Nurses’ confidence in starting a new venture, startup or project in the context of nurse-led hackathons: Results of prehackathon survey

Kagan, Olga; Sciasci, Nico G; Koszalinski, Rebecca S.; Kagan, Dana H; Leary, Marion; Nadel, Hiyam

doi:10.1016/j.outlook.2023.101961

Cited by 6 publications

(11 citation statements)

References 29 publications

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“…Hacking in HPE interventions covered a wide range and multiple audiences. The majority of interventions targeted students (17 studies, 77.2%) [ 7 , 13 , 20 , 21 , 23 – 27 , 29 – 33 , 36 – 38 ]. Their field of education was reported differently including medicine, nursing, engineering, design, business, kinesiology, and computer sciences.…”

Section: Resultsmentioning

confidence: 99%

“…The half of interventions aimed to improve HPE (12 studies, 54.5%) [ 7 , 13 , 21 , 23 , 24 , 26 , 28 , 30 – 32 , 34 , 38 ], with a secondary emphasis on enhancing clinical or health care [ 19 , 22 , 25 , 29 , 33 , 35 – 37 ]. Two studies highlighted the improvement in entrepreneurship skills of health professions [ 19 , 20 ]. One study aimed to improve the research skills of health professionals [ 27 ].…”

Section: Resultsmentioning

confidence: 99%

“…Some participants reported a positive change in attitudes towards HPE as a result of their involvement in hacking interventions. They cited a greater awareness of personal strengths and limitations, increased motivation, more confidence, and a notable appreciation of the benefits of professional development [ 20 , 21 , 29 , 34 ]. Some studies also demonstrated behavioral change.…”

Section: Resultsmentioning

confidence: 99%

“…High satisfaction of students, their more motivation Hackathon High 6 Jason K. Wang [ 30 ] October 2018 Journal of Medical Systems International locations June 2015-May 2018 Quantitative 245 Students and health professionals Developing a hackathon to make medical innovation education and training more accessible and easily adaptable for academic medical centers and evaluating its effectiveness Quantitively/ questionnaire Gaining significant knowledge Hackathon High 7 Gabrielle Brand [ 34 ] November 2020 Medical Teacher Australia 2 months Mixed methods 163 Faculty Developing a hackathon to teach sustainable healthcare education and evaluating its effectiveness Quantitatively/ questionnaire. Qualitatively/ interview Gaining strong content knowledge and more confidence Hackathon High 8 Carl Preiksaitis [ 19 ] February 2023 JMIR Medical Education United States of America 3 days Qualitative 24 Physicians, engineers, entrepreneurs, designers Developing a hackathon to improve emergency physician familiarity with the principles of healthcare innovation and entrepreneurship and exploring the learning experience of participants Qualitatively/ interview Improving participant familiarity with healthcare innovation and teaching entrepreneurship Hackathon Moderate 9 Olga Kagan [ …”

Section: Resultsmentioning

confidence: 99%

“…The results of this study indicate incorporating hacking into HPE aimed at improving education and enhancing clinical or healthcare had positive outcomes in learning, attitudes, knowledge, and skills. Embracing hacking in HPE revolutionizes traditional teaching methods, promotes interdisciplinary collaboration, leverages cutting-edge technologies, and cultivates a culture of lifelong learning, ultimately enhancing clinical outcomes and the healthcare system as a whole [ 13 , 20 – 22 , 26 – 28 , 30 – 34 , 36 – 38 ].…”

Section: Discussionmentioning

confidence: 99%

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Health profession education hackathons: a scoping review of current trends and best practices

Rooholamini,

Salajegheh

2024

BMC Med Educ

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Background While the concept of hacking in education has gained traction in recent years, there is still much uncertainty surrounding this approach. As such, this scoping review seeks to provide a detailed overview of the existing literature on hacking in health profession education and to explore what we know (and do not know) about this emerging trend. Methods This was a scoping review study using specific keywords conducted on 8 databases (PubMed, Embase, Scopus, Web of Science, ERIC, PsycINFO, Education Source, CINAHL) with no time limitation. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the concept and application of hacking in education and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors. Results Twenty-two articles were included. The findings are organized into two main categories, including (a) a Description of the interventions and expected outcomes and (b) Aspects of hacking in health profession education. Conclusion Hacking in health profession education refers to a positive application that has not been explored before as discovering creative and innovative solutions to enhance teaching and learning. This includes implementing new instructional methods, fostering collaboration, and critical thinking to utilize unconventional approaches.

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