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There are inconsistent relation patterns between stillbirth, area of origin and utilization of prenatal care. Among women from the Mediterranean, increasing utilization of prenatal care may result in lower stillbirth rates.

With an ever-increasing need of skilled healthcare workers, efficient learning methods like Virtual Reality (VR) are becoming increasingly important. We developed and tested a VR simulation for endotracheal suctioning. The aim of this pilot study was to examine the VR simulation’s acceptance and increase of knowledge among participants. Furthermore, the effects of presence on acceptance and increase of knowledge were investigated. A total of 51 students participated in the pilot study, using a quasi-experimental pre-post-test design. A modified Unified Theory of Acceptance and Use of Technology (UTAUT) and the Igroup Presence Questionnaire (IPQ) were used. Correlation and regression analyses were performed. Pre- and post-tests showed a significant increase of knowledge (p < 0.001). The correlation between presence and behavioural intention was highly positive (r = 0.52, p < 0.001). Performance and effort expectancy are dominant effects on behavioural intention of using the VR simulation as an educational tool. The results indicate that a simulation which conveys a higher sense of presence is more likely to be accepted by learners. Regarding outcomes of presence on increase of knowledge, we found no significant correlation. Based on our study, we propose a design for a future mixed reality simulation with haptic elements and a plan on how to assess skills improvement.

Background The impact of technology and digitalization on health care systems will transform the nursing profession worldwide. Nurses need digital competencies to integrate new technology in their professional activities. Nurse educators play a crucial role in promoting the acquisition of digital competences and therefore need to be digitally competent themselves. Research on digital competencies of nursing educators is scarce but suggests lack of digital knowledge and skills and support needs. Although digitalization is to be seen as a global process, regional contexts need to be taken into account, such as pre-existing competencies, local conditions, and individual needs. Thus, it remains unclear which competencies nurse educators possess and which support needs they have. Aim of this study was to assess nurse educators’ and clinical mentors’ digital competencies and explore their needs and requirements concerning the digital aspects of their pedagogy and teaching activities in Germany. Methods A descriptive exploratory study with a cross-sectional design was conducted. Participants were identified using a convenience sampling approach. Data were collected during July and September 2020 using a standardized self-reported questionnaire that was developed specifically for this study. The questionnaire was provided in a paper and online format and participants could decide which format to use. It contained open- and closed-ended questions. Data were analyzed using descriptive and content analysis. Additionally, explorative subgroup analyses based on job designation, age, and gender were performed. Reporting of this study adhered to the STROBE checklist. Results A total of 169 educating nurses participated in the survey. The respondents considered themselves as digitally competent and showed a positive attitude towards the integration of digital technology in their teaching activities. Their perceived preparedness to integrate digital technology into teaching and training varied. Almost all respondents (98%) declared a need for further training and seemed motivated to participate in corresponding educational events. There were some indications for differences in competencies or needs between subgroups. Conclusions Educating nurses appear to possess basic digital competencies but there is a need to support their professional development in terms of new technologies. Findings can be used as a basis for developing supportive interventions. Further qualitative investigations could inform the design and content of such interventions.