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Background: A practical test that measures the information and communication technology (ICT) skills students need for effectively using ICT in primary education has yet to be developed (Oh et al., 2021). This paper reports on the development, validation, and reliability of a test measuring primary school students' ICT skills required for effectively using ICT (the ECC‐ICT test). Objectives: Based on existing literature, three ICT use domains were identified for effectively using ICT: Effective, collaborative, and creativeuse of ICT. For these three domains, 24 corresponding teaching objectives were identified from a widely used digital literacy framework. Thirty‐four test items cover these teaching objectives in an online test. Methods: A mixed‐method approach was used for the ECC‐ICT test. Four pilot rounds (n=25) implemented qualitative interviews for cognitive validity and refining the test items, followed by a qualitative usability study(n=6). Confirmatory factor analysis and ANOVA provided quantitative insight into the large‐scale test administration(n=575). Results and Conclusions: Composite reliability of our conceptual 3‐factor confirmatory model showed that the test reliably measured primary school effective use of ICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT (ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internal consistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below 0.90) are good. ANOVA results show that mean test scores are higher for students in higher grade levels (p < 0.001). The post hoc Bonferroni results show that most grade‐by‐grade comparisons are significant (p < 0.001). Lay Description: What is already known about this topic: Information and communication technology (ICT) skills are finding their way into national curriculums as teachers implement more digital learning environments.Teachers currently do not have a measurement instrument for the ICT skills primary education students need to learn in a personalised way. What this paper adds: This paper gives teachers a test that reliably measures the effective, collaborative, and creative ICT skills required for primary school students to learn using ICT.To our knowledge, this test is the first of its kind.Al materials to reproduce the test are available digitally for teachers. The implications of study findings for practitioners: For policy, this test can be used to check if a student is ready to use ICT in a self‐regulated setting.With this test, teachers can assess and support students' growth on the effective, collaborative, and creative ICT skills required for primary school students using ICT. [ABSTRACT FROM AUTHOR]

In vocational education and training of computer literacy as part of vocational rehabilitation, learners often work on problem-solving exercises as self-study assignments, and check if their answers are correct. Sighted learners can get information on their incorrect answers by comparing their answers with the correct answers. However, learners with visual impairments largely depend on their teachers for getting this feedback. To remove this dependence, we designed a self-checking system for learners with visual impairments to verify the correctness of their answers. In this paper, we report the results of a usability study to evaluate whether learners with visual impairments can self-check spreadsheet problem-solving exercises using our system in a teacherless environment. Usability evaluation experiment was conducted using 2 × 2 crossover design with people with visual impairments (n = 11). The participants checked their answers (detected and corrected errors) after working on problem-solving exercises in two ways: (i) manually; and (ii) using our system. The system usability was evaluated by measuring Detection-And-Correction (DAC) ratio as effectiveness, time taken and the number of steps required for DAC as efficiency, and System Usability Scale score as satisfaction. The results show that all the participants could complete the DAC task by using our system, and the time required for DAC task was significantly reduced by using our system as compared to by checking manually. Our system enables learners with visual impairments to self-check problem-solving exercises answers. However, to increase the user satisfaction, the number of required keystrokes needs to be decreased. Vocational rehabilitation for learners with visual impairments to improve their computer literacy is becoming increasingly important. Learners with visual impairments have the potential to acquire computer literacy in a teacherless environment by using simple assistive software like our self-checking system. Simple assistive software for learners with visual impairments like our self-checking system may have a positive effect not only on learners with visual impairments but also on sighted people. Moreover, our system reduces the teaching load of the teachers so that they can be more effective in helping learners with visual impairments. [ABSTRACT FROM AUTHOR]

Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives: This study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (Mage = 62.83 months, SD = 2.91) over a 6‐week period. Methods: The study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts. Results and Conclusions: The results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education. Lay Description: What is already known about this topic: Artificial Intelligence (AI) literacy is essential in today's world.Little research exists on engaging young children in learning AI literacy. What this paper adds: Technology‐enhanced embodied learning approach affords multimodality in enabling young children's learning with AI‐related agents.Project‐based learning and real‐life examples can enhance children's learning. Implications for practice and/or policy: Early exposure to AI can help children navigate the increasingly digital world.Practical approaches, such as embodied and multimodal learning, seem to be effective.Teachers can enhance children's digital learning by using pedagogical strategies like project‐based learning and real‐life examples. [ABSTRACT FROM AUTHOR]

Background: Online and blended learning need an appropriate assessment strategy which ensures academic integrity. During the pandemic, many universities have chosen for online proctoring. Although some earlier examples suggest that online proctoring may reduce cheating, the potential side‐effects of proctoring are largely unknown. Objectives: Therefore, this study aims to identify the effects of proctoring on students' self‐reported temptation to cheat and potentially undesirable side‐effects, including test anxiety, perceived exam difficulty, and performance. In addition, we examine which contextual and student characteristics affect test anxiety during online exams. Methods: For this, we collected four waves of survey data throughout a year of teaching during the pandemic at one faculty of a Dutch university, resulting in a total sample of 1760 students within 105 courses. Results and Conclusions: Multi‐level analyses showed that while proctoring had no effect on the temptation to cheat, exam difficulty or performance, students reported higher levels of test anxiety. Some learning strategies, internet literacy, access to a reliable technology and a dedicated study space as well as gender and financial stress affect their test anxiety. To conclude, the decision to use online proctoring needs to consider the undesirable side‐effect on test anxiety. We discuss practical implications for university administrators, educational designers and teachers to reduce test anxiety. Lay Description: What is already known about this topic: Proctoring is often used to ensure academic integrity in online exams.Some evidence shows that proctoring reduces cheating.Little is known about the potential negative side‐effects of proctoring. What this paper adds: The use of proctoring has no effect on the temptation to cheat.The use of proctoring results in increased test anxiety.Several student characteristics and contextual factors reduce text anxiety. Implications for practice: Consider potential negative side‐effects when choosing for proctoring.Time management and internet literacy training might reduce test anxiety.Simulating the exam environment might be used to reduce test anxiety. [ABSTRACT FROM AUTHOR]

Objective: This paper aims to explore the determinants of the online health information seeking (OHIS) and usage (OHIU) behaviours of consumers based on the perceived benefits and costs of such activities. Methods: This study applies questionnaires and empirical research methods. A questionnaire is designed according to the hypothesis model. A total of 282 questionnaires are obtained from patients and their accompanying families in two large hospitals, and the SPSS 17.0 and AMOS 17.0 (IBM, Almond, NY, USA) software are used to analyse the sample data and to test the research models. Results: Three key findings are obtained from the analysis. Firstly, functional, learning, social and personal integrative benefits positively affect the OHIS intent of consumers. Secondly, cognitive costs negatively influence the OHIU behaviour of consumers. Thirdly, personal integrative benefits and OHIS behaviour significantly influence the OHIU behaviour of consumers. Conclusion: This paper highlights the differences between OHIS and OHIU based on their impact factors and applies social exchange theory to understand such factors. Online health information providers must improve the ease of use of their websites or applications, enhance the quality of their health information and focus on their functionality. [ABSTRACT FROM AUTHOR]

Background: Information and communication technologies have become omnipresent in healthcare systems globally, and since nurses comprise the majority of the health sector workforce, they are expected to be adequately skilled to work in a technology‐mediated environment. Integrating nursing informatics into undergraduate nursing education is a cornerstone to nursing education and practice in Africa. Aim: This scoping review aimed to evidence the integration of nursing informatics into undergraduate nursing education in Africa. Methods: A scoping review of the literature used electronic databases including CINAHL Plus databases; EmCare; MEDLINE Ovid; Scopus; ERIC ProQuest; Web of Science; Google; and Google Scholar to locate papers specific to the African context. From a total of 8723 articles, 19 were selected for critique and synthesis. Results: Selected studies indicated that nursing students used several information and communication technologies tools primarily for academic purposes, and rarely for clinical practice. In Africa, the challenges for teaching informatics in nursing education included: limited information and communication technologies skills among faculty and students; poor teaching strategies; and a lack of standardization of nursing informatics competencies. Successful integration of nursing informatics into undergraduate nursing education in African countries depends on restructuring nursing informatics content and teaching strategies, capacity building of the faculty and students in information and communication technologies, political commitment, and collaborative partnership. Conclusion: Nursing informatics is scarce in undergraduate nursing education in Africa due to the implementation and adoption challenges. Responding to these challenges requires a multi‐sectoral approach in the revision of undergraduate nursing curricula. Implication for nursing education, practice, policy and research: This study highlights the importance of nursing informatics in undergraduate nursing education, with its challenges and success. Nursing education policies should support the development of well‐standardized nursing informatics content and appropriate teaching strategies to deliver it. Further research is needed to establish which aspects of nursing informatics are integrated into undergraduate nursing education and nursing practice, implementation process, challenges and possible solutions. Collaborative partnerships are vital to developing nursing informatics policies to better prepare graduate nurses for the African healthcare workforce in the digital era. [ABSTRACT FROM AUTHOR]

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Technology use is widespread in the lives of children and families, and parents and caregivers express concern about children's safety and development in relation to technology use. Children's librarians have a unique role to play in guiding the technology use of children and families, yet little is known about how public library programs facilitate children's digital literacy. This study sought to uncover librarians' purposes for using technology in programs with young children as well as the supporting factors and barriers they encountered in attempting to do so. Findings reveal 10 purposes for integrating technology into public library storytime programs and 15 factors across four dimensions that facilitate and/or inhibit its inclusion. If librarians are to embrace the media mentor role with confidence and the necessary knowledge and skills required of the task, much greater attention should be devoted to the responsibility and more support in the way of professional development and resources is necessary. [ABSTRACT FROM AUTHOR]

cook c. (2012) Email interviewing: generating data with a vulnerable population. Journal of Advanced Nursing 68(6), 1330-1339. Abstract Aims. This paper describes online recruitment and the email interviewing data collection method with women diagnosed with a viral sexually transmitted infection. The paper highlights the advantages of the method to researchers and participants when conducting research where face-to-face participation may difficult. Background. Online recruitment and in-depth email interviewing have been used by only a small number of nurses internationally. The method enables inclusion of people who might otherwise be excluded from research, for reasons such as geographical distance, incompatible time frames, clinicians''gate-keeping' and participants' desire for anonymity for physical or emotional reasons. Methods. In-depth email interviews were conducted with 26 women in New Zealand, United States of America, Canada and England who had a diagnosis of either human papilloma virus or genital herpes simplex virus. Data were collected during 2007-2008 and analysed using a poststructuralist, feminist thematic analysis. Results. Participant retention was high. Women emphasized satisfaction with the process. Asynchronous interviews allowed for additional reflexivity in the researcher's responses and rich data generation. Conclusion. This method has the potential to enable nurses to include vulnerable and relatively inaccessible participants in 'sensitive' research. In-depth email interviews may generate rich data through a process participants deem to be of personal value. [ABSTRACT FROM AUTHOR]

Scand J Caring Sci; 2012; 26; 70-80 Online self-help tools for the relatives of persons with depression - a feasibility study Background: The Internet's potential as health care tool should be explored. Aim: One objective was to determine the feasibility of constructing a digitally based tool through an iterative design process in cooperation with potential users. The tool's purpose is to alleviate hardships in daily life of relatives of persons with depression. An additional aim was to explore motivation and hindrances to using the tool as a basis for design decisions. Method: An iterative design approach, including data collection through focus groups and with paper and web-based prototypes, was used. Results: Cooperation with potential users, using an iterative design process, was valuable in developing the digitally based tool. Motivations (i.e. to create understanding and rehabilitate oneself) and hindrances (i.e. lack of time or energy) to using the tool were illuminated. Design decisions were based on consideration towards participants' privacy concerns, needs of support and the depression's influence on the relatives' daily life. Conclusion: Prototypes and cooperation with potential users were essential and valuable for the iterative development of the website. [ABSTRACT FROM AUTHOR]

In many countries today, digital technology and instant communication are embedded in children's everyday lives to the extent that their play frequently incorporates smartphones, the Internet and other technologies. In this paper, we explore the recent historical conditions within the New Zealand context that have increased the accessibility of these technologies and imbued them with particular meanings. We suggest that from a Foucauldian perspective, these technologies can be seen as a form of subtle disciplinary power using techniques of governmentality through which children's ways of thinking are shaped to benefit societal requirements of the current historical era. [ABSTRACT FROM AUTHOR]

The current paper examined the relationship between perceived characteristics of the learning environment in an e-module in relation to test performance among a group of e-learners. Using structural equation modelling, the relationship between these variables is further explored in terms of the proposed double mediation as outlined by Ning and Downing. These authors initially proposed that motivation and self-regulation strategies are mediators between the perception of the learning environment and performance. In our replication and extension study, we substituted self-reported self-regulation with behavioural indicators of self-regulation using navigation log files and focused on test-taking rather than general motivation. We proposed that navigational patterns captured using log files can also help deduce self-regulation in e-modules and provide information in the absence of self-reports. Path analyses provide partial support for our navigational hypotheses and the model. Implications of our results for the use of e-module data and conclusions based on navigation are discussed. [ABSTRACT FROM AUTHOR]

Child protection social work's current concern remains largely with offline harm and injury and separate from the focus on child protection in relation to risks online and children's use of computer-mediated communication and the internet. This paper draws on original research reporting children's methods for assessing who they are talking to online, as part of a wider study designed to develop software tools for improved online child safety. It finds that children use similar methods to detect identity online as they do offline, reinforcing the interconnections between mediated and unmediated communication and an ontology of childhood in a digital world that is neither online nor offline, but both. Drawing on the concept of cyborg youth and understanding contemporary child protection in this context allows a re-visioning of the social work role that demands attention to computer-mediated literacy in the assessment of all vulnerable children and in the support of their parents and carers. [ABSTRACT FROM PUBLISHER]

The nursing profession has experienced significant change over the last 100 years. Consequently, the work-force of the 21st century is a diverse entity that is edging toward the specialization of nurses in a specific clinical setting. In such an environment, a common knowledge base is demanded of nurses - a factor that has affected the development of second level, or enrolled nurses (ENs). The forces at play raise questions about nursing roles and scopes of practice. The establishment of education pathways that promote career development has been the stimulus for conversations about the effectiveness of the transition of EN to registered nurse (RN). This paper presents a review of the literature that identifies and explores common emerging themes (making the move from EN; adapting to Bachelor of Nursing; transitioning to RN) associated with this transition through the process of undertaking baccalaureate studies in nursing. [ABSTRACT FROM AUTHOR]

gilmour j.a., huntington a., broadbent r., strong a. & hawkins m. (2012) Nurses' use of online health information in medical wards. Journal of Advanced Nursing 68(6), 1349-1358. Abstract Aim. This paper is a report of a study of nurses' access, use and evaluation of online health information in medical wards. Background. Online health information is commonly used by patients with chronic illness to support their education needs. Nurses have a critical role in assisting patients to access and use this information. Method. This descriptive cross-sectional survey of a random sample of 540 nurses employed in medical wards was carried out in 2009. The response rate was 58·7% (293). The analytical approach included descriptive statistics and non-parametric tests of correlation and differences between groups. A content analysis was performed on the qualitative data. Results. Most respondents (78·6%) were satisfied with work Internet access and 58·2% believed that the use of online information improved care delivery. Nearly half the group was aware of patient misconceptions about their illness due to incorrect interpretations of online information, but only 24·4% checked if patients used online information. There was a significant association between assessing patients use and awareness of patient misconceptions. Conclusion. The findings of this study highlight that while online resources add to education opportunities, the ongoing nursing assessment required to determine online information needs is not always incorporated into nursing practice. Patient misunderstandings of online material were also identified; developing patient competency in evaluating open access health information should now be recognized as an integral aspect of illness management education. [ABSTRACT FROM AUTHOR]

While life expectancy increases in developed countries and there is evidence that demonstrates the potential of the internet to optimise or compensate for the losses associated with ageing, there is a high proportion of older people who continue to be disconnected from the digital world. In this scenario, the technological support offered by public institutions has the potential to be an accessible source for the digital literacy of older people. This study, using the model of digital inequality, had the aim of analysing the ability of these institutional supports to determine and predict the digital inclusion of older people. The sample was retired adults (over 54 years) residing in Spain who are users of technological support services in four organisational contexts: nursing homes, senior community centres, University Programs for Seniors and adult education programmes. Through binary logistic regression analysis, we found that the ability of the availability of literacy support to determine and predict access, autonomy, skills and use of the internet for social connectivity depends on the social and organisational context of the technology support service. These findings support empirically the situated nature of technological support for the digital inclusion of older people and provide a useful comparative vision for the design of accessible support services adapted to the needs of its users. [ABSTRACT FROM AUTHOR]

The World Health Organization declared the emergence of the novel coronavirus (SARS-CoV-2) in January 2020. To trace infection chains, Germany launched its smartphone contact tracing app, the "Corona-Warn-App" (CWA), in June 2020. In order to be successful as a tool for fighting the pandemic, a high adoption rate is required in the population. We analyse the respective factors influencing app adoption based on the health belief model (HBM) with a cross-sectional online study including 1752 participants from Germany. The study was conducted with a certified panel provider from the end of December 2020 to January 2021. This model is primarily known from evaluations of medical treatments, such as breast cancer screenings, but it was rarely applied in prior work for a health-related information system such as the CWA. Our results indicate that intrinsic and extrinsic motivation to use the CWA are the strongest drivers of app use. In contrast, technical barriers, privacy concerns and lower income are the main inhibitors. Our findings contribute to the literature on the adoption of contact tracing apps by questioning actual users and non-users of the CWA, and we provide valuable insights for policymakers regarding influences of adoption and potential user groups of disease prevention technologies in times of pandemics. [ABSTRACT FROM AUTHOR]

Background: Older persons living with HIV (PLWH) need routine healthcare to manage HIV and other comorbidities. This mixed methods study investigated digital equity, constituted as access, use and quality, of HIV and specialty telehealth services for PLWH > 50 years during the initial wave of the COVID-19 pandemic when services transitioned to remote care.Methods: A survey of closed and open-ended questions was administered to 80 English (N = 63) and Spanish (N = 17) speaking PLWH receiving HIV care at an Academic Medical Center (N = 50) or a Federally Qualified Health Center (N = 30) in New York State. Quantitative analyses examined characteristics predicting telehealth use and visit quality. Qualitative analyses utilized thematic coding to reveal common experiences. Results were integrated to deepen the interpretation.Results: Telehealth access and use were shaped by multiple related and unstable factors including devices and connectivity, technology literacy, and comfort including privacy concerns. Participants demonstrated their substantial effort to achieve the visit. The majority of patients with a telehealth visit perceived it as worse than an in-person visit by describing it as less interpersonal, and resulting in poorer outcomes, particularly participants with less formal education. Technology was not only a barrier to access, but also influenced perceptions of quality.Conclusions: In the COVID-19 pandemic initial wave, barriers to using telehealth were unequally distributed to those with more significant access and use challenges. Beyond these barriers, examining the components of equity indicate further challenges replicating in-person care using telehealth formats for older PLWH. Work remains to establish telehealth as both equitable and desirable for this population. [ABSTRACT FROM AUTHOR]

Understanding users' individual differences may provide clues to help identify computer users who are prone to act insecurely. We examine factors that impact home users' reported computer security behaviour. We conducted two online surveys with a total of 650 participants to investigate the relationship between self-reported security behaviour and users' knowledge, motivation, confidence, risk propensity and sex-typed characteristics. We found that all of these factors impacted security behaviour, with knowledge as the most important predictor. We further show that a user's affinity to feminine or masculine characteristics is a better determinant of security behaviour than using binary male/female descriptors. Our study enabled us to confirm earlier results in the literature in a non-organisational setting, and to extend the literature by studying additional factors and by comparing the relative importance of each factor as a predictor of security behaviour. [ABSTRACT FROM AUTHOR]

Saudi universities have suspended the traditional face-to-face classes and moved to online learning to ensure the continuation of the educational process during the COVID-19 pandemic. The speed at which the move to online learning has happened was unprecedented and staggering. Academics, had to improvise and try different e-learning solutions in less-than-ideal circumstances. No matter how powerful and easy-to-use e-learning solutions might be, many academics understandably found the transition to e-learning stressful. This research project looks at the transition experience to online learning from the viewpoint of academics in Saudi universities. It investigates how the COVID-19 pandemic has affected the adoption of e-learning solutions and how this forced experience would affect the long-term adoption of e-learning solutions. The study employed an online survey administered to academics from all the 24 public universities. The results were quantitatively analysed by using structural equation modelling (SEM). It was found that attitudes toward e-learning, self-efficacy and perceived reliability have significant positive effects on behavioural intention to adopt e-learning. It was also found that COVID-19 has positively affected the long-term adoption of e-learning. Therefore, it is recommended that universities take immediate actions and capitalise on the e-learning experience that academics have gained during COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Social workers' critical role as service navigators on behalf of their clients is expanding in the online space at a faster pace than ever before. This study examined the process and outcome of online information navigation through the lens of service providers and service users based on observational and interactive surveys. T tests and correlation results showed that human services providers demonstrated a higher capacity to visit more websites and yield more accurate search outcomes in a similar duration of time compared with general service users. Results suggest that digital literacy for navigating information online can be improved through educational opportunities. At the same time, both groups shared some common feedback on desired features for future service navigation online, including but not limited to an open search bar, search filters, instruction videos, live chat, and discussion forums for seeking mutual help and networking. The findings bear implications for formulating the roles, responsibilities, and desired competencies of social workers for online service navigation in the digital and postpandemic future. [ABSTRACT FROM AUTHOR]

An exploratory study investigated the factors affecting digital literacy training offered by local community organizations, such as public libraries. Theory based on the educational assessment and information literacy instruction literatures, community informatics, and situated learning theory served as a lens of investigation. Case studies of two public libraries and five other local community organizations were carried out. Data collection comprised: one‐on‐one interviews with administrators, instructors, and community members who received training; analysis of training documents; observations of training sessions; and a survey administered to clients who participated in these training sessions. Data analysis yielded the generation of a holistic conceptual framework. The framework identifies salient factors of the learning environment and program components that affect learning outcomes arising from digital literacy training led by local community organizations. Theoretical propositions are made. Member checks confirmed the validity of the study's findings. Results are compared to prior theory. Recommendations for practice highlight the need to organize and train staff, acquire sustainable funding, reach marginalized populations, offer convenient training times to end‐users, better market the training, share and adopt best practices, and better collect and analyze program performance measurement data. Implications for future research also are identified. [ABSTRACT FROM AUTHOR]

Aim To synthesize qualitative and quantitative evidence of front-line staff acceptance of the use of telehealth technologies for the management of Chronic Obstructive Pulmonary Disease and Chronic Heart Failure. Background The implementation of telehealth at scale is a governmental priority in countries including the UK, USA and Canada, but little research has been conducted to analyse the impact of implementation on front-line nursing staff. Data sources Six relevant data bases were searched between 2000-2012. Design Mixed-method systematic review including all study designs. Review methods Centre for Reviews and Dissemination approach with thematic analysis and narrative synthesis of results. Results Fourteen studies met the review inclusion criteria; 2 quantitative surveys, 2 mixed-method studies and 10 using qualitative methods, including focus groups, interviews, document analysis and observations. Identified factors affecting staff acceptance centred on the negative impact of service change, staff-patient interaction, credibility and autonomy, and technical issues. Studies often contrasted staff and patient perspectives, and data about staff acceptance were collected as part of a wider study, rather than being the focus of data collection, meaning data about staff acceptance were limited. Conclusion If telehealth is to be implemented, studies indicate that the lack of acceptance of this new way of working may be a key barrier. However, recommendations have not moved beyond barrier identification to recognizing solutions that might be implemented by front-line staff. Such solutions are imperative if future roll-out of telehealth technologies is to be successfully achieved. [ABSTRACT FROM AUTHOR]

Accessible summary [ABSTRACT FROM AUTHOR]

Combining work and care can be very challenging. If not adequately supported, carers' employment, well‐being and relationships may be at risk. Technologies can be potential solutions. We carried out a scoping review to find out what is already known about technologies used by working carers. The search included academic and grey literature published between January 2000 and June 2020. Sixteen relevant publications were analysed and discussed in the context of the broader discourse on work‐care reconciliation. Technologies discussed can be classified as: (a) web‐based technologies; (b) technologies for direct communication; (c) monitoring technologies; and (d) task‐sharing tools. Technologies can help to make work‐care reconciliation more manageable and alleviate psychosocial and emotional stress. General barriers to using technology include limited digital skills, depending on others to use technologies, privacy and data protection, cost, limited technological capabilities, and limited awareness regarding available technologies. Barriers specific to some technologies include work disruptions, limited perceived usefulness, and lacking time and energy to use technologies. More research into technologies that can address the needs of working carers and how they are able to use them at work is needed. [ABSTRACT FROM AUTHOR]

Prevention curricula rely on audience engagement to effectively communicate their messages. However, to date, measurement of engagement has primarily focused on self-report that is often an indicator of liking or satisfaction. Emerging technologies for intervention delivery hold promise not only for additional engagement indicators but also for dissemination outside of traditional vehicles such as classroom delivery. The present study, grounded in the theory of active involvement (Greene 2013), explores the role of engagement (as measured by self-report, program analytics, and observation) with short-term substance use prevention outcomes such as self-efficacy to counter-argue and descriptive and injunctive norms. The study tracks 4-H youth (N = 310) engaged with a media literacy focused e-learning substance prevention curriculum, REAL media. Results indicate that self-reports of engagement predicted self-efficacy to counter-argue, but a program-analytic indicator of dosage predicted lower injunctive and descriptive norms, all at 3 months. The observational indicator was correlated with self-efficacy to counter-argue but not significant in the predictive models. The implications and directions for future research regarding how engagement is measured in prevention and included in studying program effects are discussed. Clinical trial: NCT03157700, May 2017. [ABSTRACT FROM AUTHOR]

Issue Addressed: Digital health technologies can potentially reduce health disparities in cancer care. However, the benefits of digital health technology depend partly on users' digital health literacy, that is, "capabilities and resources required for individuals to use and benefit from digital health resources," which combines health and digital literacy. We examined issues for digital health technology implementation in cancer care regarding digital health literacy, via stakeholder consultation.Methods: Consumers, health care professionals, researchers, developers, nongovernment and government/policy stakeholders (N = 51) participated in focus groups/interviews discussing barriers, enablers, needs and opportunities for digital health implementation in cancer care. Researchers applied framework analysis to identify themes of digital health literacy in the context of disparity and inclusion.Results: Limited digital and traditional health literacy were identified as barriers to digital technology engagement, with a range of difficulties identified for older, younger and socio-economically or geographically disadvantaged groups. Digital health technology was a potential enabler of health care access and literacy, affording opportunities to increase reach and engagement. Education combined with targeted design and implementation were identified means of addressing health and digital literacy to effectively implement digital health in cancer care.Conclusions: Implementing digital health in cancer care must address the variability of digital health literacy in recipients, including groups living with disadvantage and older and younger people, in order to be effective. SO WHAT?: If cancer outcome disparity is to be reduced via digital health technologies, they must be implemented strategically to address digital health literacy needs. Health policy should reflect this approach. [ABSTRACT FROM AUTHOR]

Introduction: Amidst claims that rapid technological changes in health far outstrip the capabilities of the health workforce, digital literacy is featured in occupational therapy competency standards. However, little attention have been given to the development of digital literacy in entry‐level occupational therapy programmes and the preparation of graduates for digital health. There is a lack of guidance on how universities can demonstrate digital literacy development in occupational therapy students. The aim of this study was to test the usefulness of a digital literacy framework and mapping tool in identifying opportunities for students to develop digital literacy within an entry‐level occupational therapy programme. Methods: Intrinsic case study design was used to test the usefulness of the digital literacy framework and mapping tool. The framework and tool were applied to the curriculum of a large entry‐level Australian occupational therapy programme. Results: Through the process of mapping, key insights were developed on how digital literacy was embedded across the occupational therapy curricula. Limited attention was given to the development of student digital literacy in the early years of the programme. In later years, more opportunities were available to develop digital literacy at basic and intermediate levels. Across the programme, there was limited evidence of the development of advanced digital literacy. Conclusions: The framework and mapping tool were useful in broadening understanding of the concept of digital literacy beyond information communication technologies. The framework and tool can assist those designing or refining occupational therapy curricula to operationalise the notion of digital literacy for practice, and prompt discussion and debate on digital literacy and requirements for students, graduates and occupational therapists in an ever‐changing complex health environment. [ABSTRACT FROM AUTHOR]

Various researchers have explored the use of health information systems (HISs) in the public sector in South Africa, including users' experiences thereof. However, there is limited research relating to the private health sector. Nurses form the majority of the health workforce and are therefore essential for capturing clinical data into an HIS. The study under review aimed to obtain a better understanding about nurses' attitudes towards a computerised HIS. The objectives were to explore and describe nurses' attitudes towards the HIS in a private hospital in North West, South Africa. The research followed a qualitative design using interpretive, descriptive and contextual strategies. Purposive sampling was done (n=14) and semi-structured individual interviews were conducted, while thematic analysis was done according to Creswell's steps. It was found that the nurses held specific affective, cognitive and behavioural attitudes towards the HIS. The findings indicated how the HIS challenges the caring ethos of nursing as information technology (IT) infiltrates the caring presence between nurse and patient. The study confirmed that nurses have positive attitudes towards the HIS. It is recommended that managers include confidentiality measures as part of HIS standards and ensure adherence thereto. Further research could be done on the relation between the HIS and the ethics of nursing as a profession. [ABSTRACT FROM AUTHOR]

Objective: As computer programming becomes increasingly important in the biomedical sciences and more libraries offer programming classes, it is crucial for librarians to understand how researchers use programming in their work. The goal of this study was to understand why biomedical researchers who enrolled in a library-sponsored workshop wanted to learn to program in R and Python. Methods: Semi-structured in-depth interviews were performed with fourteen researchers registered for beginning R and Python programming workshops at the University of California, San Francisco Library. A thematic analysis approach was used to extract the top reasons that researchers learned to program. Results: Four major themes emerged from the interviews. Researchers wanted to learn R and Python programming in order to perform their data analysis independently, to be an informed collaborator, to engage with new forms of big data research, and to have more flexibility in the tools that they used for their research. Conclusions: Librarians designing programming workshops should remember that most researchers are hoping to apply their new skills to a specific research task such as data cleaning, data analysis, and statistics and that language preferences can vary based on research community as well as personal preferences. Understanding the programming goals of researchers will make it easier for librarians to partner effectively and offer services that are critically needed in the biomedical community. [ABSTRACT FROM AUTHOR]

Aim To examine the validity of the Spanish version of an instrument used to measure electronic health literacy (eHEALS) with an older Hispanic population from a number of Spanish-language countries living in New York City in the United States (US). Background Although the Internet is available globally, complex skills are needed to use this source of valuable health-related information effectively. Electronic health literacy is a multifactorial concept that includes health literacy but also requires technology skills. Design Cross-sectional. Method Recruitment occurred at a Senior Organization located in a largely Hispanic neighbourhood in New York City ( N = 100). Participants completed eHEALS and selected items from the Health Information National Trends Survey (HINTS) which assesses how adults use different communication channels, including the Internet, to obtain vital health information. Data from the US HINTS sample ( N = 162) were matched to the Senior Organization sample on age range and Hispanic ethnicity. The average Senior Organization participant was 68 years old, female, born in one of six different Spanish-language countries, and completed high school while the average HINTS participant was 67 years old, female and had high school or less education. Results Although there was no relationship with the two HINTS subscales and electronic health literacy, there were significant relationships between electronic health literacy and health status and confidence in self-care. Conclusions Inadequate electronic health literacy is a barrier to positive health outcomes. The Spanish version of eHEALS could be used as a screening instrument to identify gaps and tailored interventions could be developed to increase consumer confidence in using the Internet for reliable health-related information. Relevance to clinical practice Knowledge in self-management is related to positive health outcomes; all persons irrespective of their electronic health literacy should be able to use all sources of health information to enhance their self-care. [ABSTRACT FROM AUTHOR]

Purpose Physical restraints are used frequently in Korea, suggesting a growing need for access to programs focused on reduction. The aim of this study was to evaluate the effects of a multicomponent restraint reduction program (MRRP) for nursing staff in Korean nursing homes. Design A cluster-randomized, single-blind, controlled pretest-posttest design was used. A total of 122 nursing staff (nurses and geriatric care assistants) in two Korean nursing homes participated in this study: 62 in the experimental group (EG) and 60 in the control group (CG). Methods Nursing staff in the EG home received the MRRP comprising three educational sessions (two classroom-based and one web-based) and two unit-based consultations. Three instruments were used to measure nursing staff's knowledge, perceptions, and attitudes regarding physical restraints. Data were collected immediately before and after the intervention, and again 1 and 3 months later. Findings Repeated measures analysis of variance showed significant differences between groups in knowledge ( p < .001), perceptions ( p < .001), and attitudes ( p = .011) over time. These significant improvements in the MRRP group (EG) were sustained over the 3-month period. Conclusions The MRRP effectively improved the knowledge, perceptions, and attitudes of nursing home staff about restraint use with older adults. Additional studies are recommended to evaluate effects of its components while using larger samples and rigorous research methods and measurements, and the inclusion of boosters or other supports to sustain change. Clinical Relevance These results provide valuable knowledge regarding a multicomponent intervention for changing nursing home staff attributes that likely influence clinical practice. Elements of the educational content and methods found useful for nursing home staff may also be effective in vocational and continuing education as well as for families of older nursing home residents. [ABSTRACT FROM AUTHOR]

Mobile tablet devices and applications have the potential to help type 2 diabetes patients in the selfmanagement of their disease. However, users must be equipped with an appropriate level of digital literacy in order to use the tools and technologies effectively. This study reports from an exploratory mobile health (mHealth) pilot program that was conducted at a large, local clinic in Canberra, Australia. The research team provided digital training and support opportunities to participants as part of the longitudinal study. The aim of the research project was to examine the diverse range of participant digital literacy and how it impacted on self-management and the adoption of mHealth. Mid-study results from online surveys conducted at 2 and 5 months after enrolling 28 participants in the pilot program revealed that digital engagement is crucial to the patients' participation in mHealth activities. Support, by way of digital training, was essential to the patients' sustainable use of the devices and applications for health care. [ABSTRACT FROM AUTHOR]

Aims To ask: (i) is it feasible to include Twitter as an assessed element of the first-year nursing curriculum; (ii) how should it be introduced and assessed; and (iii) do students think it worthwhile and learn anything from its use? Background Nursing students need to use social media professionally, avoiding pitfalls but using learning opportunities. Design This case study (2014-2015) comprised: (i) pilot introduction of Digital Professionalism (including Twitter) with second- and third-year students; (ii) introduction and assessment with a first cohort of 450 first-year students. Based on feedback, methods were revised for; (iii) a second cohort of 97. Methods Students received a face-to-face lecture, two webinars, used chat rooms and were asked to create course Twitter accounts and were assessed on their use. Results Few second and third year students started optional Twitter use whereas nearly all first years used it. Most students (70·1% first, 88·0% second cohort) thought inclusion of Twitter was worthwhile. Changes from first to second cohort included better peer-peer support, more contextualization and more emphasis on nursing communities. More second cohort students learned from Twitter (44·4% vs. 70·8%) and used Twitter recently (43·3% vs. 81·6%). Students gained wider perspectives on nursing, better understanding of social media, 'being student nurses' and topics like health promotion. Students mostly followed not only online nursing communities but also patient organizations. Conclusion Including Twitter as an assessed element for first-year nursing students was feasible, students think it worthwhile and other nursing schools should consider introducing it in the broader context of Digital Professionalism. [ABSTRACT FROM AUTHOR]

Many older adults who lose their jobs face challenges in finding new employment due to fundamental limitations in their technology skills. While training could give them the skills they need, older workers often have less access to training programs than younger workers. This study examined the feasibility of using an e-learning training program developed for older job-seeking adults lacking the requisite technology skills to find employment. Implementation of the training program was based on a partnership established between university researchers and a community organization. Thirty-five participants aged 50–71 years provided data regarding their previous work histories and problems that they encountered while seeking employment. They completed 12 hours of training in Microsoft Excel and were given multiple-part problems to assess what they had learned. They also provided evaluations of the program. Participants who enrolled in the training had limited computer skills; after a relatively short amount of training, many were able to perform Excel functions such as entering data and using formulas. Most participants indicated that the training they received was very beneficial, and that they had a basic understanding of Excel. Overall, this project demonstrated that academic-community partnerships can provide an effective strategy for delivering training to older adults. [ABSTRACT FROM AUTHOR]

Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. [ABSTRACT FROM PUBLISHER]

Older persons receiving services in community settings, rather than Nursing Homes, are at risk of social isolation. Computer mediated communication offers technological resources that recipients of Home and Community-Based Services (HCBS) might use to reduce their social isolation. The present study involved personal interviews with 40 HCBS clients regarding their interest in communicating with members of their social networks and using computers. At the time of the interview, 30 of the 40 participants did not use computers and reported cost, lack of training, physical limitations, lack of interest and access, and fraud as the reasons for not using computers. After watching a videotape illustrating an easy-to-use computer interface that allows older persons to communicate with families and friends, 90% reported that it would be helpful for people like them. Participants said such a computer would be helpful because it would make communication with friends and family easy, it could accommodate visual and manual disabilities, and would be interesting. Eighty-five percent said they would use a system like the one they were shown if it were available to them. [ABSTRACT FROM AUTHOR]

Background Decision making in knee osteoarthritis, with many treatment options, challenges patients and physicians alike. Unfortunately, physicians cannot describe in detail each treatment's benefits and risks. One promising adjunct to decision making in osteoarthritis is adaptive conjoint analysis ( ACA). Objective To obtain insight into the experiences of elderly patients who use adaptive conjoint analysis to explore treatment options for their osteoarthritis. Design Participants, all 65 and older, completed an ACA decision aid exploring their preferences with regard to the underlying attributes of osteoarthritis interventions. We used focus groups to obtain insight into their experiences using this software. Results Content analysis distributed our participants' concerns into five areas. The predicted preferred treatment usually agreed with the individual's preference, but our participants experienced difficulty in four other domains: the choices presented by the software were sometimes confusing, the treatments presented were not the treatments of most interest, the researchers' claims about treatment characteristics were unpersuasive and cumulative overload sometimes developed. Conclusion Adaptive conjoint analysis presented special challenges to our elderly participants; we believe that their relatively low level of computer comfort was a significant contributor to these problems. We suggest that other researchers choose the software's treatments and present the treatment attributes with care. The next and equally vital step is to educate participants about what to expect, including the limitations in choice and apparent arbitrariness of the trade-offs presented by the software. Providing participants with a sample ACA task before undertaking the study task may further improve participant understanding and engagement. [ABSTRACT FROM AUTHOR]

This study examined how knowledge of metacognitive strategies and navigation skills mediate the relationship between online reading activities and printed reading assessment ( PRA) and electronic reading assessment ( ERA) across 19 countries using the PISA ( Programme for International Student Assessment) 2009 database. Participants were 34 104 fifteen-year-old students (female: 50.1%). The results showed that information-seeking activity, knowledge of metacognitive strategies and navigations skills positively predicted ERA and PRA. Social reading activities negatively predicted knowledge of metacognitive strategies and PRA but had no effect on ERA and the navigation skills in most countries. Increased information-seeking reading resulted in higher ERA and PRA as demonstrated by navigation skills and knowledge of metacognitive strategies. Gender differences in online reading engagement were not statistically significant in most countries. However, girls performed better in knowledge of metacognitive strategies, navigation skills and PRA but were not significantly better on ERA. Multiple group comparisons of gender indicated that the hypothesized model held for both boys and girls. Besides the infrastructure of information and communications technology as a tool to access the cyber informational space, students should be empowered to use appropriate strategies and navigation skills to achieve their goals. Implications for teaching and learning practices are discussed. [ABSTRACT FROM AUTHOR]

Aims This study discusses factors inhibiting computer usage for work-related tasks among computer-literate professional nurses within rural healthcare facilities in South Africa. Background In the past two decades computer literacy courses have not been part of the nursing curricula. Computer courses are offered by the State Information Technology Agency. Despite this, there seems to be limited use of computers by professional nurses in the rural context. Methods Focus group interviews held with 40 professional nurses from three government hospitals in northern KwaZulu-Natal. Results Contributing factors were found to be lack of information technology infrastructure, restricted access to computers and deficits in regard to the technical and nursing management support. The physical location of computers within the health-care facilities and lack of relevant software emerged as specific obstacles to usage. Conclusion Provision of continuous and active support from nursing management could positively influence computer usage among professional nurses. A closer integration of information technology and computer literacy skills into existing nursing curricula would foster a positive attitude towards computer usage through early exposure. Implications for nursing management Responses indicated that change of mindset may be needed on the part of nursing management so that they begin to actively promote ready access to computers as a means of creating greater professionalism and collegiality. [ABSTRACT FROM AUTHOR]

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Purpose: To systematically review literature and electronic resources that address the topic of chatroom use of teenagers with and without traumatic brain injury (TBI). Method: Electronic databases and websites on the Internet were searched up to and including 25 June 2009, using terms relating to chatroom use of teenagers without and with TBI. A separate search was conducted on speechBITETM (), using fields specific to target area, intervention and population. Literature and websites were included if they contained target search terms and were relevant to the topic of chatroom use of teenagers. Results: A total of 46 sources from database searches and 66 websites from Internet searches were included in this systematic review. Most database sources were level IV evidence studies and mainly addressed chatroom and Internet use of typically-developing teenagers. Websites contained many brain injury information pages and links to chatrooms, as well as references to journal articles and books concerning chatroom use. Conclusions: Due to the lack of literature in the area of chatroom use of teenagers with TBI, there is potential to expand on existing literature and Internet resources to enable teenagers with TBI to access, participate and use this forum for social interaction and meaningful communication with peers. [ABSTRACT FROM AUTHOR]