurse education curricula is growing, to help prepare students for the current practice environment which requires access to large amounts of information. The aim of this study was to determine the effect of a Mobile Learning (mLearning) Curriculum on improving the quality of HIV rapid testing services in rural clinics of KwaZulu-Natal (KZN), South Africa. METHODS To achieve the aim of this study, pre-test and post-test audits were conducted in a quasi-experimental design. Eleven clinics of KZN, with the highest availability and usage of POC diagnostics were selected from a cross-sectional study survey to constitute the sample of this study. The World Health Organization On-site Monitoring Checklist-Assessment of Quality System was adapted and used as an audit tool to evaluate four key quality components. The effect of the mLearning curriculum on HIV testing quality improvement was determined through statistically comparing pre-audit and post-audit results. The independent samples t-test and the Levene's test were employed to evaluate the equality of measured variables for the two groups. The relationships between variables were estimated using the Pearson pair wise correlation coefficient (p) and correlations were reported as significant at p < 0.05. RESULTS A total of 11 clinics was audited at the pretest and 7 clinics were audited post-piloting of the mLearning curriculum. The estimated level of compliance of the participating clinics to quality HIV rapid testing guidelines ranged between poor and moderate quality. The mLearning curriculum was shown to have no statistically significant effect on the quality of POC diagnostic services provided in rural clinics of KZN. CONCLUSION The mLearning curriculum was shown to have no statistically significant effect on the quality of HIV rapid testing services provided in participating clinics; however, multiple barriers to the full adoption of the piloted curriculum were identified. The provision of reliable technology devices and improved internet connection were recommended to enhance the adoption of technology-based interventions necessary to improve access to relevant learning material and updated information.
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Affiliation(s)
- Nkosinothando Chamane
- Department of Public Health Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa.
| | - Ropo Ebenezer Ogunsakin
- Department of Public Health Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa
| | - Tivani Phosa Mashamba-Thompson
- Department of Public Health Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa
- Faculty of Health Sciences, Gauteng Province, University of Pretoria, Prinshof Campus, Pretoria, South Africa
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Chandran VP, Balakrishnan A, Rashid M, Pai Kulyadi G, Khan S, Devi ES, Nair S, Thunga G. Mobile applications in medical education: A systematic review and meta-analysis. PLoS One 2022; 17:e0265927. [PMID: 35324994 PMCID: PMC8947018 DOI: 10.1371/journal.pone.0265927] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 03/10/2022] [Indexed: 11/18/2022] Open
Abstract
Objective This review evaluates the effectiveness of smartphone applications in improving academic performance and clinical practice among healthcare professionals and students. Methods This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles were retrieved from PubMed, Scopus, and Cochrane library through a comprehensive search strategy. Studies that included medical, dental, nursing, allied healthcare professional, undergraduates, postgraduates, and interns from the same disciplines who used mobile applications for their academic learning and/or daily clinical practice were considered. Results 52 studies with a total of 4057 learner participants were included in this review. 33 studies (15 RCTs, 1 cluster RCT, 7 quasi-experimental studies, 9 interventional cohort studies and 1 cross-sectional study) reported that mobile applications were an effective tool that contributed to a significant improvement in the knowledge level of the participants. The pooled effect of 15 studies with 962 participants showed that the knowledge score improved significantly in the group using mobile applications when compared to the group who did not use mobile applications (SMD = 0.94, 95% CI = 0.57 to1.31, P<0.00001). 19 studies (11 RCTs, 3 quasi-experimental studies and 5 interventional cohort studies) reported that mobile applications were effective in significantly improving skills among the participants. Conclusion Mobile applications are effective tools in enhancing knowledge and skills. They can be considered as effective adjunct tools in medical education by considering their low expense, high versatility, reduced dependency on regional or site boundaries, online and offline, simulation, and flexible learning features of mobile apps.
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Affiliation(s)
- Viji Pulikkel Chandran
- Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Athira Balakrishnan
- Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Muhammed Rashid
- Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Girish Pai Kulyadi
- Department of Pharmaceutics, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Sohil Khan
- Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India
- School of Pharmacy and Medical Sciences, Quality Use of Medicines Network, Menzies Health Institute, Griffith University, Gold Coast, Queensland, Australia
| | - Elsa Sanatombi Devi
- Department of Medical Surgical Nursing, Manipal College of Nursing, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Sreedharan Nair
- Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Girish Thunga
- Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India
- * E-mail: ,
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Gulleen EA, Lubwama M, Komakech A, Krantz EM, Liu C, Phipps W. Knowledge and perceptions of antimicrobial resistance and antimicrobial stewardship among staff at a national cancer referral center in Uganda. ANTIMICROBIAL STEWARDSHIP & HEALTHCARE EPIDEMIOLOGY : ASHE 2022; 2:e54. [PMID: 36483337 PMCID: PMC9726558 DOI: 10.1017/ash.2022.28] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Revised: 01/24/2022] [Accepted: 01/27/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVES As access to cancer care has improved throughout sub-Saharan Africa, treatment-associated infections have increased. Assessing healthcare worker knowledge of antimicrobial stewardship and identifying the barriers to infection management will inform the development of contextually appropriate antimicrobial stewardship programs, improving cancer outcomes in sub-Saharan Africa. DESIGN Cross-sectional survey. SETTING The Uganda Cancer Institute (UCI), a national cancer referral center in Kampala, Uganda. PARTICIPANTS We surveyed 61 UCI staff: 29 nurses, 7 pharmacists, and 25 physicians. METHODS The survey contained 25 questions and 1 ranking exercise. We examined differences in responses by staff role. RESULTS All 60 respondents who answered the question had heard the term "antimicrobial resistance." Only 44 (73%) had heard the term "antimicrobial stewardship." Nurses were less likely than pharmacists or physicians to be familiar with either term. Also, 41 respondents (68%) felt that loss of antibiotic susceptibility is a major issue at UCI. Regarding barriers to diagnosing infections, 54 (93%) of 58 thought that it was difficult to obtain blood cultures and 48 (86%) of 56 thought that it was difficult to regularly measure temperatures. CONCLUSIONS Although most recognized the term "antimicrobial resistance," fewer were familiar with the term "antimicrobial stewardship." Inappropriate antibiotic use was recognized as a contributor to antimicrobial resistance, but hand hygiene was underrecognized as a contributing factor. We identified numerous barriers to diagnosing infections, including the ability to obtain blood cultures and consistently monitor temperatures. Educating staff regarding antimicrobial selection, allocating resources for blood cultures, and implementing strategies to enhance fever detection will improve infection management.
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Affiliation(s)
- Elizabeth A. Gulleen
- Vaccine and Infectious Diseases Division, Fred Hutchinson Cancer Research Center, Seattle, Washington, United States
- Allergy and Infectious Diseases Division, Department of Medicine, University of Washington, Seattle, Washington, United States
- Seattle Cancer Care Alliance, Seattle, Washington, United States
| | - Margaret Lubwama
- Department of Medical Microbiology, Makerere University, Kampala, Uganda
| | - Alfred Komakech
- Department of Pharmacy, Uganda Cancer Institute, Kampala, Uganda
| | - Elizabeth M. Krantz
- Vaccine and Infectious Diseases Division, Fred Hutchinson Cancer Research Center, Seattle, Washington, United States
| | - Catherine Liu
- Vaccine and Infectious Diseases Division, Fred Hutchinson Cancer Research Center, Seattle, Washington, United States
- Allergy and Infectious Diseases Division, Department of Medicine, University of Washington, Seattle, Washington, United States
- Seattle Cancer Care Alliance, Seattle, Washington, United States
| | - Warren Phipps
- Vaccine and Infectious Diseases Division, Fred Hutchinson Cancer Research Center, Seattle, Washington, United States
- Allergy and Infectious Diseases Division, Department of Medicine, University of Washington, Seattle, Washington, United States
- Seattle Cancer Care Alliance, Seattle, Washington, United States
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Prados-Carmona A, Fuentes-Jimenez F, Roman de los Reyes R, García-Rios A, Rioja-Bravo J, Herruzo-Gomez E, Perez-Martinez P, Lopez-Miranda J, Delgado-Lista J. A Pilot Study on the Feasibility of Developing and Implementing a Mobile App for the Acquisition of Clinical Knowledge and Competencies by Medical Students Transitioning from Preclinical to Clinical Years. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19052777. [PMID: 35270471 PMCID: PMC8910514 DOI: 10.3390/ijerph19052777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 02/23/2022] [Accepted: 02/25/2022] [Indexed: 02/05/2023]
Abstract
Due to the COVID-19 pandemic and the consequent restrictions, universities have had to adapt their curricula substantially to new schemes in which remote learning is of the essence. In this study, we assess the feasibility of developing a mobile app supplementary to the distant teaching paradigm for the “Cardiology” module of the “General Pathology” subject in undergraduate Medical Education, and we evaluate its impact and acceptability. A cohort of volunteer second-year medical students (n = 44) had access to the app, and their opinions on its utility (1−10) were collected. Additionally, the students were invited to refer their expected satisfaction (1−10) with a blended learning methodology overlapping this new tool with the traditional resources. The average expected satisfaction had been compared to the average satisfaction obtained by just the traditional methodology in other modules from the same subject. Through a qualitative approach, we defined the strengths and weaknesses of the tool. Seventy-seven percent of the participants rated at 8/10 or more the potential learning value of the application and, if used as a supplement to traditional teaching, it would also statistically improve the satisfaction of students (6.52 vs. 8.70, p < 0.001). Similarly, the qualitative data corroborated the benefits of such innovation. Multidisciplinary collaborations are encouraged to develop teaching innovations, although further research should aim to better define the effectiveness of learning with these resources.
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Affiliation(s)
- Alvaro Prados-Carmona
- Department of Dermatology, Hospital Universitario San Cecilio, 18016 Granada, Spain;
| | - Francisco Fuentes-Jimenez
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
| | - Rafael Roman de los Reyes
- Advanced Computer Architecture Group, Department of Computer Architecture, Electronics and Electronic Technology, Universidad de Cordoba, 14071 Cordoba, Spain; (R.R.d.l.R.); (J.R.-B.)
| | - Antonio García-Rios
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
| | - Jesus Rioja-Bravo
- Advanced Computer Architecture Group, Department of Computer Architecture, Electronics and Electronic Technology, Universidad de Cordoba, 14071 Cordoba, Spain; (R.R.d.l.R.); (J.R.-B.)
| | - Ezequiel Herruzo-Gomez
- Department of Computer Architecture, Electronics and Electronic Technology and Grupo Docente 30, Universidad de Cordoba, 14071 Cordoba, Spain;
| | - Pablo Perez-Martinez
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
- Correspondence: (P.P.-M.); (J.D.-L.)
| | - Jose Lopez-Miranda
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
| | - Javier Delgado-Lista
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
- Correspondence: (P.P.-M.); (J.D.-L.)
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Hao X, Peng X, Ding X, Qin Y, Lv M, Li J, Li K. Application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic: A systematic review. NURSE EDUCATION TODAY 2022; 108:105183. [PMID: 34741918 PMCID: PMC8545701 DOI: 10.1016/j.nedt.2021.105183] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 08/24/2021] [Indexed: 05/04/2023]
Abstract
BACKGROUND Due to the rapid spread of coronavirus disease 2019 (COVID-19) around the world, the World Health Organization (WHO) declared it a global pandemic on March 11, 2020. This declaration had an unprecedented impact on health profession education, especially the clinical clerkship of nursing and medical students. The teaching hospitals had to suspend traditional bedside clinical teaching and switch to digital education. OBJECTIVE To systematically synthesize the available literature on the application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic. DESIGN A systematic review informed by PRISMA guidelines. DATA SOURCES Five electronic databases were systematically searched: PubMed, Embase, MEDLINE (OVID), CINAHL and the Cochrane Library. REVIEW METHODS The retrieved articles were screened at the title, abstract, and full text stages. The Mixed-Methods Appraisal Tool (MMAT) was used to assess the quality of quantitative and mixed-method studies. Then, two reviewers extracted the quantitative data of the included studies. RESULTS A total of 4596 studies were identified following a comprehensive search, and 16 studies were included after removing duplicates and screening, which focused on undergraduate nursing students (3 studies) and medical students (13 studies). We found that the standalone digital education modalities were as effective as conventional learning for knowledge and practice. Different educational technologies have different effects on the knowledge and practice of interns. CONCLUSION Digital education plays a significant role in distance training for nursing and medical interns both now and in the future. The overall risk of bias was high, and the quality of evidence was found to be variable. There is a need for further research designing more quasi-experimental studies to assess the effectiveness of standalone digital education interventions for the remote training of nursing or medical interns to be fully prepared for emergencies.
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Affiliation(s)
- Xiaonan Hao
- School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China
| | - Xin Peng
- School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China
| | - Xinxin Ding
- School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China.
| | - Yuan Qin
- School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China
| | - Miaohua Lv
- School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China
| | - Jing Li
- School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China.
| | - Kun Li
- School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China.
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Wittenberg E, Goldsmith JV, Chen C, Prince-Paul M, Capper B. COVID 19-transformed nursing education and communication competency: Testing COMFORT educational resources. NURSE EDUCATION TODAY 2021; 107:105105. [PMID: 34455286 PMCID: PMC8515413 DOI: 10.1016/j.nedt.2021.105105] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Revised: 07/20/2021] [Accepted: 08/13/2021] [Indexed: 06/01/2023]
Abstract
BACKGROUND The COVID-19 pandemic brought a disruption to nurse education for both nursing faculty and students as all non-clinical nurse education courses worldwide moved to distance or online learning. The sudden shift to online education meant the loss of traditional activities for students to learn communication skills creating a critical demand for open educational resources for students and nursing faculty. Tools to support nursing faculty development for teaching communication are nearly non-existent and pedagogical content knowledge is needed. OBJECTIVES The purpose of this study was to test two COMFORT COVID-19 Communication Modules (PPE and Video/Phone) for undergraduate nursing students and evaluate student communication competency post-intervention. DESIGN This pre-post study includes qualitative and quantitative data collected to evaluate student communication competency post-intervention. SETTINGS Undergraduate Bachelor of Science in Nursing (BSN) students at four university campuses in the Pacific and MidSouth regions of the United States. PARTICIPANTS BSN nursing students (n = 197) predominantly in the third year of study (n = 138, 70%). METHODS Students completed online modules as part of a nursing course. Faculty provided information and a link to access online learning modules. A pre-post assessment was completed for each module. RESULTS Significant statistical differences were found across variables of communication attitude, knowledge, and skill across both modules. CONCLUSIONS As nursing education in the United States shifts to competency-based education which emphasizes skill development across the BSN program, it is imperative to establish communication learning objectives that are measurable and ensure communication theory and evidence-based practice is part of curriculum content.
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Affiliation(s)
- Elaine Wittenberg
- California State University Los Angeles, Department of Communication Studies, Los Angeles, CA, USA.
| | - Joy V Goldsmith
- University of Memphis, Department of Communication and Film, Memphis, TN, USA
| | - Chiahui Chen
- From University at Buffalo-The State University of New York, School of Nursing, Buffalo, NY, USA
| | | | - Beverly Capper
- Case Western Reserve University, Frances Payne Bolton School of Nursing, Cleveland, OH, USA
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Dizon JMR. Educating future health professionals to keep pace with changing times. JBI Evid Synth 2021; 19:2904-2905. [PMID: 34782589 DOI: 10.11124/jbies-21-00392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Affiliation(s)
- Janine Margarita R Dizon
- JBI, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, SA, Australia
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Kagawa MN, Chipamaunga S, Prozesky D, Kafumukache E, Gwini R, Kandawasvika G, Katowa-Mukwato P, Masanganise R, Pretorius L, Wessels Q, Dithole KS, Marimo C, Mubuuke AG, Mbalinda SN, van der Merwe L, Nyoni CN. Assessment of Preparedness for Remote Teaching and Learning to Transform Health Professions Education in Sub-Saharan Africa in Response to the COVID-19 Pandemic: Protocol for a Mixed Methods Study With a Case Study Approach. JMIR Res Protoc 2021; 10:e28905. [PMID: 34254943 PMCID: PMC8320735 DOI: 10.2196/28905] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 05/14/2021] [Accepted: 06/01/2021] [Indexed: 11/13/2022] Open
Abstract
Background The current COVID-19 pandemic is affecting all aspects of society worldwide. To combat the pandemic, measures such as face mask–wearing, hand-washing and -sanitizing, movement restrictions, and social distancing have been introduced. These measures have significantly disrupted education, particularly health professions education, which depends on student-patient contact for the development of clinical competence. The wide-ranging consequences of the pandemic are immense, and health professions education institutions in sub-Saharan Africa have not been spared. Objective This paper describes a protocol for assessing the preparedness of selected health professions education institutions in sub-Saharan Africa for remote teaching and learning during the COVID-19 pandemic. Methods A mixed-methods design with a case study approach will be used. The awareness, desire, knowledge, ability, and reinforcement model of change was selected as the conceptual framework to guide the study. Eight higher education institutions in 6 sub-Saharan countries have participated in this study. Data will be collected through electronic surveys from among whole populations of academic staff, students, and administrators in undergraduate medicine and nursing programs. Qualitative and quantitative data from each institution will be analyzed as a case study, which will yield an inventory of similar cases grouped for comparison. Quantitative data will be analyzed for each institution and then compared to determine associations among variables and differences among programs, institutions, or countries. Results Our findings will provide information to higher education institutions, particularly those offering health professions education programs, in Africa regarding the preparedness for remote teaching and learning to influence efforts related to web-based teaching and learning, which is envisaged to become the new normal in the future. Conclusions This study has not received any funding, and any costs involved were borne by individual consortium members at the various institutions. Ethics approval from the institutional review board was obtained at various times across the participating sites, which were free to commence data collection as soon as approval was obtained. Data collection was scheduled to begin on October 1, 2020, and end on February 28, 2021. As of this submission, data collection has been completed, and a total of 1099 participants have been enrolled. Data analysis has not yet commenced. International Registered Report Identifier (IRRID) DERR1-10.2196/28905
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Affiliation(s)
- Mike Nantamu Kagawa
- Department of Obstetrics and Gynaecology, School of Medicine, Makerere University College of Health Sciences, Kampala, Uganda
| | - Shalote Chipamaunga
- Faculty of Medicine and Health Sciences, University of Zimbabwe, Harare, Zimbabwe
| | - Detlef Prozesky
- Faculty of Medicine, University of Botswana, Gaborone, Botswana
| | | | - Rudo Gwini
- National University of Science & Technology, Bulawayo, Zimbabwe
| | | | | | | | - Louise Pretorius
- Faculty of Health Sciences, University of Namibia, Windhoek, Namibia
| | - Quenton Wessels
- Faculty of Health Sciences, University of Namibia, Windhoek, Namibia
| | | | - Clemence Marimo
- Department of Research, School of Medicine, Cavendish University of Zambia, Lusaka, Zambia
| | - Aloysius Gonzaga Mubuuke
- Department of Radiology, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda
| | - Scovia Nalugo Mbalinda
- Department of Nursing, School of Health Science, Makerere University College of Health Sciences, Kampala, Uganda
| | - Lynette van der Merwe
- Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
| | - Champion N Nyoni
- Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
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Using Mobile Technologies Among Undergraduate Nursing Students for Academic Purposes in Tertiary Education: A Quantitative Survey. Comput Inform Nurs 2021; 39:257-264. [PMID: 33259348 DOI: 10.1097/cin.0000000000000694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Mobile devices are increasingly part of daily life, with the benefits of using the technology in nursing education widely recognized. This study explored the use of mobile devices among undergraduate nursing students for academic purposes in South Africa, using a quantitative survey. The majority of participants owned smartphones (87.6%), followed by laptops (76%) and tablets (47.1%). Mobile devices were used to perform academic tasks and communicate and collaborate with peers and teachers, as well as search and access electronic resources. Few of the first year nursing students owned laptops and tablets and used them less frequently than the students from other levels of the study. Equipping nursing students with mobile devices, such as laptops and tablets, particularly first year students, and ensuring that they have adequate skills to use them, is essential to training future nurses who are expected to work in a technology-mediated health environment.
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Anders RL, Kunaviktikul W. Distance Education An Opportunity to Support Nursing in Southeast Asia. JOURNAL OF PROBLEM-BASED LEARNING 2021. [DOI: 10.24313/jpbl.2020.00304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
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Pakkonen M, Stolt M, Charalambous A, Suhonen R. Continuing education interventions about person-centered care targeted for nurses in older people long-term care: a systematic review. BMC Nurs 2021; 20:67. [PMID: 33910557 PMCID: PMC8082917 DOI: 10.1186/s12912-021-00585-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Accepted: 04/15/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Person-Centered Care is often seen as an indicator of quality of care. However, it is not known whether and to what extent person-centered care can be enhanced by continuing education interventions in older people's long-term care settings. This systematic review aimed to analyze and synthesize the existing research literature about person-centered care-based continuing educational interventions for nurses working in long-term care settings for older people. METHODS Five databases were searched 6/2019 and updated 7/2020; PubMed (Medline), CINAHL, PsycINFO, Cochrane and Eric using the keywords person-centered car* OR person-centred car * OR patient-centered car* OR client-centered car* OR tailored car* OR resident-centered car* OR individualized car* AND older* OR elder* OR old person* AND Long-Term Care OR Nursing home OR 24-h treatment OR long-term treatment. Twenty-seven full texts from 2587 initially retrieved citations were included. RESULTS The continuing educational interventions found were divided into five themes: person-centered interventions focusing on medication; interaction and caring culture; nurses' job satisfaction; nursing activities; and older people's quality of life. The perspective of older people and their next of kin about the influence of continuing education interventions were largely absent. The background theories about interventions, the measurements taken, and the clarity around the building blocks of the continuing-care interventions need further empirical verification. The pedagogical methods used were mainly quite behavioristic mostly lectures and seminars. CONCLUSION Most of person-centered care continuing education interventions are effective. Still more empirical research-based continuing education interventions are needed that include learner-centered pedagogical methods, with measurable outcomes that consider the opinions of older people and their next of kin. Continuing educational interventions for nurses need to be further developed to strengthen nurse's competence in person-centered care, job satisfaction and for better quality of care.
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Affiliation(s)
- Mari Pakkonen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Minna Stolt
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Andreas Charalambous
- Department of Nursing Science, University of Turku, Turku, Finland
- Department of Nursing Science, Cyprus University of Technology, Limassol, Cyprus
| | - Riitta Suhonen
- Department of Nursing Science, University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
- City of Turku, Welfare Division, Turku, Finland
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Silva MGD, Sakata-So KN, Pereira ÉG, Egry EY. Mobile application of the Terminology Subset for Coping with Domestic Violence Against Children. Rev Bras Enferm 2021; 74Suppl 5:e20200287. [PMID: 33759946 DOI: 10.1590/0034-7167-2020-0287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Accepted: 10/31/2020] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE to describe the development of a mobile application for the International Classification Terminology Subset for Nursing Practice for Coping with Domestic Violence Against Children. METHODS an applied research of technological development, based on the Analysis, Design, Development, Implementation and Evaluation model and on the terminological subset based on the Theory of Nursing Praxis Intervention in Collective Health framework. RESULTS the application is divided into: 1) "Definition": characterizes the phenomenon of violence against children; 2) "Assistance": electronic record of nursing care; 3) "Diagnosis Consultation"; 4) "Intervention Consultation": nursing diagnoses, outcomes, and interventions related to children and their families, subdivided into Strengthening and Weariness group. FINAL CONSIDERATIONS built from scientific research, the application has the potential to support nursing care, presenting, in an organized and systematic manner, nursing diagnoses, outcomes, and interventions, in addition to enabling the registration of cases under monitoring.
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Affiliation(s)
| | | | - Érica Gomes Pereira
- Escola de Enfermagem da Universidade de São Paulo. São Paulo, São Paulo, Brazil
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Egilsdottir HÖ, Heyn LG, Brembo EA, Byermoen KR, Moen A, Eide H. Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach. JMIR Mhealth Uhealth 2021; 9:e22633. [PMID: 33410756 PMCID: PMC7819782 DOI: 10.2196/22633] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2020] [Revised: 09/22/2020] [Accepted: 10/25/2020] [Indexed: 01/05/2023] Open
Abstract
Background As many students in higher education are skilled users of mobile technology, mobile learning (mLearning) can be a promising educational strategy to enhance their learning experience. mLearning might also be well suited for nursing students as they navigate between multiple learning contexts in their educational curriculum. As an educational strategy, mLearning may also reduce challenges caused by the theory-practice gap in nursing by supporting skills and knowledge transfer between the university and clinical settings. As the introduction of basic physical assessment skills (B-PASs) into Norwegian bachelor’s degree education in nursing occurred quite recently, there is a lack of competence in supervision and teaching in both university and clinical settings. As such, mLearning appears to be a good strategy to support student B-PAS learning and knowledge transfer across learning contexts. Objective This study aims to explore and elicit the perspectives of students regarding the way in which a selection of digital learning resources supports B-PAS learning and application in clinical rotation, which of the selected digital learning resources are beneficial to include in a suite of mLearning tools, and how the selected digital learning resources could support the transfer of skills and knowledge from the academic to clinical context. Methods We used a longitudinal participatory design approach to co-design a suite of mLearning tools. The co-design processes took place in several workshops (WSs) over a period of 3 months: 2 WSs with first-year students (n=6), 3 WSs with second-year students (n=6), and 3 WSs with third-year students (n=8). The students evaluated several digital learning resources in both academic and clinical contexts. The digital learning resources included digital simulation with virtual patients, massive open online courses, and multimedia learning material. In the co-design WS, the potential and benefits of these digital learning resources for the learning and application of B-PASs were explored. Results The students reported that the digital learning resources stimulated learning in 7 different ways. They also emphasized the importance of including all selected and tested digital learning resources. Moreover, students supported the inclusion of additional learning material, such as multiple-choice tests and written assignments, aimed at providing feedback and contributing to knowledge development. Conclusions The co-design processes and collaboration with the nursing students provided insight into how a suite of mLearning tools may support the learning and application of B-PASs and human bioscience knowledge in clinical rotation. From the students’ perspective, one of the strengths of the suite of mLearning tools was the range of content, as this met a broader range of student learning preferences regarding learning B-PASs. The suite of mLearning tools contributes to and supports skills training and knowledge transfer between multiple learning contexts.
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Affiliation(s)
- H Ösp Egilsdottir
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Lena Günterberg Heyn
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Espen Andreas Brembo
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Kirsten Røland Byermoen
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Anne Moen
- Institute for Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Hilde Eide
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
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Sharma D, Sharma P, Sharma N, Sharma N. Unmasking the impact of m-learning on medical undergraduates. INTERNATIONAL JOURNAL OF ACADEMIC MEDICINE 2021. [DOI: 10.4103/ijam.ijam_99_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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Masha'al D, Rababa M, Shahrour G. Distance Learning–Related Stress Among Undergraduate Nursing Students During the COVID-19 Pandemic. J Nurs Educ 2020; 59:666-674. [DOI: 10.3928/01484834-20201118-03] [Citation(s) in RCA: 33] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Accepted: 08/12/2020] [Indexed: 11/20/2022]
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Leydon GB, Schwartz ML. The Use of Mobile Devices to Enhance Engagement and Integration with Curricular Content. THE YALE JOURNAL OF BIOLOGY AND MEDICINE 2020; 93:453-460. [PMID: 32874152 PMCID: PMC7448388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This perspective describes the processes, pilot designs, and deployment strategies that the Yale School of Medicine (YSM) employed when integrating iPads into the undergraduate pre-clinical medical curriculum. We also explore the multiplier effect this technology inspired in expanding the program into our clerkship curriculum with the iPad Mini and how integrating mobile technology into our existing E-systems afforded us opportunities to enter the e-book and augmented reality technology spaces. Our hope is that this perspective provides a framework that may guide other institutions researching their own technological innovations.
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Affiliation(s)
- Gary B. Leydon
- Associate Director for Technology Services, Yale University School of Medicine, New Haven, CT
| | - Michael L. Schwartz
- Associate Dean for Curriculum, Yale University School of Medicine, New Haven, CT
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Fukuda M, Maeda S, Takiuti T, Moriyama MT. Issues Related to the use of a Mobile Application of the Protocol for Preventing and Managing Urinary Catheter Blockage Among Long-term Indwelling Urinary Catheter Users for Visiting Nurses: An Interview Study of Visiting Nurses in Japan. Open Nurs J 2020. [DOI: 10.2174/1874434602014010100] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background:
We developed a mobile application of the protocol for preventing and managing catheter blockage among long-term indwelling catheter users for visiting nurses. We conducted meetings at four visiting nurse stations in Japan from May to June 2017 to explain the application to visiting nurses.
Objective:
The purpose of the present study was to clarify issues related to the full-scale use of this protocol application, using data from focus group interviews with visiting nurses.
Methods:
We conducted focus group interviews with the meeting participants. The focus group interviews were conducted at four different venues. Three focus groups had eight participants, and the fourth had two participants, for a total of 26 study participants. Specifically, the group interviews covered (1) the application’s structure and content; (2) operability; (3) portability; (4) possibilities for use, effects, and expectations; and (5) concerns about use.
Results:
The results of the group interviews were classified into five categories: possibilities for the use of the mobile application, possibilities for further use of the application by nurses, suggestions for the use of the application by caregivers and nursing care workers, the burden associated with the use of the mobile application, and opinions and desires for improvements in the mobile application.
Conclusion:
The results suggested that visiting nurses would use the mobile application. However, for full-scale use, it would be necessary to add the ability to use accumulated data, increase the number of learning screens, and take safety management measures for the transmission of medical information.
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Martinengo L, Yeo NJY, Markandran KD, Olsson M, Kyaw BM, Car LT. Digital health professions education on chronic wound management: A systematic review. Int J Nurs Stud 2019; 104:103512. [PMID: 32086027 DOI: 10.1016/j.ijnurstu.2019.103512] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2019] [Revised: 12/17/2019] [Accepted: 12/20/2019] [Indexed: 12/18/2022]
Abstract
BACKGROUND Continuing education is crucial for healthcare professionals to keep up with research but attending classroom lectures is a major barrier. Chronic wound management is increasingly relevant for continuous professional training. Digital education offers learning tailored to individual needs and could be an effective alternative to healthcare professionals' training. However, the effectiveness of digital education for chronic wound management training has not been explored. OBJECTIVES To assess the effectiveness of digital education in improving healthcare professionals' knowledge, attitudes, practical skills and behaviour change on chronic wound management, and their satisfaction with the intervention. DESIGN This systematic review follows Cochrane methodology and is one of a series of reviews on the use of digital education for health professions education. Protocol registration: PROSPERO CRD42018109971 DATA SOURCES: Searches were conducted in MEDLINE, Embase, Web of Science, ERIC, PsycINFO, CINAHL, CENTRAL, and ProQuest Dissertation and Theses Database. REVIEW METHODS We included randomised control trials, cluster randomised control trials and quasi-randomised control trials comparing digital or blended education with traditional learning, no intervention or other forms of digital or blended education for pre- or post-registration healthcare professionals in chronic wound management. A narrative summary of findings is presented. RESULTS Seven studies (1,404 participants) were included. All studies investigated interventions for nursing students or professionals working in hospitals or community settings, and all but one study focused on pressure ulcers. Five studies (935 participants) assessed post-intervention knowledge, and indicated that digital education was more effective than no intervention, while blended learning was superior to exclusive digital education. Three studies (543 participants) assessed post-intervention skills and reported mixed results. One study (140 participants) compared post-intervention behaviour change and satisfaction with blended and online digital education, and reported no difference in behaviour between the groups, and higher satisfaction with blended education. For knowledge retention up to six months, digital education was more effective than no intervention, while blended learning was superior to digital education. The risk of bias in included studies was mostly high or unclear. CONCLUSIONS Digital education on chronic wound management appears to be less effective than blended education and more effective than no intervention in improving knowledge among nurses and nursing students. Data for other outcomes is scarce and inconclusive. Future studies should assess participants' skills, attitudes, satisfaction and behaviour change; cost-effectiveness and potential untoward effects of digital education, compare digital education to other learning modalities and include other healthcare professionals in diverse clinical settings.
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Affiliation(s)
- Laura Martinengo
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore.
| | - Natalie Jia Ying Yeo
- Laboratory of Molecular and Vascular Medicine, Lee Kong Chian School of Medicine, Nanyang Technological University, 59 Nanyang Drive, Level 3, Singapore 636921, Singapore.
| | - Kasturi D/O Markandran
- Laboratory of Muscle and Cardiac Biophysics, Lee Kong Chian School of Medicine, Nanyang Technological University, 59 Nanyang Drive, Level 3, Singapore 636921, Singapore.
| | - Maja Olsson
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore; Institute of Health and Biomedical Innovation, Queensland University of Technology, 149 Victoria Park Rd, Kelvin Grove, Queensland 4059, Australia
| | - Bhone Myint Kyaw
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore; Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore.
| | - Lorainne Tudor Car
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore; Department of Primary Care and Public Health, School of Public Health, Imperial College London, The Reynolds Building, St Dunstan's Road, London W6 8RP, UK.
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Abstract
Emergence of health-related smartphone applications and their wide dissemination in public as well as healthcare practitioners has undergone criticism under the scope of public health. Still, despite methodological issues curbing the initial enthusiasm, availability, safety and, in certain cases, documented efficacy of these measures has secured regulatory approval. Bearing in mind these pitfalls, we describe the necessary steps towards implementation of deep learning techniques in the specific clinical context of women’s health and infertility in particular.
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Björkman AS, Spångeus A, Woisetschläger M. Mobile learning device increased study efficiency for radiology residents but with risk of temporary novelty effect. Acta Radiol Open 2019; 8:2058460119889871. [PMID: 31832242 PMCID: PMC6887819 DOI: 10.1177/2058460119889871] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Accepted: 11/01/2019] [Indexed: 11/16/2022] Open
Abstract
Background Digital resources in learning are increasingly available and offer new possibilities in education. Mobile learning devices (MLD) such as tablets provide easy and flexible access for users. Purpose To investigate whether the introduction of MLDs in radiology education affected time spent on studies over a longer time frame and whether learning behavior and attitudes changed. Material and Methods The radiology residents employed during 2015-2016 were invited to participate in this 12-month MLD intervention study. Results were evaluated using online questionnaires at six months (6 m) and 12 months (12 m). Results Thirty-one residents were included, of whom half were in the early stages of residency (<2 years). After the MLD introduction, most participants (91% [6 m] and 83% [12 m]) estimated increased time spent on studies. Of these, 32% stated "a lot more" at 6 m but only 8% at 12 m (P = 0.12). The MLDs showed positive effects on the experience of radiology studies, as a majority of participants stated better quality and effectiveness in their studies (100% [6 m]-92% [12 m]), that MLD facilitated access to educational materials to a high degree (83% [6 m]-75% [12 m]), and that studies had become better and more fun (96% [6 m]-100% [12 m]). Conclusion The use of MLDs seems to facilitate learning effectively for radiologic residents. However, a larger scale study is required as a trend of decreasing figures in the longer term was seen, but our results did not show a significant reduction of time spent on radiology studies.
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Affiliation(s)
- Ann-Sofi Björkman
- Department of Radiology, Linköping University, Linköping, Sweden.,Department of Medical and Health Sciences, Linköping University, Linköping, Sweden
| | - Anna Spångeus
- Department of Medical and Health Sciences, Linköping University, Linköping, Sweden.,Department of Endocrinology, Linköping University, Linköping, Sweden
| | - Mischa Woisetschläger
- Department of Radiology, Linköping University, Linköping, Sweden.,Department of Medical and Health Sciences, Linköping University, Linköping, Sweden
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48
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Kononowicz AA, Woodham LA, Edelbring S, Stathakarou N, Davies D, Saxena N, Tudor Car L, Carlstedt-Duke J, Car J, Zary N. Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. J Med Internet Res 2019; 21:e14676. [PMID: 31267981 PMCID: PMC6632099 DOI: 10.2196/14676] [Citation(s) in RCA: 158] [Impact Index Per Article: 31.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Revised: 06/06/2019] [Accepted: 06/08/2019] [Indexed: 12/29/2022] Open
Abstract
Background Virtual patients are interactive digital simulations of clinical scenarios for the purpose of health professions education. There is no current collated evidence on the effectiveness of this form of education. Objective The goal of this study was to evaluate the effectiveness of virtual patients compared with traditional education, blended with traditional education, compared with other types of digital education, and design variants of virtual patients in health professions education. The outcomes of interest were knowledge, skills, attitudes, and satisfaction. Methods We performed a systematic review on the effectiveness of virtual patient simulations in pre- and postregistration health professions education following Cochrane methodology. We searched 7 databases from the year 1990 up to September 2018. No language restrictions were applied. We included randomized controlled trials and cluster randomized trials. We independently selected studies, extracted data, and assessed risk of bias and then compared the information in pairs. We contacted study authors for additional information if necessary. All pooled analyses were based on random-effects models. Results A total of 51 trials involving 4696 participants met our inclusion criteria. Furthermore, 25 studies compared virtual patients with traditional education, 11 studies investigated virtual patients as blended learning, 5 studies compared virtual patients with different forms of digital education, and 10 studies compared different design variants. The pooled analysis of studies comparing the effect of virtual patients to traditional education showed similar results for knowledge (standardized mean difference [SMD]=0.11, 95% CI −0.17 to 0.39, I2=74%, n=927) and favored virtual patients for skills (SMD=0.90, 95% CI 0.49 to 1.32, I2=88%, n=897). Studies measuring attitudes and satisfaction predominantly used surveys with item-by-item comparison. Trials comparing virtual patients with different forms of digital education and design variants were not numerous enough to give clear recommendations. Several methodological limitations in the included studies and heterogeneity contributed to a generally low quality of evidence. Conclusions Low to modest and mixed evidence suggests that when compared with traditional education, virtual patients can more effectively improve skills, and at least as effectively improve knowledge. The skills that improved were clinical reasoning, procedural skills, and a mix of procedural and team skills. We found evidence of effectiveness in both high-income and low- and middle-income countries, demonstrating the global applicability of virtual patients. Further research should explore the utility of different design variants of virtual patients.
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Affiliation(s)
- Andrzej A Kononowicz
- Department of Bioinformatics and Telemedicine, Jagiellonian University Medical College, Kraków, Poland
| | - Luke A Woodham
- Institute of Medical and Biomedical Education, St George's, University of London, London, United Kingdom.,Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Samuel Edelbring
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.,Department of Medical and Health Sciences, Linköping University, Linköping, Sweden.,Learning and Professional Development Group, School of Health Sciences, Örebro University, Örebro, Sweden
| | - Natalia Stathakarou
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - David Davies
- Warwick Medical School, University of Warwick, Coventry, United Kingdom
| | - Nakul Saxena
- Health Services and Outcomes Research, National Healthcare Group, Singapore, Singapore
| | - Lorainne Tudor Car
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.,Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
| | - Jan Carlstedt-Duke
- President's Office, Nanyang Technological University, Singapore, Singapore
| | - Josip Car
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.,Global eHealth Unit, Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
| | - Nabil Zary
- Games for Health Innovations Centre, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.,Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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49
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Divakar U, Nazeha N, Posadzki P, Jarbrink K, Bajpai R, Ho AHY, Campbell J, Feder G, Car J. Digital Education of Health Professionals on the Management of Domestic Violence: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. J Med Internet Res 2019; 21:e13868. [PMID: 31124462 PMCID: PMC6552406 DOI: 10.2196/13868] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2019] [Revised: 04/14/2019] [Accepted: 05/01/2019] [Indexed: 01/10/2023] Open
Abstract
Background The World Health Organization states that 35% of women experience domestic violence at least once during their lifetimes. However, approximately 80% of health professionals have never received any training on management of this major public health concern. Objective The objective of this study was to evaluate the effectiveness of health professions digital education on domestic violence compared to that of traditional ways or no intervention. Methods Seven electronic databases were searched for randomized controlled trials from January 1990 to August 2017. The Cochrane Handbook guideline was followed, and studies reporting the use of digital education interventions to educate health professionals on domestic violence management were included. Results Six studies with 631 participants met our inclusion criteria. Meta-analysis of 5 studies showed that as compared to control conditions, digital education may improve knowledge (510 participants and 5 studies; standardized mean difference [SMD] 0.67, 95% CI 0.38-0.95; I2=59%; low certainty evidence), attitudes (339 participants and 3 studies; SMD 0.67, 95% CI 0.25-1.09; I2=68%; low certainty evidence), and self-efficacy (174 participants and 3 studies; SMD 0.47, 95% CI 0.16-0.77; I2=0%; moderate certainty evidence). Conclusions Evidence of the effectiveness of digital education on health professionals’ understanding of domestic violence is promising. However, the certainty of the evidence is predominantly low and merits further research. Given the opportunity of scaled transformative digital education, both further research and implementation within an evaluative context should be prioritized.
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Affiliation(s)
- Ushashree Divakar
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Nuraini Nazeha
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Pawel Posadzki
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Krister Jarbrink
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Ram Bajpai
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Andy Hau Yan Ho
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore.,Psychology Programme, School of Social Sciences, Nanyang Technological University Singapore, Singapore, Singapore.,Palliative Care Centre for Excellence in Research and Education, Singapore, Singapore
| | - James Campbell
- Department of Health Workforce, World Health Organization, Geneva, Switzerland
| | - Gene Feder
- School of Social and Community Medicine, University of Bristol, Bristol, United Kingdom
| | - Josip Car
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
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50
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Martinengo L, Yeo NJY, Tang ZQ, Markandran KD, Kyaw BM, Tudor Car L. Digital Education for the Management of Chronic Wounds in Health Care Professionals: Protocol for a Systematic Review by the Digital Health Education Collaboration. JMIR Res Protoc 2019; 8:e12488. [PMID: 30907743 PMCID: PMC6452282 DOI: 10.2196/12488] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Revised: 12/21/2018] [Accepted: 12/29/2018] [Indexed: 02/06/2023] Open
Abstract
Background Digital education is “the act of teaching and learning by means of digital technologies.” Digital education comprises a wide range of interventions that can be broadly divided into offline digital education, online digital education, digital game-based learning, massive open online courses (MOOCs), psychomotor skills trainers, virtual reality environments, virtual patient simulations, and m-learning. Chronic wounds pose an immense economic and psychosocial burden to patients and the health care system, as caring for them require highly specialized personnel. Current training strategies face significant barriers, such as lack of time due to work commitments, distance from provider centers, and costs. Therefore, there is an increased need to synthesize evidence on the effectiveness of digital education interventions on chronic wounds management in health care professionals. Objective Our main objective is to assess the effectiveness of digital education as a stand-alone approach or as part of a blended-learning approach in improving pre- and postregistration health care professionals’ knowledge, attitudes, practical skills, and behavior in the management of chronic wounds, as well as their satisfaction with the intervention. Secondary objectives are to evaluate patient-related outcomes, cost-effectiveness of the interventions, and any unfavorable or undesirable outcomes that may arise. Methods This systematic review will follow the methodology as described in the Cochrane Handbook for Systematic Reviews of Interventions. As our systematic review is one of a series of reviews on digital education for health professionals’ education, we will use a previously developed search strategy. This search includes the following databases: the Cochrane Central Register of Controlled Trials (CENTRAL) (Cochrane Library), MEDLINE (Ovid), Embase (Ovid), Web of Science, the Educational Resource Information Centre (ERIC) (Ovid), PsycINFO (Ovid), the Cumulative Index to Nursing and Allied Health Literature (CINAHL) (EBSCO), the ProQuest Dissertation and Theses database, and trial registries. Databases will be searched for studies published from January 1990 to August 2018. Two independent reviewers will screen the library for included studies. We will describe the screening process using a flowchart as per the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We will extract the data using a previously developed, structured data extraction form. Included studies will be quality-assessed using the Risk of Bias tool from Cochrane. We will narratively summarize the data and, if possible, we will conduct a meta-analysis. We will use Cochrane’s RevMan 5.3 software for data analysis. Results We have completed the screening of titles and abstracts for this systematic review and are currently selecting papers against our inclusion and exclusion criteria through full-text revision. We are expecting to complete our review by the end of April 2019. Conclusions This systematic review will provide an in-depth analysis of digital education strategies to train health care providers in the management of chronic wounds. We consider this topic particularly relevant given the current challenges facing health care systems worldwide, including shortages of skilled personnel and a steep increase in the population of older adults as a result of a prolonged life expectancy. Trial Registration PROSPERO CRD42018109971; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=109971 International Registered Report Identifier (IRRID) DERR1-10.2196/12488
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Affiliation(s)
- Laura Martinengo
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Natalie Jia Ying Yeo
- Laboratory of Molecular and Vascular Medicine, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Zheng Qiang Tang
- Dermatology and Skin Biology, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Kasturi D/O Markandran
- Metabolic Disorders, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Bhone Myint Kyaw
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Lorainne Tudor Car
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.,Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
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