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OBJECTIVE: The study aimed to develop natural language processing (NLP) algorithms to automate extracting patient-centred breast cancer treatment outcomes from clinical notes in electronic health records (EHRs), particularly for women from under-represented populations. METHODS: The study used clinical notes from 2010 to 2021 from a tertiary hospital in the USA. The notes were processed through various NLP techniques, including vectorisation methods (term frequency-inverse document frequency (TF-IDF), Word2Vec, Doc2Vec) and classification models (support vector classification, K-nearest neighbours (KNN), random forest (RF)). Feature selection and optimisation through random search and fivefold cross-validation were also conducted. RESULTS: The study annotated 100 out of 1000 clinical notes, using 970 notes to build the text corpus. TF-IDF and Doc2Vec combined with RF showed the highest performance, while Word2Vec was less effective. RF classifier demonstrated the best performance, although with lower recall rates, suggesting more false negatives. KNN showed lower recall due to its sensitivity to data noise. DISCUSSION: The study highlights the significance of using NLP in analysing clinical notes to understand breast cancer treatment outcomes in under-represented populations. The TF-IDF and Doc2Vec models were more effective in capturing relevant information than Word2Vec. The study observed lower recall rates in RF models, attributed to the datasets imbalanced nature and the complexity of clinical notes. CONCLUSION: The study developed high-performing NLP pipeline to capture treatment outcomes for breast cancer in under-represented populations, demonstrating the importance of document-level vectorisation and ensemble methods in clinical notes analysis. The findings provide insights for more equitable healthcare strategies and show the potential for broader NLP applications in clinical settings.

With artificial intelligence (AI) rapidly advancing, advanced practice nurses must understand and use it responsibly. Here, we describe an assignment in which Doctor of Nursing Practice (DNP) students learned to use generative text AI. Using our program and course outcomes, developed from the 2021 American Association of Colleges of Nursing (AACN) Essentials competency for DNP students to learn and use AI, we reviewed the literature seeking examples using ChatGPT for the DNP informatics course. No published examples existed to guide us toward infusing a ChatGPT assignment into the course. We developed a novel assignment that included a guide for students on how to use ChatGPT. Students were given time before the assignment to learn the AI/chatbot technology. They were then given the assignment and grading rubric. The assignment was to develop a tool for their current or future practice using ChatGPT. During the course faculty debrief, we learned that few students had questions and the assignment was clear. We also learned that students who sought to develop straightforward, uncomplicated patient tools succeeded with the technology. Those who sought to create something for complex patients had more challenges. Nursing education and practice will be influenced by the increasing prevalence of AI. This manuscript outlines an AI-based assignment for graduate nursing education intended for the students to become familiar with current AI and best practices for patient care. The assignment was well received by students. We plan to use it again in the next course offering. [ABSTRACT FROM AUTHOR]

Background: Technology in health care is pervasive and growing exponentially. Simulation in academic settings also continues to expand with the use of advancing technologies. Problem: Technology appropriate usage and implementation can become problematic without experts with the right skills in nursing simulation labs. Gaps in technology utilization, simulation best practices, and data analytics now exist. Approach: A school of nursing employed a nurse informaticist in its simulation laboratory to address the complexities of technology usage and aid in data analytics. Outcomes: The nurse informaticist was effective at promoting simulation use, increasing faculty and learner usage of the simulation space. The initiation of data capturing was also achieved. Conclusions: Highly trained nurse informaticists are ready to address the unique complexities of advanced simulation environments. [ABSTRACT FROM AUTHOR]

Purpose: The objective of this study was to analyze proposed Korean nursing legislation as depicted in newspaper articles, to highlight issues related to the legislative process for this potential law, and to better understand social awareness regarding this matter. Methods: The study focused on articles from 11 leading newspapers in Korea, published between February 2020 and August 2023, that pertained to nursing legislation. The articles were retrieved from the BigKinds database. Following text preprocessing, analytical methods including term frequency-inverse document frequency were employed, along with latent Dirichlet allocation (LDA), for word and topic modeling analysis. Additionally, LDA was applied across time periods to examine temporal changes in topics. Results: Following preprocessing, a total of 7,967 words were extracted from the 991 articles selected for analysis. The primary themes identified in newspaper articles concerning the nursing legislation were organized into three main topics: 1) the necessity and impact of enactment of the nursing law, 2) the political context surrounding enactment of the law, and 3) the conflicts between and actions of healthcare organizations related to enactment of the law. Conclusions: The findings confirmed that media coverage regarding the proposed nursing legislation primarily concentrated on the political and social conflicts associated with the law's passage, rather than its necessity and substance. More compelling evidence must be presented concerning the influence of the nursing workforce and the work environment of nurses on patient safety and health outcomes. Additionally, strategies should be devised to improve public comprehension of the nursing law's provisions. [ABSTRACT FROM AUTHOR]

AbstractPurposeMaterials and methodsResultsConclusionsThe purpose of this study is to explore student perceptions of generative AI use and cheating in health professions education. The authors sought to understand how students believe generative AI is acceptable to use in coursework.Five faculty members surveyed students across health professions graduate programs using an updated, validated survey instrument. Students anonymously completed the survey online, which took 10–20 min. Data were then tabulated and reported in aggregate form.Nearly 400 students from twelve academic programs including health and rehabilitation science, occupational therapy, physical therapy, physician assistant studies, speech-language pathology, health administration and health informatics, undergraduate healthcare studies, nurse anesthesiology, and cardiovascular perfusion. The majority of students identify the threat of generative AI to graded assignments such as tests and papers, but many believe it is acceptable to use these tools to learn and study outside of graded assignments.Generative AI tools provide new options for students to study and learn. Graduate students in the health professions are currently using generative AI applications but are not universally aware or in agreement of how its use threatens academic integrity. Faculty should provide specific guidance on how generative AI applications may be used. [ABSTRACT FROM AUTHOR]

As a significant technological innovation in the fields of medicine and geriatric care, smart care wheelchairs offer a novel approach to providing high-quality care services and improving the quality of care. The aim of this review article is to examine the development, applications and prospects of smart nursing wheelchairs, with particular emphasis on their assistive nursing functions, multiple-sensor fusion technology, and human–machine interaction interfaces. First, we describe the assistive functions of nursing wheelchairs, including position changing, transferring, bathing, and toileting, which significantly reduce the workload of nursing staff and improve the quality of care. Second, we summarized the existing multiple-sensor fusion technology for smart nursing wheelchairs, including LiDAR, RGB-D, ultrasonic sensors, etc. These technologies give wheelchairs autonomy and safety, better meeting patients' needs. We also discussed the human–machine interaction interfaces of intelligent care wheelchairs, such as voice recognition, touch screens, and remote controls. These interfaces allow users to operate and control the wheelchair more easily, improving usability and maneuverability. Finally, we emphasized the importance of multifunctional-integrated care wheelchairs that integrate assistive care, navigation, and human–machine interaction functions into a comprehensive care solution for users. We are looking forward to the future and assume that smart nursing wheelchairs will play an increasingly important role in medicine and geriatric care. By integrating advanced technologies such as enhanced artificial intelligence, intelligent sensors, and remote monitoring, we expect to further improve patients' quality of care and quality of life. [ABSTRACT FROM AUTHOR]

Background: Despite the growing adoption of digital health tools as a means to support mental health, many individuals remain unaware of the variety of mental health resources available to them through this format. To address this knowledge gap, this study advanced the design, development, and implementation of a text-based service called SaskWell to raise awareness of evidence based mental health resources and create more immediate connections to these tools. The two primary objectives of the study were to assess and evaluate the adoption of SaskWell by focusing on user acceptance, satisfaction, and perceived benefit, and to identify factors which contributed to user engagement with the SaskWell text-based service. Both quantitative and qualitative data contributed to the final study results. Results: This study utilized a co-designed text-messaging service to provide residents of Saskatchewan an important connection to digital mental health and wellness resources during the height of the COVID-19 pandemic. Using the RE-AIM framework as an implementation guide, four distinct cycles of SaskWell were delivered with modifications to the service in each subsequent cycle based on user engagement, feedback, and the direction of a community advisory group. Quantitative data was collected through user engagement text message response data, along with enrollment and exit surveys, while semi-structured interviews served as the primary means of qualitative data collection. In addition to the quantitative user data, these user interviews resulted in themes exploring motivation to sign-up for the service, perceptions of texting as a mechanism to deliver mental health resources, the impact of SaskWell on mental health and well-being, and beliefs on the future potential of text-based mental health supports. Conclusions: Both the user engagement survey and the qualitative data supported the worth of ongoing efforts to refine and extend the use of text messaging as a means to engage citizens around the awareness and use of digital mental health and wellness resources. As the pandemic has receded into the background in many peoples' daily lives, for healthcare providers, and others who continue to be impacted more heavily by the persistent challenges of this global event, this type of service may continue to be timely. [ABSTRACT FROM AUTHOR]

Aim: This study examines the intricate language and communication patterns of nurse‐to‐nurse handoffs across three units with varying patient acuity levels and nurse–patient ratios, seeking to identify linguistic factors that may affect the quality of information transfer and patient outcomes. Design: A mixed‐methods cross‐sectional design. Methods: This study used the Nurse‐to‐Nurse Transition of Care Communication Model to explore the content and meaning of language in nursing handoffs within a large academic medical centre. Data were collected on three units through digital audio recordings of 20 handoffs between June and September 2022, which were transcribed and analysed using the Linguistic Inquiry Word Count programme. Trustworthiness was established by adhering to COREQ and STROBE guidelines for qualitative and quantitative research, respectively. Results: Analysis revealed a preference for casual, narrative language across all units, with ICU nurses demonstrating a higher confidence and leadership in communication. Cognitive processes such as insight and causation were found to be underrepresented, indicating a potential area for miscommunication. Communication motives driven by affiliation were more pronounced in ICU settings, suggesting a strong collaborative nature. No significant differences were observed among the units post multiple testing adjustments. Speech dysfluencies were most pronounced in ICU handoffs, reflecting possible stress and cognitive overload. Conclusion: The study highlights the need for improved communication strategies such as interventions to enhance language clarity and incorporating technological tools into handoff processes to mitigate potential miscommunications and errors. The findings advance nursing science by highlighting the critical role of nuanced language in varied‐acuity hospital settings and the necessity for structured nurse education in handoff communication and standardized handoff procedures. Implications for the profession and patient care: This study underscores the critical role of language in nurse‐to‐nurse handoffs. It calls for enhanced communication strategies, technology integration and training to reduce medical errors, improving patient outcomes in high‐acuity hospital settings. Patient or Public Contribution: Nurses only. [ABSTRACT FROM AUTHOR]

This study aimed to analyze students’ and graduates’ perceptions regarding the use of Problem-Based Learning (PBL) in nurse education. This is a qualitative study that employs the comprehensive and interpretative approach proposed by Dialectical Hermeneutics. Four focus groups were conducted with the participation of 17 students and 16 graduates from a higher education institution that implements PBL in nurse education. The analysis of results allowed for the identification of five thematic categories: difficulty in adapting to the method; attainment of autonomy in one’s own learning; encouragement of clinical reasoning development; enhancement of communication and interpersonal relationships; and integration between theory and practice. It is evident that the use of PBL promotes alignment with the propositions of curriculum guidelines for nurse education by fostering the development of skills and competencies such as autonomy, communication, interpersonal relationships, and clinical reasoning through comprehensive and contextualized practices. However, students encounter challenges with the changes observed when introduced to PBL, which are overcome during the implementation process. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

Background: Digital health plays a vital role in healthcare services. Governments in many countries, including China, are increasingly advocating for the appropriate use of digital technologies to address significant health system challenges. It is crucial to incorporate digital health education into the curriculum for future nurses to adapt to the changes in the digital medical system. This study aimed to evaluate the impact of an online Digital Health and Informatics Course in China on the knowledge and comprehension of key digital health and informatics topics, self-assessment of nursing informatics competencies, and satisfaction among undergraduate nursing students. The findings of this study provide recommendations for the design and implementation of future digital health education. Methods: This study employed a one-group, quasi-experimental mixed-methods design with pre- and post-assessments. The participants received digital health and informatics education through six three-hour online sessions in six interactive days, with online self-learning materials in between. An online quiz and focus group discussions pre- and post the course were designed to evaluate the knowledge and comprehension of key digital health and informatics topics. Also, a validated Chinese version of the Self-assessment of Nursing Informatics Competencies Scale was conducted pre- and post-course to assess self-assessment of nursing informatics competencies. Additionally, all students were invited to participate in an online survey with a performance-focused course evaluation form as well as focus group discussions to gather their feedback on the learning experience and their evaluations of the course. Results: A total of 24 undergraduate nursing students were enrolled in the course. All students completed all sessions of this course, resulting in an attendance rate of 100%. Additionally, all students completed both pre- and post-assessments. In terms of the knowledge and comprehension of key digital health and informatics topics, scores of the quiz on knowledge assessment improved from the pre-test [mean pretest score: 78.33 (SD 6.005)] to the post-test [mean post-test score: 83.17 (SD 4.86)] upon completion of the course (P < 0.001). Also, students acknowledged that the course enhanced their knowledge and comprehension of informatics and digital health, the benefits of (nursing) informatics in clinical practice, and the role of health care professionals in informatics and digital health. In terms of self-assessment of nursing informatics competencies, scores on nursing informatics attitudes demonstrated significant improvement (P < 0.001). Furthermore, students reported high satisfaction with various aspects of this course, including the opportunity to explore broad horizons in informatics for future careers, engaging in group discussions, and analyzing case studies on the use of informatics and digital health in clinical practice. Conclusions: This Online Digital Health and Informatics education effectively improved undergraduate nursing students' knowledge and comprehension of the key digital health and informatics topics, nursing informatics attitudes in the self-assessment of nursing informatics competency with high levels of satisfaction. In order to ensure that future education in digital health and informatics for nursing students is in line with the technological advancements in clinical settings, it is necessary to foster collaboration between medical school training and clinical practice. This collaboration should involve the use of clinical examples to illustrate advanced digital health applications and the inclusion of practical exercises on the use of digital health technology in clinical settings. [ABSTRACT FROM AUTHOR]

Background: Nurses and researchers emphasize the importance of adding educational content of palliative care to nursing curricula in Iran as a means to improve the quality of care at the end of life and self-efficacy is considered as an important determinant in palliative care nursing. However, undergraduate nursing students are not sufficiently trained to achieve the qualifications required in palliative care. The aim of this study was to determine the effect of combined training (theoretical-practical) of palliative care on the perceived self-efficacy of nursing students. Methods: This is a semi-experimental study with a pretest-posttest design. Sampling was nonrandomized with convenience method and included 23 seventh-semester students. The intervention consisted of palliative care training for ten theoretical sessions and three practical sessions. Data were collected using demographic and the perceived self-efficacy questionnaires completed before and after the intervention. Data were then analyzed in the statistical SPSS 23 software using descriptive and analytical statistics. Results: The mean age of the samples was 22.78 (SD1.17). Most of the participants were male (56.5%) and single(91.3%). The findings showed that, perceived self-efficacy, psycho-social support and symptom management improved significantly after the intervention (p<0.05). Conclusion: Palliative care training can increase the nursing students perceived self-efficacy. Since nursing students are the future nurses of the care system, therefore, managers and planners can take a step towards improving the quality of nursing care by using palliative care training programs. Since nursing students will be future nurses in health care system, therefore, managers and planners can take steps to improve the quality of nursing care by using palliative care education programs. [ABSTRACT FROM AUTHOR]

Introduction: New technologies play an important role in the health industry, providing solutions in the fields of Telehealth and Telenursing. The use of digital technology in healthcare has been further enhanced by the extraordinary circumstances of COVID-19 pandemic. Methodology: A systematic literature review was conducted in the PubMed database using specific keywords: "Telehealth AND Nursing" and "Telenursing" and a time limit of two years. From the initial search, 918 studies were found, of which 13 were finally evaluated. Results: Telehealth and Telenursing interventions are associated with improved patient compliance with medication and increased satisfaction with the use of digital technology, while the complementary use of new remote technologies along with the provision of standard care is recommended for optimal effectiveness. In addition, there is a reduction in readmissions, an improvement in quality of life and a reduction in patients' anxiety and clinical symptoms. Also, the medical and nursing staff seem to comply satisfactorily with the use of new technologies, while a further training is deemed necessary to improve efficiency and acquire the necessary digital skills. Conclusions: The Telehealth and Telenursing services can supplement and support effectively the in-life health services, especially in cases when geographical limitations are observed. [ABSTRACT FROM AUTHOR]

Introduction: The World Health Organization (WHO) called for the expansion of all nursing roles, including advanced practice nurses (APNs), nurse practitioners (NPs) and clinical nurse specialists (CNSs). A clearer understanding of the impact of these roles will inform global priorities for advanced practice nursing education, research, and policy. Objective: To identify gaps in advanced practice nursing research globally. Materials and methods: A review of systematic reviews was conducted. We searched CINAHL, Embase, Global Health, Healthstar, PubMed, Medline, Cochrane Library, DARE, Joanna Briggs Institute EBP, and Web of Science from January 2011 onwards, with no restrictions on jurisdiction or language. Grey literature and hand searches of reference lists were undertaken. Review quality was assessed using the Critical Appraisal Skills Program (CASP). Study selection, data extraction and CASP assessments were done independently by two reviewers. We extracted study characteristics, country and outcome data. Data were summarized using narrative synthesis. Results: We screened 5840 articles and retained 117 systematic reviews, representing 38 countries. Most CASP criteria were met. However, study selection by two reviewers was done inconsistently and language and geographical restrictions were applied. We found highly consistent evidence that APN, NP and CNS care was equal or superior to the comparator (e.g., physicians) for 29 indicator categories across a wide range of clinical settings, patient populations and acuity levels. Mixed findings were noted for quality of life, consultations, costs, emergency room visits, and health care service delivery where some studies favoured the control groups. No indicator consistently favoured the control group. There is emerging research related to Artificial Intelligence (AI). Conclusion: There is a large body of advanced practice nursing research globally, but several WHO regions are underrepresented. Identified research gaps include AI, interprofessional team functioning, workload, and patients and families as partners in healthcare. PROSPERO registration number: CRD42021278532. [ABSTRACT FROM AUTHOR]

Purpose Methods Findings Conclusions and implications for nursing This integrative review was conducted to provide a comprehensive picture of the use of standardized nursing languages (SNLs) in long‐term care (LTC) systems.A comprehensive search was performed with terminological variants of “standardized terminology” and “long‐term care” in eight electronic databases up to December 2021. Eligible studies were further identified by screening the reference lists of publications that met the inclusion criteria. The quality of the included studies was appraised using the Joanna Briggs Institute checklists. The study findings were organized into themes, which represent the focus of the study.Eighty‐one publications that studied 12 SNLs in 17 countries are presented in this review. The Omaha System, NANDA‐I, NIC, and NOC were the most common SNLs. Study foci were classified into five themes: evaluating the applicability of 10 SNLs (n = 22), characterizing nursing care using six SNLs (n = 16), developing core sets and tools based on seven SNLs (n = 15), documenting nursing care by using four SNLs (n = 14), and implementing intervention programs based on six SNLs (n = 14).SNLs can be used for various purposes, and the available evidence supports the expansion of their utilization. Further studies should continue to identify gaps in the existing versions of SNLs to reflect the LTC nursing process in multiple societies. Additionally, the successful use of SNLs requires background knowledge of nursing informatics; therefore, preparation should be started in the nursing curriculum and continued in healthcare facilities, including LTC settings. These research findings will assist healthcare managers, researchers, and policymakers in the LTC field in effectively utilizing SNLs. [ABSTRACT FROM AUTHOR]

Educational technology has advanced tremendously in recent years, with several major developments becoming available in healthcare professionals' education, including nursing. Furthermore, the COVID-19 pandemic resulted in obligatory physical distancing, which forced an accelerated digital transformation of teaching tools. This review aimed to summarize all the available digital tools for nursing undergraduate education developed from 2019 to 2023. A robust search algorithm was implemented in the Scopus database, resulting in 1592 publications. Overall, 266 relevant studies were identified enrolling more than 22,500 undergraduate nursing students. Upon excluding multiple publications on the same digital tool, studies were categorized into three broad groups: serious games (28.0%), gamified applications (34.5%), and VR simulations and other non-gamified digital interventions (37.5%). Digital tools' learning activity type (categories = 8), geographical distribution (countries = 34), educational subjects (themes = 12), and inclusion within a curriculum course (n = 108), were also explored. Findings indicate that digital educational tools are an emerging field identified as a potential pedagogical strategy aiming to transform nursing education. This review highlights the latest advances in the field, providing useful insights that could inspire countries and universities which have not yet incorporated digital educational tools in their nursing curriculum, to invest in their implementation. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to comprehensively assess the field of health informatics and its subdomains, addressing a gap in the literature. The primary objective is to provide insights into the integration of expertise from various disciplines and explore the impact of emerging technologies, such as artificial intelligence, machine learning, robotic process automation, and virtual reality on healthcare processes. The research question queries the current status of health informatics and how the latest technological developments affect health informatics and its subfields. Method: Conducted through an extensive literature review, this research explores medical informatics, nursing informatics, pharmacy informatics, dentistry informatics, biomedical informatics, bioinformatics, public health informatics, clinical informatics, and primary care informatics. Results: Findings highlight a comprehensive understanding of health informatics and its subdomains, emphasizing the interdisciplinary integration of expertise. The study also reveals the significant impact of new and hype technologies on various health informatics domains. Conclusions: Filling a literature gap, this study provides valuable insights into the current state of health informatics. It underscores the interdisciplinary nature of the field and emphasizes the profound influence of emerging technologies on the evolving landscape of health informatics. The study thoroughly examines nine specific informatics fields within health informatics, revealing that recent years have seen a collective influence of artificial intelligence, deep learning, and machine learning across these domainsThe findings strongly suggest that courses on these emerging current technologies be integrated into undergraduate curricula within health informatics education. [ABSTRACT FROM AUTHOR]

Currently, there is a need to improve the education system and develop interdisciplinary research at all levels of education, from school to postgraduate education. The introduction of interdisciplinary connections contributes to the formation of a holistic understanding of natural phenomena and the connections between them. Thus, this knowledge becomes more meaningful and applicable in practice. This article proposes a conceptual model of the content of education in the form of a thesaurus and ontology. The use of these models will allow you to adaptively select and systematize educational information. The article also discusses the possibilities and experience of using ontological modeling and engineering for the conceptual description of school and higher education. In addition, the article discusses the development of an ontological model of the process of expanding teachers' competencies with the integration of science, technology, engineering and mathematics (STEM) education. The use of ontological engineering methods will improve the quality of teacher education through the semantic description of knowledge in the subject area and the use of interdisciplinary and STEM approaches in the educational process. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Background & Objective: As the healthcare landscape undergoes transformation and information technology and digital health continue to advance, the significance of nursing informatics has come to the forefront. This has emphasized the need to enhance the quality of the curriculum, required competencies, and to draw comparisons with successful programs globally. The study aimed to compare the master's curriculum in nursing informatics at Tehran University of Medical Sciences with that of the University of Maryland. Materials & Methods: Conducted in 2022, this comparative study utilized the Bereday model across four stages: description, interpretation, juxtaposition, comparison. The University of Maryland was selected for comparison due to its global reputation as a leading institution in nursing informatics. The study encompassed an examination of the overall structure, curriculum, mission, professional roles, and admission conditions. Results: The curricula of both universities exhibited substantial similarities in more than half of the cases. Consistencies were observed in mission-vision statements and student acceptance criteria. However, variations between the two institutions emerged in terms of class types, details regarding the number of courses, and the definition of professional roles. Conclusion: Recognizing the critical role of nursing informatics training, suggested reforms to enhance professional roles, course content, and planning for flexibility, including diverse teaching methods both in non-attendance (e-learning) and face-to-face formats, can contribute to the enhancement of the curriculum in Tehran. Given the extensive history of this specialized field globally, there is a pressing need to enhance university education in nursing schools in Iran.

Objectives Health systems that apply artificial intelligence (AI) are transforming the roles of healthcare providers, including those of Doctor of Nursing Practice (DNP) providers. These professionals are required to utilize informatics knowledge and skills to deliver quality care, necessitating a high level of informatics competencies, which should be developed through well-structured courses. The purpose of this study is to assess the informatics competency scale scores of DNP students and to provide recommendations for enhancing the informatics curriculum. Methods An online informatics course was offered to students enrolled in a Bachelor of Science in Nursing to DNP program, and their informatics competency, which includes three subscales, was evaluated. Online survey data were collected from Fall 2021 to Fall 2022 using the “Self-Assessment of Informatics Competency Scale for Health Professionals.” Results An analysis of 127 student responses revealed that students demonstrated competence in overall informatics competency and in one subscale: “applied computer skills (clinical informatics).” They showed proficiency in the “basic computer skills” and the “role” subscales. However, they reported lower competency in managing data and integrating standard terminology into their practice. Conclusions The findings offer detailed insights into the current informatics competencies of DNP students and can inform informatics educators on how to enhance their courses. As healthcare institutions increasingly depend on AI applications, it is imperative for informatics educators to include AI-related content in their curricula.

Objectives Education in biomedical and health informatics is essential for managing complex healthcare systems, bridging the gap between healthcare and information technology, and adapting to the digital requirements of the healthcare industry. This review presents the current status of biomedical and health informatics education domestically and internationally and proposes recommendations for future development. Methods We analyzed evidence from reports and papers to explore global trends and international and domestic examples of education. The challenges and future strategies in Korea were also discussed based on the experts’ opinions. Results This review presents international recommendations for establishing education in biomedical and health informatics, as well as global examples at the undergraduate and graduate levels in medical and nursing education. It provides a thorough examination of the best practices, strategies, and competencies in informatics education. The review also assesses the current state of medical informatics and nursing informatics education in Korea. We highlight the challenges faced by academic institutions and conclude with a call to action for educators to enhance the preparation of professionals to effectively utilize technology in any healthcare setting. Conclusions To adapt to the digitalization of healthcare, systematic and continuous workforce development is essential. Future education should prioritize curriculum innovations and the establishment of integrated education programs, focusing not only on students but also on educators and all healthcare personnel in the field. Addressing these challenges requires collaboration among educational institutions, academic societies, government agencies, and international bodies dedicated to systematic and continuous workforce development.

Background: Generating synthetic patient data is crucial for medical research, but common approaches build up on black-box models which do not allow for expert verification or intervention. We propose a highly available method which enables synthetic data generation from real patient records in a privacy preserving and compliant fashion, is interpretable and allows for expert intervention. Methods: Our approach ties together two established tools in medical informatics, namely OMOP as a data standard for electronic health records and Synthea as a data synthetization method. For this study, data pipelines were built which extract data from OMOP, convert them into time series format, learn temporal rules by 2 statistical algorithms (Markov chain, TARM) and 3 algorithms of causal discovery (DYNOTEARS, J-PCMCI+, LiNGAM) and map the outputs into Synthea graphs. The graphs are evaluated quantitatively by their individual and relative complexity and qualitatively by medical experts. Results: The algorithms were found to learn qualitatively and quantitatively different graph representations. Whereas the Markov chain results in extremely large graphs, TARM, DYNOTEARS, and J-PCMCI+ were found to reduce the data dimension during learning. The MultiGroupDirect LiNGAM algorithm was found to not be applicable to the problem statement at hand. Conclusion: Only TARM and DYNOTEARS are practical algorithms for real-world data in this use case. As causal discovery is a method to debias purely statistical relationships, the gradient-based causal discovery algorithm DYNOTEARS was found to be most suitable. [ABSTRACT FROM AUTHOR]

Background: Reducing the risk of infection transmission by getting emergency care for pediatric patients is a challenging task. Aim: The study aim was to assess emergency nurses' readiness to provide care for pediatric patients with infectious diseases. Method: Two hundred Jordanian emergency department nurses were surveyed using a descriptive design. Results: The study revealed that insufficient safety and infection control procedures were put into place, starting with family support to allow nurses to work 145 (78%), family care plans intended to assist caregivers 139 (74.7%), the availability of respiratory protection and a backup plan for standard precautions, training requirements, and equipment 131 (70.4%), create a unit pandemic safety strategy 124 (66.7%), have a plan for emergencies for at-risk staff 116 (62.4%), have a hospital pandemic safety plan 113 (60.8%), manage inventory 102 (54.8%), use reuse guidelines if there will be severe shortages 99 (53.2%), create a strategy for nurses' access to healthcare for themselves and their families 96 (51.6%), and end with any required system updates for new policies 88 (47.3%). Staff nurses made up a large proportion of participants (145; 78%; 115; 62.8%) who said they lacked experience with care for pediatric patients with infectious illnesses who were critically sick. A 62.8% of nurses reported they did not have training in infectious disease emergency prevention and control for pediatric patients. What nurses prioritize it was determined that the concept of crisis standards of care (34.9%) was the most important educational topic for training emergency room nurses to care for pediatric patients who are critically ill with infectious infections, while the clarity of communication pathways was ranked lowest. Conclusion: More training and support are needed for emergency room nurses to properly care for children's patients with infectious illnesses. [ABSTRACT FROM AUTHOR]

Objective: The in-service training aims to maintain nurses' individual and professional development, update their existing knowledge and skills, ensure their adaptation to new tasks, develop their professional identity, develop their creativity, increase the quality/quality of the care they provide, improve individual and institutional productivity, and prevent work accidents and errors. The research aimed to discover nurses' views about in-service distance training. Methods: The study used a qualitative research design. The research was conducted with 45 nurses who volunteered to participate. The data were collected using the information form and semi-structured individual interview form. In the analysis of qualitative data, "content analysis technique" was used. Results: The results of the research were collected under six main themes: In-service distance training's contributions to professional development, in-service distance training's strengths, in-service distance training's weaknesses, in-service distance training's problems, solutions to these problems, and preferred in-service training environment. Nurses indicated that they preferred blended training the most. Conclusion: Determining nurses' views about distance education may provide clues about the structuring of distance in-service training and the effective use of resources. Therefore, it can also improve the quality of nursing care. [ABSTRACT FROM AUTHOR]

• Exercise programs are effective in reducing low back pain for both nursing staff: nurses and nursing assistants. • Focusing on back and trunk exercises provide evidence based for low back pain relief for nurses and nursing assistants. • Exercise program for nurses and nursing assistants are more successful in those under 40 years old engaging in shorter exercise (20 sessions). Introduction : Nurses have a high prevalence of low back pain due to ergonomic hazards in healthcare workplaces. While exercise programs have been suggested as an intervention strategy, the effectiveness of low back pain programs has been inconsistent in the research literature. The purpose of study is to determine the effect of exercise programs to reduce low back pain among nursing staff. Methods : A systematic review and meta-analysis was conducted with five databases and systematically searched. Following the PRISMA guidelines, included studies evaluated low back pain relief among nurses or nursing assistants and described the exercise program. Two reviewers independently appraised, extracted, and synthesized all available studies. The study protocol was registered in PROSPERO (CRD42022359511). Results : A total of 296 articles with 1,355 nursing staff from nine countries were obtained. Nine randomized controlled trials with a moderate to low risk of bias quality were included. Exercise programs had a small but significant effect on low back pain of nursing staff (SMD = -0.48; 95% CI = -0.76 to −0.19; p = 0.03, I2 = 62%, p = 0.001). A subgroup analysis of nurses and nursing assistants showed moderate and small effects, respectively (I2 = 0% p < 0.0001, SMD −0.73 CI 95% [-0.97 to –0.48], p = 0.76, and I2 = 0% p = 0.002, SMD −0.23 CI 95% [-0.38 to −0.08], p < 0.88). Exercise for back and trunk exhibited a moderate effect on low back pain (SMD −0.56 CI 95% [-0.86 to −0.25], p = 0.01, I2 = 66%, p < 0.0004). A subgroup analysis comparing age, under 40 years old revealed a moderate effect size (SMD = -0.59; 95% CI = -0.83to −0.35; p = 0.06; I2 = 64%, p < 0.0001). Conclusions : Exercise programs are an effective treatment to reduce low back pain in nurses and nursing assistants, especially among younger staff. Practical application : Back and trunk exercise programs should be recommended for nursing staff with low back pain. [ABSTRACT FROM AUTHOR]

The distribution and verification of quantum nonlocality across a network of users is essential for future quantum information science and technology applications. However, beyond simple point-to-point protocols, existing methods struggle with increasingly complex state preparation for a growing number of parties. Here, we experimentally demonstrate multiparty detection-loophole-free quantum steering, where one party simultaneously steers multiple spatially separate parties, using a multi-qubit state produced from a set of qubits of which only one pair is entangled. We derive loss-tolerant steering inequalities, enabling our experiment to close the detection loophole, and enabling us to show the scalability of this approach to rigorously verify quantum nonlocality across arbitrarily many parties. This provides practical tools for developing the future quantum internet. [ABSTRACT FROM AUTHOR]

With remarkable learning capabilities and swift operational speeds, artificial intelligence (AI) can assist researchers in swiftly extracting valuable patterns, trends, and associations from subjective information. Tribological behaviors are characterized by dependence on systems, evolution with time, and multidisciplinary coupling. The friction process involves a variety of phenomena, including mechanics, thermology, electricity, optics, magnetics, and so on. Hence, tribological information possesses the distinct characteristics of being multidisciplinary, multilevel, and multiscale, so that the application of AI in tribology is highly extensive. To delineate the scope, classification, and recent trends of AI implementation in tribology, this review embarks on exploration of the tribology research domain. It comprehensively outlines the utilization of AI in basic theory of tribology, intelligent tribology, component tribology, extreme tribology, bio-tribology, green tribology, and other fields. Finally, considering the emergence of "tribo-informatics" as a novel interdisciplinary field, which combines tribology with informatics, this review elucidates the future directions and research framework of "AI for tribology". In this paper, tribo-system information is divided into 5 categories: input information (I), system intrinsic information (S), output information (O), tribological state information (Ts), and derived state information (Ds). Then, a fusion method among 5 types of tribo-system information and different AI technologies (regression, classification, clustering, and dimension reduction) has been proposed, which enables tribo-informatics methods to solve common problems such as tribological behavior state monitoring, behavior prediction, and system optimization. The purpose of this review is to offer a systematic comprehension of tribo-informatics and to inspire new research ideas of tribo-informatics. Ultimately, it aspires to enhance the efficiency of problem-solving in tribology. [ABSTRACT FROM AUTHOR]

The emergence of virtual reality (VR) simulation has brought about a significant shift in the healthcare industry, as it integrates modern technologies with human talents to foster patient-centered care, clinical efficiency, and a compassionate healthcare digital ecosystem. The use of clinical simulation in nursing education has become essential in the current day, revolutionizing the training of future medical professionals. This paper explored the realm of simulation-based learning, illuminating its importance, obstacles, and endless potential in the field of nursing education. Given the ever-changing healthcare landscape, nurses need to possess a broad range of skills and a thorough comprehension of real-world situations. But conventional didactic methods frequently fail to adequately prepare student-nurses for the intricacies of clinical practice. VR is one of the most crucial elements of immersive learning that increases constructive pedagogic engagements due to generative imagination it offers. By using VR headgear or goggles, student-nurses can fully submerge themselves in a customized digital world as if they were truly there, interacting with their surroundings and learn in an interactive and pedagogic informative digital ecosystem. In order to help student-nurses practice problem-solving techniques without really placing themselves in risk, VR can also be used to construct very realistic simulations. In this study, the authors offered the transformative potential of VR, with significances to improve nursing education by offering engaging and interactive learning environments. The paper presented a novel approaches in addressing nursing education through technology familiarization, proposing a cutting-edge simulation platform using actor network (ANT) model for the resource distribution. [ABSTRACT FROM AUTHOR]

Background: Nursing Informatics (NI) and the development and growth of Health Information Technology (HIT) are becoming a necessary part of all aspects of the nursing practice, especially in critical care settings. In addition, researchers agree on using standardized and electronic documentation to support the nursing process and promote nursing documentation quality. Purpose: To examine the relationship between Intensive Care Unit Nurses' Informatics Competency and Quality of Patients' Electronic Health Record Documentation. Method: A descriptive, correlational, retrospective, cross-sectional design was used. Three hospitals that implemented the Electronic Health Records (EHRs) system were included in this study, using non-probability convenience sampling technique to recruit a total of 176 nurses. The nursing informatics competency was measured by the Self-Assessment of Nursing Informatics Competencies Scale (SANICS). The Quality of Electronic Health Record Documentation was assessed by the Audit instrument for nursing care plans in the patient record (Cat-ch-Ing). Descriptive and Inferential statistics were utilized to answer research questions. Results: The overall mean informatics competency score among nurses was 2.49 (SD = .73), with most of the nurses (81.79%) reporting a low competency score of less than three. The highest percentage of participants 29.4% (n = 52) have moderate quality of EHR documentation. Also, personal and clinical related characteristics accounts for 93.7% of the variance in quality of patients’ electronic health record documentation (R² = .937, F = 8.707, p = .004). Once nursing informatics competency were entered into the model R² still the same, making a total explained variance 93.7% (R² = .937, F = 6.907, p = .013). Conclusion: The present study revealed low levels of nursing informatics competency among nurses, and the highest percentage of participants have moderate quality of EHR documentation. In addition, personal and clinical related characteristics accounts for 93.7% of the variance in quality of patients’ electronic health record documentation Implication to Nursing: This study provides evidence to guide nursing leaders, supervisors and policymakers in their planned actions and policies to support nursing capacity, nursing education, and nursing practice in the area of nursing informatics and electronic nursing documentation. [ABSTRACT FROM AUTHOR]

Nursing information systems are becoming increasingly prevalent in our medical institutions. However, changes in the social environment and imbalances between the demands of caregivers and care recipients mean that current nursing information systems are inadequate in terms of quality and operational needs. This article was written to provide insights into opportunities to leverage technology to further promote care quality by applying a "data, information, knowledge, and wisdom" system development structure to develop intelligent technology products that equitably meet the needs of patients, caregivers, and nursing processes. Applied in clinical settings, these products should help satisfy patient needs and facilitate nursing work. [ABSTRACT FROM AUTHOR]

This paper presents a five-stage framework for AI learning based on classroom observations. It defines the stages and explores how teachers and students develop confidence in utilizing various AI tools, acknowledging both their constructive advantages and potential risks. The study emphasizes the transformative influence of integrating AI into the dynamics of learning and teacher-student relationships, fostering a more interactive educational environment. Through case studies conducted in South Korean classrooms, this research offers practical steps and considerations for educators and administrators to successfully integrate AI technologies, with the aim of enhancing digital and AI competencies in education. The findings highlight the significance of adopting a comprehensive approach to AI-integrated instruction, taking into account factors such as educational level, subject, and students' preparedness. This framework is designed to provide guidance for the effective utilization of AI in educational settings, supporting the objective of promoting AI literacy and closing educational gaps. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to evaluate the effect of different teaching methods of geriatric nursing on the mastery of geriatric knowledge among nursing students and their attitude toward the elderly. Methods: Relevant randomized controlled trials (RCTs) and quasi-experimental studies on teaching methods to improve nursing students' knowledge and attitude were systematically retrieved in electronic databases. The time scale of retrieval spans from the database establishment to January 2024, and the database consists of PubMed, the Cochrane Library, Web of Science, Embase, China National Knowledge Infrastructure Database (CNKI), China Biological literature database (CBM), Wanfang Database and VIP Database. Network meta-analysis was performed by Stata 16.0 software. Results: Thirty-nine studies involving 5310 nursing students met our inclusion criteria, and a total of 6 teaching methods were analyzed. According to the surface under the cumulative ranking (SUCRA) ranking, problem-based learning (PBL) was most effective in enhancing the knowledge mastery of geriatric nursing, while simulation-based learning (SBL) demonstrated the best application effect in improving nursing students' attitude toward the elderly. When considering both knowledge acquisition and attitude improvement simultaneously, service learning combined with traditional teaching method (SL+TTM) was found to exhibit the most optimal effectiveness. Conclusion: Educators in geriatric nursing education should prioritize the adoption of PBL, SBL and SL + TTM to enhance nursing students' knowledge and attitude. Protocol registry: PROSPERO (CRD42023442001). [ABSTRACT FROM AUTHOR]

Introduction and aims: In the specialized nursing setting, nurses are susceptible to developing negative mental health issues. Such conditions among nurses can potentially result in unfavorable medical outcomes. Consequently, this study aims to explore the role of social support in regulating between sleep and mental health in nurses. Methods: A cross-sectional study was carried out in September 2022 on 1219 nurses in Quanzhou. The study comprised general demographic information and utilized various questionnaires, namely the Social Support Rate Scale (SSRS), Pittsburgh Sleep Quality Index Questionnaire (PSQI), Generalized Anxiety Disorder Questionnaire (GAD-7), and Patient Health Questionnaire-9 (PHQ-9). The data analysis was performed using t-tests, ANOVAs, Pearsons correlations and hierarchical regression analyses in SPSS software. Results: Results show that significant associations of sleep quality and social support with anxiety and depression. Simple slope analysis shows that under low levels of social support, sleep quality has a positive impact on anxiety(β = 0.598) and depression(β = 0.851), and the impact is significant. Under high levels of social support, sleep quality also has a positive impact on anxiety(β = 0.462) and depression(β = 0.578), but the impact is smaller. This indicates that as the level of social support increases, the positive predictive effect of sleep quality on anxiety and depression gradually diminishes. Conclusions: Social support has the potential to alter the impact of sleep quality on anxiety and depression. Therefore, healthcare policymakers need to focus on enhancing the level of social support and mitigating the impact of poor sleep on anxiety and depression. [ABSTRACT FROM AUTHOR]

Critical realism is a framework that explains causations of observable events. It is useful in exploring and explaining complex nursing phenomena. It is grounded in the stratification of reality and the understanding that the world is complex, open, and has interactions that support or cancel each other whether we observe it or not. It can be used as a theoretical foundation of case study approach, an in-depth inquiry that seeks to understand a particular phenomenon within specific settings. This paper introduces the basic concepts of critical realism and how it can inform a qualitative case study methodology. To support this approach, we present a study on caregiving experiences for older people with dementia from culturally and linguistically diverse backgrounds which we believe highlights the value of combining critical realism and case study to inform future nursing research. [ABSTRACT FROM AUTHOR]

Physical inactivity is a growing societal concern with significant impact on public health. Identifying barriers to engaging in physical activity (PA) is a critical step to recognize populations who disproportionately experience these barriers. Understanding barriers to PA holds significant importance within patient-facing healthcare professions like nursing. While determinants of PA have been widely studied, connecting individual and social factors to barriers to PA remains an understudied area among nurses. The objectives of this study are to categorize and model factors related to barriers to PA using the National Institute on Minority Health and Health Disparities (NIMHD) Research Framework. The study population includes nursing students at the study institution (N = 163). Methods include a scoring system to quantify the barriers to PA, and regularized regression models that predict this score. Key findings identify intrinsic motivation, social and emotional support, education, and the use of health technologies for tracking and decision-making purposes as significant predictors. Results can help identify future nursing workforce populations at risk of experiencing barriers to PA. Encouraging the development and employment of health-informatics solutions for monitoring, data sharing, and communication is critical to prevent barriers to PA before they become a powerful hindrance to engaging in PA. [ABSTRACT FROM AUTHOR]

Background: Although the nursing sector gains growing importance in an aging society, students representing the future workforce often show insufficient health. Acknowledging the health-enhancing effects of adequate physical activity, the educational system in Bavaria, Germany, has recently integrated the promotion of physical activity-related health competence (PAHCO) into the nursing curriculum. However, it cannot be assumed that PAHCO has sufficiently permeated the educational practices and routines of the nursing schools. Therefore, the goal of the present study is to examine and compare the effectiveness as well as implementation of different intervention approaches to address PAHCO in the Bavarian nursing school system. Methods: We randomly assign 16 nursing schools (cluster-based) to four study arms (bottom-up, top-down led by teachers, top down led by external physical activity experts, control group). Schools in intervention group 1 (IG-1) develop multicomponent inventions to target PAHCO via cooperative planning (preparation, planning, and implementation phase). Intervention groups 2 and 3 (IG-2, IG-3) receive both an expert-based intervention (developed through intervention mapping) via trained mediators to address PAHCO. External physical activity experts deliver the structured PAHCO intervention in IG-2, while teachers from the nursing schools themselves conduct the PAHCO intervention in IG-3. In line with a hybrid effectiveness implementation trial, we apply questionnaire-based pre-post measurements across all conditions (sample size calculation: nfinal = 636) to examine the effectiveness of the intervention approaches and, simultaneously, draw on questionnaires, interview, and protocol data to examine their implementation. We analyze quantitative effectiveness data via linear models (times-group interaction), and implementation data using descriptive distributions and content analyses. Conclusion: The study enables evidence-based decisions about the suitability of three intervention approaches to promote competencies for healthy, physically active lifestyles among nursing students. The findings inform dissemination activities to effectively reach all 185 schools of the Bavarian nursing system. Trial registration: Clinical trials NCT05817396. Registered on April 18, 2023. [ABSTRACT FROM AUTHOR]

Introduction Design Methods Results Conclusion Clinical Relevance Home healthcare (HHC) enables patients to receive healthcare services within their homes to manage chronic conditions and recover from illnesses. Recent research has identified disparities in HHC based on race or ethnicity. Social determinants of health (SDOH) describe the external factors influencing a patient's health, such as access to care and social support. Individuals from racially or ethnically minoritized communities are known to be disproportionately affected by SDOH. Existing evidence suggests that SDOH are documented in clinical notes. However, no prior study has investigated the documentation of SDOH across individuals from different racial or ethnic backgrounds in the HHC setting. This study aimed to (1) describe frequencies of SDOH documented in clinical notes by race or ethnicity and (2) determine associations between race or ethnicity and SDOH documentation.Retrospective data analysis.We conducted a cross‐sectional secondary data analysis of 86,866 HHC episodes representing 65,693 unique patients from one large HHC agency in New York collected between January 1, 2015, and December 31, 2017. We reported the frequency of six SDOH (physical environment, social environment, housing and economic circumstances, food insecurity, access to care, and education and literacy) documented in clinical notes across individuals reported as Asian/Pacific Islander, Black, Hispanic, multi‐racial, Native American, or White. We analyzed differences in SDOH documentation by race or ethnicity using logistic regression models.Compared to patients reported as White, patients across other racial or ethnic groups had higher frequencies of SDOH documented in their clinical notes. Our results suggest that race or ethnicity is associated with SDOH documentation in HHC.As the study of SDOH in HHC continues to evolve, our results provide a foundation to evaluate social information in the HHC setting and understand how it influences the quality of care provided.The results of this exploratory study can help clinicians understand the differences in SDOH across individuals from different racial and ethnic groups and serve as a foundation for future research aimed at fostering more inclusive HHC documentation practices. [ABSTRACT FROM AUTHOR]

• We surveyed 2,144 US PCPs who worked with vaccine champions. • About half (49%) of PCPs perceived their closest champion as highly effective. • PCPs more often rated APPs and nurses as highly effective than physicians (p <.001). • Using many vs fewer improvement strategies correlated with perceived effectiveness. • Other correlates were formal vs informal champion roles and closer work ties. Vaccine champions are common in primary care, but little is known about which champions are effective. In 2022, we surveyed 2,144 US primary care professionals (PCPs) who reported working with vaccine champions. Respondents rated the champion with whom they worked most closely on their effectiveness at improving vaccination rates. About half (49 %) of PCPs perceived their closest champion as highly effective. PCPs perceived advanced practice providers and nursing staff as highly effective somewhat more often than physicians (52 % and 58 % vs 43 %, p <.001). Other correlates of perceived effectiveness included being a formally appointed versus informal champion, working extremely versus less closely with PCPs, and using a high (4–5) versus low (0–1) number of implementation strategies to improve vaccination rates (all p <. 001). Results suggest vaccine champions may benefit from having formal roles and opportunities to work closely with colleagues to improve vaccination rates using multiple strategies. [ABSTRACT FROM AUTHOR]

Evidence-based practice (EBP) is a clinical decision-making process that is grounded in the utilization of the most reliable and up-to-date evidence. It involves utilizing resources and evidence to enhance patient management. The application of evidence-based decisions in patient care and education is of utmost importance in the performance of health sciences students. However, the emphasis on this concept among operating room nursing students has been lacking. Hence, the objective of this research is to assess the implementation of evidence-based practice among operating room nursing students studying in the operating room department at the Shiraz University of Medical Sciences in Iran. The study follows a descriptive, cross-sectional design, with a sample of 148 operating room nursing students selected through census sampling based on the student list. After obtaining informed consent, participants completed a demographic information form and the Rubin–Parrish evidence-based practice questionnaire. The data that were gathered underwent analysis through the utilization of SPSS version 22 software, employing descriptive statistics, T-tests, and Pearson correlation coefficient tests. The results revealed that the overall average score of evidence-based practice among the students exceeded the standard scores (172.66 ± 14.74). There was a significant association between the evidence-based practice score and prior familiarity with evidence-based practice, interest in the field of study, research experience, intention to participate in the Master's exam, and the participants' grade point average (GPA) (p < 0.05). These findings indicate that operating room nursing students displayed an average level of evidence-based practice, emphasizing the need for effective plans and strategies to improve their performance. Addressing the identified factors from this study becomes crucial in this regard. [ABSTRACT FROM AUTHOR]

The purpose of the present paper is to map the characteristics of scientific papers related to culinary arts education and the competencies models theory. The methodology consists of co-word, co-citation, citation, coauthor bibliometric analysis, and the generation of visual maps on VOSviewer software. The results found 17 publications, 12 journals, 37 authors, 9 countries, 46 keywords, and 623 references. Scopus database is the one that shows more results; the search terms are competencies and culinary arts. The most critical years are in terms of the number of published papers, 2016 and 2017. The leading journals are The Culinary Science & Technology and Hospitality & Tourism Education. The research on the theme is based on subjects' labor relations, in the context in which they perform their training. American authors lead the ranking of publications, but they are not the most cited ones, no relationship is found in the institutional links of these authors. The contribution that this bibliometric study presents acts as a support for future research in order to avoid mistakes regarding the use of scattered terms, database choice, methods gaps, main references, and the main authors about competencies models theory on culinary arts education. [ABSTRACT FROM AUTHOR]

Nurse informaticists (NIs) play a pivotal role in addressing health-related social needs through integrating technology into electronic health records. NIs navigate regulatory landscapes, emphasizing screening for social determinants of health during hospital encounters. This article underscores NIs’ strategic contributions to optimizing data collection, supporting health equity, and utilizing innovative technologies to bridge gaps in healthcare outcomes. [ABSTRACT FROM AUTHOR]

Nurses are required to adapt to a complex and rapidly evolving environment that incorporates new IT technologies. Continuing, lifelong learning, especially in the fast-growing fields of Nursing Informatics, eHealth and related Information and Communication Technologies, is vital to the professionalism of nurses. The study presents the curriculum development and implementation of the educational project entitled “Training of Nurses in Nursing Informatics and Information and Communication Technologies (ICT)” which has been designed and offered to Greek nurses as a continuing – lifelong online educational program by the Health Informatics Laboratory of the National and Kapodistrian University of Athens. The training material was created in three modules and 29 sub-modules, considering the new advancements and recommended competencies, necessary for the nurse, in the fields of Nursing Informatics and ICT. So far, eight training cycle courses have been offered to 1388 nurses, free of charge. Each course integrates synchronous and asynchronous distance learning methods and requires a workload of 70 hours over 10 weeks. The initial evaluation of the course by the participants, concerning its effectiveness, usefulness, and innovation are very encouraging. [ABSTRACT FROM AUTHOR]

Background: While research on meditative mindfulness in nursing is abundant, research on socio-cognitive mindfulness is in its early stages despite its potential advantages to nursing practice and nursing education. This study introduces the under-examined concept of socio-cognitive mindfulness to the nursing field. Objective: To identify what is known in the research field of socio-cognitive mindfulness in nursing. Specific aims were to identify the effects of socio-cognitive mindfulness on nurses and nursing students, and the application of socio-cognitive mindfulness interventions and their effectiveness in nursing. Design: A scoping review following the Arksey and O'Malley framework. Methods: An electronic search of PubMed, EMBASE, Cochrane Library, CINAHL, Web of Science, ERIC, and ProQuest databases was conducted. The search included full-text papers published in peer-reviewed journals in English. The included studies were independently examined by the two authors to ensure the thorough inclusion of relevant research by screening of titles and abstracts and screening of full-texts. The selected papers were categorized based on the specific objectives of the review. Results: Out of 5,798 papers, six quantitative studies and one mixed method study were included in the review. Among the seven studies, two studies investigated the effects of socio-cognitive mindfulness on nurses, four examined the effects of socio-cognitive mindfulness on nursing students, and one conducted an intervention study applying socio-cognitive mindfulness and identified its effects on nurses. The findings revealed several benefits of applying socio-cognitive mindfulness to nursing practice and nursing education. Specifically, socio-cognitive mindfulness enhanced nurses' and nursing students' positive emotions and effective emotion regulation, which would positively influence nurses' nursing performance as well as students' academic outcomes and quality of college life. Conclusions: This study raises researchers' awareness of the significance of socio-cognitive mindfulness in nursing, and strongly recommends applying socio-cognitive mindfulness to nursing practice and nursing education and evaluating its effects. [ABSTRACT FROM AUTHOR]

Background. After the COVID-19 pandemic, the online style of instruction started to replace the traditional style in Jordan. Aims. This study aims to (1) assess the nursing students' perceived obstacles to online learning in Jordan; (2) explore significant relationships between participants' characteristics and their perceived obstacles; and (3) assess for significant differences in the perceived obstacles based on participants' characteristics. Methods. A cross-sectional, descriptive design was utilized in this study. A convenient sample of 325 nursing students responded to a self-reported questionnaire utilizing Google Forms. Both descriptive and inferential statistics were used to analyze the dataset using the SPSS software. Results. The mean scores of the obstacles to online learning were 2.94 (SD = 0.95) for the academic obstacles subscale, 2.90 (SD = 0.83) for the technological obstacles subscale, and 3.25 (SD = 1.00) for the administrative obstacles subscale. Significant associations were found between participants' characteristics and perceived obstacles to online learning. For instance, the type of university was significantly associated with academic (r = −0.32, p < 0.01), technological (r = −0.21, p < 0.01), and administrative obstacles (r = −0.32, p < 0.01). Furthermore, significant differences were found in the perceived obstacles based on the participants' demographic and studentship-related characteristics. Conclusions. According to their perceptions of online learning, nursing students in Jordan face three types of obstacles: academic, technical, and administrative. Decision-makers should intervene to enhance the online learning experience by overcoming the reported obstacles. [ABSTRACT FROM AUTHOR]