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Background: A range of digital technologies are available to lay people to find, share, and generate health-related information. Few studies have directed attention specifically to how women are using these technologies from the diverse array available to them. Even fewer have focused on Australian women's use of digital health., Objective: The Australian Women and Digital Health Project aimed to investigate which types of digital technologies women used regularly for health-related purposes and which they found most helpful and useful. Qualitative methods-semistructured interviews and focus groups-were employed to shed light on the situated complexities of the participants' enactments of digital health technologies. The project adopted a feminist new materialism theoretical perspective, focusing on the affordances, relational connections, and affective forces that came together to open up or close off the agential capacities generated with and through these enactments., Methods: The project comprised two separate studies including a total of 66 women. In study 1, 36 women living in the city of Canberra took part in face-to-face interviews and focus groups, while study 2 involved telephone interviews with 30 women from other areas of Australia., Results: The affordances of search engines to locate health information and websites and social media platforms for providing information and peer support were highly used and valued. Affective forces such as the desire for trust, motivation, empowerment, reassurance, control, care, and connection emerged in the participants' accounts. Agential capacities generated with and through digital health technologies included the capacity to seek and generate information and create a better sense of knowledge and expertise about bodies, illness, and health care, including the women's own bodies and health, that of their families and friends, and that of their often anonymous online social networks. The participants referred time and again to appreciating the feelings of agency and control that using digital health technologies afforded them. When the technologies failed to work as expected, these agential capacities were not realized. Women responded with feelings of frustration, disappointment, and annoyance, leading them to become disenchanted with the possibilities of the digital technologies they had tried., Conclusions: The findings demonstrate the nuanced and complex ways in which the participants were engaging with and contributing to online sources of information and using these sources together with face-to-face encounters with doctors and other health care professionals and friends and family members. They highlight the lay forms of expertise that the women had developed in finding, assessing, and creating health knowledges. The study also emphasized the key role that many women play in providing advice and health care for family members not only as digitally engaged patients but also as digitally engaged carers., (©Deborah Lupton, Sarah Maslen. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 25.01.2019.)

Well-designed math apps can foster children's numeracy development. Although parents are interested in using math apps for their children, the quantity and variability in quality of apps can make app selection challenging. As such, it is important to know how parents evaluate numeracy content in math apps for their children. This study investigated parents' evaluations of four numeracy apps of varying quality. Forty-five parents of 3- to 6-year-old children explored each app for three minutes on their own device and rated each on 17 early numeracy skills. Parents were conservative in their ratings of numeracy skills. Likelihood of downloading apps ranged from 24.4% to 73%. If the first app viewed was of the highest quality, it influenced their subsequent ratings suggesting that parents could be using it as a benchmark. Individual differences affected numeracy ratings, such that parents high in both math teaching confidence and/or anxiety rated the apps more favourably than parents low in those traits. Parents experienced some challenges in identifying better content and design features and individual differences contributed to this. Outcomes also suggest practical supports such as providing parents with a "good" referent may aid app selection. Impact Summary: Prior State of Knowledge: Well-designed numeracy apps can have positive effects on children's academic abilities but many apps available are of poor quality. Despite interest in choosing math apps, it is unknown how parents evaluate numeracy features in their children's math apps. Novel Contributions: Parentsevaluated numeracy content in math apps for children. Parent ratings of numeracy content were compared with ratings by trained coders. The impact of parental anxiety and confidence on ratings and parental math app selection was examined. Practical Implications: Parentsprovided conservative evaluations of numeracy content. Individual differences in math anxiety and teaching confidence indicates parental supports may be needed. Presenting a good or bad app first impacted ratings suggesting a potential tool for supporting parents' app decisions. [ABSTRACT FROM AUTHOR]

Based on an interview study with Danish women, this article explores how the frequent use of pregnancy mobile applications shapes the lived or experienced pregnancy. More specifically, we look at a reported dilemma between, on one hand, using the information of pregnancy apps on bodily and fetal developments to gain a sense of control over individual pregnancies and, on the other hand, an experience of the apps becoming something of a controlling factor in the lives of pregnant women. Respondents reported that the information of the apps created different kinds of concerns and that they became almost obsessed with comparing their own symptoms with the apps' standardized information on what they could expect to experience at specific stages of the pregnancy. Our analysis draws on a socio-material perspective that acknowledges the ability of technology to enact certain kinds of experiences and shape concerns. We argue that the power of the apps (so to speak) is related, in part to the abundance of information they provide, which may contribute to a sensation of never knowing enough, but also in part to the use of apps becoming an integrated part of everyday cell phone routines. [ABSTRACT FROM AUTHOR]

In the age of Apps, where almost everyone is fast becoming accustomed to using apps in almost every walk of life. Such widespread production, consumption, and burgeoning proliferation of Apps are also frequently seen in the various educational pitches and we call them “Learning Apps” (LAs). Now, approximately everyone is believing in and engaging through these apps as the mandatory future of our educational-organizations. However, their overwhelming nature surprised everyone including learners, parents, and other stockholders. Every day, a thousand apps get published, and continuously adding in educational categories of various app stores. Significantly, most LA developers are targeting preschoolers. And, who knows if they contain true educational values or not? Nevertheless, this scenario seems elusive. We observe the emergence of several de facto design paradigms, having no or little theoretical basis. Moreover, their design features do not scientifically connect with evidence-based teaching practices. Despite the expansion of enterprises and the development of new tools and technology, there is a lack of a sound app design strategy grounded in established didactics. Realizing this, we developed A Class-oriented Architecture of LAs to facilitate the content experts’ design. [ABSTRACT FROM AUTHOR]

Background: Digital devices and applications (apps) are already being used in various areas of sport and health. However, digital media are rarely used for the education of students and physical education teachers. The use of digital media in physical education could increase the potential for health promotion through physical activity in schoolchildren and contribute to the optimization of teaching and learning processes. Purpose: The aim of the current systematic literature review was therefore to identify health-promoting interventions for schoolchildren through physical education using digital media. The overview also provides information for school teachers who want to use digital media in health-promoting physical education. Methodology: To answer the research questions – what types of digital media have been used in health promotion in physical education (RQ 1) and with what results (RQ 2) – a systematic literature search was conducted in four databases (Web of Science, ERIC, Scopus and PubMed) using keywords related to physical education, health promotion and digital media according to the PRISMA guidelines and using the 'Effective Public Health Practice Project' (EPHPP) tool to assess the studies. Results: In the original sample of 1492 articles, 17 empirical studies were included in the review. Positive results were found for the use of fitness technologies in physical education to improve motor skills, for online physical education and apps to improve physical activity, for the inclusion of digital games in physical education to increase motivation, for video feedback in physical education to improve knowledge and motor skills, and for flipped learning approaches using digital media to improve knowledge acquisition and student-teacher interactions in physical education. The studies were mostly classified as "weak" in terms of evidence using the EPHPP tool. Discussion: The literature review shows a gap in research on the question of how health promotion can be implemented using digital media in physical education. Digital media types, such as apps, video feedback and online physical education, showed controversial results. In addition, whether physical activity is increased or decreased by digital media could not be clearly answered by the results in this review. However, these results can provide a basis for future studies in order to develop health-promoting interventions, whereby attention should be paid to the quality of the study methodology. [ABSTRACT FROM AUTHOR]

Introduction: Type 1 Diabetes (T1D) presents self-management challenges, requiring an additional 180 daily decisions to regulate blood glucose (BG) levels. Despite the potential, T1D-focused applications have a 43% attrition rate. This work delves into the willingness of people living with T1D (PwT1D) to use technology. Method: An online questionnaire investigated the current practices for carbohydrate estimation, nutritional tracking, and attitudes towards technology engagement, along with hypothetical scenarios and preferences regarding technology use. Results: Thirty-nine responses were collected from PwT1D (n = 33) and caregivers (n = 6). Nutrition reporting preferences varied, with 50% favoring 'type and scroll' while 30% preferred meal photographing. Concerning the timing of reporting, 33% reported before meals, 55% after, and 12% at a later time. Improved Time in Range (TIR) was a strong motivator for app use, with 78% expressing readiness to adjust insulin doses based on app suggestions for optimizing TIR. Meal descriptions varied; a single word was used in 42% of cases, 23% used a simple description (i.e., "Sunday dinner"), 30% included portion sizes, and 8% provided full recipes. Conclusion: PwT1D shows interest in using technology to reduce the diabetes burden when it leads to an improved TIR. For such technology to be ecologically valid, it needs to strike a balance between requiring minimal user input and providing significant data, such as meal tags, to ensure accurate blood glucose management without overwhelming users with reporting tasks. [ABSTRACT FROM AUTHOR]

BackgroundAs the number of mental health apps has grown, increasing efforts have been focused on establishing quality tailored reviews. These reviews prioritize clinician and academic views rather than the views of those who use them, particularly those with lived experiences of mental health problems. Given that the COVID-19 pandemic has increased reliance on web-based and mobile mental health support, understanding the views of those with mental health conditions is of increasing importance.ObjectiveThis study aimed to understand the opinions of people with mental health problems on mental health apps and how they differ from established ratings by professionals.MethodsA mixed methods study was conducted using a web-based survey administered between December 2020 and April 2021, assessing 11 mental health apps. We recruited individuals who had experienced mental health problems to download and use 3 apps for 3 days and complete a survey. The survey consisted of the One Mind PsyberGuide Consumer Review Questionnaire and 2 items from the Mobile App Rating Scale (star and recommendation ratings from 1 to 5). The consumer review questionnaire contained a series of open-ended questions, which were thematically analyzed and using a predefined protocol, converted into binary (positive or negative) ratings, and compared with app ratings by professionals and star ratings from app stores.ResultsWe found low agreement between the participants' and professionals' ratings. More than half of the app ratings showed disagreement between participants and professionals (198/372, 53.2%). Compared with participants, professionals gave the apps higher star ratings (3.58 vs 4.56) and were more likely to recommend the apps to others (3.44 vs 4.39). Participants' star ratings were weakly positively correlated with app store ratings (r=0.32, P=.01). Thematic analysis found 11 themes, including issues of user experience, ease of use and interactivity, privacy concerns, customization, and integration with daily life. Participants particularly valued certain aspects of mental health apps, which appear to be overlooked by professional reviewers. These included functions such as the ability to track and measure mental health and providing general mental health education. The cost of apps was among the most important factors for participants. Although this is already considered by professionals, this information is not always easily accessible.ConclusionsAs reviews on app stores and by professionals differ from those by people with lived experiences of mental health problems, these alone are not sufficient to provide people with mental health problems with the information they desire when choosing a mental health app. App rating measures must include the perspectives of mental health service users to ensure ratings represent their priorities. Additional work should be done to incorporate the features most important to mental health service users into mental health apps.

This article explores the use of technology in congregational worship, specifically focusing on electronic projection systems and streaming/recording services. It notes that the adoption of these technologies is more common in predominantly white Protestant congregations and varies based on factors such as size, financial resources, technological experience, and cultural factors. While larger congregations with more resources are more likely to incorporate technologies like streaming and smartphone apps, Catholic congregations are less likely to do so. The use of smartphones during worship is encouraged by about one-third of all congregations, primarily for accessing scripture. Ultimately, the decision to incorporate technology in worship services is made by congregational leaders based on their mission and community traditions. [Extracted from the article]

Recognizing the growing interests and benefits of technology-assisted interactive telerehabilitation in various populations, the aim of this review is to systematically review the effects of interactive telerehabilitation with remote monitoring and guidance for improving balance and gait performance in older adults and individuals with neurological conditions. The study protocol for this systematic review was registered with the international prospective register of systematic reviews (PROSPERO) with the unique identifier CRD42024509646. Studies written in English published from January 2014 to February 2024 in Web of Science, Pubmed, Scopus, and Google Scholar were examined. Of the 247 identified, 17 were selected after initial and eligibility screening, and their methodological quality was assessed with the National Institutes of Health Quality Assessment Tool for Observational Cohort and Cross-sectional Studies. All 17 studies demonstrated balance and gait performance improvement in older adults and in individuals with stroke, Parkinson’s disease, and multiple sclerosis following 4 or more weeks of interactive telerehabilitation via virtual reality, smartphone or tablet apps, or videoconferencing. The findings of this systematic review can inform the future design and implementation of interactive telerehabilitation technology and improve balance and gait training exercise regimens for older adults and individuals with neurological conditions.

In ‘one-shot’ Learning Development (LD) teaching, how much space is there for using apps (and similar technologies) creatively? Can they further students’ understanding and enable active learning within workshops; is there even potential for using them in tutorials? What barriers are there to their use, how could we remove these, and indeed should we – is there enough to be gained or are they just a gimmick? This Wild Card session was an opportunity to collaboratively explore the potential of a selection of apps and technologies which are used in other areas of education, and consider whether they can augment provision in LD. The apps and programmes chosen for this session were used in an international Erasmus+ research project, which worked with lecturers, teachers, students, and school children who observed their strengths and limitations in use (Digital Learning Across Boundaries: Developing Changemakers (DLAB), 2017-2022). This Wild Card session looked to evaluate how these apps might be applied in the LD world by reviewing benefits and barriers to their use in an LD context, and considering how we might maximise any usefulness and contend with limitations or concerns. I wanted to explore how they might support transition through familiarity and links with previous education experiences, and whether the activities which use them might impact on belonging. Participants were encouraged to evaluate and share their thoughts on the apps, and collectively generate a resource of ideas as to their use in LD. This resource could then be shared and drawn on by others.

Copyright of Canadian Journal of Hospital Pharmacy / Journal Canadien de la Pharmacie Hospitalière is the property of Canadian Society of Hospital Pharmacists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BackgroundTo ensure quality care, clinicians need skills, knowledge, and attitudes related to technology that can be measured.ObjectiveThis paper sought out competencies for mobile technologies and/or an approach to define them.MethodsA scoping review was conducted to answer the following research question, "What skills are needed for clinicians and trainees to provide quality care via mHealth, have they been published, and how can they be made measurable and reproducible to teach and assess them?" The review was conducted in accordance with the 6-stage scoping review process starting with a keyword search in PubMed/Medical Literature Analysis and Retrieval System Online, APA PsycNET, Cochrane, EMBASE, PsycINFO, Web of Science, and Scopus. The literature search focused on keywords in 4 concept areas: (1) competencies, (2) mobile technologies, (3) telemedicine mode, and (4) health. Moreover, 2 authors independently, in parallel, screened the search results for potentially relevant studies based on titles and abstracts. The authors reviewed the full-text articles for final inclusion based on inclusion/exclusion criteria. Inclusion criteria were keywords used from concept area 1 (competencies) and 2 (mobile technologies) and either 3 (telemedicine mode) or 4 (health). Exclusion criteria included, but were not limited to, keywords used from a concept area in isolation, discussion of skills abstractly, outline or listing of what clinicians need without detail, and listing immeasurable behaviors.ResultsFrom a total of 1232 results, the authors found 78 papers eligible for a full-text review and found 14 papers directly relevant to the 4 key concepts. Although few studies specifically discussed skills, the majority were clinical studies, and the literature included no lists of measurable behaviors or competency sets for mobile technology. Therefore, a framework for mobile technology competencies was built according to the review, expert consensus, and recommendations of the Institute of Medicine's Health Professions Education Summit and Accreditation Council of Graduate Medical Education framework. This framework borrows from existing competency framework domains in telepsychiatry and social media (patient care, medical knowledge, practice-based learning and improvement, systems-based practice, professionalism, and interpersonal skills and communication) and added domains of mHealth clinical decision support, device/technology assessment/selection, and information flow management across an electronic health record platform. mHealth Asynchronous components require additional traditional learning, teaching, supervisory and evaluation practices. Interactive curricula with case-, problem-, and system-based teaching may help faculty focus on decision making and shape skills and attitudes to complement clinical exposure.ConclusionsResearch is needed on how to customize implementation and evaluation of mHealth competencies and to ensure skill development is linked to the quality of care. This will require the management of organizational change with technology and the creation of a positive electronic culture in a complex policy and regulatory environment.

Feedback is a complex issue that can be discussed from many perspectives. It can be given by teachers to students, by students to teachers, by students to students, by teachers to teachers. Moreover, nowadays thanks to technology our students can be offered automatic feedback that will be given to them immediately upon completing a task. Even though there are several texts dealing with feedback that students receive from teachers, it seems that not much research has been done on other types of feedback. This article aims to start a discussion on the different types of feedback as well as to show ways in which technology can be useful in terms of giving and eliciting feedback.

Abstract Background As smartphones become more widespread, software applications for occupational health, safety and well-being (OHS&W) at work are increasing. There is sparse knowledge about the available apps and the research evidence of their effects. This study aims to identify available smartphone applications designed to improve OHS&W at workplaces, and examine to what extent the apps are scientifically validated. Methods We searched the Danish App Store and Google Play for free OHS&W apps. Apps were included if they targeted OHS&W and were designed for workplace use. After categorizing the apps, we searched bibliographic databases to identify scientific studies on the ‘intervention apps’. Results Altogether, 57 apps were included in the study; 19 apps were categorized as digital sources of information, 37 apps contained an intervention designed for workplace changes, and one app had too sparse information to be classified. Based on the publicly available information about the 37 intervention apps, only 13 had references to research. The bibliographic database search returned 531 publications, resulting in four relevant studies referring to four apps aimed at ergonomic measures, noise exposure, and well-being, which showed either limited effect or methodological limitations. Conclusion There is no conceptual clarity about what can be categorized as an OHS&W app. Although some of the apps were developed based on scientific research, there is a need to evaluate the apps’ effects in promoting OHS&W. The sparse documentation of evidence should be kept in mind when applying apps to improve OHS&W.

The purpose of this cross-sectional research study was to explore the use of apps by occupational therapy practitioners in the United States to gain a more complete overview of utilisation and perceived effectiveness, and assess trends by population served, practice setting, occupation addressed, and client deficit. For this cross-sectional study, 160 self-identified occupational therapy practitioners, 126 occupational therapists and 34 occupational therapy assistants, recruited through snowball sampling on social media participated in this 26-question survey available for two weeks online. Data analysis was conducted through SurveyMonkey and SPSS version 26. The majority of respondents (71.9%) reported that they have used apps in practice, most frequently as treatment modalities (84.3%) and as recommendations (71.9%) for clients. Likewise, most respondents who reported using apps considered apps to be as effective (70.5%) or better than (27.3%) traditional practice methods. Use of apps was significantly associated with practice setting X2(9, N = 160) = 46.437, p <.001. Occupational therapists are using apps with clients of all age groups, and these apps are being used in all phases of the occupational therapy process. Apps are available that address all eight areas of occupation, and apps are perceived to be as effective or better than traditional occupational therapy interventions. The majority of occupational therapy practitioners surveyed are using apps in practice. Most therapists are being provided devices by employers that support app use in practice. Neuromusculoskeletal and movement related functions and mental functions related to cognition are the primary client impairments therapists are addressing when using apps. Lack of app knowledge and familiarity with apps were the leading barriers to app use in practice. [ABSTRACT FROM AUTHOR]

Background: As smartphones become more widespread, software applications for occupational health, safety and well-being (OHS&W) at work are increasing. There is sparse knowledge about the available apps and the research evidence of their effects. This study aims to identify available smartphone applications designed to improve OHS&W at workplaces, and examine to what extent the apps are scientifically validated.Methods: We searched the Danish App Store and Google Play for free OHS&W apps. Apps were included if they targeted OHS&W and were designed for workplace use. After categorizing the apps, we searched bibliographic databases to identify scientific studies on the 'intervention apps'.Results: Altogether, 57 apps were included in the study; 19 apps were categorized as digital sources of information, 37 apps contained an intervention designed for workplace changes, and one app had too sparse information to be classified. Based on the publicly available information about the 37 intervention apps, only 13 had references to research. The bibliographic database search returned 531 publications, resulting in four relevant studies referring to four apps aimed at ergonomic measures, noise exposure, and well-being, which showed either limited effect or methodological limitations.Conclusion: There is no conceptual clarity about what can be categorized as an OHS&W app. Although some of the apps were developed based on scientific research, there is a need to evaluate the apps' effects in promoting OHS&W. The sparse documentation of evidence should be kept in mind when applying apps to improve OHS&W. [ABSTRACT FROM AUTHOR]

Context Over the past 2 decades, overweight and obesity rates have increased exponentially, along with related comorbidities including type 2 diabetes, hypertension, cardiovascular disease, and some cancers. The Mediterranean Diet (MDiet) has been suggested as a potential way to mitigate the health burdens related to overweight and obesity. Objective For this review, the literature on MDiet-focused digital interventions was examined to determine efficacy, best practices, and potential limitations. Data Sources The search was conducted across 15 databases for relevant publications published through April 2020 in English, French, Spanish, Arabic, or Italian. Data Extraction Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed using a combination of keywords and phrases and evaluated independently for relevance, merit, and inclusion and exclusion criteria. Data Analysis The systematic literature review resulted in 15 articles that met the search criteria. Ten interventions were delivered online, and 5 were delivered via smartphone using an app. The majority of online MDiet-focused interventions were effective, particularly when modeled after evidence-based and best-practice online nutrition education interventions. Such interventions also are effective for promoting positive health behaviors and health outcomes, such as increased physical activity, increased levels of high-density lipoprotein cholesterol, and a lower total high-density lipoprotein cholesterol ratio. Conclusion Technology-based interventions to educate and promote adherence to the MDiet are successful in helping individuals achieve the stated outcomes. More research is needed to determine the efficacy of MDiet interventions delivered via smartphone apps. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the effectiveness of the Comprehension Strategies Mobile App (COSMA) on the reading comprehension performance of students with learning disabilities. Four students with learning disabilities (three boys, one girl) participated in the study. The experimental process of the study was carried out according to the multiple baseline across participants model of single-subject experimental designs. Reading comprehension performance of students was assessed with multiple-choice tests and retells. Students' use of strategies was evaluated with on-task metacognitive interviews. Findings showed that COSMA has a positive impact on students' reading comprehension performances. It was determined that the students' motivation to use the mobile app was high, the opinions of families and teachers of the software were positive and they observed an increase in students' reading skills. Findings are discussed further. [ABSTRACT FROM AUTHOR]

This paper establishes the attitude of Australian livestock farmers toward the use of mobile applications (apps) in farmer extension, training and on-farm decision making. It also determines levels of technology adoption of smartphones and agriculture app use, as well as identifies factors that may influence app adoption. A quantitative approach was utilised in the analysis of data from four online surveys conducted in 2017 that were completed by a total 542 respondents. Respondents had high levels of smartphone ownership and general app use but significantly lower agricultural app use. Surveys revealed a strong positive attitude and keenness to use apps. Making more informed decisions, increasing efficiency, and accessing and recording important information were the most important reasons for agricultural app use. Findings suggest a lack of relevant, useful, and easy to use apps for agriculture, or an issue with their value proposition. The perceived technology adoption gap amongst Australian livestock farmers could not be substantiated. Established fundamental factors influencing technology adoption are relevant for agricultural app adoption, but other factors appear to be less relevant and there are new motivators to consider. There is little peer-reviewed information on the adoption and use of agricultural apps by Australian farmers and a perception that farmers have lower levels of smartphone and app use. This paper assesses technology adoption levels and considers the farmer perspective in identifying factors influencing adoption. [ABSTRACT FROM AUTHOR]

Myriad digital tools exist to support mental health but there are multiple barriers to using these tools in routine care. This study aimed to assess the feasibility of an intervention incorporating a support role to help the clinical team identify and use technology to promote recovery. The technology specialist intervention is 3 months in duration and comprises four stages: goal setting, researching and evaluating tools, demonstrating and selecting tools, and ongoing support. We implemented the intervention in a community mental health center and a dual diagnosis treatment program, working with eight clients and their case managers. Clients and case managers willingly engaged with the technology specialist and found the intervention beneficial. Integration and collaboration with the care team facilitated implementation of the technology specialist in these real-world settings. Clients reported that the intervention made it easy to try a digital tool. Six of the eight participants stated that they made substantial progress toward their goals. The technology specialist is a promising new role for mental health care delivery to augment traditional services and enhance individualized recovery. [ABSTRACT FROM AUTHOR]

With students spending up to 20% of their in-class time texting, emailing, and checking social media, it is no wonder the problem about smartphones in the classroom arises. This article presents results of a piece of research focused on the analysis and reflection of the smartphone applications used with higher education students in order to provide, as well as to improve, their results in departmental exams while they are studying English at a professional level. The study took place over one semester of a curricular English course where smartphone applications were carefully selected and integrated into the current didactic units of the standardized institutional English program, with the purpose of finding, in the school of tourism and gastronomy, not only a solution, but a different approach to turning the problem into part of an updated methodology for the foreign language classroom. The results of this research are expected to have a significant impact on the improvement of the methodology used by teachers at all the schools on our institutional English program with the effect that, once the teachers begin to implement the systematic use of smart phone applications in the delivery of their lessons, learners will hopefully perceive the English course as more relevant and meaningful and be motivated to achieve the expected results.

Abstract Background Recent studies increasingly examine social support for diabetes self-management delivered via mHealth. In contrast to previous studies examining social support as an outcome of technology use, or technology as a means for delivering social support, this paper argues that social support has an impact on the use of diabetes mHealth apps. Specifically, we postulate differences between the impact of healthcare professional versus non-professional (family/friends) support on mobile app use for diabetes self-management. Methods This research employed a triangulation of methods including exploratory semi-structured face-to-face interviews (N = 21, Study 1) and an online survey (N = 65, Study 2) with adult type 1 and type 2 diabetes patients. Thematic analysis (Study 1) was used to explore the relevance of social support (by professionals versus non-professionals) for diabetes app use. Binary logistic regression (Study 2) was applied to compare healthcare decision-making, healthcare-patient communication, and the support by the personal patient network as predictors of diabetes app use, complemented by other predictors from self-management and technology adoption theory. Results The interviews (Study 1) demonstrated that (technology-supported) shared decision-making and supportive communication by healthcare professionals depended on their medical specialty. The personal patient network was perceived as either facilitating or hindering the use of mHealth for self-management. Binary logistic regression (Study 2) showed that the physician specialty significantly predicted the use of diabetes apps, with supervision by diabetes specialists increasing the likelihood of app use (as opposed to general practitioners). Additionally, specialist care positively related to a higher chance of shared decision-making and better physician-patient communication. The support by the personal patient network predicted diabetes app use in the opposite direction, with less family/friend support increasing the likelihood of app use. Conclusion The results emphasize the relevance of support by healthcare professionals and by the patient network for diabetes app use and disclose differences from the existing literature. In particular, the use of diabetes apps may increase in the absence of social support by family or friends (e.g., compensation for lack of support), and may decrease when such support is high (e.g., no perceived need to use technology).

Copyright of Revista de la ALAD is the property of Publicidad Permanyer SLU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose Of Review: Interest in digital mental health, especially smartphone apps, has expanded in light of limited access to mental health services and the need for remote care during COVID-19. Digital clinics, in which apps are blended into routine care, offer a potential solution to common implementation challenges including low user engagement and lack of clinical integration of apps.Recent Findings: While the number of mental health apps available in commercial marketplaces continues to rise, there are few examples of successful implementation of these apps into care settings. We review one example of a digital clinic created within an academic medical center and another within the Department of Veterans Affairs. We then discuss how implementation science can inform new efforts to effectively integrate mental health technologies across diverse use cases. Integrating mental health apps into care settings is feasible but requires careful attention to multiple domains that will influence implementation success, including characteristics of the innovation (e.g., utility and complexity of the app), the recipients of the technology (e.g., patients and clinicians), and context (e.g., healthcare system buy-in, reimbursement, and regulatory policies). Examples of effective facilitation strategies that can be utilized to improve implementation efforts include co-production of technology involving all end users, specialized trainings for staff and patients, creation of new team members to aid in app usage (e.g., digital navigators), and re-design of clinical workflows. [ABSTRACT FROM AUTHOR]