Comparative analysis of symptom profile and risk of death associated with infection by SARS-CoV-2 and its variants in Hong Kong.

The recurrent multiwave nature of coronavirus disease 2019 (COVID-19) necessitates updating its symptomatology. We characterize the effect of variants on symptom presentation, identify the symptoms predictive and protective of death, and quantify the effect of vaccination on symptom development. With the COVID-19 cases reported up to August 25, 2022 in Hong Kong, an iterative multitier text-matching algorithm was developed to identify symptoms from free text. Multivariate regression was used to measure associations between variants, symptom development, death, and vaccination status. A least absolute shrinkage and selection operator technique was used to identify a parsimonious set of symptoms jointly associated with death. Overall, 70.9% (54 450/76 762) of cases were symptomatic with 102 symptoms identified. Intrinsically, the wild-type and delta variant caused similar symptoms among unvaccinated symptomatic cases, whereas the wild-type and omicron BA.2 subvariant had heterogeneous patterns, with seven symptoms (fatigue, fever, chest pain, runny nose, sputum production, nausea/vomiting, and sore throat) more frequent in the BA.2 cohort. With ≥2 vaccine doses, BA.2 was more likely than delta to cause fever among symptomatic cases. Fever, blocked nose, pneumonia, and shortness of breath remained jointly predictive of death among unvaccinated symptomatic elderly in the wild-type-to-omicron transition. Number of vaccine doses required for reducing occurrence varied by symptoms. We substantiate that omicron has a different clinical presentation compared to previous variants. Syndromic surveillance can be bettered with reduced reliance on symptom-based case identification, increased weighing on symptoms predictive of death in outcome prediction, individual-based risk assessment in care homes, and incorporating free-text symptom reporting.

Transforming nursing with large language models: from concept to practice.

Large language models (LLMs) such as ChatGPT have emerged as potential game-changers in nursing, aiding in patient education, diagnostic assistance, treatment recommendations, and administrative task efficiency. While these advancements signal promising strides in healthcare, integrated LLMs are not without challenges, particularly artificial intelligence hallucination and data privacy concerns. Methodologies such as prompt engineering, temperature adjustments, model fine-tuning, and local deployment are proposed to refine the accuracy of LLMs and ensure data security. While LLMs offer transformative potential, it is imperative to acknowledge that they cannot substitute the intricate expertise of human professionals in the clinical field, advocating for a synergistic approach in patient care.

Visual narratives in nursing education: A generative artificial intelligence approach.

AIM: The aim of this paper is to investigate the incorporation of visual narratives, such as comics and graphics, into nursing education using Generative Artificial Intelligence (GAI) models like DALL-E. BACKGROUND: Visual narratives serve as a powerful method for communicating intricate concepts in nursing education. Despite their advantages, challenges in creating effective educational comics persist due to the need for expertise in graphic design and the associated time and resource constraints. DESIGN: This study examines existing literature that highlights the efficacy of visual narratives in education and demonstrates the potential of GAI models, specifically DALL-E, in creating visual narratives for nursing education. METHODS: We analyze the potential of GAI models, specifically DALL-E, to create visual narratives for educational purposes. This was demonstrated through illustrative examples addressing sensitive topics, illustrating research methodology and designing recruitment posters for clinical trials. Additionally, we discussed the necessity of reviewing and editing the text generated by DALL-E to ensure its accuracy and relevance in educational contexts. The method also considered legal concerns related to copyright and ownership of the generated content, highlighting the evolving legal landscape in this domain. RESULTS: The study found that GAI, specifically DALL-E, has significant potential to bridge the gap in creating visual narratives for nursing education. While offering cost-effectiveness and accessibility, GAI tools require careful consideration of challenges such as text-related errors, misinterpretation of user prompts and legal concerns. CONCLUSIONS: GAI models like DALL-E offer promising solutions for enhancing visual storytelling in nursing education. However, their effective integration requires a collaborative approach, where educators engage with these tools as co-pilots, leveraging their capabilities while mitigating potential drawbacks. By doing so, educators can harness the full potential of GAI to enrich the educational experience for learners through compelling visual narratives.