Development of a smartphone application for Korean patients with chronic obstructive pulmonary disease: Self-monitoring based action plans.

AIM: The purpose of this study was to develop and evaluate a smartphone application (app) of a COPD action plan (AP) based on symptom self-monitoring (SM) [AP-SM Sapp] to support the early detection of, and response to, symptoms. BACKGROUND: Chronic obstructive pulmonary disease (COPD) is one of the most prevalent respiratory diseases worldwide. Disease control is important to prevent progression of COPD caused by exacerbations; action plans are a successful strategy to prevent and manage COPD exacerbations. However, the digital literacy that COPD patients need to support technology-based COPD action plans is poorly understood. METHODS: A systematic literature review identified components for the app's development. Content validity testing with 12 clinical experts identified 35 critical components for inclusion in the app's development. The app was then submitted to user experience evaluation by thirteen technology experts and nine COPD patients. RESULTS: In user evaluation of the app, experts evaluated the AP-SM Sapp as a good quality app (57.37 ± 9.13) and COPD patients as an average quality app (44.44 ± 3.94) (range 0-69; higher scores indicating greater endorsement of app quality). Revisions based on these critiques produced a final version. CONCLUSION: The app was developed to support COPD patients in the early detection of symptoms so that exacerbations could be prevented or managed appropriately. Although the app used simple messages and pictographs to enhance digital literacy (thus narrowing the digital literacy gap), efficient onboarding will be important if barriers to app use are to be further reduced.

Patient Safety Error Reporting Education for Undergraduate Nursing Students: A Scoping Review.

BACKGROUND: Patient safety error reporting is essential for learning and preventing errors, and nursing students should develop error reporting capabilities through error reporting education. This study examined undergraduate error reporting education to identify a sustainable development direction. METHOD: A systematic literature search of three major scientific databases identified nine articles that met the inclusion criteria. Data on error reporting education features and future error reporting education challenges were extracted. RESULTS: Eight studies presented content and error levels according to World Health Organization incident type. Simulations and error reporting systems were used frequently as teaching-learning methods. Although most programs involved Level 3 of Kirkpatrick's levels in error reporting education, programs involving innovative thinking for sustainable error reporting education development are lacking. CONCLUSION: For more effective error reporting education, active teaching methods such as virtual reality simulations and planning, applying, and evaluating methods for long-term direct clinical error reporting are required. [J Nurs Educ. 2023;62(9):489-494.].

[Validity and Reliability of Korean Version of Self-Care Chronic Obstructive Pulmonary Disease Inventory (SC-COPD) and Self-Care Self-Efficacy Scale (SCES-COPD)].

PURPOSE: This study examined the validity and reliability of the Korean version of the Self-Care in Chronic Obstructive Pulmonary Disease Inventory (SC-COPDI) and the Chronic Obstructive Pulmonary Disease Self-Care Self-Efficacy Scale (SCES-COPD). The SC-COPDI consists of the Self-Care Maintenance Scale (SCMES), Self-Care Monitoring Scale (SCMOS), and Self-Care Management Scale (SCMAS). METHODS: The original tool was translated using a back-translation process. Participants were 241 patients with COPD at the Chonnam National University Hospital in Korea. The construct validity was verified through confirmatory factor analysis, and reliability was verified using Cronbach's α. RESULTS: The SCMES consisted of 10 items of three factors-one of four factors was deleted from the original tool. In the SCMOS, there were six items of two factors after two items were deleted from the original tool. The SCMAS consisted of the original 10 items of three factors. The SCES-COPD consisted of six items of two factors, with one item removed from the original tool. The model fit indices of all tools were good, and the construct validity was confirmed. Cronbach's α of SCMES was .72, SCMOS was .90, SCMAS was .81, and SCES-COPD was .85. CONCLUSION: The Korean version of SC-COPDI and SCES-COPD are valid and reliable instruments for measuring selfcare in people with COPD. These instruments can be used in self-care studies of COPD patients in Korea.

Patient safety error reporting program for future undergraduate nursing education: A scoping review protocol.

Patient safety error reporting education is instrumental in promoting a culture of safety where health-care providers learn from errors and prevent such problems from being repeated. The proposed scoping review aims to establish a comprehensive understanding of how patient error reporting education has been implemented in undergraduate nursing education and present a direction for developing a future patient safety reporting program. The proposed scoping review protocol will be conducted using the Arksey and O'Malley methodological framework, following the Joanna Briggs Institute's methodology for scoping reviews. It will be reported according to Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols (PRISMA-P), and a full scoping review will be reported according to PRISMA extension for Scoping Review (PRISMA-ScR). In the scoping review, studies published in any language and where the participants were undergraduate nursing students were included. In addition, the search period will not be limited, and the following databases will be used to search for relevant studies: MEDLINE, CINAHL, and Excerpta Medica databases (EMBASE). Moreover, this scoping review does not include unpublished studies or gray literature. Two reviewers will independently review titles and abstracts to evaluate inclusion and exclusion criteria, and primary literature will be selected. Two reviewers will independently assess the full text of selected primary literature in detail against the study criteria.

[Knowledge Structure of Chronic Obstructive Pulmonary Disease Health Information on Health-Related Websites and Patients' Needs in the Literature Using Text Network Analysis].

PURPOSE: The purpose of this study was to identify the knowledge structure of health information (HI) for chronic obstructive pulmonary disease (COPD). METHODS: Keywords or meaningful morphemes from HI presented on five health-related websites (HRWs) of one national HI institute and four hospitals, as well as HI needs among patients presented in nine literature, were reviewed, refined, and analyzed using text network analysis and their co-occurrence matrix was generated. Two networks of 61 and 35 keywords, respectively, were analyzed for degree, closeness, and betweenness centrality, as well as betweenness community analysis. RESULTS: The most common keywords pertaining to HI on HRWs were lung, inhaler, smoking, dyspnea, and infection, focusing COPD treatment. In contrast, HI needs among patients were lung, medication, support, symptom, and smoking cessation, expanding to disease management. Two common sub-topic groups in HI on HRWs were COPD overview and medication administration, whereas three common sub-topic groups in HI needs among patients in the literature were COPD overview, self-management, and emotional management. CONCLUSION: The knowledge structure of HI on HRWs is medically oriented, while patients need supportive information. Thus, the support system for self-management and emotional management on HRWs must be informed according to the structure of patients' needs for HI. Healthcare providers should consider presenting COPD patient-centered information on HRWs.

[A Comparative Study on Learning Outcomes according to the Integration Sequences of S-PBL in Nursing Students: Randomized Crossover Design].

PURPOSE: This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students. METHODS: In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test. RESULTS: The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28, p=.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=-6.49, p<.001) and clinical judgment (t=-4.71, p<.001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53, p=.128) and satisfaction (t=1.28, p=.202). CONCLUSION: The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.

[Development and evaluation of a vital signs e-book for undergraduate student nurses].

PURPOSE: The purpose of this study was to develop a vital signs e-book for undergraduate student nurses and evaluate the content, system and student satisfaction. METHOD: This study was done in three stages, the development of a vital signs e-book, implementation and evaluation. The subjects were 73 undergraduate student nurses in Y university. RESULT: Thirty one learning objectives were used to create the contents. A set of 5 chapters and 18 subsections were defined after validation from nurse educators. The e-book is available at http://123.134.207.23/ebook/vitalsigns. Analysis of the questionnaires showed a mean score for content, system and students satisfaction of 3.17 +/- .73, 3.11 +/-.79, and 2.96 +/-.74 respectively out of a possible 4 points. CONCLUSION: Nurse educators should provide quality and effective web-based courses that meet undergraduate student nurses' learning needs and they should incorporate web-based learning into traditional teaching to meet the demands of nursing education.