iLift: A health behavior change support system for lifting and transfer techniques to prevent lower-back injuries in healthcare

Kuipers, Derek; Wartena, Bard O.; Dijkstra, Boudewijn H.; Terlouw, Gijs; Veer, Job T. B. van ’t; Dijk, Hylke W. van; Prins, Jelle T.; Pierie, Jean-Pierre E. N.

doi:10.1016/j.ijmedinf.2015.12.006

Cited by 30 publications

(23 citation statements)

References 22 publications

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“…Provider-facing interventions (n = 9). Six were successful, including 3 studies using a pre/post design ( 16 , 20 , 25 ), one field experiment ( 14 ), one using a quasi-experimental crossover design ( 24 ), and one cross-sectional study ( 21 ). Three had mixed success, including 2 studies with an experimental crossover design ( 17 , 18 , 26 ) and one with primarily a pre/post design, one portion of which was a randomized crossover design ( 35 ).…”

Section: Resultsmentioning

confidence: 99%

Design Thinking in Health Care

2018

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IntroductionApplying Design Thinking to health care could enhance innovation, efficiency, and effectiveness by increasing focus on patient and provider needs. The objective of this review is to determine how Design Thinking has been used in health care and whether it is effective.MethodsWe searched online databases (PubMed, Medline, Web of Science, CINAHL, and PyscINFO) for articles published through March 31, 2017, using the terms “health,” “health care,” or “healthcare”; and “Design Thinking,” “design science,” “design approach,” “user centered design,” or “human centered design.” Studies were included if they were written in English, were published in a peer-reviewed journal, provided outcome data on a health-related intervention, and used Design Thinking in intervention development, implementation, or both. Data were collected on target users, health conditions, intervention, Design Thinking approach, study design or sample, and health outcomes. Studies were categorized as being successful (all outcomes improved), having mixed success (at least one outcome improved), or being not successful (no outcomes improved).ResultsTwenty-four studies using Design Thinking were included across 19 physical health conditions, 2 mental health conditions, and 3 systems processes. Twelve were successful, 11 reported mixed success, and one was not successful. All 4 studies comparing Design Thinking interventions to traditional interventions showed greater satisfaction, usability, and effectiveness.ConclusionDesign Thinking is being used in varied health care settings and conditions, although application varies. Design Thinking may result in usable, acceptable, and effective interventions, although there are methodological and quality limitations. More research is needed, including studies to isolate critical components of Design Thinking and compare Design Thinking–based interventions with traditionally developed interventions.

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Section: Resultsmentioning

confidence: 99%

Design Thinking in Health Care

2018

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“…Out of the included studies, 3 [13-15] were regarded more closely because they use metaphorical game environments, possibly indicating the presence of second-class transfer types. These game-like interventions were designed for skills training (ie, laparoscopic surgery, spatial cognition skills, lifting and transfer techniques).…”

Section: Resultsmentioning

confidence: 99%

The Role of Transfer in Designing Games and Simulations for Health: Systematic Review

Kuipers¹,

Terlouw²,

Wartena³

et al. 2017

JMIR Serious Games

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BackgroundThe usefulness and importance of serious games and simulations in learning and behavior change for health and health-related issues are widely recognized. Studies have addressed games and simulations as interventions, mostly in comparison with their analog counterparts. Numerous complex design choices have to be made with serious games and simulations for health, including choices that directly contribute to the effects of the intervention. One of these decisions is the way an intervention is expected to lead to desirable transfer effects. Most designs adopt a first-class transfer rationale, whereas the second class of transfer types seems a rarity in serious games and simulations for health.ObjectiveThis study sought to review the literature specifically on the second class of transfer types in the design of serious games and simulations. Focusing on game-like interventions for health and health care, this study aimed to (1) determine whether the second class of transfer is recognized as a road for transfer in game-like interventions, (2) review the application of the second class of transfer type in designing game-like interventions, and (3) assess studies that include second-class transfer types reporting transfer outcomes.MethodsA total of 6 Web-based databases were systematically searched by titles, abstracts, and keywords using the search strategy (video games OR game OR games OR gaming OR computer simulation*) AND (software design OR design) AND (fidelity OR fidelities OR transfer* OR behaviour OR behavior). The databases searched were identified as relevant to health, education, and social science.ResultsA total of 15 relevant studies were included, covering a range of game-like interventions, all more or less mentioning design parameters aimed at transfer. We found 9 studies where first-class transfer was part of the design of the intervention. In total, 8 studies dealt with transfer concepts and fidelity types in game-like intervention design in general; 3 studies dealt with the concept of second-class transfer types and reported effects, and 2 of those recognized transfer as a design parameter.ConclusionsIn studies on game-like interventions for health and health care, transfer is regarded as a desirable effect but not as a basic principle for design. None of the studies determined the second class of transfer or instances thereof, although in 3 cases a nonliteral transfer type was present.We also found that studies on game-like interventions for health do not elucidate design choices made and rarely provide design principles for future work. Games and simulations for health abundantly build upon the principles of first-class transfer, but the adoption of second-class transfer types proves scarce. It is likely to be worthwhile to explore the possibilities of second-class transfer types, as they may considerably influence educational objectives in terms of future serious game design for health.

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“…This research project and this study are structured around the Design Research Framework (see Figure 2 ) [ 56 , 57 ]. This framework facilitates the development of serious media interventions through an iterative-incremental process.…”

Section: Methodsmentioning

confidence: 99%

Design of a Digital Comic Creator (It’s Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach

Terlouw¹,

Veer²,

Prins³

et al. 2020

JMIR Ment Health

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Background Children with autism spectrum disorder (ASD) often face difficulties in social situations and are often lagging in terms of social skills. Many interventions designed for children with ASD emphasize improving social skills. Although many interventions demonstrate that targeted social skills can be improved in clinical settings, developed social skills are not necessarily applied in children's daily lives at school, sometimes because classmates continue to show negative bias toward children with ASD. Children with ASD do not blame the difficult social situations they encounter on their lack of social skills; their main goal is to be accepted by peers. Objective This study aims to design a comic creator—It's me—that would create comics to serve as transformational boundary objects to facilitate and enact a horizontal interaction structure between high-functioning children with ASD and their peers, aiming to increase mutual understanding between children at school. Methods This research project and this study are structured around the Design Research Framework in order to develop the comic through an iterative-incremental process. Three test sessions, which included 13, 6, and 47 children, respectively, were initiated where the focus shifted in time from usability during the first two tests to the initial assessment of acceptance and feasibility in the third session. A stakeholder review, which included six experts, took place after the second test session. Results A digital comic creator, It's me, was produced within this study. Children can create their own personal comic by filling in a digital questionnaire. Based on concepts of peer support, psychoeducation, and horizontal interaction, It's me has a rigorous base of underlying concepts that have been translated into design. Based on the first test sessions, the comic has shown its potential to initiate personal conversations between children. Teachers are convinced that It's me can be of added value in their classrooms. Conclusions It's me aims to initiate more in-depth conversations between peers, which should lead to more mutual understanding and better relationships between children with ASD and their peers. The first test sessions showed that It's me has the potential to enact horizontal interaction and greater understanding among peers. It's me was designed as a boundary object, aiming to connect the objectives of different stakeholders, and to trigger reflection and transformation learning mechanisms. The applied design research approach might be of added value in the acceptance and adoption of the intervention because children, professionals, and teachers see added value in the tool, each from their own perspectives.

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iLift: A health behavior change support system for lifting and transfer techniques to prevent lower-back injuries in healthcare

Cited by 30 publications

References 22 publications

Design Thinking in Health Care

Design Thinking in Health Care

The Role of Transfer in Designing Games and Simulations for Health: Systematic Review

Design of a Digital Comic Creator (It’s Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach

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