Mobile Technology Acceptance among Undergraduate Nursing Students Instructed by Blended Learning at Selected Educational Institutions in South India

Background: Mobile phones have become a widely accepted learning mode due to the impact of COVID-19. This study explores the mobile technology acceptance, among nursing students at selected educational institutions in South India. Materials and Methods: Quantitative cross-sectional descriptive design. First-year 176 B.Sc. nursing students who underwent blended learning were selected by the purposive sampling method. The tool "Technology Acceptance Model" was used to collect responses. Bivariate analysis was used to determine the relationship between the demographic and study-related variables with the mobile technology acceptance using SPSS version 25.0. Results: The majority 73.9% of the students belonged to the age group of 18-19 years, females 76.7% and, 98.9% were unmarried. Among the constructs of TAM, a mean (SD) value of 22.08 (2.26) was found for material (mobile device audio/video) characteristics the mean (SD) value was 22.08 (2.26), attitude about use 17.58 (1.95), behavioral intention 17.46 (1.78) and system characteristics 17.21 (2.27). The mobile technology acceptance revealed that 126 (71.6%) strongly agreed, 49 (27.8%) agreed, and 1 (0.6%) was neutral with a mean (SD) of 105.19 (8.68), respectively. A positive correlation was found between the system characteristics, material characteristics, perceived ease to use, perceived usefulness, attitude about the use, behavioral intention with a P value <0.001. There was a statistically significant association between Mobile technology acceptance and time spent by the students for independent studies shown the Chi-square value of 12.7, with P value <0.05. Conclusion: Nursing students had a positive acceptance and behavior toward smartphone use.

From face-to-face to virtuality. Experiences in nursing professor at universities from Medellin city during confinement by COVID-19

During the pandemic, educational institutions closed their physical spaces to give continuity to training processes through virtual environments. In this study, the objective was to describe the experience of face-to-face to virtuality in nursing professor in the city of Medellin during the period of confinement. Qualitative study of a descriptive exploratory type, with the participation of 12 informants with whom theoretical saturation was achieved through open interviews, with prior informed consent;which were transcribed in their entirety and analyzed under the technique of content analysis. Four categories emerged in the results: face-to-face, (the relevance of face-to-face interaction is indicated), the context of virtuality, (the situation of uncertainty in the face of an unfamiliar methodology is described);the experience in virtuality, (the inhibitors and facilitators of the transition to virtuality are shown) and the effects of virtuality, (the changes produced in response to the transition are evidenced). It was concluded that, in the transition from face-to-face to virtuality was experienced as a situation of anguish, uncertainty, and lack of knowledge that, as we went through it, generated transformations in the way of teaching and learning.

Graduate Nurse Education Programs: Transition Pathway for Registered Nurse Employment

(20171 purported that "increased nursing education enrolments to cater for possible future nursing shortages, (ii) decreased state expenditure on health services and, (iii) graduate employment dictated by staff vacancies rather than ensuring sustainability of the future workforce" (p. 251) are contributing factors. Sample and Data Collection Convenience sampling technique was used, and to ensure sufficient data sampling, two cohorts of graduating students were Invited to participate. The online survey data collection Incorporated closed and opened ended questions about participant engagement with the profession of nursing. All study participants, including the graduates with a previous Diploma of Nursing, provided a 100% response rate to their intention to register with the Nursing and Midwifery Board as a registered nurse (RN).

Změny v ošetřovatelské edukaci stresových a copingových strategií: longitudinální studie v České republice

Úvod: Dlouhodobý stres je všeobecně považován za jeden z psychosociálních faktorů, který negativně ovlivňuje studijní výsledky studentů ošetřovatelství. Cíl: Zjistit, jaké jsou zdroje, úroveň stresu a strategie zvládaní stresu u studentů ošetřovatelství v kontinuu bakalářského studia. Metody: V průběhu tří akademických roků byli sledováni studenti jednotlivých ročníků bakalářského studijního programu Ošetřovatelství po absolvování klinické praxe v daném akademickém roku. Na sběr dat byly použity dotazníky Perceived Stress Scale;Physio-Psycho-Social Response Scale, and Coping Behavior Inventory. V 1. ročníku bylo do studie zařazeno 44 studentek, ve 2. ročníku 39 a v posledním ročníku 40 studentek. Výsledky: Nejvýznamnějším zdrojem stresu během tří ročníků studia byl stres z nedostatku vědomostí a zručností. Nejvyšší stres byl na začátku studia, pak klesal. Ve 3. ročníku, kdy v rámci covidové pandemie měli studenti nařízenou pracovní povinnost, opět dosáhl úrovně 1. ročníku. Stres se projevoval zejména v oblasti emocí. Nejčastěji užívanou copingovou strategií bylo řešení problémů. Závěr: Výsledky longitudinální studie potvrzují, jak pandemie covidu-19 ovlivnila percepci a projevy stresu u studentů během jejich studia. V percepci úrovně klinických i akademických stresorů a projevů stresu nebyla zjištěna jednoznačně klesající tendence. Využívání copingových strategií bylo stabilní, bez významnějších rozdílů během celého studia.Alternate :Introduction: Long-term stress is generally considered to be one of the psycho-social factors that negatively affect the academic performance of nursing students. Objectives: To discover the sources of stress, degree of stress, and coping strategies used as a reaction to stress in nursing students of the bachelor program. Methods: Over the course of three academic years, students in each year of the bachelor in nursing program were monitored after completing the clinical practice for the given academic year. Questionnaires regarding the Perceived Stress Scale;Physio-Psycho-Social Response Scale, and Coping Behaviour Inventory were used to gather data. In the first year, 44 students were included, in the second year there were 39 students, and in the final year 40 students took part in the research. Results: The most significant source of stress appears to be a lack of knowledge and relevant skills. The highest degree of stress was recorded at the beginning of a student's studies, after which it decreased. In the third year, when students were required to work due to the covid pandemic, the stress again reached the levels of the first year. The stress manifested mainly in emotions and problem solving was the most frequently used coping strategy. Conclusions: The results of the longitudinal study confirmed how the COVID-19 pandemic affected the perception and manifestation of stress in students during their studies. The perception of the degree of clinical and academic stressors showed that no clear descending tendency was identified. The use of coping strategies was stable, with no significant differences throughout the study.

Nursing Student Teaching-Learning: Resonances and Dissonances of Caring/Care

Objective: To describe and analyze the resonances and dissonances of caring perceived by the student during the teaching-learning process. Method: A qualitative, descriptive study with a phenomenological and dialectical approach. The information was collected utilizing an in-depth interview, using thematic content analysis. Twenty-one nursing students from the ninth and tenth cycles of a private university took part in the study, and the setting was the nursing school in the city of Trujillo. Results: four categories emerged: resonances of care, dissonances, awareness in the practice of human values, and innovative strategies. Conclusion: Teaching-learning with resonances of humanized care is visualized when the teacher is open, attentive, and transmits values, trust, and empathy, generating a sensitive and humane environment. But students also perceive dissonance as teacher neglect generated by negative attitudes. The teaching-learning process requires constant innovation so that nursing care is transmitted in the best way from a humanistic, scientific, ethical, and technological point of view and is experienced by the actors involved: teachers and students.

Put PEP into Telehealth: An Etiquette Framework for Successful Encounters

Key Words: Telehealth etiquette, webside manner, Advanced Practice Nursing, nursing, telehealth, telehealth education, telemedicine, nursing education, nurse patient experience, telehealth nursing, nursing faculty, telehealth quality Increased utilization of videoconferencing platforms to conduct meetingsand patient encounters has illuminated the need to focus on video etiquette. Telehealth Brief History of Telehealth Telehealth, as defined by the U. S. Health Resources and Services Administration (HRSA), is "the use of electronic and telecommunication technologies to support long-distance clinical health care, patient and professional health-related education, public health, and health administration" (U. S. Department of Health and Human Services [DHHSI. 2021. para 1). [...]the casual use of social media for interpersonal Interactions may have a negative effect on professional telehealth communication by reducing one's empathetic expression (Konrath et al.. Patient-Provider Communication Impact of Communication Communication has long been a key component of education for nursesand Is identified by the National Council of State Boards of Nursing (NCSBN) as fundamental to the practice of nursing (NCSBN. 20131.

Problem-based learning with digitals tools in the nursing programme during the Covid-19 pandemic

During the spring 2019, the prerequisites for conducting education were changed due to the pandemic. For higher education in Sweden almost all education switches on to digital education. Nursing education has focus on both theoretical and practical courses, which is a challenge for digital or distance education. Furthermore, the nursing programme at the studied university used problem-based learning (PBL), with base-groups at campus. Instead of physical meetings at campus, the base-groups took part with digital tools. The impact of base-groupsmeeting with digital tools are important to reflect on, especially since the education and learning of future probably will be more hybrid. © 2022 Christel Borg, Johanna Tell, Terese Lindberg, Lina Nilsson, Anki Olsson, Malin Forsbrand & Lisa Skär.

Transitioning Italian nursing education in the post-pandemic period: priorities in the light of lessons learnt

Transitioning Italian nursing education in the post-pandemic period: priorities in the light of lessons learnt. Introduction. Once back to normalcy, many nursing edu-cation activities have been restored without an in-depth analysis of which transformations enacted in the pandem-ic period should be maintained and valued. Aim. To iden-tify priorities to effectively transitioning nursing education in the post-pandemic period. Method. Descriptive quali-tative design. A network of nine universities involved 37 fac-ulty members, 28 clinical nurse educators and 65 stu-dents/new graduates. Data were collected through semi -structured interviews;the main priorities reported in each university were combined to gain a global view. Results. Nine priorities emerged, including the need to: 1. reflect on dis-tance learning to promote its complementary role to face-to-face teaching;2. rethinking the rotations of clinical prac-tical training by refocusing their aims, duration, and pre-ferred settings;3. understanding how to integrate the vir-tual and the in-presence learning spaces into the educational pathway;4. continuing with inclusive and sustainable strate-gies. Considering that nursing education is essential, it is a priority to develop a pandemic education plan capable of guaranteeing its continuity in all circumstances. Conclusions. Nine priorities have emerged all considering the importance of digitalization;the lessons learnt, however, indicate the need to enact an intermediate phase capable of guiding to-wards the complete transition of the education in the post -pandemic era.

Topic Summary: Looking Back to Envision the Future: Nursing Now USA as a Vehicle for Advocacy and Change, Part 2

[...]prior to the COVID-19 pandemic, which could be described as a waning period, nurses expressed a high level of concern about safe nurse staffing levels, a shortage of nurses, and the quality and safety of patient care. The movement sought a new, more balanced view of nurses' impact on patients and healthcare by stimulating the shift to a state that considers the costs and quality of care simultaneously, and, relative to the nursing workforce, appreciates the value of nurses' contributions to and impact on healthcare and society. [...]these authors call for a realignment of systems and structures within nursing education, practice, and research to build competencies and confidence for nurses to advocate not only for patients, the profession, and the healthcare sector, but most importantly to serve as agents of change for better health of our nation and planet (Oiemeni et al„ 2023). Discussion To put the work of these commissioned papers in context, we draw on the work of Kellerman and Seligman (2023). who recently offered a new typology for creative thinking: * Integration to demonstrate the similarities of different objects or entities that appear different;* Splitting, or teasing apart objects or entities that appear similar to view the differences;* Figure-ground reversal, or appreciating that elements or components of objects or entities deemed essential actually may be hidden, or in the background, rather than superficial or in the foreground;and * Distal thinking, or the imagining of objects and entities as being very different from their present state.

Faculty and students' perceptions of simulation as a learning approach in nursing education: A discussion in light of covid-19 and physical distancing constraints

Simulation plays an essential role in the preparation and training of student nurses to become competent future healthcare professionals. This study explores nursing faculty and students' perceptions of simulation-based education as a means to achieve curriculum outcomes. This chapter discusses the findings in light of COVID-19 and physical distancing constraints. A review was carried out through the analysis of the available empirical studies conducted from 2010 through 2017. The literature search resulted in 86 references associated with simulation as an integral part of the nursing education curriculum. Twelve articles were ultimately reviewed;others were excluded based on the exclusion criteria explained below. Thematic analysis was followed to analyze these 12 articles. Overall findings of the study indicated that simulation provides (1) training in clinical skills and procedures;(2) practice in a safe environment;and (3) development of student nurses' clinical judgment, confidence, teamwork, and collaboration skills. Findings also showed faculty concerns about the transferability of the learned skills to real settings and the students' experience of anxiety during their learning in the simulation laboratories caused by uncertainty of performing the new learned skills in emergency settings. © Springer Nature Switzerland AG 2021. All rights reserved.

Trauma Informed Educational Practices: An Educational Innovation for Graduate Nursing Students

[...]the most recognized definition, as espoused by the Substance Abuse and Mental Health Services Administration fSAMHSA. 2014). is the response of an individual to an event, series of events, or set of circumstances that is perceived as physically or emotionally harmful or threatening. Examples of circumstances that are potentially traumatic include emotional, physical, or sexual abuse;sudden separation from a loved one;childhood neglect;family members with a mental health condition;poverty;and discrimination (Center for Health Care Strategies. 2017). Findings of the Adverse Childhood Experience (ACE) Study indicated that exposure to trauma increases the likelihood of health-risk behaviors as well as a person's lifetime risk for chronic health conditions such as autoimmune disorders, depression, heart disease, liver disease, lung disease, obesity, sexually transmitted diseases, and substance use disorders. (2022) assert that there is a significant need to incorporate traumainformed practices within graduate nursing curriculum to address mental health concerns that graduate nursing students struggle with during their programs of study.

Prevalence a prediktory sebevražednosti mezi studenty ošetřovatelství v Indonésii

Úvod: Studenti ošetřovatelství jsou během pandemie covidu-19 zranitelnou populací, protože zažívají vyšší úroveň stresu a problémů s duševním zdravím než studenti mimo zdravotní péči, což je vystavuje vyššímu riziku sebevražedného chování. Cíl: Prozkoumat sebevražednost mezi studenty ošetřovatelství a posoudit souvislost mezi nezávislými proměnnými a sebevražedností. Metody: Tato průřezová studie zahrnovala 670 studentů ošetřovatelství z 5 indonéských univerzit, kteří byli vybráni metodou postupného vzorkování. Vlastní validované nástroje se skládaly z 8 sekcí: sociodemografický dotazník, RSES k posouzení sebe- úcty, BHS k posouzení beznaděje, UCLA-3 k posouzení osamělosti, GSES k posouzení sebeúčinnosti, PHQ-9 k posouzení deprese, CD-RISC-10 k posouzení odolnosti a SBQ-R k posouzení sebevražednosti. K identifikaci významných prediktorů sebevražednosti byla použita binární logistická regrese. Výsledky: Prevalence sebevražednosti mezi studenty ošetřovatelství byla 22,8 %. Se sebevražedností byly významně spojeny následující faktory (p < 0,05): nízká odolnost (AOR = 2,044;95 %CI: 1,309-3,192), osamělost (AOR = 1,609;95 %CI: 1,040-2,492), beznaděj (AOR = 48,48 95 %CI: 2,356-8,398) a deprese (AOR = 9,413;95 %CI: 5,795-15,288). Závěr: Tato zjištění poskytují důkaz, že odolnost, osamělost, beznaděj a deprese jsou rizikovými faktory sebevražednosti mezi studenty ošetřovatelství. Tento výsledek lze použít jako základ pro rozvoj vhodných strategií prevence sebevražd.Alternate :Introduction: Nursing students are a vulnerable population during the COVID-19 pandemic because they experience a higher level of stress and mental health problems than the non-healthcare student population, putting them at a higher risk for suicidal behaviour. Aim: To explore suicidality among nursing students and assess the association between independent variables and suicidality. Methods: This cross-sectional study involved 670 nursing students from 5 Indonesian universities who were recruited using consecutive sampling. Self-administered validated instruments consisted of 8 sections: sociodemographic questionnaire, RSES to assess self-esteem, BHS to assess hopelessness, UCLA-3 to assess loneliness, GSES to assess self-efficacy, PHQ-9 to assess depression, CD-RISC-10 to assess resilience, and SBQ-R to assess suicidality. Binary logistic regression was employed to identify significant predictors of suicidality. Results: Suicidality prevalence among nursing students was 22.8%. The following factors were significantly associated with suicidality (p < 0.05): low resilience (AOR = 2.044;95%CI: 1.309-3.192), loneliness (AOR = 1.609;95%CI: 1.040-2.492), hopelessness (AOR = 4.448;95%CI: 2.356-8.398), and depression (AOR = 9.413;95%CI: 5.795-15.288). Conclusions: These findings provide evidence that resilience, loneliness, hopelessness, and depression are risk factors for suicidality among nursing students. This outcome can be used as a basis to develop appropriate suicide prevention strategies.

Community of inquiry Framework Combined With Podcast Media in Nursing Education innovation During Covid-19 Pandemic: An Evaluative Study.

Background: The COVID-19 pandemic has not researched inquiry methods much, other than that it has never been combined with podcast media to better refine students' abilities. The purpose of this study was to determine student satisfaction with basic nursing theory and practice courses taught using the Community of Inquiry framework using podcast media. Methods: This evaluation was done at a university using a validated Community of Inquiry survey (n = 54) and interviews (n = 20). A convenience sample of 54 graduate students enrolled in a core research field comprised the study participants. The quantitative data were analyzed descriptively and the qualitative data were thematically coded. Results: Five major themes emerged: It was a new experience, and fun to learn; it is challenging to learn; it is an ongoing enthusiasm; it is well known, and useful to others. Overall, student satisfaction was high, especially in the cognitive presence (critical thinking) and instructor presence (mostly related to pedagogy) categories. Student perspectives on developing "social presence" vary, but the framework is generally effective for stimulating inquiry and fostering a sense of community. Students can gain thorough knowledge of the learning goals they wish to pursue. Conclusion: Formation of an "investigation community" through the use of the media of podcasts. This framework has significant potential for use in the teaching of nursing research subjects; satisfaction is high when students report learning not only theory and practice, but also how to "make" character changes through the formation of professional and intellectual communities.

Innovative digital technology adapted in nursing education between Eastern and Western countries: a mini-review.

Advanced digital technologies have overcome the limitation of on-site teaching, especially after the COVID-19 epidemic. Various newly-developed digital technologies, such as e-learning, virtual reality, serious games, and podcasts, have gained renewed interest and come into the spotlight. Podcasts are becoming increasingly popular in nursing education as they provide a convenient and cost-effective way for students to access educational content. This mini-review article provides an overview of the development of podcasts in nursing education in Eastern and Western countries. It explores potential future trends in the use of this technology. The literature review demonstrates that nursing education in Western countries has already integrated podcasts into curriculum design, using the podcast to convey nursing education knowledge and skills and to improve students' learning outcomes. However, few articles address nursing education in Eastern countries. The benefits of integrating podcasts into nursing education appear far greater than the limitations. In the future, the application of podcasts can serve not only as a supplement to instructional methodologies but also as a tool for clinical practicing students in nursing education. In addition, with the aging population increasing in both Eastern and Western countries, podcasts have the potential to serve as an effective delivery modality for health education in the future, particularly for the older adult, whose eyesight declines with age, and those populations with visual impairments.

Evolving Approaches to Meet Clinical Hours for Undergraduate Nursing Students during COVID-19.

BACKGROUND: The COVID-19 pandemic challenged all healthcare professionals to re-think how patient care is provided. Faculty in nursing schools faced similar challenges in offering adequate clinical hours to nursing students, because of the limited availability of clinical placements. METHODS: A faculty in one school of nursing introduced virtual simulation resources to supplement in-person clinical hours. The faculty developed a revised clinical curriculum for students that included weekly objectives and deliverables for virtual simulations. The Simulation Effectiveness Tool-Modified (SET-M) was utilized to evaluate the effectiveness of the virtual simulations. RESULTS: 130 students (88.4%) completed the post-implementation survey. After using the virtual simulations, 50% of the students reported feeling confident in providing interventions that foster patient safety. Furthermore, students reported a sound understanding of disease pathophysiology (60%) and medications (53.8%). The qualitative data indicated that students found the virtual simulations beneficial and a safe learning environment. CONCLUSION: Pre-pandemic virtual simulations were not used by this school of nursing to replace the traditional in-person clinical experiences. However, the pandemic demonstrated that the utilization of innovative virtual simulations are effective methods for student learning to augment traditional clinical experiences.

Alternative Clinical Practice During the COVID-19 Pandemic: A Qualitative Study of Nursing Students' Potential Loss of Experience.

Introduction: During the COVID-19 pandemic, the lockdown of nursing institutions changed nursing students' learning conditions in clinical practice. They were removed from their ordinary clinical practice and isolated in their homes for one week before resuming an alternative clinical practice. Owing to the changed learning conditions, nursing students had to readjust and find new and different solutions to manage their own learning. Objectives: This study aimed to investigate the impact of removing first-year nursing students from clinical practice during the COVID-19 pandemic on their perceived learning and development. Methods: A qualitative descriptive and interpretative design based on group and individual interviews was used. Eleven first-year nursing students from a university college in Norway participated in the study. They were interviewed from their homes, after completing their first 10-week clinical practice. Three group interviews and two individual interviews were recorded using the digital live video aid Zoom and analyzed using systematic text condensation. Results: The main theme "loss of experience," summarized how the nursing students experienced their first clinical practice during the COVID-19 lockdown. The nursing students shifted from a predictable to an unpredictable clinical practice without supervision from the nurse supervisor or the nurse educator. The organization and planning of the practice were left to the students, who bore the responsibility of achieving the learning outcomes. Three categories were identified: unpredictable learning situations, compensating learning activities, and achieving learning outcomes. Conclusions: Nursing students faced difficulties in their first clinical practice during the COVID-19 lockdown, which made a challenging study situation. Too much autonomy and responsibility for their own learning reinforced a loss of experience. The uncertainty of the study situation potentially harmed their professional development, learning outcomes, and self-efficacy, especially concerning basic nursing skills.

Design of online formative assessment of nursing humanities curriculum during the COVID-19 pandemic: A teaching practice research.

BACKGROUND: Under the digital transformation trend nursing education, online formative assessment (OFA) provides a new opportunity. However, the OFA of nursing humanities course lacks design and practice, and faces the challenge of enhancing effective communication between teachers and students, student participation and autonomous learning. OBJECTIVES: To enhance the reliability of OFA in nursing humanities courses and provide practical experience for online teaching in the nursing profession. DESIGN: A quantitative research approach was used. SETTING: This study was conducted in a comprehensive university in China. PARTICIPANTS: We conducted teaching practice on 185 nursing undergraduates, with 89 students in the experimental group, and 96 students in the control group. METHODS: In the 2020-2021 multicultural nursing course, student learning outcomes and questionnaires were analyzed through the online learning tool Superstar Learning, student feedback and satisfaction questionnaires, and descriptive analysis and independent sample t-tests were conducted using SPSS 25.0 software. RESULTS: The OFA of students using Superstar Learning differed in learning performance and time to receive feedback from teachers between the experimental and control groups, and both groups had higher satisfaction levels. The experimental group's instructional design contained a synchronous classroom discussion module with better participation. CONCLUSIONS: During the COVID-19 pandemic, the use of online learning tools can support the implementation of OFA, build an environment where teachers and students participate together, have a positive impact on the continuous updating of teachers' teaching programs and students' learning outcomes. Simultaneous classroom discussions are expected to be an effective way to improve the reliability of OFA. Our instructional design, provides best practice suggestions for future online teaching and learning.

Satisfaction and perceived impact of virtual learning during COVID-19 lockdown: A case study of an online nursing research conference.

AIM: This study aimed to assess nurses' satisfaction and perceptions of the impact of virtual learning. DESIGN: A descriptive cross-sectional survey. METHOD: 236 nurses attending an online conference from several parts of Nigeria participated in the study. Analysed data were summarized and presented in tables and graphs, while linear regression was used to measure the associations. RESULTS: Most of the respondents perceived the programme as highly impactful. All three domains: learner-content interaction (p = 0.020), learner-instructor interaction (p = 0.000) and learner-learner interaction (p = 0.000), were found to be statistically significantly associated with the perceived impact of the programme, and thus statistically significant predictors of the effects of online learning (p = 0.02), (F = 5.471). Conclusively, the Interaction of learners with learning content, lecturers and other learners was seen as determinants of an effective and impactful online education. It is recommended that nursing training institutions embrace online learning either as the leading platform or as an adjunct to a face-to-face method.

Implementation of evidence-based practice in nursing education

Implementing evidence-based practice (EBP) in health care is an essential part of the primary response to the challenges of health care services. Improving nursing practice in the healthcare system is intended to enhance the care experience, improve the health status of society, and reduce per capita healthcare costs. Several studies show that most of what nurses do today is based more on experience, tradition, and gut feelings than on evidence. This study conducted a literature review and bibliometric analysis on papers published from 2017-2022 about evidence-based practice in nursing. From 2017 to 2020, the number of nursing research projects that used evidence-based practice went up. The number of studies has significantly decreased between 2021 and 2022. The results of bibliometric data mapping found 31 relevant items based on keywords. Each item is divided into four clusters. Evidence-based, guideline-based, and nursing students are the most commonly used terms. The most frequently investigated topics in EBP research projects are implementation (skills and theory), and the most recent topic was the COVID-19 pandemic in 2022. Furthermore, numerous methods have been proven effective in implementing EBP in nursing;constructive model, simulation technology-based learning, and multifaceted intervention. These findings may also be used as a foundation for the development of continuing professional development of clinical nurse education and practice. © 2023 Nova Science Publishers, Inc. All rights reserved.

Effect of Multimedia E-Book Use on the Information Literacy of Nursing Students and Health Communication in Student-Led Large- and Small-Group Community Health Education Sessions

The integration of digital technology into healthcare is critical for health communication. This study analyzed a group of nursing students who applied multimedia health education e-books to different groups of varying sizes to explore the efficiency of implementing health communication and nursing information literacy in the nursing industry. If medical personnel can make appropriate use of technology, combine medical operations with information systems, and disseminate the purpose of health to groups of different sizes properly, the quality of patient care will improve. Thirty-two junior nursing students at the college level were divided into three groups, each subject to a 3-week internship. After the internship, a questionnaire survey was conducted. Additionally, nine nursing students were interviewed in a 45-min semistructured format. Regarding the effectiveness of nursing students using multimedia e-books to implement health communication and the development of nursing information literacy, the statistical analysis results demonstrated no significant differences between large groups and small groups. However, their 5-point Likert scale average values were all greater than 4, indicating that regardless of group size, their feedback on using e-books was positive. This means multimedia e-books can effectively help nursing students practice health communication application effectiveness and develop nursing information literacy.