@Article{info:doi/10.2196/71057,
author="Wang, Zi-Ru
and Wang, Yunqi
and Duan, Shuning
and Chen, Xier
and Ni, Guoxin",
title="Effects of an e-Learning Program (Physiotherapy Exercise and Physical Activity for Knee Osteoarthritis [PEAK]) on Chinese Physical Therapists' Confidence and Knowledge: Randomized Controlled Trial",
journal="J Med Internet Res",
year="2025",
month="Apr",
day="18",
volume="27",
pages="e71057",
keywords="osteoarthritis",
keywords="telehealth",
keywords="exercise therapy",
keywords="e-learning",
keywords="physiotherapist",
keywords="Knee Osteoarthritis Knowledge Scale",
abstract="Background: Knee osteoarthritis (OA) presents a significant burden in China due to its high prevalence, aging population, and rising obesity rates. Despite clinical guidelines recommending evidence-based care, limited practitioner training and inadequate telehealth integration hinder effective OA management. Objective: The aim of this study was to evaluate the effectiveness of an e-learning program in improving the confidence and knowledge of Chinese physical therapists in managing knee OA and to explore their perceptions of the program. Methods: This was a randomized controlled trial with 2 parallel arms involving 81 rehabilitation practitioners from 18 Chinese provinces. The intervention group completed a 4-week web-based training program (Physiotherapy Exercise and Physical Activity for Knee Osteoarthritis [PEAK]-Chinese), while the control group received no training. The primary outcome was self-reported confidence in OA management (11-point scale). Secondary outcomes included knowledge (Chinese Knee Osteoarthritis Knowledge Scale [KOAKS]) and likelihood of clinical application of core OA treatments. Process measures and semistructured interviews captured participants' training perceptions. Quantitative data were analyzed using regression models, 2-sided t tests, and descriptive statistics, while thematic analysis was performed on the interview data of 10 participants. Results: A total of 80 participants completed the outcome measures at 4 weeks. The intervention group demonstrated significant improvements in confidence compared to the control group, including managing OA with exercise-based programs (adjusted mean difference=3.27, 95\% CI 2.72-3.81), prescribing exercise (adjusted mean difference=3.13, 95\% CI 2.55-3.72), and delivering telehealth (adjusted mean difference=4.41, 95\% CI 3.77-5.05). KOAKS scores also improved significantly (mean change=9.46); however, certain belief bias related to OA concepts and the use of scans remained unchanged (25/41, 61\% and 27/41, 66\%, respectively). Approximately 73\% (30/41) of the intervention participants rated the course as extremely useful. Interviews emphasized the need for cultural adaptation and practical telehealth training with real-life scenarios to enhance program applicability. Conclusions: The PEAK program improved Chinese practitioners' confidence and knowledge in managing knee OA, underscoring e-learning's potential to support evidence-based OA care in China. To optimize future implementations, further research strategies could include enhancing cultural relevance, addressing misconceptions, and incorporating practical, real-world training. Trial Registration: Chinese Clinical Trial Register ChiCTR2400091007; https://www.chictr.org.cn/showproj.html?proj=239680 ",
doi="10.2196/71057",
url="https://www.jmir.org/2025/1/e71057"
}


@Article{info:doi/10.2196/60728,
author="Porubcova, Slavka
and Lajtmanova, Kristina
and Szmicsekova, Kristina
and Slezakova, Veronika
and Tomka, Jan
and Tesar, Tomas",
title="Optimizing the Pharmacotherapy of Vascular Surgery Patients at Hospital Admission and Discharge (PHAROS): Protocol for a Quasi-Experimental Clinical Uncontrolled Trial",
journal="JMIR Res Protoc",
year="2025",
month="Mar",
day="19",
volume="14",
pages="e60728",
keywords="pharmacotherapy",
keywords="hospital pharmacy",
keywords="vascular surgery",
keywords="patient safety",
keywords="risk reduction",
keywords="pharmacist-proposed interventions",
abstract="Background: Patient safety is essential in pharmacotherapy, especially in surgical contexts, due to the elevated risk of drug-related complications. Vascular surgery patients are particularly susceptible because of their complex medication needs and underlying health conditions. Improved safety monitoring and targeted pharmaceutical care in collaboration with physicians are crucial to minimize these risks and enhance patient outcomes. Objective: This protocol evaluates whether structured pharmaceutical care interventions---including medication reconciliation, medication review, and patient education---can reduce the prevalence of drug-related problems at hospital admission and discharge in vascular surgery patients. Methods: This prospective, uncontrolled study was conducted over 1 year in the Vascular Surgery Department at the National Institute of Cardiovascular Diseases in Bratislava, Slovakia. The study included adult patients with carotid artery disease or lower extremity artery disease who were on 3 or more medications, with an estimated sample size of approximately 100 patients. The primary intervention involved 3 key changes in practice: medication reconciliation at both admission and discharge, where hospital pharmacists review and verify medication lists; medication review to identify and address drug-related problems; and patient education at discharge. Pharmacist-proposed interventions were documented and communicated to the physician for treatment adjustments. The primary outcome is the change in drug-related problem prevalence from hospital admission to discharge. Secondary outcomes include the acceptance rate of pharmacist recommendations and patient understanding of pharmacotherapy. Data collection involved documenting the number, type, and frequency of drug-related problems; the anatomical therapeutic chemical classification of medications associated with drug-related problems; and patients' social, demographic, and clinical characteristics, with a focus on factors related to drug-related problems, comorbidities, and medication use. Data analysis will use the paired Wilcoxon signed-rank test to compare the prevalence of drug-related problems and medication counts between admission and discharge. Continuous variables will be presented as means (SDs), while categorical variables will be reported as counts and percentages. Patient understanding of pharmacotherapy will be evaluated using a 3-point scale, classifying understanding as good (2-3 points per medication), modest (1-2 points), or poor (0-1 point). Results: Recruitment began in September 2021 and concluded in August 2022. Data collection occurred continuously during hospital stays, capturing demographics, comorbidities, pharmacotherapy, and drug-related problems at admission and discharge. Important milestones included the initial data review, which began in August 2023 to assess recruitment and data quality, including an early evaluation of drug-related problems. The primary analysis was completed in January 2024, focusing on the reduction in drug-related problems, intervention acceptance, and patient understanding. The final report was to be prepared by June 2024, disseminating the findings on pharmacist-led intervention impacts. Conclusions: This study should demonstrate that pharmacist-led interventions in collaboration with physicians can reduce pharmacotherapy risks and optimize medicine management for patient safety. Trial Registration: ClinicalTrials.gov NCT04930302; https://clinicaltrials.gov/study/NCT04930302 International Registered Report Identifier (IRRID): RR1-10.2196/60728 ",
doi="10.2196/60728",
url="https://www.researchprotocols.org/2025/1/e60728"
}


@Article{info:doi/10.2196/69477,
author="Gomersall, R. Sjaan
and Giguere, Y. Denis
and Cotugno, Jacqueline
and Munro, Joanna
and Westbrook, J. Wallis
and Littlewood, Robyn
and Cairney, John
and Winkler, AH Elisabeth
and van der Vliet, M. Phillip
and Goode, D. Ana
and Alsop, Tahlia
and Healy, Nissa Genevieve",
title="Development and Impact of a Community-Delivered, Multisectoral Lifestyle Management Service for People Living With Type 2 Diabetes (Logan Healthy Living): Protocol for a Pragmatic, Single-Arm Intervention Study",
journal="JMIR Res Protoc",
year="2025",
month="Mar",
day="10",
volume="14",
pages="e69477",
keywords="type 2 diabetes",
keywords="lifestyle management",
keywords="allied health",
keywords="evaluation",
keywords="protocol",
abstract="Background: Type 2 diabetes is the fastest-growing chronic condition in Australia, with higher prevalence in disadvantaged groups. Logan Healthy Living by UQ Health Care is a proof-of-concept, interprofessional allied health clinic focused on supporting people with and at risk of type 2 diabetes in Logan, a region in South East Queensland, Australia, with high levels of health inequity. Logan Healthy Living is supported by the Queensland Government through Health and Wellbeing Queensland and a broader multisectoral alliance including primary health care; tertiary hospital and health services; and government, community, and university sectors. Objective: This paper describes the establishment of Logan Healthy Living and outlines the evaluation protocol for the service's type 2 diabetes lifestyle management program. Methods: The context and setting of Logan Healthy Living are presented, and the process for establishing the multisectoral partnerships, development and governance of the service, and the facility are described. The lifestyle management program is an 8-week, group-based program that includes 1 hour of education and 1 hour of supervised, individually tailored exercise each week. The theoretical underpinnings and the program are described in detail. The Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework will guide evaluation of the program and inform key questions regarding the number and characteristics of the clients (reach); diabetes-related distress, health behaviors (physical activity and diet), quality of life, self-management self-efficacy, loneliness, community involvement, anthropometric measures, hemoglobin A1c levels, physical function, and health care use (effectiveness); referral pathways (adoption); fidelity, appropriateness, acceptability, and costs (implementation); and long-term effectiveness (maintenance). Data will be drawn from a purposefully embedded minimum dataset and data registry, with the process for designing and embedding data collection into practice (via surveys, in-person measures, and client management software) described in detail. Results: Ethics approval has been obtained for the data registry. Logan Healthy Living is a 4-year proof of concept that concludes on December 31, 2024, with findings expected to be reported starting in 2025. Conclusions: While multisectoral responses are needed for complex community health challenges, the processes for achieving these are rarely documented, and the description of the development of Logan Healthy Living has the potential to inform future partnerships. The findings of the evaluation will provide important new knowledge on the impact of a community-delivered type 2 diabetes program on individuals, the community, and the health system in an area of high health inequity. International Registered Report Identifier (IRRID): DERR1-10.2196/69477 ",
doi="10.2196/69477",
url="https://www.researchprotocols.org/2025/1/e69477"
}


@Article{info:doi/10.2196/65561,
author="Iyer, S. Maya
and Moe, Aubrey
and Massick, Susan
and Davis, Jessica
and Ballinger, Megan
and Townsend, Kristy",
title="Development of the Big Ten Academic Alliance Collaborative for Women in Medicine and Biomedical Science: ``We Built the Airplane While Flying It''",
journal="JMIR Form Res",
year="2025",
month="Jan",
day="23",
volume="9",
pages="e65561",
keywords="collaborative",
keywords="gender equity",
keywords="women in medicine",
keywords="women in science",
keywords="biomedical science",
keywords="women",
keywords="women+",
keywords="gender",
keywords="medicine",
keywords="university",
keywords="faculty",
keywords="accessibility",
keywords="career",
keywords="equity",
keywords="networking",
keywords="opportunity",
keywords="retaining",
keywords="programming",
keywords="Big Ten Academic Alliance",
keywords="BTAA",
keywords="academic alliance",
doi="10.2196/65561",
url="https://formative.jmir.org/2025/1/e65561"
}


@Article{info:doi/10.2196/67197,
author="Taira, Kazuya
and Itaya, Takahiro
and Yada, Shuntaro
and Hiyama, Kirara
and Hanada, Ayame",
title="Impact of Attached File Formats on the Performance of ChatGPT-4 on the Japanese National Nursing Examination: Evaluation Study",
journal="JMIR Nursing",
year="2025",
month="Jan",
day="22",
volume="8",
pages="e67197",
keywords="nursing examination",
keywords="machine learning",
keywords="ML",
keywords="artificial intelligence",
keywords="AI",
keywords="large language models",
keywords="ChatGPT",
keywords="generative AI",
abstract="Abstract: This research letter discusses the impact of different file formats on ChatGPT-4's performance on the Japanese National Nursing Examination, highlighting the need for standardized reporting protocols to enhance the integration of artificial intelligence in nursing education and practice. ",
doi="10.2196/67197",
url="https://nursing.jmir.org/2025/1/e67197"
}


@Article{info:doi/10.2196/50060,
author="Ramos-Garc{\'i}a, Vanesa
and Rivero-Santana, Amado
and Pe{\~n}ate-Castro, Wenceslao
and {\'A}lvarez-P{\'e}rez, Yolanda
and Duarte-D{\'i}az, Andrea
and Torres-Casta{\~n}o, Alezandra
and Trujillo-Mart{\'i}n, Mar Mar{\'i}a del
and Gonz{\'a}lez-Gonz{\'a}lez, Isabel Ana
and Serrano-Aguilar, Pedro
and Perestelo-P{\'e}rez, Lilisbeth",
title="A Brief Web-Based Person-Centered Care Group Training Program for the Management of Generalized Anxiety Disorder: Feasibility Randomized Controlled Trial in Spain",
journal="JMIR Med Educ",
year="2025",
month="Jan",
day="16",
volume="11",
pages="e50060",
keywords="person-centered care",
keywords="primary care",
keywords="shared decision-making",
keywords="anxiety disorder",
keywords="training program",
keywords="SDM",
abstract="Background: Shared decision-making (SDM) is a crucial aspect of patient-centered care. While several SDM training programs for health care professionals have been developed, evaluation of their effectiveness is scarce, especially in mental health disorders such as generalized anxiety disorder. Objective: This study aims to assess the feasibility and impact of a brief training program on the attitudes toward SDM among primary care professionals who attend to patients with generalized anxiety disorder. Methods: A feasibility randomized controlled trial was conducted. Health care professionals recruited in primary care centers were randomized to an intervention group (training program) or a control group (waiting list). The intervention consisted of 2 web-based sessions applied by 2 psychologists (VR and YA), based on the integrated elements of the patient-centered care model and including group dynamics and video viewing. The outcome variable was the Leeds Attitudes Towards Concordance scale, second version (LATCon II), assessed at baseline and after the second session (3 months). After the randomized controlled trial phase, the control group also received the intervention and was assessed again. Results: Among 28 randomized participants, 5 withdrew before the baseline assessment. The intervention significantly increased their scores compared with the control group in the total scale (b=0.57; P=.018) and 2 subscales: communication or empathy (b=0.74; P=.036) and shared control (ie, patient participation in decisions: b=0.68; P=.040). The control group also showed significant pre-post changes after receiving the intervention. Conclusions: For a future effectiveness trial, it is necessary to improve the recruitment and retention strategies. The program produced a significant improvement in participants' attitude toward the SDM model, but due to this study's limitations, mainly the small sample size, more research is warranted. ",
doi="10.2196/50060",
url="https://mededu.jmir.org/2025/1/e50060"
}


@Article{info:doi/10.2196/64871,
author="Bassah, Nahyeni
and Tendongfor, Nicholas
and Ebob-Anya, Bachi-Ayukokang
and Eta, E. Vivian A.
and Esembeson, Malika
and Ngah, Eric Ndzi
and Abdul-Rahim, Ango Salisu",
title="Impact of Psychosocial and Palliative Care Training on Nurses' Competences and Care of Patients With Cancer in Cameroon: Protocol for Quasi-Experimental Study",
journal="JMIR Res Protoc",
year="2025",
month="Jan",
day="3",
volume="14",
pages="e64871",
keywords="palliative care",
keywords="psychosocial nursing",
keywords="oncology nursing",
keywords="nurses",
keywords="quality improvement",
keywords="training",
keywords="competencies",
abstract="Background: Cancer is a leading cause of global mortality, accounting for nearly 10 million deaths in 2020. This is projected to increase by more than 60\% by 2040, particularly in low- and middle-income countries. Yet, palliative and psychosocial oncology care is very limited in these countries. Objective: This study describes a protocol for the development, implementation, and evaluation of a psychosocial oncology and palliative care course on Cameroonian practicing nurses' knowledge, self-perceived competence, and confidence in palliative and psychosocial oncology care provision for patients with cancer. Methods: A single group pre-posttest design, incorporating both quantitative and qualitative methods will be used. First, a psychosocial oncology and palliative care course for practicing nurses in Cameroon will be developed. This course will then be implemented with 50 practicing nurses purposefully selected from 2 oncology units in the Littoral region and 4 hospitals in the Southwest region of Cameroon. Finally, to assess the impact of the training program we will undertake a pre and posttest survey of nurses' palliative and psychosocial oncology competences, a pre and post training audit of patients' nursing records to examine nurses' practice of palliative and psychosocial oncology care and undertake a critical-incident interview of nurses' transfer of learning to practice. Descriptive and inferential statistics will be used to analysis quantitative data, while qualitative data will be analyzed using the framework approach. Results: This study was funded in September 2023. The training program development was initiated in March 2024 and completed in June 2024. Baseline data collection commenced in May 2024 and as of September 2024, we had collected data from 300 patient record. Training implementation is planned for October-December 2024, and post intervention data will be started in October 2024 and continue till April 2025. Data analysis will commence in October 2024 and we aim to publish study findings in peer review journals by November 2025. Conclusions: This study will improve our understanding of Cameroonian nurses' palliative and psychosocial oncology competency gaps. It will result in the development of a palliative care and psychosocial oncology course and in the training of 50 nurses in psychosocial oncology and palliative care in Cameroon. This study will inform strategies for future psychosocial oncology and palliative care training initiatives in Cameroon and other low- and middle-income countries. International Registered Report Identifier (IRRID): DERR1-10.2196/64871 ",
doi="10.2196/64871",
url="https://www.researchprotocols.org/2025/1/e64871"
}


@Article{info:doi/10.2196/49895,
author="Zucca, Alison
and Bryant, Jamie
and Purse, Jeffrey
and Szwec, Stuart
and Sanson-Fisher, Robert
and Leigh, Lucy
and Richer, Mike
and Morrison, Alan",
title="Evaluation of the Effectiveness of Advanced Technology Clinical Simulation Manikins in Improving the Capability of Australian Paramedics to Deliver High-Quality Cardiopulmonary Resuscitation: Pre- and Postintervention Study",
journal="JMIR Cardio",
year="2024",
month="Dec",
day="24",
volume="8",
pages="e49895",
keywords="paramedicine",
keywords="cardiopulmonary resuscitation",
keywords="clinical simulation",
keywords="professional development",
keywords="manikins",
keywords="effectiveness",
keywords="technology",
keywords="paramedics",
keywords="patient care",
keywords="simulation-based training",
keywords="deployment",
abstract="Background: Emergency medical services attend out-of-hospital cardiac arrests all across Australia. Resuscitation by emergency medical services is attempted in nearly half of all cases. However, resuscitation skills can degrade over time without adequate exposure, which negatively impacts patient survival. Consequently, for paramedics working in areas with low out-of-hospital cardiac arrest case volumes, ambulance services and professional bodies recognize the importance of alternative ways to maintain resuscitation skills. Simulation-based training via resuscitation manikins offers a potential solution for maintaining paramedic clinical practice skills. Objective: The aim of the study is to examine the effectiveness of advanced technology clinical simulation manikins and accompanying simulation resources (targeted clinical scenarios and debriefing tools) in improving the demonstrable capability of paramedics to deliver high-quality patient care, as measured by external cardiac compression (ECC) performance. Methods: A pre- and postintervention study design without a control group was used. Data were collected at the start of the manikin training forum (baseline), immediately following the training forum (time 2), and 6 to 11 months after the training forum (time 3). The study was conducted with paramedics from 95 NSW Ambulance locations (75 regional locations and 20 metropolitan locations). Eligible participants were paramedics who were employed by NSW Ambulance (N=106; 100\% consent rate). As part of the intervention, paramedics attended a training session on the use of advanced technology simulation manikins. Manikins were then deployed to locations for further use. The main outcome measure was an overall compression score that was automatically recorded and calculated by the simulator manikin in 2-minute cycles. This score was derived from compressions that were fully released and with the correct hand position, adequate depth, and adequate rate. Results: A total of 106 (100\% consent rate) paramedics participated, primarily representing regional ambulance locations (n= 75, 78.9\%). ECC compression scores were on average 95\% or above at all time points, suggesting high performance. No significant differences over time (P>.05) were identified for the overall ECC performance score, compressions fully released, compressions with adequate depth, or compressions with the correct hand position. However, paramedics had significantly lower odds (odds ratio 0.30, 95\% CI 0.12-0.78) of achieving compressions with adequate rate at time 3 compared to time 2 (P=.01). Compressions were of a slower rate, with an average difference of 2.1 fewer compressions every minute. Conclusions: Despite this difference in compression rate over time, this did not cause significant detriment to overall ECC performance. Training and deployment of simulator manikins did not significantly change paramedics' overall ECC performance. The high baseline performance (ceiling effect) of paramedics in this sample may have prevented the potential increase in skills and performance. ",
doi="10.2196/49895",
url="https://cardio.jmir.org/2024/1/e49895"
}


@Article{info:doi/10.2196/58084,
author="Robertson, Sandra
and Thomson, Katie
and Bannigan, Katrina",
title="Characteristics of Student-Led Clinics in the Allied Health Professions: Protocol for a Scoping Review",
journal="JMIR Res Protoc",
year="2024",
month="Nov",
day="27",
volume="13",
pages="e58084",
keywords="student-run clinic",
keywords="student-facilitated clinic",
keywords="allied health profession",
keywords="interprofessional",
keywords="higher education",
keywords="university",
keywords="tertiary education",
keywords="preregistration",
keywords="social care environment",
keywords="practice based learning",
abstract="Background: Student-led clinics can provide students from allied health professions with the opportunity to gain valuable placement experience as an integral component of their preregistration program, enabling them to develop their competencies, professional skills, and administrative and leadership skills. Student-led clinics have the capacity to help meet the demand for appropriate practice-based learning opportunities, as there is an expectation that all allied health professions students should have high-quality learning experiences, ensuring the future workforce is fit for purpose. An overview of existing student-led clinics will increase our understanding of key characteristics, assisting education providers who may be considering the development of their own clinics. This will include key factors to ensure that this model of practice-based learning meets the needs of service users, students, and education providers. Objective: This scoping review aims to increase our understanding of the characteristics of student-led clinics by answering the questions (1) what student-led clinics exist in the allied health professions, and (2) what are their characteristics? Methods: This scoping review has been developed in conjunction with Joanna Briggs Institute methodology. We will consider studies and publications that include student-led clinics as an integral part of the preregistration curriculum for allied health professions students as defined by the Health and Care Professions Council. An extensive search of electronic databases will be conducted, including PubMed, MEDLINE, and CINAHL, among others. Search strategies, including the identified keywords and index terms, will be modified for each included database used. Reference lists of all included evidence will be screened for additional relevant studies. Studies published in English with no date limitations will be included. Relevant sources will be imported into Covidence for screening conducted by 2 reviewers (SR and KB). Data extraction will be conducted by 2 reviewers using a piloted data extraction tool, and data will be charted and tabulated using the Template for Intervention Description and Replication (TIDieR) checklist. Data will be presented with a narrative summary and illustrated by graphs and figures. The scoping review will be reported in conjunction with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping reviews) and the STORIES (Structured Approach to the Reporting In health care education of Evidence Synthesis) statement for health care education evidence synthesis. Results: An initial limited search was conducted in February 2024. The study will be conducted in 2025. Publication of the results is expected in late 2025. Conclusions: This scoping review will provide key information regarding the characteristics of student-led clinics and will be of interest to preregistration education programs within the allied health professions who have an interest in exploring opportunities to address placement capacity issues. International Registered Report Identifier (IRRID): PRR1-10.2196/58084 ",
doi="10.2196/58084",
url="https://www.researchprotocols.org/2024/1/e58084"
}


@Article{info:doi/10.2196/55744,
author="Hamarash, Qadir Mariwan
and Ibrahim, Radhwan
and Yaas, Hussein Marghoob
and Abdulghani, Faris Mohammed
and Al Mushhadany, Osama",
title="Comparative Effectiveness of Health Communication Strategies in Nursing: A Mixed Methods Study of Internet, mHealth, and Social Media Versus Traditional Methods",
journal="JMIR Nursing",
year="2024",
month="Nov",
day="19",
volume="7",
pages="e55744",
keywords="nursing education",
keywords="nursing",
keywords="nursing students",
keywords="communication modalities",
keywords="internet-based resources",
keywords="nursing curriculum",
keywords="mHealth clinical learning",
keywords="mHealth",
keywords="mobile health",
keywords="social media",
abstract="Background: Effective communication is vital in health care, especially for nursing students who are the future of health care delivery. In Iraq's nursing education landscape, characterized by challenges such as resource constraints and infrastructural limitations, understanding communication modalities is crucial. Objective: This mixed methods study conducted in 2 nursing colleges aims to explore and compare the effectiveness of health communication on the web, through mobile health (mHealth) applications, and via social media among nursing students in Iraq. The research addresses a gap in understanding communication modalities specific to Iraq and explores the perspectives, experiences, and challenges faced by nursing students. Methods: Qualitative interviews were conducted with a purposive sample (n=30), and a structured survey was distributed to a larger sample (n=300) representing diverse educational programs. The study used a nuanced approach to gather insights into the preferences and usage patterns of nursing students regarding communication modalities. The study was conducted between January 12, 2023, and May 5, 2023. Results: Qualitative findings highlighted nursing students' reliance on the web for educational materials, the significant role of mHealth applications in clinical skill development, and the emergence of social media platforms as community-building tools. Quantitative results revealed high-frequency web use (276/300, 92\%) for educational purposes, regular mHealth application usage (204/300, 68\%) in clinical settings, and active engagement on social media platforms (240/300, 80\%). Traditional methods such as face-to-face interactions (216/300, 72\%) and practical experiences (255/300, 85\%) were preferred for developing essential skills. Conclusions: The study underscores nursing students' preference for an integrated approach, recognizing the complementary strengths of traditional and digital methods. Challenges include concerns about information accuracy and ethical considerations in digital spaces. The findings emphasize the need for curriculum adjustments that seamlessly integrate diverse communication modalities to create a dynamic learning environment. Educators play a crucial role in shaping this integration, emphasizing the enduring value of face-to-face interactions and practical experiences while harnessing the benefits of digital resources. Clear guidelines on professional behavior online are essential. Overall, the study expands the understanding of communication modalities among nursing students in Iraq and provides valuable insights for health care education stakeholders globally. ",
doi="10.2196/55744",
url="https://nursing.jmir.org/2024/1/e55744"
}


@Article{info:doi/10.2196/49505,
author="Puah, Shermain
and Pua, Yee Ching
and Shi, Jing
and Lim, Mui Sok",
title="The Effectiveness of a Digital Mental Fitness Program (Positive Intelligence) on Perceived Stress, Self-Compassion, and Ruminative Thinking of Occupational Therapy Undergraduate Students: Longitudinal Study",
journal="J Med Internet Res",
year="2024",
month="Oct",
day="7",
volume="26",
pages="e49505",
keywords="mental health",
keywords="students",
keywords="digital wellness",
keywords="mobile health (mHealth)",
keywords="perceived stress",
keywords="self-compassion",
keywords="rumination",
abstract="Background: Health care students often endure numerous stressors throughout their undergraduate education that can have lasting negative effects on their mental well-being. Positive Intelligence (PQ) is a digital mental fitness program designed to enhance self-mastery and help individuals reach their potential by strengthening various ``mental muscles.'' Objective: This study aims to evaluate the effectiveness of a 6-week app-delivered PQ program in reducing perceived stress, increasing self-compassion, and decreasing rumination tendencies among health care undergraduates. We hypothesized that students would show reductions in perceived stress, increases in self-compassion, and decreases in rumination tendencies by the end of the PQ program, compared with their preprogram scores. We adopted an exploratory approach for the 5-month follow-up due to the limited research consensus on the sustained effects of app-based programs over varying periods. Methods: The PQ program includes weekly hour-long videos, weekly group meetings, and daily 15-minute app-guided practices. Participants were first-year students from the occupational therapy program at a university in Singapore. Participants completed surveys measuring self-compassion, perceived stress, and rumination levels before and after the PQ program, and again at a 5-month follow-up. Data were analyzed using repeated measures ANOVA to assess differences across the pretest, immediate posttest, and follow-up posttest. Results: Out of 87 students enrolled in the study, the final sample consisted of 64 students (n=47, 73\%, female; mean age 23 years, SD 5.06 years) with complete data. At the end of the 6 weeks, students exhibited significant increases in self-compassion (before the intervention: mean 3.07, SD 0.35; after the intervention: mean 3.34, SD 0.35; P<.001) and reductions in rumination tendencies (before the intervention: mean 3.57, SD 0.40; after the intervention: mean 3.27, SD 0.34; P<.001). However, no significant change in perceived stress levels was observed (before the intervention: 2.99, SD 0.14; after the intervention: mean 2.97, SD 0.16; P=.50). These effects were not influenced by the daily app-based practice of PQ exercises, and there were no sustained effects on self-compassion (mean 3.17, SD 0.27; P=.09) or rumination tendencies (mean 3.42, SD 0.38; P=.06) at the 5-month follow-up. Additionally, there was a significant increase in perceived stress at follow-up (mean 3.17, SD 0.21; P<.001) compared with pre- and postintervention levels. Conclusions: The PQ program did not directly alter stress perceptions but may have reframed students' automatic negative thought processes, increased their awareness of self-sabotaging behaviors, and enhanced their self-compassion while reducing ruminative thinking. These findings highlight the importance of self-awareness for students' well-being. Students can benefit from practices such as mindfulness and peer discussions to enhance self-compassion and reduce rumination. Educators trained in the PQ program can foster a supportive environment that encourages self-compassion, challenges negative self-talk, and helps students manage stress. ",
doi="10.2196/49505",
url="https://www.jmir.org/2024/1/e49505",
url="http://www.ncbi.nlm.nih.gov/pubmed/39374067"
}


@Article{info:doi/10.2196/57187,
author="Byon, Do Ha
and Park, Sunbok
and Quatrara, A. Beth
and Taggart, Jessica
and Wheeler, Buford Lindsay",
title="Examining the Evidence on the Statistics Prerequisite for Admission to Doctor of Nursing Practice Programs: Retrospective Cohort Study",
journal="Asian Pac Isl Nurs J",
year="2024",
month="Sep",
day="9",
volume="8",
pages="e57187",
keywords="Doctor of Nursing Practice",
keywords="admission prerequisite",
keywords="statistics requirement",
keywords="biostatistics",
keywords="nursing education",
abstract="Background: Doctor of Nursing Practice (DNP) programs in the United States confer the highest practice degree in nursing. The proportion of racial and ethnic minority DNP students, including those of Asian descent, keeps increasing in the United States. Statistics is commonly required for DNP programs. However, there is insufficient evidence regarding the number of years within which statistics should be taken and the minimum grade required for admission to the program. Objective: This study aimed to examine the associations of statistics prerequisite durations and grades for admission with the course performances within the DNP program. We also explored whether a postadmission statistics overview course can prepare students for a DNP statistics course as well as a required statistics prerequisite course. Methods: A retrospective cohort study was conducted with a sample of 31 DNP students at a large university in the Mid-Atlantic region. Statistical analysis of data collected over 5 years, between 2018 and 2022, was performed to examine the associations, using Spearman rank correlation analysis and Mann-Whitney U test (U). Results: The performance of students in a DNP statistics course was not associated with prerequisite duration. There was no significant association between the duration and the DNP statistics course letter grades ($\rho$=0.12; P=.66), neither with exam 1 ($\rho$=0.03; P=.91) nor with exam 2 scores ($\rho$=0.01; P=.97). Prerequisite grades were positively associated with exam 1 grades ($\rho$=0.59; P=.02), but not exam 2 ($\rho$=0.35; P=.19) or course grades ($\rho$=0.40; P=.12). In addition, no difference was found in the performance of students whether meeting the prerequisite requirements or taking a 1-month, self-paced overview course (exam 1: U=159, P=.13; exam 2: U=102, P=.50; course letter grade: U=117, P=.92). Conclusions: No evidence was found to support the need for limits on when prerequisites are completed or grade requirements. Opting for a statistics overview course after admission can serve as a viable alternative to the statistics prerequisite, effectively preparing students for advanced quantitative data analysis in a DNP program. ",
doi="10.2196/57187",
url="https://apinj.jmir.org/2024/1/e57187",
url="http://www.ncbi.nlm.nih.gov/pubmed/39250220"
}


@Article{info:doi/10.2196/54137,
author="Butler-Henderson, Kerryn
and Gray, Kathleen
and Arabi, Salma",
title="Roles and Responsibilities of the Global Specialist Digital Health Workforce: Analysis of Global Census Data",
journal="JMIR Med Educ",
year="2024",
month="Jul",
day="25",
volume="10",
pages="e54137",
keywords="workforce",
keywords="functions",
keywords="digital health",
keywords="census",
keywords="census data",
keywords="workforce survey",
keywords="survey",
keywords="support",
keywords="development",
keywords="use",
keywords="management",
keywords="health data",
keywords="health information",
keywords="health knowledge",
keywords="health technology",
keywords="Australia",
keywords="New Zealand",
keywords="online content",
keywords="digital data",
abstract="Background: The Global Specialist Digital Health Workforce Census is the largest workforce survey of the specialist roles that support the development, use, management, and governance of health data, health information, health knowledge, and health technology. Objective: This paper aims to present an analysis of the roles and functions reported by respondents in the 2023 census. Methods: The 2023 census was deployed using Qualtrics and was open from July 1 to August 13, 2023. A broad definition was provided to guide respondents about who is in the specialist digital health workforce. Anyone who self-identifies as being part of this workforce could undertake the survey. The data was analyzed using descriptive statistical analysis and thematic analysis of the functions respondents reported in their roles. Results: A total of 1103 respondents completed the census, with data reported about their demographic information and their roles. The majority of respondents lived in Australia (n=870, 78.9\%) or New Zealand (n=130, 11.8\%), with most (n=620, 56.3\%) aged 35?54 years and identifying as female (n=720, 65.3\%). The top four occupational specialties were health informatics (n=179, 20.2\%), health information management (n=175, 19.8\%), health information technology (n=128, 14.4\%), and health librarianship (n=104, 11.7\%). Nearly all (n=797, 90\%) participants identified as a manager or professional. Less than half (430/1019, 42.2\%) had a formal qualification in a specialist digital health area, and only one-quarter (244/938, 26\%) held a credential in a digital health area. While two-thirds (502/763, 65.7\%) reported undertaking professional development in the last year, most were self-directed activities, such as seeking information or consuming online content. Work undertaken by specialist digital health workers could be classified as either leadership, functional, occupational, or technological. Conclusions: Future specialist digital health workforce capability frameworks should include the aspects of leadership, function, occupation, and technology. This largely unqualified workforce is undertaking little formal professional development to upskill them to continue to support the safe delivery and management of health and care through the use of digital data and technology. ",
doi="10.2196/54137",
url="https://mededu.jmir.org/2024/1/e54137"
}


@Article{info:doi/10.2196/45302,
author="Manschel, Jonas
and Porthun, Jan
and Winkler, Ulrike
and Beuckels, T. Jean Marie A.
and Martin, David",
title="Characteristics, Opportunities, and Challenges of Osteopathy Based on the Perceptions of Osteopaths in Austria: Qualitative Interview Study",
journal="JMIR Hum Factors",
year="2024",
month="Jan",
day="17",
volume="11",
pages="e45302",
keywords="osteopathy",
keywords="osteopath",
keywords="osteopaths",
keywords="osteopathic profession",
keywords="health care system",
keywords="Austria",
abstract="Background: There are no uniform regulations for the osteopathic profession in Europe. It is subject to country-specific regulations defining who shall be allowed to practice osteopathy and which qualification shall be required. In recent years, legal regulations have been established in several European countries for the profession of osteopathy; however, these are also still pending for Austria. Currently, physiotherapists and physicians with osteopathic training are practicing osteopathy in Austria. Objective: This study aims to examine the characteristics, challenges, and opportunities of osteopaths in Austria. Methods: Guideline-based interviews with osteopaths (N=10) were conducted. The different research questions were examined using a qualitative content analysis. Results: The study provided a differentiated insight into the professional situation of osteopaths in Austria. The most important result was that all interviewees unanimously supported a legal regulation of their profession. However, owing to their different professional self-image---on the one hand, individuals working on a structural basis, and, on the other hand, individuals working on a cranial or biodynamic basis---they were able to imagine a uniform professional regulation only to a limited extent. Additional topics for the interviewed osteopaths in Austria were the quality assurance of training and the urgent need for scientific research. Furthermore, the study also dealt with the influence of the COVID-19 pandemic on daily practice and on education and training in osteopathy. Conclusions: This study is a pioneering study with regard to systematic basic research on osteopathy in Austria. The obtained results and the newly acquired research questions not only have the potential to serve as a basis for further studies but also provide insight into the working and professional situation of osteopaths in Austria for universities, schools, professional associations, politics, and---last but not least---all interested parties. International Registered Report Identifier (IRRID): RR2-10.2196/15399 ",
doi="10.2196/45302",
url="https://humanfactors.jmir.org/2024/1/e45302",
url="http://www.ncbi.nlm.nih.gov/pubmed/38231542"
}


@Article{info:doi/10.2196/36380,
author="Amod, Hafaza
and Mkhize, Wellington Sipho",
title="Supporting Midwifery Students During Clinical Practice: Results of a Systematic Scoping Review",
journal="Interact J Med Res",
year="2023",
month="Apr",
day="21",
volume="12",
pages="e36380",
keywords="clinical support",
keywords="mentorship training program",
keywords="midwifery clinical education",
keywords="midwife",
keywords="midwifery",
keywords="mentor",
keywords="mentorship",
keywords="clinical education training",
keywords="midwifery student",
keywords="South Africa",
keywords="Africa",
keywords="framework",
keywords="medical education",
abstract="Background: Midwifery educators are highly concerned about the quality of clinical support offered to midwifery students during clinical placement. The unpreparedness of midwifery practitioners in mentorship roles and responsibilities affects the competence levels of the next-generation midwives being produced. Objective: The aim of this paper is to highlight various clinical support interventions to support midwifery students globally and propose a framework to guide mentorship training in South Africa. Methods: This paper adopts a mixed methodology approach guided by the Arksey and O'Malley framework. Keywords such as midwifery students, clinical support, mentorship, preceptorship, and midwifery clinical practice were used during the literature search. The review included primary quantitative, qualitative, and mixed methods design papers published between 2010 and 2020, and studies on clinical support interventions available to midwifery students during clinical placement. The search strategy followed a 3-stage system of title, abstract, and full-text screening using inclusion and exclusion criteria. All included papers were quality appraised with a mixed methods appraisal tool. Extracted data were analyzed and presented in themes following a thematic content analysis approach. Results: The screening results attained 10 papers for data extraction. In total, 7 of the 10 (70\%) studies implemented a mentorship training program, 2 (20\%) used a training workshop, and 1 (10\%) used an intervention guide to support midwifery students in clinical practice. Of these 10 papers, 5 were qualitative, 4 mixed methods, and 1 quantitative in approach. In total, 9 of the 10 (90\%) studies were conducted in high-income countries with only 1 study done in Uganda but supported by the United Kingdom. The quality of included papers ranged between 50\% and 100\%, showing moderate to high appraisal results. Significant findings highlighted that the responsibility of mentorship is shared between key role players (midwifery practitioners, students, and educators) and thus a 3-fold approach to mentorship. Mentorship training and support are essential to strengthen the clinical support of midwifery students during placement. The main findings produced 2 main themes and 2 subthemes each. The main themes included strengthening partnerships and consultation; and providing mentor support through training. The 4 subthemes were: establishing stronger partnerships between nursing education institutions and clinical facilities; improving consultation between midwifery educators, practitioners, and students; the quality of clinical support depends on the training content; and the training duration and structure. Hence, the researchers proposed these subthemes in a framework to guide mentorship training. Conclusions: Mentorship training and support for midwifery practitioners will likely strengthen the quality of midwifery clinical support. A framework to guide mentorship training will encourage midwifery educators to develop and conduct mentorship training with ease. More studies using quantitative approaches in research and related to midwifery clinical support are required in African countries. International Registered Report Identifier (IRRID): RR2-10.2196/29707 ",
doi="10.2196/36380",
url="https://www.i-jmr.org/2023/1/e36380",
url="http://www.ncbi.nlm.nih.gov/pubmed/37083750"
}


@Article{info:doi/10.2196/29249,
author="Kulkarni, Pranav
and Duffy, Orla
and Synnott, Jonathan
and Kernohan, George W.
and McNaney, Roisin",
title="Speech and Language Practitioners' Experiences of Commercially Available Voice-Assisted Technology: Web-Based Survey Study",
journal="JMIR Rehabil Assist Technol",
year="2022",
month="Jan",
day="5",
volume="9",
number="1",
pages="e29249",
keywords="speech and language therapy",
keywords="voice-assisted technology",
keywords="professional practice",
keywords="rehabilitation",
keywords="speech therapy",
keywords="health technology",
keywords="mobile phone",
abstract="Background: Speech and language therapy involves the identification, assessment, and treatment of children and adults who have difficulties with communication, eating, drinking, and swallowing. Globally, pressing needs outstrip the availability of qualified practitioners who, of necessity, focus on individuals with advanced needs. The potential of voice-assisted technology (VAT) to assist people with speech impairments is an emerging area of research but empirical work exploring its professional adoption is limited. Objective: This study aims to explore the professional experiences of speech and language therapists (SaLTs) using VAT with their clients to identify the potential applications and barriers to VAT adoption and thereby inform future directions of research. Methods: A 23-question survey was distributed to the SaLTs from the United Kingdom using a web-based platform, eliciting both checkbox and free-text responses, to questions on perceptions and any use experiences of VAT. Data were analyzed descriptively with content analysis of free text, providing context to their specific experiences of using VAT in practice, including barriers and opportunities for future use. Results: A total of 230 UK-based professionals fully completed the survey; most were technologically competent and were aware of commercial VATs (such as Alexa and Google Assistant). However, only 49 (21.3\%) SaLTs had used VAT with their clients and described 57 use cases. They reported using VAT with 10 different client groups, such as people with dysarthria and users of augmentative and alternative communication technologies. Of these, almost half (28/57, 49\%) used the technology to assist their clients with day-to-day tasks, such as web browsing, setting up reminders, sending messages, and playing music. Many respondents (21/57, 37\%) also reported using the technology to improve client speech, to facilitate speech practice at home, and to enhance articulation and volume. Most reported a positive impact of VAT use, stating improved independence (22/57, 39\%), accessibility (6/57, 10\%), and confidence (5/57, 8\%). Some respondents reported increased client communication (5/57, 9\%) and sociability (3/57, 5\%). Reasons given for not using VAT in practice included lack of opportunity (131/181, 72.4\%) and training (63/181, 34.8\%). Most respondents (154/181, 85.1\%) indicated that they would like to try VAT in the future, stating that it could have a positive impact on their clients' speech, independence, and confidence. Conclusions: VAT is used by some UK-based SaLTs to enable communication tasks at home with their clients. However, its wider adoption may be limited by a lack of professional opportunity. Looking forward, additional benefits are promised, as the data show a level of engagement, empowerment, and the possibility of achieving therapeutic outcomes in communication impairment. The disparate responses suggest that this area is ripe for the development of evidence-based clinical practice, starting with a clear definition, outcome measurement, and professional standardization. ",
doi="10.2196/29249",
url="https://rehab.jmir.org/2022/1/e29249",
url="http://www.ncbi.nlm.nih.gov/pubmed/34989694"
}


@Article{info:doi/10.2196/28610,
author="Bele, Sumedh
and Cassidy, Christine
and Curran, Janet
and Johnson, W. David
and Bailey, Michelle J. A.",
title="Using the Theoretical Domains Framework to Identify Barriers and Enablers to Implementing a Virtual Tertiary--Regional Telemedicine Rounding and Consultation for Kids (TRaC-K) Model: Qualitative Study",
journal="J Med Internet Res",
year="2021",
month="Dec",
day="22",
volume="23",
number="12",
pages="e28610",
keywords="telemedicine",
keywords="eHealth",
keywords="pediatric care",
keywords="inpatient",
keywords="regional",
keywords="rural",
keywords="Canada",
keywords="Theoretical Domains Framework",
keywords="qualitative",
abstract="Background: Inequities in access to health services are a global concern and a concern for Canadian populations living in rural areas. Rural children hospitalized at tertiary children's hospitals have higher rates of medical complexity and experience more expensive hospitalizations and more frequent readmissions. The 2 tertiary pediatric hospitals in Alberta, Canada, have already been operating above capacity, but the pediatric beds at regional hospitals are underused. Such imbalance could lead to poor patient safety and increased readmission risk at tertiary pediatric hospitals and diminish the clinical exposure of regional pediatric health care providers, erode their confidence, and compel health systems to further reduce the capacity at regional sites. A Telemedicine Rounding and Consultation for Kids (TRaC-K) model was proposed to enable health care providers at Alberta Children's Hospital to partner with their counterparts at Medicine Hat Regional Hospital to provide inpatient clinical care for pediatric patients who would otherwise have to travel or be transferred to the tertiary site. Objective: The aim of this study is to identify perceived barriers and enablers to implementing the TRaC-K model. Methods: This study was guided by the Theoretical Domains Framework (TDF) and used qualitative methods. We collected qualitative data from 42 participants from tertiary and regional hospitals through 31 semistructured interviews and 2 focus groups. These data were thematically analyzed to identify major subthemes within each TDF domain. These subthemes were further aggregated and categorized into barriers or enablers to implementing the TRaC-K model and were tabulated separately. Results: Our study identified 31 subthemes in 14 TDF domains, ranging from administrative issues to specific clinical conditions. We were able to merge these subthemes into larger themes and categorize them into 4 barriers and 4 enablers. Our findings showed that the barriers were lack of awareness of telemedicine, skills to provide virtual clinical care, unclear processes and resources to support TRaC-K, and concerns about clear roles and responsibilities. The enablers were health care providers' motivation to provide care closer to home, supporting system resource stewardship, site and practice compatibility, and motivation to strengthen tertiary--regional relationships. Conclusions: This systematic inquiry into the perceived barriers and enablers to the implementation of TRaC-K helped us to gain insights from various health care providers' and family members' perspectives. We will use these findings to design interventions to overcome the identified barriers and harness the enablers to encourage successful implementation of TRaC-K. These findings will inform the implementation of telemedicine-based interventions in pediatric settings in other parts of Canada and beyond. International Registered Report Identifier (IRRID): RR2-10.1186/s12913-018-3859-2 ",
doi="10.2196/28610",
url="https://www.jmir.org/2021/12/e28610",
url="http://www.ncbi.nlm.nih.gov/pubmed/34941561"
}


@Article{info:doi/10.2196/27901,
author="Lin, Yuchen
and Neuschaefer-Rube, Christiane",
title="Digital Learning in Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary and Exploratory Analysis of Content, Organizing Structures, and Formats",
journal="JMIR Med Educ",
year="2021",
month="Jul",
day="27",
volume="7",
number="3",
pages="e27901",
keywords="digital learning",
keywords="e-learning",
keywords="speech-language pathology",
keywords="phoniatrics",
keywords="otolaryngology",
keywords="communication disorders",
keywords="mobile phone",
abstract="Background: The digital revolution is rapidly transforming health care and clinical teaching and learning. Relative to other medical fields, the interdisciplinary fields of speech-language pathology (SLP), phoniatrics, and otolaryngology have been slower to take up digital tools for therapeutic, teaching, and learning purposes---a process that was recently expedited by the COVID-19 pandemic. Although many current teaching and learning tools have restricted or institution-only access, there are many openly accessible tools that have gone largely unexplored. To find, use, and evaluate such resources, it is important to be familiar with the structures, concepts, and formats of existing digital tools. Objective: This descriptive study aims to investigate digital learning tools and resources in SLP, phoniatrics, and otolaryngology. Differences in content, learning goals, and digital formats between academic-level learners and clinical-professional learners are explored. Methods: A systematic search of generic and academic search engines (eg, Google and PubMed); the App Store; Google Play Store; and websites of established SLP, phoniatrics, and otolaryngology organizations was conducted. By using specific search terms and detailed inclusion and exclusion criteria, relevant digital resources were identified. These were organized and analyzed according to learner groups, content matter, learning goals and architectures, and digital formats. Results: Within- and between-learner group differences among 125 identified tools were investigated. In terms of content, the largest proportion of tools for academic-level learners pertained to anatomy and physiology (60/214, 28\%), and that for clinical-professional learners pertained to diagnostic evaluation (47/185, 25.4\%). Between groups, the largest differences were observed for anatomy and physiology (academic-level learners: 60/86, 70\%; clinical-professional learners: 26/86, 30\%) and professional issues (8/28, 29\% vs 20/28, 71\%). With regard to learning goals, most tools for academic-level learners targeted the performance of procedural skills (50/98, 51\%), and those for clinical-professional learners targeted receptive information acquisition (44/62, 71\%). Academic-level learners had more tools for supporting higher-level learning goals than clinical-professional learners, specifically tools for performing procedural skills (50/66, 76\% vs 16/66, 24\%) and strategic skills (8/10, 80\% vs 2/10, 20\%). Visual formats (eg, pictures or diagrams) were dominant across both learner groups. The greatest between-group differences were observed for interactive formats (45/66, 68\% vs 21/66, 32\%). Conclusions: This investigation provides initial insights into openly accessible tools across SLP, phoniatrics, and otolaryngology and their organizing structures. Digital tools in these fields addressed diverse content, although the tools for academic-level learners were greater in number, targeted higher-level learning goals, and had more interactive formats than those for clinical-professional learners. The crucial next steps include investigating the actual use of such tools in practice and students' and professionals' attitudes to better improve upon such tools and incorporate them into current and future learning milieus. ",
doi="10.2196/27901",
url="https://mededu.jmir.org/2021/3/e27901",
url="http://www.ncbi.nlm.nih.gov/pubmed/34313592"
}


@Article{info:doi/10.2196/25261,
author="Gilroy, John
and Bulkeley, Kim
and Talbot, Folau
and Gwynn, Josephine
and Gwynne, Kylie
and Henningham, Mandy
and Alcorso, Caroline
and Rambaldini, Boe
and Lincoln, Michelle",
title="Retention of the Aboriginal Health, Ageing, and Disability Workforce: Protocol for a Mixed Methods Study",
journal="JMIR Res Protoc",
year="2021",
month="May",
day="28",
volume="10",
number="5",
pages="e25261",
keywords="Indigenous health",
keywords="disability",
keywords="ageing",
keywords="Indigenous methodologies",
keywords="Indigenous",
keywords="Australia",
keywords="Aboriginal",
abstract="Background: Despite a plethora of research into Aboriginal employment and recruitment, the extent and nature of the retention of frontline Aboriginal people in health, ageing, and disability workforces are currently unknown. In this application, frontline service delivery is defined as Aboriginal people who are paid employees in the health, ageing, and disability service sectors in roles that involve direct client, participant, or patient contact. There is a need to identify the factors that inhibit (push) and promote (pull) staff retention or departure of this workforce from the sectors. This study will provide additional insight about this topic. Objective: The objective of this project is to uncover the factors that influence the retention of frontline Aboriginal workers in the health, ageing, and disability workforces in New South Wales (NSW) who do not have university qualifications. The aim of the proposed project aims to discover the push and pull factors for the retention of the frontline Aboriginal workforce in the health, ageing, and disability sectors in NSW in relation to their role, employment, and community and design evidence-based strategies for retaining the Aboriginal frontline workforce in the health, ageing, and disability sectors in NSW. Methods: The proposed research will use a mixed methods approach, collecting both quantitative and qualitative data via surveys and interviews to capture and represent the voices and perspectives of Aboriginal people in a way that the participants chose. Results: Indigenous research methodologies are a growing field in Aboriginal health research in Australia. A key strength of this study is that it is led by Aboriginal scholars and Aboriginal controlled organizations that apply an Indigenous methodological framework throughout the research process. Conclusions: This study uses a mixed methods design. The survey and interview questions and model were developed in partnership with Aboriginal health, ageing, and disability service workers rather than relying only on research publications on the workforce, government policies, and human resources strategies. This design places a strong emphasis on generalizable findings together with an inductive approach that explores employers and workers' lived experience of the Aboriginal health workforce in NSW. Excluding workers who have graduated from university places a strong focus on the workforce who have obtained either school or Technical and Further Education or registered training organizations qualifications. Data collection was conducted during the COVID-19 pandemic, and results will include the unique experiences of Aboriginal workers and employers delivering services in an extremely challenging organizational, community, and personal context. International Registered Report Identifier (IRRID): PRR1-10.2196/25261 ",
doi="10.2196/25261",
url="https://www.researchprotocols.org/2021/5/e25261",
url="http://www.ncbi.nlm.nih.gov/pubmed/34047698"
}


@Article{info:doi/10.2196/21832,
author="Campbell, Narelle
and Farthing, Annie
and Witt, Susan
and Anderson, Jessie
and Lenthall, Sue
and Moore, Leigh
and Rissel, Chris",
title="Health Professional Student Placements and Workforce Location Outcomes: Protocol of an Observational Cohort Study",
journal="JMIR Res Protoc",
year="2021",
month="Jan",
day="14",
volume="10",
number="1",
pages="e21832",
keywords="remote health",
keywords="students",
keywords="training",
keywords="workforce retention",
keywords="workforce location",
keywords="workforce",
keywords="allied health",
keywords="allied health professionals",
keywords="Northern Territory of Australia",
keywords="rural",
keywords="nursing",
keywords="rural employment",
abstract="Background: The successful recruitment and retention of health professionals to rural and remote areas of Australia is a health policy priority.  Nursing or allied health professional students' learning placements in the Northern Territory (NT) of Australia, most of which is considered remote, may influence rural or remote work location decisions. Objective: The aim of this study is to determine where allied health professionals and nurses who have had a student placement in the NT of Australia end up practicing. Methods: This research is an observational cohort study, with data collection occurring at baseline and then repeated annually over 10 years (ie, 2017-2018 to 2029). The baseline data collection includes a demographic profile of allied health and nursing students and their evaluations of their NT placements using a nationally consistent questionnaire (ie, the Student Satisfaction Survey). The Work Location Survey, which will be administered annually, will track work location and the influences on work location decisions. Results: This study will generate unique data on the remote and rural work locations of nursing and allied health professional students who had a placement in the NT of Australia. It will be able to determine what are the most important characteristics of those who take up remote and rural employment, even if outside of the NT, and to identify barriers to remote employment. Conclusions: This study will add knowledge to the literature regarding rates of allied health and nursing professionals working in remote or rural settings following remote or rural learning placements. The results will be of interest to government and remote health workforce planners. Trial Registration: Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12620000797976; https://www.anzctr.org.au/ACTRN12620000797976.aspx International Registered Report Identifier (IRRID): PRR1-10.2196/21832 ",
doi="10.2196/21832",
url="http://www.researchprotocols.org/2021/1/e21832/",
url="http://www.ncbi.nlm.nih.gov/pubmed/33443482"
}


@Article{info:doi/10.2196/19039,
author="Chemane, Thobekile Nomzamo Charity
and Chetty, Verusia
and Cobbing, Saul",
title="Mapping Evidence on Community-Based Clinical Education Models for Undergraduate Physiotherapy Students: Protocol for a Scoping Review",
journal="JMIR Res Protoc",
year="2020",
month="Oct",
day="20",
volume="9",
number="10",
pages="e19039",
keywords="physiotherapy",
keywords="clinical education",
keywords="community-based clinical training",
keywords="decentralized clinical training",
keywords="primary health care",
abstract="Background: Community-based clinical training has been advocated as an excellent approach to transformation in clinical education. Clinical education for undergraduate physiotherapy students is a hands-on practical experience that aims to provide a student with the skills necessary to enable them to be fit to practice independently. However, in many countries, including South Africa, this training has been conducted only in large urban academic hospitals. Such hospitals are not a true reflection of the environment that these students will most likely be facing as practicing health care professionals. Objective: The objective of this scoping review is to map out existing evidence on community-based clinical education models for undergraduate physiotherapy students globally. Methods: A systematic scoping review will be based on the 2005 Arksey and O'Malley framework. Studies involving students and stakeholders in clinical education will be included. This review will not be limited by time of publication. An electronic search of relevant literature, including peer-reviewed primary studies and grey literature, will be conducted from the PubMed, Google Scholar, Medline, CINAHL, and Cochrane Library databases. The search strategy will include keywords such as ``education,'' ``physiotherapy,'' ``undergraduate,'' ``community-based,'' ``training,'' ``decentralized,'' and ``distributed.'' Boolean logic will be used for each search string. Two independent reviewers will conduct screening of titles, abstracts, and full text before extracting articles. A predesigned data-charting table will supplement the extraction of data. Version 12 NVIVO software will aide in the thematic analysis of data. Results: Data collection will commence after publication of this protocol, and the results are expected to be obtained in the following 5 months. Conclusions: The evidence obtained from the extracted data is expected to assist in the development of a model of community-based clinical education for undergraduate physiotherapy students in South Africa, and serve as a basis for future research. The discussion of this evidence will be guided by the research question utilizing a critical narrative approach to explore emerging themes. The enablers and barriers identified from the reviewed studies can guide the development of a community-based clinical education model. International Registered Report Identifier (IRRID): PRR1-10.2196/19039 ",
doi="10.2196/19039",
url="http://www.researchprotocols.org/2020/10/e19039/",
url="http://www.ncbi.nlm.nih.gov/pubmed/33079067"
}


@Article{info:doi/10.2196/16714,
author="Stratton, B. Delaney
and Shea, D. Kimberly
and Knight, P. Elizabeth
and Loescher, J. Lois",
title="Delivering Clinical Skin Examination Education to Nurse Practitioners Using an Internet-Based, Microlearning Approach: Development and Feasibility of a Video Intervention",
journal="JMIR Dermatol",
year="2020",
month="Jul",
day="27",
volume="3",
number="1",
pages="e16714",
keywords="microlearning",
keywords="clinical skin examination",
keywords="primary care",
keywords="nurse practitioners",
keywords="melanoma",
keywords="skin cancer",
abstract="Background: Skin cancer is the most common cancer; survival of the most serious skin cancers and malignant melanomas depends on early detection. Early detection relies on accessibility to clinical skin examination (CSE). Primary care nurse practitioners (PCNPs) are well-positioned to conduct CSEs; however, they require further education on CSE and have time constraints for continuing education. A digitally delivered intervention grounded in microlearning is a promising approach to deliver new information over a brief period. Objective: Our objective was to develop and explore the feasibility of implementing a 1-week digital video intervention with content on CSE skills, defined as melanoma risk assessment, head-to-toe skin examination, and pigmented lesion assessment, for PCNPs. Specific aims were as follows: (1) Aim 1: to develop three microlearning-based melanoma videos with content on CSE that are suitable for digital delivery to PCNPs in various formats and (2) Aim 2: to assess the feasibility of the video intervention, including enrollment and retention rates, adherence, and acceptability and usability of the video intervention. Methods: For Aim 1, the research team created storyboards for videos that addressed each CSE skill. An expert panel of three dermatologists reviewed the storyboards and videos for relevance, comprehension, and clarity using the content validity index (CVI). The panel evaluated the usability of the video intervention delivery by Research Electronic Data Capture (REDCap) and Vimeo using the System Usability Scale (SUS) and technical video production using Beaudin and Quick's Quality Evaluation of Video (QEV). Aim 2 evaluated enrollment and retention rates of PCNPs, based on metrics from previous studies of CSE in the literature, and video intervention adherence. SUS and the Attitudes toward Web-based Continuing Learning Survey (AWCL) assessed usability and acceptability. Results: CVI scores indicated relevance and clarity for each video: mean scores ranged from 3.79 to 4, where 4 indicated the video was highly relevant and very clear. The integration of REDCap and Vimeo was usable: the SUS score was 96, where 0 was the worst and 100 was the best. The digital delivery of the videos was rated as exceptional on all five technical items: the mean score was 5, where scores ranged from 1 (poor) to 5 (exceptional). Of the 32 PCNPs who were sent emails, 12 enrolled (38\%) and, out of these 12, 10 (83\%) completed the intervention and the surveys. Video intervention adherence was ?50\%. Participants rated the usability as better (mean 85.8, SD 10.6; better=70-90) and favorably ranked the acceptability of the AWCL's constructs of perceived usefulness (mean 5.26, SD 0.08), perceived ease of use (mean 5.40, SD 0.41), behavior (mean 5.53, SD 0.12), and affection (mean 5.77, SD 0.04), where scores ranged from 1 (strongly disagree) to 7 (strongly agree). Conclusions: The video intervention was feasible to deliver to PCNPs using a digital, microlearning approach. The findings provide support for using the videos as an intervention in a future pilot randomized trial targeting behavioral CSE outcomes among PCNPs and other primary care providers. ",
doi="10.2196/16714",
url="http://derma.jmir.org/2020/1/e16714/"
}


@Article{info:doi/10.2196/15408,
author="Singh, Arti
and Nichols, Michelle",
title="Nurse-Led Education and Engagement for Diabetes Care in Sub-Saharan Africa: Protocol for a Mixed Methods Study",
journal="JMIR Res Protoc",
year="2020",
month="Jun",
day="3",
volume="9",
number="6",
pages="e15408",
keywords="diabetes",
keywords="mobile health",
keywords="Ghana",
keywords="sub-Saharan Africa",
keywords="global health",
keywords="nurses",
keywords="task-shifting",
keywords="mixed methods",
keywords="focused ethnography",
abstract="Background: As the impact of diabetes grows steeply in sub-Saharan Africa, improvement of the control and treatment of diabetes is a goal that health care systems in sub-Saharan Africa must achieve in the near future. Sub-Saharan Africa faces a number of challenges in addressing the increasing effects of diabetes. One important factor is the shortage of adequately trained health care workers. Diabetes management in sub-Saharan Africa would benefit from innovative approaches that are founded upon solid theoretical constructs, built upon existing human resources and infrastructure, and culturally tailored to the priorities and needs of the local population. Existing resources, such as mobile phones and task-shifting strategies, may be used to assist individuals with glycemic self-management and to facilitate management of additional day-to-day clinical responsibilities. Objective: The objective of the Nurse-Led Education and Engagement Study for Diabetes Care (NEEDS) mixed-methods protocol is to develop a practical, collaborative, effective, and sustainable program for diabetes prevention and management specifically for patients with type 2 diabetes mellitus in sub-Saharan Africa. The protocol aims to improve access to care through task-shifting strategies and the use of mobile health technology. Methods: This study was designed using a convergent parallel mixed-methods approach that consisted of surveys, key informant interviews, focus group discussions, and focused ethnography. Novel approaches, such as task-shifting strategies and the use of mobile technology, were implemented for type 2 diabetes mellitus health care in sub-Saharan Africa---currently an under-researched area. Results: Data collection began in February 2018, after ethics approval, at the Kwame Nkrumah University of Science and Technology. As of May 2020, participant surveys have been completed (N=100), key informant interviews (n=7) have been completed, and focus groups (5 focus groups; patients, n=18; caregivers, n=6; community leaders, n=2; and faith leaders, n=3) as well as focused ethnographic field observations have been completed. All audio recordings have been transcribed and transcripts of sessions recorded in Twi have been translated to English. Data analysis is currently underway and anticipated completion is in the spring of 2020. Following data analysis, investigators plan to publish study findings. Conclusions: Insights from this study will inform the preliminary development of a feasible and effective nurse-led education and engagement mobile health intervention that has the potential to reduce diabetes-related morbidity, mortality, and burden in sub-Saharan Africa. International Registered Report Identifier (IRRID): DERR1-10.2196/15408 ",
doi="10.2196/15408",
url="https://www.researchprotocols.org/2020/6/e15408",
url="http://www.ncbi.nlm.nih.gov/pubmed/32442137"
}


@Article{info:doi/10.2196/11750,
author="Wu, Jyh-Jeng
and Khan, A. Haider
and Chien, Shu-Hua
and Lee, Yu-Peng",
title="Impact of Emotional Support, Informational Support, and Norms of Reciprocity on Trust Toward the Medical Aesthetic Community: The Moderating Effect of Core Self-Evaluations",
journal="Interact J Med Res",
year="2019",
month="Mar",
day="21",
volume="8",
number="1",
pages="e11750",
keywords="informational support",
keywords="emotional support",
keywords="norms of reciprocity",
keywords="trust transfer theory",
keywords="core self-evaluation",
abstract="Background: The consumption of medical aesthetic services has become popular in recent years. Many people have purchased medical aesthetic services and treatments in pursuit of self-beauty. When members of online medical aesthetic communities actively participate in discussions and encourage and support one another, there is an increase in community commitment, trust toward each other, and trust toward the community, ultimately promoting social sharing in an environment of positive feedback. Objective: This study aimed to explore via the theory of social support---grounded in a deeper social capabilities framework developed by Khan following the Nobel laureate Amartya Sen's groundbreaking work---whether emotional support, informational support, and norms of reciprocity in online communities impact group members in terms of creating trust toward other members. This enhances trust toward the community and generates a sense of community commitment, ultimately impacting social buying intention and social sharing intention. Methods: This study used IBM SPSS and AMOS to analyze data. Data were collected through online questionnaires in online medical aesthetic community forums, thereby producing samples that were both representative and accurate. To understand whether core self-evaluation (CSE) is a moderator in the relationship between social sharing intention and social buying intention, this study averaged the point of CSEs in the sample after statistical analysis, dividing the sample into 2 groups. Results: The results showed that emotional support and norms of reciprocity positively impact trust toward members, and trust toward members positively impact trust toward the community. This generates trust transfer, which positively impacts social buying intention and social sharing intention. At the same time, CSE is a moderator variable between trust toward the community and social buying intention, but CSE is not a moderator variable between trust toward the community and social sharing intention. Conclusions: This study revealed that when members of online medical aesthetic communities actively participate in discussions and encourage and support one another, community commitment, trust toward each other, and trust toward the community increases, ultimately promoting social sharing and buying intentions. ",
doi="10.2196/11750",
url="http://www.i-jmr.org/2019/1/e11750/",
url="http://www.ncbi.nlm.nih.gov/pubmed/30896434"
}