Nurses and Nursing Students' Attitudes and Beliefs Regarding the Use of Technology in Patient Care

Saab, Mohamad M.; Landers, Margaret; Egan, Sophia; Murphy, David; Hegarty, Josephine

doi:10.1097/cin.0000000000000791

Cited by 4 publications

(3 citation statements)

References 40 publications

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“…Therefore, educational administrators and planners should implement alternative methods for restarting their institution's activities (21). Virtual education provides good opportunities for continuing education due to its capabilities (using this method of education anywhere and anytime) and maintaining the safety of students and professors (22). However, the research findings regarding quality and other issues related to virtual education led to many concerns among students and the persons who are responsible for clinical training (22,23).…”

Section: Discussionmentioning

confidence: 99%

Experienced Challenges by Internship Nursing Students in Clinical Training During the COVID-19 Pandemic Era: A Qualitative Content Analysis

Ghanbari,

Darvishi,

Kalhory

et al. 2023

Educ Res Med Sci

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Background: The COVID-19 outbreak has changed the structures and orders of societies, especially in the nursing profession. Objectives: This study was conducted to determine the challenges experienced by internship nursing students during clinical training in Iran. Methods: This study was conducted using a qualitative and conventional content analysis approach. A total of 13 nursing students in their final year of study centers in Kermanshah, Iran, were selected using purposive sampling from August to September 2022. Individual face-to-face and semi-structured interviews were used for data collection. Interviews continued until data saturation was reached. The data were analyzed following Graneheim and Lundman’s approach. Statistical methods were not used in this study. Results: The data analysis led to 334 primary codes, ten subcategories, and three categories. The three categories were: (1) the future challenges of professional nurses; (2) education planning challenges; (3) and trainees related to challenges. Conclusions: The study revealed that nursing students experienced personal, professional, and official challenges during their clinical training in the COVID-19 disaster. Nursing schools should proactively plan and prepare themselves to resolve expected challenges and better educational management appropriately.

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Section: Discussionmentioning

confidence: 99%

Experienced Challenges by Internship Nursing Students in Clinical Training During the COVID-19 Pandemic Era: A Qualitative Content Analysis

Ghanbari,

Darvishi,

Kalhory

et al. 2023

Educ Res Med Sci

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“…Technology also has an impact on HCPs, as they play an important role in its use [ 7 , 8 ]. Several studies focused on the attitude of HCPs regarding a specific type of health care technology [ 9 , 10 ]. Experience [ 11 ], enhanced patient care and safety [ 12 - 14 ], and easy-to-use technology that fits within existing workflows [ 14 ] lead to a more positive attitude of HCPs regarding technology.…”

Section: Introductionmentioning

confidence: 99%

Underestimated Factors Regarding the Use of Technology in Daily Practice of Long-Term Care: Qualitative Study Among Health Care Professionals

Groeneveld,

den Ouden,

van Gemert-Pijnen

et al. 2023

JMIR Nursing

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Background Increasing life expectancy is resulting in a growing demand for long-term care; however, there is a shortage of qualified health care professionals (HCPs) to deliver it. If used optimally, technology can provide a solution to this challenge. HCPs play an important role in the use of technology in long-term care. However, technology influences several core aspects of the work that HCPs do, and it is therefore important to have a good understanding of their viewpoint regarding the use of technology in daily practice of long-term care. Objective The aim of this study was to identify the factors that HCPs consider as relevant for using technology in daily practice of long-term care. Methods In this qualitative study, 11 focus groups were organized with 73 HCPs. The focus group discussions were guided by an innovative game, which was specifically developed for this study. The content of the game was categorized into 4 categories: health care technology and me; health care technology, the patient, and me; health care technology, the organization, and me; and facilitating conditions. The perspectives of HCPs about working with technology were discussed based on this game. The focus groups were recorded and transcribed, followed by an inductive thematic analysis using ATLAS.ti 9x (ATLAS.ti Scientific Software Development GmbH). Results Overall, 2 main domain summaries were developed from the data: technology should improve the quality of care and acceptance and use of technology in care. The first factor indicates the need for tailored and personalized care and balance between human contact and technology. The second factor addresses several aspects regarding working with technology such as trusting technology, learning to work with technology, and collaboration with colleagues. Conclusions HCPs are motivated to use technology in daily practice of long-term care when it adds value to the quality of care and there is sufficient trust, expertise, and collaboration with colleagues. Their perspectives need to be considered as they play a crucial part in the successful use of technology, transcending their role as an actor in implementation. On the basis of the findings from this study, we recommend focusing on developing technology for situations where both efficiency and quality of care can be improved; redefining the roles of HCPs and the impact of technology hereon; involving HCPs in the design process of technology to enable them to link it to their daily practice; and creating ambassadors in care teams who are enthusiastic about working with technology and can support and train their colleagues.

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“…Technology is also a bridge to foster connection between patient and nurse when collaborating on finding the best resources regarding a disease or treatment. Nurses have demonstrated great agility in locating and using Internet-based applications to strengthen patients' knowledge bases with disease processes or treatments, further demonstrating person-centered care (Saab et al, 2021). Healthcare as a system has become a new frontier in the exploration of how machines and humans intersect to elevate health.…”

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confidence: 99%

Revisiting the nursing metaparadigm: Acknowledging technology as foundational to progressing nursing knowledge

Johnson

Carrington

2022

Nursing Inquiry

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The nursing metaparadigm, as described by Fawcett in 1984, includes human, health, nursing, and the environment, all of which support theory development by giving direction to our focus as a scientific body. Nursing scientists make their mark in biotechnological applications, mobile health, informatics, and human factors research. We give voice to the patient through design feedback and incorporating technological advancements in our evolving nursing knowledge; however, we have not formally acknowledged technology in our metaparadigm. To continue patient‐centered care in this age where machines are enmeshed in daily human life, we propose technology must be a domain of the metaparadigm to continue advancing nursing science and knowledge. In this paper, we propose a separate domain of technology within the metaparadigm to challenge nurses to consider approaches within their research and practice of how technology will impact patient care and their personal development within the profession. A technology‐specific domain within the metaparadigm also is a signal to other bodies of science of our willingness and ability to run at pace with novel, exciting new discoveries while adding our perspective. Nurses may become active agents in novel developments rather than passive adopters, continuing our legacy of patient advocacy through new knowledge generation. Emerging and continuing nurse leadership has set the stage for the next era of nurse‐led innovation and technology development, which provides an opportunity to embed technology as a core aspect of the nursing metaparadigm.

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Nurses and Nursing Students' Attitudes and Beliefs Regarding the Use of Technology in Patient Care

Cited by 4 publications

References 40 publications

Experienced Challenges by Internship Nursing Students in Clinical Training During the COVID-19 Pandemic Era: A Qualitative Content Analysis

Experienced Challenges by Internship Nursing Students in Clinical Training During the COVID-19 Pandemic Era: A Qualitative Content Analysis

Underestimated Factors Regarding the Use of Technology in Daily Practice of Long-Term Care: Qualitative Study Among Health Care Professionals

Revisiting the nursing metaparadigm: Acknowledging technology as foundational to progressing nursing knowledge

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