Predictors of Higher-Order Affective Skills in Health Promotion Among Indonesian Nursing Students: Assessment and Evaluation.

AIM: We examined health-promoting lifestyle in undergraduate nursing students and its potential as a predictor of health-promoting behaviors and basis for curriculum improvement. BACKGROUND: A health-promoting lifestyle is essential among students for their future nursing roles. Development requires the internalization of healthy behaviors beyond the cognitive learning domain. METHOD: Guided by Pender's health promotion model, this multisite, cross-sectional, and descriptive-correlational study surveyed 1,634 undergraduate nursing students in Bali, Indonesia. RESULTS: The regression analysis revealed that student profiles explained the 5 percent variation in their overall health-promoting lifestyle. Perceived health status was observed to be a significant predictor ( p < .05) of health-promoting behaviors among a diverse sample of undergraduate nursing students. CONCLUSION: The study findings emphasize the role of nursing education in instilling healthy behaviors among undergraduate students and the importance of integrating student-centered and context-responsive health promotion strategies into the nursing curriculum.

Filipino Nurses' Feedback on Using a Web-Based Medication Management System: A Pilot Study in a Telehealth Hospital.

A common medication safety strategy involves a Web-based medication management system. Still, there is no consensus about its acceptance and usability, even more so among nurses in the Philippines. Thus, this pilot study used a mixed-methods design to explore the nurses' feedback (N = 26) about Web-based medication management system in a telehealth hospital. Their acceptance, perceived usability, and experience of Web-based medication management system were assessed using the Unified Theory of Acceptance and Use of Technology model, Post Study System Usability Questionnaire, and semistructured interview guide, respectively. Results showed nurses agreed on their acceptance of Web-based medication management system (M = 3.72 [SD = 0.69]) and slightly agreed on its usability (M = 5.18 [SD = 1.02]). It also generated the Nursing Capsule of Web-based medication management system use that combines the quantitative model with age and length of practice as significant predictors and the qualitative interaction vortex with three themes (i.e., engaging, enabling, and exciting). These findings emphasized the need for effective technological adaptation to advance nursing practice and patient care.

Nursing and human-computer interaction in healthcare robots for older people: An integrative review.

Objectives: This study examined the published works related to healthcare robotics for older people using the attributes of health, nursing, and the human-computer interaction framework. Design: An integrative literature review. Methods: A search strategy captured 55 eligible articles from databases (CINAHL, Embase, IEEE Xplore, and PubMed) and hand-searching approaches. Bibliometric and content analyses grounded on the health and nursing attributes and human-computer interaction framework were performed using MAXQDA. Finally, results were verified using critical friend feedback by a second reviewer. Results: Most articles were from multiple authorship, published in non-nursing journals, and originating from developed economies. They primarily focused on applying healthcare robots in practice settings, physical health, and communication tasks. Using the human-computer interaction framework, it was found that older adults frequently served as the primary users while nurses, healthcare providers, and researchers functioned as secondary users and operators. Research articles focused on the usability, functionality, and acceptability of robotic systems. At the same time, theoretical papers explored the frameworks and the value of empathy and emotion in robots, human-computer interaction and nursing models and theories supporting healthcare practice, and gerontechnology. Current robotic systems are less anthropomorphic, operated through real-time direct and supervisory inputs, and mainly equipped with visual and auditory sensors and actuators with limited capability in performing health assessments. Conclusion: Results communicate the need for technological competency among nurses, advancements in increasing healthcare robot humanness, and the importance of conscientious efforts from an interdisciplinary research team in improving robotic system usability and utility for the care of older adults.

Research, Technology, Education & Scholarship in the Fourth Industrial Revolution [4IR] : Influences in Nursing and the Health Sciences.

The Fourth Industrial Revolution (4IR) generated considerable interests among scholars, informaticists and educational leaders around the globe. This industry shift brings with it exciting opportunities and inevitable challengesto various industries and professional practices including the health sciences. The purpose of the article is to illuminate the influences of the Fourth Industrial Revolution on the research,education and technology on Nursing and the Health Sciences. This article is organized as follows : the historical developments in the evolution of nursing images, industries and technologies in healthcare praxis, juxtaposing of current and impending trends and their impact on education, research and scholarship, and education in the healthcare sector. This article concludes with shared insights on several creative and proactive solutions in preparing for, creating new technologies, and mitigating the effects of the upcoming revolution. J. Med. Invest. 66 : 3-7, February, 2019.

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD).

INTRODUCTION: Interprofessional learning (IPL) is increasingly recognized as a promising strategy in addressing the burgeoning challenges in healthcare. Its assessment remains to be perplexing and requires accurate measurements. Thus, this study intended to develop a valid and reliable reflective tool in assessing IPL as a Continuing Professional Development (CPD) outcome. METHODS: A one-group post-posttest pre-experimental design with tool development was employed to establish the validity and reliability of the "Inventory of Reflective Vignette-Interprofessional Learning" (IRV-IPL). This tool was developed from an extensive literature review and designed with three segments to assess interprofessional competencies before, after, and what if scenarios using vignettes. After it was validated by education experts (n = 5) and written consent forms were signed by the participants, the IRV-IPL was pilot tested among healthcare professionals (n = 10) for analysis and improvement. During the actual implementation, it was administered to healthcare professionals (n = 45) who participated in a university-provided CPD event. Collected data underwent validity and reliability testing. RESULTS: IRV-IPL generated excellent internal consistency (α = 0.98), and across all segments of collaboration (α = 0.96), coordination (α = 0.96), cooperation (α = 0.96), communication (α = 0.97), and commendation (α = 0.98). Items exhibited significantly positive large correlations (r > 0.35, p < 0.05) in all segments showing beneficial measures for postdictive validity in recalling prior interprofessional competencies, and predictive validity in estimating interprofessional learning as an outcome of CPD and alternative interventions. CONCLUSION: This study provided a piece of groundwork evidence on the use of IRV-IPL as a reflective assessment tool for interprofessional learning in CPD contexts. Further studies are essential to explore the educational utility of IRV framework in crafting relevant assessments and to establish construct validity of IRV-IPL using exploratory and confirmatory factor analyses.

Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals.

INTRODUCTION: Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD. METHODS: The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach's reliability and criterion-validity testing. RESULTS: The initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p < 0.05) in all segments of the tool. DISCUSSION: The study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.