Evaluation of a Nursing Intranet Using a Two-Phase Approach.

An intranet is a beneficial tool, most commonly utilised and researched in corporate settings, but can also be found within healthcare. An organisational intranet has many of the same functions as the internet while also having a security firewall associated with it, meaning that only those with security access to the site are able to gain access. An evaluation study, using a two-phase process, of a Nursing Intranet within a healthcare organisation in one urban hospital in New Zealand is presented. First a content audit was undertaken, before using a selected framework to evaluate the content, design and functionality of the Nursing Intranet. The results from this evaluation identified some strengths, but also areas to improve. Further research, including the development of tools to evaluate intranets in a healthcare setting are needed to ensure information is more readily accessible to health professional staff.

Factors That Impact Nurses Use of Technology: A Qualitative Study.

The use of technology in nursing has increased, most notably since the Covid-19 pandemic which highlighted benefits of digital health in nursing practice. Understanding the enablers and barriers associated with nurses' use of digital technology is important as these can impact adoption and engagement. To understand the factors that impacted New Zealand nurses' use of technology a national online survey was undertaken in August 2022. Participants (n=191) came from varied clinical settings across the country. Their responses to the open-ended questions were thematically analyzed and are reported here. Four themes were identified: 1) Knowledge of digital technology, 2) connectivity, 3) devices and systems, and 4) training and education. Understanding the factors that impact nurses use of technology can support actions to build the digital competency of nurses, enhance the nursing workforce and therefore benefit patient care.

Integrating Health Informatics into Pre-Registration Nursing Education: Insights from a Participatory Workshop.

The implementation of health informatics in pre-registration health professional degrees faces persistent challenges, including curriculum overload, educator workforce capability gaps, and financial constraints. Despite these barriers, reports of successful implementation of health informatics pre-registration nursing programs exist. A virtual workshop was held during thein 15th International Nursing Informatics Conference in 2021 with the aim to explore successful implementation strategies for incorporating health informatics into the nursing curriculum to meet the accreditation standards. This paper reports recommendations from the workshop emphasising the importance academic-clinical partnerships to develop innovative approaches to enhance theof capacity of academic teams and access to contemporary point of care digital technologies that reflect applications of health informatics in interdisciplinary clinical settings.

Supporting Digital Health Integration in a National Curriculum: The New Zealand Experience.

The World Health Organisation considers that digital health can play a vital role in strengthening health systems, including increasing equity in access to health services; however, to realise the benefits of digital health this subject needs to be included in nursing education. In New Zealand the recent establishment of the centralised Te Pukenga Institute of Skills and Technology allows for the creation of a common unified curriculum for entry to nursing programmes among the community-based tertiary education providers. Expertise to advise on the digital health component of the curriculum was sought from the New Zealand nursing and midwifery informatics group and this group's contribution is reported here. Delays in implementing the new curriculum means that by the end of 2023 no students had yet graduated, and evaluating their success, combined with research into the students' preparedness for working in a digital health environment is recommended.

Navigating the Global Landscape of Nursing Informatics Research Collaboration: A Blueprint for Success.

International collaboration is crucial in the field of nursing informatics research to enhance our ability to conduct globally relevant research that informs policy and practice. In this case study we describe how we have established an international research collaboration to evaluate nurses' experiences of technology use during the pandemic. We firstly describe how the collaboration was created and the successes associated with our work, before highlighting the facilitators to make an international collaboration work. We also discuss the challenges we have encountered during this collaborative enterprise, to enable other researchers who wish to establish international collaborations and learn from our experiences.

Final year nursing students' preparedness for medication administration during COVID-19: A multi-site survey study.

AIM: To examine final-year undergraduate nursing students' characteristics and their perceived preparedness for medication administration across three universities during COVID-19. BACKGROUND: Medication administration is a complex process and medication errors can cause harm to the patient. Nurses are at the frontline of medication administration; therefore, nursing students must be well-prepared to administer medicines safely before graduation. Little is known about final-year undergraduate nursing students' perceived medication administration preparedness during COVID-19. DESIGN: A multi-site study using a cross-sectional survey of student demographics, the 'Preparedness for Medication Administration' (Revised) tool and an open-ended question. METHODS: The questionnaire was distributed to nursing students in their final semester of the program in 2022 across two universities in Australia and one in New Zealand. Completed surveys n=214. Descriptive statistics were used to analyse the demographic data. Differences in demographic data and preparedness scores between the three universities were analysed using ranked means, correlation coefficient, Chi-Square, Mann- Whitney U and Kruskal- Wallace H. Directed content analysis was used to analyse the data from the open-ended question. RESULTS: Overall, students reported high preparedness scores for medication. International students reported significantly higher preparedness scores (Md =119, n=29) compared with domestic students (Md=112.00, n=164), U=1759.50, z=-2.231, p=02, r=.16. Mean ranked scores for each item were above average across the three universities. The impact of COVID-19 on curriculum and students' opportunity to practice may be one explanation for the difference in preparedness scores between universities. International participants reported significantly higher scores on the Preparedness for Medication Administration (Revised) tool than domestic participants. Older students were more confident in applying principles of pharmacology to practice. Students' comments generated three major categories and five subcategories indicating preparedness gaps. CONCLUSION: This study provides insights into students' medication management preparedness during restrictions and before transitioning to the role of Registered Nurse. It highlights the need to provide integrated and comprehensive medication education and assessments throughout the curriculum and the need for additional support for newly graduated nurses in medication management due to the restrictions.

Perspectives on the implementation of health informatics curricula frameworks.

BACKGROUND: The COVID-19 pandemic highlighted the necessity of equipping health professionals with knowledge and skills to effectively use digital technology for healthcare delivery. However, questions persist about the best approach to effectively educate future health professionals for this. A workshop at the 15th Nursing Informatics International Congress explored this issue. OBJECTIVE: To report findings from an international participatory workshop exploring pre-registration informatics implementation experiences. METHODS: A virtual workshop was held using whole and small group interactive methods aiming to 1) showcase international examples of incorporating health informatics into pre-registration education; 2) highlight essential elements and considerations for integrating health informatics into curricula; 3) identify integration models of health informatics; 4) identify core learning objectives, resources, and faculty capabilities for teaching informatics; and 5) propose curriculum evaluation strategies. The facilitators' recorded data and written notes were content analysed. RESULTS: Fourteen participants represented seven countries and a range of educational experiences. Four themes emerged: 1) Design: scaffolding digital health and technology capabilities; 2) Development: interprofessional experience of and engagement with digital health technology capabilities; 3) implementation strategies; and 4) Evaluation: multifaceted, multi-stakeholder evaluation of curricula. These themes were used to propose an implementation framework. DISCUSSION: Workshop findings emphasise global challenges in integrating health informatics into curricula. While course development approaches may appear linear, the learner-centred implementation framework based on workshop findings, advocates for a more cyclical approach. Iterative evaluation involving stakeholders, such as health services, will ensure that health professional education is progressive and innovative. CONCLUSIONS: The proposed implementation framework serves as a roadmap for successful health informatics implementation into health professional curricula. Prioritising engagement with health services and digital health industry is essential to ensure the relevance of implemented informatics curricula for the future workforce, acknowledging the variability in placement experiences and their influence on informatics exposure, experience, and learning.

Preliminary Results of a Grounded Theory Study on Using Mobile Health for Physical Activity.

As the first stage of substantive theory building, this study explored the behavioral responses of people with long-term weight concerns using mHealth to increase their physical activity within a New Zealand context. A constructivist grounded theory method was adopted. Twenty-two participants with long-term weight concerns and personal experience using mobile health to increase physical activity participated in in-depth interviews. Four themes and eight categories were conceptualized: motivation, physical activity behavioral responses, mobile health evaluation, and social interaction. The role of mobile health in increasing physical activity and improving overall wellness is broadly acknowledged and facilitates, to some extent, the social interactions among family, friends and the wider community.

Nurse prescriber's understanding of their antimicrobial stewardship role: a qualitative study.

Introduction Antimicrobial resistance is an infectious disease threat to public health globally, and antimicrobial stewardship among healthcare professionals is one key way to address this potential problem. Registered nurse designated prescribers are the newest group of health professionals to gain prescribing authority in Aotearoa New Zealand, yet little is known about their understanding of their antimicrobial stewardship role. Aim The aim of this study was to explore registered nurse designated prescribers' understanding of their antimicrobial stewardship role through their prescribing practices and approaches to clinical reasoning. Methods This exploratory descriptive qualitative study used individual semi-structured interviews with six registered nurse designated prescribers. Thematic analysis was used to analyse the interviews. Results Four themes were identified: antibiotic prescribing practices and antimicrobial resistance; clinical indicators for prescribing antibiotics, with the sub-themes of history taking, presence of infection and bacterial versus viral infection; patient education; and safety and monitoring. These themes provide insight into registered nurse designated prescribers' understanding of their antimicrobial stewardship role and prescribing of antibiotics. Discussion This research found that the registered nurse designated prescribers had an awareness of the importance of their antimicrobial stewardship role in relation to antibiotic prescribing and reducing antimicrobial resistance. Education about antimicrobial resistance and antimicrobial stewardship for this professional group can be effective, but further research is needed to understand their ongoing educational needs.

Exploring medicines information needs of mental health service users at a New Zealand hospital.

Providing effective medicines information to individuals can improve outcomes, yet little is known about what information mental health service users need and want about their medicines, and how best to deliver this. The aim of this study was to explore the medicines information needs of mental health service users. Adults (n=30) under the care of acute mental health services in a New Zealand hospital were invited to take part in semi-structured interviews or a focus group to explore preferences for medicines information. Interview data were analysed using an inductive thematic approach. Six key themes were identified: 1) personalisation of information, 2) adverse and beneficial effects, 3) relationships and trust, 4) informed choice, 5) use of reliable internet resources and 6) involvement of family and support people. Preferences on content, timing, provider and format of information delivery were highly individualised indicating the need for information to be personalised to the needs of the service user. A trusted relationship with their healthcare provider was essential . Making informed decisions reduced confusion or fear about medicines. Understanding medicines information needs of patients can help improve the education health professionals provide on medicines, thus potentially improving patient engagement and outcomes.

User perceptions of mobile digital apps for mental health: Acceptability and usability - An integrative review.

WHAT IS KNOWN ON THE SUBJECT?: Mobile mental health apps are increasingly being used by both mental health nurses to promote individual self-managemental of mental health conditions and by consumers. Perceptions about specific apps are known, but the overarching acceptability and usability of mental health apps in general less understood. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: This paper identified consumer perceptions of mobile mental health apps. Six key areas were identified that future mobile app developers should consider to maximize consumer engagement with mental health apps. Consumers also highlighted that apps do not replace traditional mental health nursing-rather these supplement existing care. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: This review found that mental health apps are generally viewed positively by consumers; however, factors such as ease of use, usefulness of content and privacy need to be considered to maximise and sustain app engagement. ABSTRACT: Introduction There is increasing interest in the use of mobile mental health applications (apps) to manage mental health conditions. Understanding user perceptions is key to maximise app engagement and inform how apps can be used to support mental health nursing care. Aim This integrative review explores consumers' perceptions of mobile mental health apps to gain insight into user preferences and acceptability. Methods This integrative review was based on searching four databases: CINAHL, EMBASE, Medline, PsycInfo. Inclusion criteria were: (i) articles published after 2000; (ii) focused on apps for mental health disorders; (iii) explored consumers' perception of using a mental health app. Abstracts were screened and eligible papers reviewed. Data on user perceptions were extracted and analysed thematically. Results Seventeen articles were identified. Overall, consumers did not feel that app use replaced traditional health care. Six themes were identified: "Helpfulness," "Improvements/enhancements," "Technical issues," "Easy to use," "Satisfaction with the app" and "Perceived issues." Consumers indicated a preference for personalization for the app to meet individual needs. Discussion and Implications for Practice Mental health apps are generally viewed positively by consumers; however, factors such as ease of use, usefulness of content and privacy need to be considered to maximise and sustain app engagement.

Identifying How to Support Nurse Educators Nationally to Teach Nursing Informatics.

Preparing nurses for practice and ensuring nursing informatics is included in their curricula is a challenge for many nurse educators. This study asked nurse educators from around New Zealand (n=40) what they perceived as the concerns, barriers and facilitators to implementing nursing informatics within their curricula. Among the findings a key issue is the constantly evolving nature of information and communication technology in healthcare and nursing which results in the ongoing need for professional development to keep up-to-date. Outcomes from this study are recommendations which will inform our next steps in this project to support nurse educators provide the best education possible for new nurses.

Using Technology as a Novel Method to Develop Students' Clinical Reasoning Skills Through Virtual Collaborative Learning in Scriptwriting.

One of the most important skills students need to learn in applying pharmacotherapeutics is clinical reasoning. This study aimed to evaluate the impact of virtual collaboration in scriptwriting as a teaching approach to develop clinical reasoning skills. Data was from student feedback (n=102). Discussing conceptual questions in a collaborative learning environment with peers proved to support the development of clinical reasoning skills as the activity increased interactivity, improved understanding and retention. Findings show that the development of clinical reasoning skills were enhanced with the use of scriptwriting as a virtual collaborative activity.

An Integrative Literature Review on Older Adults, Their eHealth Literacy and Use of Telehealth.

Healthcare is challenged by providing high-quality, equitable and timely access to care for older adults. Telehealth can address these challenges, however, a level of eHealth literacy is required. This integrative literature review sought to understand the experiences of older adult patients with poor eHealth literacy who use telehealth. Results include that older adults with less eHealth literacy have many concerns engaging with telehealth and irrespective of their eHealth literacy, most need support to use telehealth.

Digital professionalism on social media: A narrative review of the medical, nursing, and allied health education literature.

BACKGROUND: Medical, nursing, and allied health students, and professionals are using online environments such as social media to communicate and share information. However, some have difficulty differentiating between their professional and personal roles and can behave inappropriately online. Better education and training may help prevent these issues from arising. OBJECTIVE: Identify and synthesise literature on educating healthcare students and practitioners about digital professionalism on social media. METHOD: Four databases i.e., CINAHL, ERIC, MEDLINE and PubMed were searched using relevant terms. Five hundred and twenty-two articles were found and screened. Data extraction and critical appraisal were conducted. Analysis followed Braun and Clarke's six phases of thematic analysis. RESULTS: Eleven studies were included in the review. Digital professionalism was taught across medicine, nursing, and allied health education using a number of pedagogical approaches including traditional face-to-face teaching, as well as fully online, and blended methods. Its impact on learning centred on acquiring knowledge about communicating appropriately on social media which appeared to change how some students and practitioners behaved online, while improving confidence and information literacy. Developing and delivering education on digital professionalism tended to be affected by the amount of time faculty and trainers had to create curricula, organise and deliver teaching, and support students and clinicians. The design of the online platform seemed to be important as some had more functionality than others, allowing for greater interaction, which appeared to keep learners engaged. DISCUSSION AND CONCLUSION: This review provides the first synthesis of literature on educating the medical, nursing, and allied health professions on digital professionalism on social media. The results identify potential issues, knowledge gaps, and highlight implications for future educational interventions. Recommendations include setting clear boundaries and pedagogical instructions, understanding and applying privacy settings online, and utilising co-creation approaches with students and practitioners to improve the quality of health education.

What information do patients want about their medicines? An exploration of the perspectives of general medicine inpatients.

BACKGROUND: Medicines are one of the most common healthcare interventions, yet evidence shows patients often do not receive the information they want about their medicines. This affects their adherence and healthcare engagement. There is limited research exploring what information patients want about their medicines, from whom and in what format. The aim of this study was to determine the medicines information needs of patients admitted to the general medical service of a large New Zealand (NZ) hospital, and identify the barriers and enablers to meeting these needs. METHODS: A descriptive exploratory approach using semi-structured interviews was used to understand the needs and preferences of patients for information about their regular medicines and the barriers and facilitators to obtaining this information. Patients admitted to a general medical ward at a large NZ hospital, aged 18 years and over, prescribed one or more regular medicines, and self-managing their own medicines prior to hospitalisation were included. Semi-structured interviews were conducted with each participant (n = 30) and transcribed, then analysed using a general inductive thematic analysis approach. RESULTS: Five overarching themes captured the medicines information needs of patients: (1) autonomy; (2) fostering relationships; (3) access; (4) communication; and (5) minimal information needs. Patients desired information to facilitate their decision-making and self-management of their health. Support people, written information, and having good relationships with health providers enabled this. Having access to information at the right time, communicated in a clear and consistent way with opportunities for follow-up, was important. A significant portion of participants were satisfied with receiving minimal information and had no expectations of needing more medicines information. CONCLUSIONS: Although patients' medicines information needs varied between individuals, the importance of receiving information in an accessible, timely manner, and having good relationships with health providers, were common to most. Considering these needs is important to optimise information delivery in general medical patients.

School-based telemedicine: Perceptions about a telemedicine model of care.

In New Zealand, a store-and-forward telemedicine programme is implemented in schools to address common health conditions. This study aimed to investigate perceptions of the non-clinical school staff involved on this telemedicine model of care. Interviews and analysis were framed by sociotechnical theory under constructs of identities, affiliations, interactions and environments. Findings show that telemedicine aligned with identities of staff as carers. Affiliations via close relationships with children and community support enabled the programme. Delivering telemedicine enhanced interactions with children. Environments related to practices and physical characteristics of the school were viewed as constrainers and enablers for delivery. School-based telemedicine delivered by school staff is perceived as an acceptable model of care. Benefits include empowerment, school cohesion and potential improvement in health literacy, with no major issues perceived. Telemedicine may be effective for treating common health conditions in school children, with potential for community members to be involved in health care.

Education Into Policy: Embedding Health Informatics to Prepare Future Nurses-New Zealand Case Study.

BACKGROUND: Preparing emerging health professionals for practicing in an ever-changing health care environment along with continually evolving technology is an international concern. This is particularly pertinent for nursing because nurses make up the largest part of the health workforce. OBJECTIVE: This study aimed to explore how health informatics can be included in undergraduate health professional education. METHODS: A case study approach was used to consider health informatics within undergraduate nursing education in New Zealand. This has led to the development of nursing informatics guidelines for nurses entering practice. RESULTS: The process used to develop nursing informatics guidelines for entry to practice in New Zealand is described. The final guidelines are based on the literature and are refined using an advisory group and an iterative process. CONCLUSIONS: Although this study describes the development of nursing informatics guidelines for nurses entering practice, the challenge is to move these guidelines from educational rhetoric to policy. It is only by ensuring that health informatics is embedded in the undergraduate education of all health professionals can we be assured that future health professionals are prepared to work effectively, efficiently, and safely with information and communication technologies as part of their practice.

The Barriers and Facilitators for Nurse Educators Using Telehealth for Education.

Telehealth is available world-wide and in addition to clinical uses, it can also be used to provide education for health professionals, supporting e-Networking. However, within New Zealand the uptake and widespread use of telehealth remains low, and why telehealth is not used more is not understood. This study describes nurse educators use of telehealth for education and identifies barriers and facilitators to increase the uptake of telehealth amongst nurse educators. An on-line survey administered using Survey Monkey had a response rate of 57% (n = 19). Equipment that was not user friendly and a lack of initial training were recognised as barriers to their uptake of telehealth. Telehealth training and support, and local champions were identified facilitators to increase the uptake of telehealth. Recommendations include the need for early adopting nurse educators to be recognised and encouraged, to role model good practice in telehealth, and mentor and support others.

Virtual Student Collaboration: Connecting Student Health Professionals.

This pilot study aimed to provide students with a learning activity to develop a global perspective of health care. Senior nursing students from New Zealand and the United Kingdom (n=15) were allocated to eNetwork small-groups. Students met weekly for one month via audio/video-conferencing for discussions. Students reported that this collaborative activity enabled them to engage purposefully with other students. While cultural differences were noted, similarities were also found and multiplestudents expressed interest in working overseas.