Relationship Between Disease Specific Quality of Life Measures, Physical Performance, and Activity in People with Intermittent Claudication Caused by Peripheral Artery Disease.

OBJECTIVE: The aims of this study were firstly to assess the correlation between disease specific measures of quality of life (QOL) and physical performance and activity, and secondly to identify demographic, clinical, functional, and physical activity measures independently associated with QOL in people with intermittent claudication. METHODS: This was a cross sectional observational study of 198 people with intermittent claudication caused by peripheral artery disease who were recruited prospectively. QOL was assessed with the intermittent claudication questionnaire (ICQ) and the eight-theme peripheral artery disease quality of life questionnaire. Physical performance was assessed with the six minute walk test (6MWT) and short physical performance battery (SPPB), and an accelerometer was used to measure seven day step count. The associations between QOL scores and 6MWT distance, SPPB scores and seven day step count were examined using Spearman Rho's (ρ) correlation and multivariable linear regression. RESULTS: ICQ scores were significantly correlated with 6MWT distance (ρ = 0.472, p < .001), all four SPPB scores (balance ρ = 0.207, p = .003; gait speed ρ = 0.303, p < .001; chair stand ρ = 0.167, p = .018; total ρ = 0.265, p < .001), and seven day step count (ρ = 0.254, p < .001). PADQOL social relationships and interactions (ρ = 0.343, p < .001) and symptoms and limitations in physical functioning (ρ = 0.355, p < .001) themes were correlated with 6MWT distance. The 6MWT distance was independently positively associated with ICQ and both PADQOL theme scores (ICQ: B 0.069, p < .001; PADQOL social relationships and interactions: B 0.077, p < .001; PADQOL symptoms and limitations in physical functioning: B 0.069, p < .001). CONCLUSION: Longer 6MWT distance independently predicted better physical and social aspects of QOL in people with intermittent claudication supporting its value as an outcome measure.

Mobile applications in nursing science education: A scoping review with snowballing method.

OBJECTIVES: To review the available evidence on the use and effectiveness of mobile applications to assist nursing students in comprehending, utilising, and applying specialised language and knowledge terminologies when learning the language of biosciences. DESIGN: A scoping review. DATA SOURCES: The databases CINAHL Complete, ERIC, EMCare, MEDLINE, PubMed, the OVID scholarly interface and the web search engine Google Scholar were searched. REVIEW METHODS: Peer-reviewed literature published in English during the period 2010-2023 was reviewed. Snowballing methods saw the reference lists of all included articles searched, and a secondary search of the Scopus ranked top ten nursing journals. Articles were included if they reported on any app or digital resource used when teaching undergraduate nursing students biosciences/science language skills, concepts, or terminology. Studies were excluded if the participants were non-nursing student cohorts or content did not meet the inclusion criteria. RESULTS: Mobile applications generally contribute positively to nursing students' education. These applications are deemed valuable tools, offering structured content in easily digestible formats. Some applications also foster teamwork and collaboration during clinical placements, promoting peer learning, and a sense of community. User internet access and preparation for learning were the only noted barriers. A range of science-based concepts were taught using applications, including diabetes mellitus, medical terminology, asthma, and cardiac conditions. Despite the promise shown by using mobile applications to teach nurse sciences, few are dedicated to bioscience language and scientific terminology. Recognising the challenging nature of teaching these concepts, developing specialised applications could substantially improve the educational experience for nursing students. CONCLUSION: Nurse educators are encouraged to teach with applications given their reported effectiveness in knowledge gains for students learning science concepts. Rigorous interventional study designs are warranted to extend suggestions that using applications enhances student understanding of challenging scientific concepts and support quality in clinical learning.