Effect of a mobile app-based cultural competence training program for nurses: A pre- and posttest design

Sung, Sumi; Park, Hyeoun-Ae

doi:10.1016/j.nedt.2021.104795

Cited by 22 publications

(23 citation statements)

References 22 publications

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“…The course framework which was integrated into the mentoring education described in this study can be freely accessed and used in the development of future mentoring education . Further technological solutions could be integrated into education such as the use of virtual simulation (Chae et al, 2021) or mobile app-based education (Sung and Park, 2021). Providing additional opportunities for mentors to interact with CALD nursing students could be offered to support continuous development of mentors' competence.…”

Section: Discussionmentioning

confidence: 99%

Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

Oikarainen

Kaarlela

Heiskanen

et al. 2022

Nurse Education Today

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Section: Discussionmentioning

confidence: 99%

Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

Oikarainen

Kaarlela

Heiskanen

et al. 2022

Nurse Education Today

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“…In developing technology-based products to target behavior change it is often not discussed in detail (Bopp et al, 2016). Research shows that mobile application-based products are becoming more common and effective (Harjanta & Herlambang, 2018), (Sung & Park, 2021), (Putri Nandita Apsari, 2018), (Kaneko et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Development of Teaching Materials Growth of Motion Learning Development Based on Android Applications

Karo¹,

Sari²,

Hidayat³

et al. 2021

J. Ilm. Pendidik. Jasm

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The purpose of this research is the development of teaching materials for motion learning based on android applications. ADDIE is a research model that researchers choose, namely analysis, design, development, implementation and evaluation. The results of the research as a whole are feasible by material experts and media experts on the components of content, language presentation, and graphics, it is obtained that an average percentage of 81.5% has very high criteria. Based on the overall assessment of the ease of using the product, the difficulty of understanding the material, and the difficulty of doing the questions, the average percentage is 84% in the very feasible category. The development of teaching materials for the development of motion learning development based on android applications is the result of this research. Based on the results of the study, it can be concluded that the product developed is considered very feasible.

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“…The ADDIE framework uses an iterative approach to identify instructional needs and objectives and to obtain feedback from key stakeholders on initial drafts of instructional content and functioning website prototypes. Through formative evaluation, the ADDIE framework can also help to determine program usability, acceptability, and potential for effectiveness [ 19 , 20 ].…”

Section: Introductionmentioning

confidence: 99%

Adapting the Eliminating Medications Through Patient Ownership of End Results Protocol to Promote Benzodiazepine Cessation Among US Military Veterans: Focus Group Study With US Military Veterans and National Veterans Health Administration Leaders

et al. 2022

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Background Long-term dependence on prescribed benzodiazepines is a public health problem. Eliminating Medications Through Patient Ownership of End Results (EMPOWER) is a promising self-management intervention, delivered directly to patients as a printed booklet, that is effective in promoting benzodiazepine reduction and cessation in older adults. EMPOWER has high potential to benefit large health care systems such as the US Veterans Health Administration (VHA), which cares for many veterans who use benzodiazepines for extended periods. Objective We aimed to adapt the original EMPOWER booklet materials for electronic delivery and for use among US military veterans receiving VHA care who were long-term benzodiazepine users. Methods We used elements of Analysis, Design, Development, Implementation, and Evaluation, a framework commonly used in the field of instructional design, to guide a qualitative approach to iteratively adapting EMPOWER Electronic Delivery (EMPOWER-ED). We conducted 3 waves of focus groups with the same 2 groups of VHA stakeholders. Stakeholders were VHA-enrolled veterans (n=16) with medical chart evidence of long-term benzodiazepine use and national VHA leaders (n=7) with expertise in setting VHA policy for prescription benzodiazepine use and developing electronically delivered educational tools for veterans. Qualitative data collected from each wave of focus groups were analyzed using template analysis. Results Themes that emerged from the initial focus groups included veterans’ anxiety about self-tapering from benzodiazepines and prior negative experiences attempting to self-taper without support. Participants also provided feedback on the protocol’s look and feel, educational content, the tapering protocol, and website functionality; for example, feedback from policy leaders included listing, on the cover page, the most commonly prescribed benzodiazepines to ensure that veterans were aware of medications that qualify for self-taper using the EMPOWER-ED protocol. Both groups of stakeholders identified the importance of having access to supportive resources to help veterans manage sleep and anxiety in the absence of taking benzodiazepines. Both groups also emphasized the importance of ensuring that the self-taper could be personalized and that the taper instructions were clear. The policy leaders emphasized the importance of encouraging veterans to notify their provider of their decision to self-taper to help facilitate provider assistance, if needed, with the taper process and to help prevent medication stockpiling. Conclusions EMPOWER-ED is the first direct-to-patient electronically delivered protocol designed to help US military veterans self-taper from long-term benzodiazepine use. We used the Analysis, Design, Development, Implementation, and Evaluation framework to guide the successful adaption of the original EMPOWER booklet for use with this population and for electronic delivery. The next step in this line of research is to evaluate EMPOWER-ED in a randomized controlled trial.

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Effect of a mobile app-based cultural competence training program for nurses: A pre- and posttest design

Cited by 22 publications

References 22 publications

Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

Development of Teaching Materials Growth of Motion Learning Development Based on Android Applications

Adapting the Eliminating Medications Through Patient Ownership of End Results Protocol to Promote Benzodiazepine Cessation Among US Military Veterans: Focus Group Study With US Military Veterans and National Veterans Health Administration Leaders

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