Faculty of Nursing Works

Permanent link for this collection

https://hdl.handle.net/20.500.14078/32

Browse

Now showing 1 - 20 of 283

Internal structure validity and internal consistency reliability of the Minnesota Living with Heart Failure Questionnaire: a systematic review protocol
(2023) Gowani, Ambreen Amir Ali; Low, Gail; Norris, Colleen; Hoben, Matthias
The Minnesota Living with Heart Failure Questionnaire (MLHFQ) is one of the most used tools to measure health-related quality of life in heart failure. Despite extensive use in research, evidence on the MLHFQ’s internal structure validity remains heterogeneous and inconclusive. There are no known reviews that systematically summarise the evidence related to the MLHFQ’s factor structure (internal structure validity). This gap highlights a need to critically appraise, summarise and compare the available evidence on the internal structure and internal consistency reliability (ICR) of the MLHFQ.
Mentally healthy living after pandemic social distancing: a study of older Canadians reveals helpful anxiety reduction strategies
(2024) Low, Gail; Gutman, Gloria; Gao, Zhiwei; França, Alex Bacadini; von Humboldt, Sofia; Vitorino, Luciano Magalhães; Wilson, Donna M.; Allana, Hunaina
Throughout the COVID-19 pandemic, older Canadians were the most at risk of severe physical harm, including death, and their return to post-COVID life was expected to be especially anxiety-provoking. A study was conducted to obtain nationally representative evidence of older Canadians' self-perceived anxiety levels and their strategies to manage or mitigate it as public health restrictions were lifting.
"Until COVID-19 do us part": a qualitative study on perceived sexual intimacy and mental health in heterosexual older couples during the COVID-19 pandemic
(2024) Low, Gail; von Humboldt, Sofia; Leal, Isabel
This study aims to explore the influence of the COVID-19 pandemic on heterosexual older couples’ sexual intimacy and in relation to their mental health. A content analysis of the ideas and insights shared by 391 older persons (between 65 and 87 years of age) from three different countries was most instructive. The most frequent themes were less sexual satisfaction (68%) and less sexual desire (67%). In terms of mental health, the most frequent themes included less anxiety and distress (78%) and greater attention to negative emotional states (55%) Cultural differences emerged, with Brazilian and Portuguese participants more frequently reporting negative themes compared to British participants, who emphasized stronger emotional bonds. As the COVID-19 pandemic continues to unfold, ongoing research and interventions should prioritize understanding and addressing the implications of reduced physical contact and heightened emotional stress on sexual intimacy.
Factors associated with older people’s anxiety symptom positioning after COVID-19: Cross-sectional findings from a Canadian sample
(2024) Low, Gail; Naz AliSher, Anila; Morero, Juceli; Gao, Zhiwei; Gutman, Gloria; Franca, Alex; von Humboldt, Sofia
This study sheds light on the personal characteristics of older Canadians self-identifying as severely anxious and the coping strategies that they gravitated to mitigate their anxiety. Our studied sample consisted of 606 Canadians aged 60 and above who took part in an e-survey across all 10 of Canada’s provinces, launched in July 2022, when social distancing was lifted across the country. Participants completed a personal characteristics questionnaire, the Geriatric Anxiety Scale or GAS-10, and a checklist of everyday coping strategies for mitigating anxiety. A seemingly greater number of severely anxious Canadians were born female, self-identified as a cisgender woman, and were in their 60s and in poor to fair health. A univariate logistic regression analysis revealed that all such personal characteristics were associated with statistically significantly greater odds of experiencing severe anxiety. In our multivariate logistic regression analysis, no significant differences were observed between the sexes (AOR = 0.590, p = 0.404), and non-binary and cisgender men (AOR = 0.689, p = 0.441) and women (AOR = 0.657, p = 0.397). Nor were there statistically significant differences in the odds of experiencing severe anxiety for those living with versus without a life partner and chronic illnesses. Older Canadians experiencing severe anxiety were far more likely to normalize their fear and anxiety (AOR = 4.76, p < 0.001), challenge their worries (AOR = 5.21, p < 0.001), and to relax or meditate (AOR = 2.36, p = < 0.001). They were less inclined to decrease other sources of stress in their lives, to stay active, and to get enough sleep. We offer anticipatory guidance for mental health program planners and practitioners, and fruitful avenues of inquiry for researchers.
Average or extraordinary? A tale of two studied samples' anxiety related recovery work after COVID-19
(2025) Low, Gail; Bacadini Franca, Alex; Naz, Anila; Gutman, Gloria; Gao, Zhiwei; Von Humboldt, Sofia
A global pandemic is a hardship and mentally distressing event for any of us, and particularly for people living at a greater risk of post-infectious health harms. Public discourse about COVID-19 largely characterizes older people as a physically and mentally vulnerable demographic. Research findings largely now to the contrary consider age an asset, a perspective in keeping with Seligman’s idea that everyday people can also see the positive side of life and act accordingly when faced with events that are neither positive nor within their control. With this in mind, we explore how average older people were managing pandemic-related anxiety when mandated COVID-19 public health measures were lifted.
How much do they remember? Anatomical knowledge retention in nursing education- a four-year longitudinal study
(2024) Narnaware, Yuwaraj; Manwatkar, Sushma
The human anatomy is regarded as a cornerstone of health care disciplines and is a pre-requisite for subsequent years of medical, allied health and nursing theory courses and clinical (Young et al., 2016). Numerous studies have expressed concern over students' ability to acquire anatomical knowledge in the first year and successfully transfer, retain, and apply it throughout their program (Doomernik et al., 2017; Narnaware and Neumeier, 2020). This study seeks to determine the overall and system specific anatomy knowledge retention by nursing students over a Bachelor of Science in Nursing (BScN) program at MacEwan University.
First-year anatomical knowledge acquisition in Indian medical students
(2025) Mahalpure, Sneha; Onkar, Deepali; Narnaware, Yuwaraj; Cuschieri, Sarah
Anatomy education has always been regarded as an essential requirement in the curriculum of medical and other health related disciplines and nursing (Turney, 2007). However, there is growing concern over these students’ loss of anatomical knowledge over time (Narnaware and Neumeier, 2020). This study, the first of its kind in Indian medical students, evaluates base-level anatomical knowledge acquisition in the first year. It is found to be organ system-specific and varies from one organ system to another. This base-level knowledge acquisition can be used to evaluate its transfer/loss, retention and application in the subsequent years of medicine in the future.
Second-year Indian medical students’ perspectives and experiences of teaching and learning in physiology
(2025) Tirpude, Rakhee; Narnaware, Yuwaraj; Chahal, Paul
Human physiology is a foundational health sciences course in medicine, allied health and nursing (McVicar et al., 2015). However, teaching and learning of physiology is impacted by fewer teaching hours, time of the class, program of the study, demographic factors, modes of course delivery, instructor’s teaching experience, excessive reliance on self-directed learning, students’ prior knowledge of science and the use of the labs (Narnaware, Y. 2021). This study evaluates first-year medical students’ perspectives and experiences of teaching and learning physiology. Based on students’ responses to a Google survey, this study will allow physiology professors to modify/revise their teaching strategies to improve the learning experience of future first-year medicine students in physiology.
Social media expressions of parenting and alcohol use: a COVID-19 descriptive study
(2025) dos Santos Nogueira de Góes, Fernanda; Reisdorfer, Emilene; Johnston, Sharon; Krell, Kari; Singh, Inder; Daneluik, Gabrielle
Social media platforms have increasingly influenced public perceptions and behaviours related to alcohol consumption. Peer-driven content, particularly in parenting communities, often normalizes and even glorifies drinking, potentially shaping attitudes and behaviours. This study aims to examine how alcohol-related parenting expressions were portrayed on social media before and during the COVID-19 pandemic. A descriptive study was conducted using data from two large, public Facebook groups known for discussions on parenting and alcohol. Metadata from each post—including publication date, caption, reactions, comments, shares, and user tags—was collected. A total of 2,718 posts, 1,309,392 comments, 5,254,458 reactions, and 3,311,022 shares were analyzed. Thematic analysis was performed using NVivo software. Four overarching themes emerged: (1) Parenthood, (2) Excessive Drinking Behaviour, (3) Stress and Coping Mechanisms, and (4) Humour. No significant thematic differences were observed between the pre-pandemic and pandemic periods. However, a notable spike in engagement at the onset of COVID-19 suggests increased alcohol consumption among mothers, potentially influenced by content that normalizes excessive drinking. Social media plays a significant role in reinforcing alcohol use as a socially acceptable coping strategy during motherhood. The findings underscore the need for public health interventions that address the normalization of alcohol consumption in online parenting communities.
Simulação in situ no atendimento pré-hospitalar fixo
(2024) dos Santos Nogueira de Góes, Fernanda; Batista, Viviane Aparecida Faria; Camargo, Rosangela Andrade Aukar de.; Dalri, Maria Célia Barcellos; Vilela, Danielle Monteiro; Toneti, Bruna Francielle
Descrever uma intervenção pedagógica composta por oficinas teórico-práticas e simulação in situ, desenvolvida com e para a equipe de enfermagem, de acordo com a problematização da realidade e necessidades de aprendizagem. Realizou-se um estudo descritivo e exploratório com 37 profissionais de enfermagem de unidade pré-hospitalar fixa do interior de São Paulo. Parada Cardiorrespiratória, Infarto Agudo do Miocárdio, Eletrocardiograma e Trabalho em Equipe foram as principais necessidades de aprendizagem; essas informações subsidiaram o planejamento das oficinas teórico-práticas e simulação in situ, respectivamente. As oficinas foram facilitadas com estratégias ativas. A simulação in situ ocorreu na própria unidade, envolvendo todos os profissionais com participação de 100% da equipe presente no dia. Ações educativas com e para a equipe podem proporcionar uma reflexão sobre o cuidado integral e humanizado quando as necessidades dos participantes são respeitadas em atividades de formação profissional. English: To describe a pedagogical intervention composed of theoretical-practical workshops and in situ simulation, developed with and for the nursing team, according to the problematization of reality and learning needs. A descriptive and exploratory study was carried out with 37 nursing professionals from a fixed pre-hospital unit in the interior of São Paulo. Cardiorespiratory Arrest, Acute Myocardial Infarction, Electrocardiogram and Teamwork were the main learning needs. This information supported the planning of the workshops and in situ simulation, respectively. The workshops were facilitated with active strategies. The in-situ simulation took place in the unit, involving all professionals with 100% participation of the team present on the day. Educational actions with and for the team can provide an opportunity to reflect on comprehensive and humanized care when the participant’s needs are respected for professional training.
Co-creating a simulation with students as active partners: a social work experience
(2025) Huseinovic, Dennis; Yaschuk, Eli; Dube, Kealey; dos Santos Nogueira de Góes, Fernanda; Rohatyn-Martin, Natalia K.; Fidelak, Deanna
This case study presents a students-as-partners (SaP) approach to field education in social work. In particular, it describes the co-creation of a simulation-based learning experience co created and delivered by faculty, staff and two students—a student who experiences disability-related barriers and a theatre student. It explores the principles inherent in a student as partners philosophy as well as a universal design approach were used to co-create the simulation scenarios. The study examines the application of a student as partners approach and universal design for learning (UDL) principles in the development of simulation scenarios, both of which emphasize inclusivity, collaboration, and engagement. The case study also highlights how a collaborative, inclusive approach to simulation-based learning enhances student engagement and learning outcomes, particularly for students experiencing barriers. The experience demonstrates the value of interdisciplinary partnerships and offers insights for supporting students with disabilities in social work education, suggesting future directions for the integration of SaP and UDL in academic settings.
Educação interprofissional na percepção dos coordenadores de cursos de medicina
(2025) Prevedello, Alexandra Secreti; dos Santos Nogueira de Góes, Fernanda; Cyrino, Eliana Goldfarb
A complexidade do cuidado em saúde e as crescentes demandas têm exigido a reorientação da formação das escolas médicas brasileiras para o êxito nas transformações nas práticas em saúde e fortalecimento do Sistema Único de Saúde (SUS). A Educação Interprofissional (EIP) é reco-nhecida como uma das estratégias para o desenvolvimento da prática colaborativa entre os pro-fissionais de saúde e consolidação do SUS. O presente trabalho teve como objetivo compreender o desenvolvimento da EIP nas graduações médicas de um estado brasileiro na percepção dos coordenadores de cursos de medicina. Para tanto, realizou-se estudo exploratório de abordagem qualitativa por meio de entrevista com seis coordenadores de todos os cursos ofertados no estado em questão. Análise Temática de Conteúdo foi utilizada para análise dos dados. Verificaram-se desconhecimento, diversidade, multiplicidade e certa falta de clareza conceitual sobre o conceito e construtos da EIP, apesar do destaque à importância da EIP e o reconhecimento de espaços interprofissionais. A despeito da EIP encontrar-se nas orientações das Diretrizes Nacionais Cur-riculares, não foi possível identificar a implementação institucional sistematizada de práticas in-terprofissionais. Obstáculos para a implementação da EIP incluem a falta de apoio institucional, a dificuldade de desenvolvimento de um currículo flexibilizado para EIP e a falta de espaço físico, corpo docente e instrumento avaliativo de ações interprofissionais. A partir deste estudo explorató-rio e de seus resultados, conclui-se que, no contexto desse estado brasileiro, a EIP merece maior reconhecimento e desenvolvimento na graduação médica se de fato acreditamos na potência do trabalho em equipe colaborativa para qualificar o cuidado à população. English Abstract: The complexity of Brazilian health care and the growing demands have required the reorientation of medical education to successfully transform health practices and strengthen the Brazilian Unified Health System (SUS). Interprofessional Education (IPE) is recognized as one of the strategies for developing collaborative practice among healthcare providers and strengthening SUS. The objective is to understand the development of IE in medical courses in a Brazilian state, as perceived by course coordinators. An exploratory study with a qualitative approach was carried out through interviews with six coordinators of all courses offered in the referred state. Thematic Content Analysis was used to analyze the data. There was a lack of knowledge, diversity, multiplicity and a certain lack of conceptual clarity regarding the concept and constructs of IE, despite highlighting the importance of IE and the recognition of interprofessional spaces. Although IE is recommended by the National Curricular Guidelines, it was not possible to identify a systematic institutional implementation of IE practices. The obstacles described for the implementation of IE were scarce institutional support, the challenge of creating a flexible curriculum for IE, the lack of space, faculty and and assessment for interprofessional actions. From this exploratory study and its results, we concluded that, in the context of this Brazilian state, IE de-serves greater recognition and development in medical under graduation if we truly believe in the power of collaborative teamwork to qualify care for the population.
Internationalization of education and the experiences of international students: what is known
(2025) Oyelana, Olabisi
As the number of international students crossing borders from the Global South to study in the Global North continues to grow, there is a call for an appropriate response to the needs of this category of Canadian immigrants. Using the theoretical framework of border crossing, in this paper, I examine the historical and contemporary contexts of the internationalization of education and what is known about the experiences of international students. In this paper, I also utilize the ideas of border crossing to examine the links between the experiences of the borderlands by international students and the impacts on their multiple identities. In conclusion, I suggest a radical position instead of a rhetorical approach on issues affecting international students, which includes creating an inclusive environment that embraces openness to differences and fosters the true spirit of equity and diversity. A desirable approach is to build a learning environment that facilitates a sense of belonging for all students.
Artificial intelligence in nursing education: balancing reluctance and embracing innovation
(2025) Allana, Hunaina; Ali, Shamsa
Integrating Artificial Intelligence (AI) into nursing education is an emerging trend that aligns with broader technological advancements in healthcare and academia. AI, the simulation of human intelligence in machines, offers significant opportunities to enhance personalized learning, competency-based assessments, and clinical reasoning development in nursing education. Tools such as the World Health Organization’s AI assistant S.A.R.A.H., Microsoft Copilot, and generative AI platforms such as ChatGPT illustrate the potential of AI to support diverse learning needs and foster deeper engagement. Despite these advancements, many nursing educators express hesitation regarding AI integration, citing concerns about academic integrity, ethical dilemmas, and the potential erosion of the human aspect of nursing education. This essay explores the opportunities and challenges associated with the use of AI in nursing education. It highlights how AI can enhance learning outcomes, generate NCLEX-style questions, facilitate skill development, and support educators in administrative tasks. However, ethical concerns such as data privacy, algorithmic bias, and accountability warrant attention. The essay presents support for the argument that AI tools should complement traditional pedagogy by emphasizing the importance of human empathy and ethical judgment in nursing practice.
Improving physiotherapy students’ anatomy learning experience and short‐term knowledge retention—an observational study in Malta
(2023) Cuschieri, Sarah; Narnaware, Yuwaraj
Anatomy is physiotherapy's foundation. However, undergraduate classroom learning and knowledge acquisition‐retention remain questionable. This study explored the possibility of improving this learning experience and evaluates the gross anatomy of abdomen and pelvis short‐term knowledge retention among first‐year physiotherapy students in Malta. The online Kahoot! game‐based quiz platform was used through an instructor‐designed best‐of‐four multiple‐choice questions. Correctly answered questions and Kahoot! scores generated by the platform were utilized to measure knowledge retention. Kahoot! sessions 1 and 3 shared similar attendance and response rate and were compared together. The Mann–Whitney U test was used to compare Kahoot! scores and Chi test for trend to compare correctly answered questions. Students' perceived learning experiences before and after the introduction of the Kahoot quizzes were gathered through Likert scores and analyzed using McNamar's chi‐square test. Overall, a significantly increased trend in correctly answered questions (χ2: 23.38, p‐value: <0.001) across the Kahoot! sessions were evident. Four questions out of 12 exhibited significant Kahoot! scores differences. Students reported better learning experiences following the initiation of Kahoot! (χ2: 5.1, p‐value: 0.02). Indeed, all students agreed that the use of the interactive quiz improved their anatomy short term knowledge retention. Introducing an online interactive quiz as part of the lecture program may be useful to improve the learning experience and anatomy knowledge retention among physiotherapy students.
The experiences of international students in a Canadian faculty of nursing: a narrative inquiry study
(2024) Oyelana, Olabisi; Glanfield, Florence; Estefan, Andrew; Caine, Vera
Background In response to the global need for nursing faculty, and nurses in leadership and advanced clinical practice roles, students from different countries come to Canada for their graduate nursing education. The positive reputation and the perceived advantages of the education system are particularly compelling to applicants from the countries located in the Global South. However, these students come from different social, historical, political, cultural, and educational backgrounds that deeply influence their learning experiences in Canada. Objective and methodology The aim of this narrative inquiry study was to understand the experiences of international graduate nursing students. The focus was to unravel two puzzles of this inquiry: What stories across social, historical, political, cultural, and educational borders shaped students' identities and ways of knowing? How did the experience in Canada impact their identities? Setting and participants Participants were invited from a Master of Nursing program at a research-intensive University in Western Canada. Methods Participants engaged in series of conversations over a period of one year. Results Multiplicity of borders and identity making, border making, and border crossing, were the threads that resonated across the narrative accounts. Conclusion These narrative threads provided insights into the lived experiences of tensions, the shifting of identities, and the day-to-day challenges that international students face while learning in Canada. Being aware of these experiences and acknowledging them could be a significant stride towards addressing the issues of racism, inequity, and exclusion for international students within Canadian graduate nursing education.
Virtual reality simulation experiences in health assessment: a mixed-methods explanatory study examining student satisfaction and self-confidence
(2024) Vihos, Jill; Shah, Mamta; Chute, Andrea; Carlson, Susan
Background: Virtual reality simulations (VRS) have the potential for enhancing clinical preparation in undergraduate nursing education (Son et al., 2022). Researchers are examining the relationship between VRS experiences and learner outcomes (C hoi et al., 2022; Shah, Gouveia, Babcock, 2022). However, evidence from the adoption of VRS in laboratory courses is sparse. Aims: The purpose of this mixed-methods explanatory study was to explore the relationship between use of VRS and student satisfaction and self confidence in a health assessment laboratory (HA-L) course. Methods: 37 second-year students completed a postoperative respiratory distress scenario using Elsevier’s Simulation Learning System with Virtual Reality (SLS with VR). All participants completed the Satisfaction and Self-Confidence in Learning Scale (SSLS); a subset participated in one-to-one semi-structured interviews. Descriptive statistics and Spearman’s correlation coefficient were computed to assess the relationship between the ranked student satisfaction and self-confidence scores. Interview transcripts were analyzed using the Glaserian approach to identify themes and relationships between VRS experiences, student satisfaction and self-confidence. Results: Satisfaction and self-confidence scores were above average to high and found to be strongly correlated (rho (35) = 0.78, p < 0.0001). Fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to satisfaction and confidence. Conclusion and Implications: VRS experiences were correlated with high student satisfaction and self-confidence in a HA-L course; researchers should continue examining students’ experiences in VRS in additional laboratory courses.
Workplace reintegration programs, policies, and procedures for nurses experiencing operational stress injury: a scoping literature review
(2024) Jones, Chelsea; Vincent, Michelle; O’Greysik, Elly; Bright, Katherine; Spencer, Shaylee; Beck, Amy; Gross, Douglas P.; Brémault-Phillips, Suzette
Background - Nurses experience elevated rates of operational stress injuries (OSIs). This can necessitate taking leave from work and subsequently engaging in a workplace reintegration process. An unsuccessful process can have long term impacts on a nurse's career, affecting the individual, their family, and broader community, while contributing to nursing shortages. A knowledge gap regarding the workplace reintegration of nurses experiencing mental health challenges, impedes the development and implementation of initiatives that might increase the success of nurses reintegrating into the workplace. This scoping review explored the existing literature concerning workplace reintegration for nurses experiencing OSIs. Methods - The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) reporting guidelines were utilized. Three key search terms across six databases were employed followed by a qualitative content analysis of the resulting literature. Results - Eight documents were included. The literature exhibited high heterogeneity in objectives, content, and article types. The content analysis revealed five themes: (1) recognizing stigma, (2) elements of successful workplace reintegration, (3) considerations for military nurses, (4) considerations for nurses with substance use disorders, and (5) gaps in the existing literature. Conclusion - A paucity of programs, policies, procedures, and research exists regarding workplace reintegration for nurses facing mental health challenges. It is imperative to recognize that nurses may experience OSIs, necessitating mental health support, time off work, and operationally/culturally-specific assistance in returning to work. Innovative and evidence-based approaches to workplace reintegration are needed to enhance the retention of a skilled, experienced, compassionate, and healthy nursing workforce.
Perspectives and experiences of public safety personnel engaged in a peer-led workplace reintegration program post critical incident or operational stress injury: a qualitative thematic analysis
(2024) Jones, Chelsea; Spencer, Shaylee; O’Greysik, Elly; Smith-MacDonald, Lorraine; Bright, Katherine S.; Beck, Amy J.; Carleton, R. Nicholas; Burback, Lisa; Greenshaw, Andrew; Zhang, Yanbo; Sevigny, Phillip R.; Hayward, Jake; Cao, Bo; Brémault-Phillips, Suzette
Introduction: Public safety personnel (PSP) experience operational stress injuries (OSIs), which can put them at increased risk of experiencing mental health and functional challenges. Such challenges can result in PSP needing to take time away from the workplace. An unsuccessful workplace reintegration process may contribute to further personal challenges for PSP and their families as well as staffing shortages that adversely affect PSP organizations. The Canadian Workplace Reintegration Program (RP) has seen a global scale and spread in recent years. However, there remains a lack of evidence-based literature on this topic and the RP specifically. The current qualitative study was designed to explore the perspectives of PSP who had engaged in a Workplace RP due to experiencing a potentially psychologically injurious event or OSI. Methods: A qualitative thematic analysis analyzed interview data from 26 PSP who completed the RP. The researchers identified five themes: (1) the impact of stigma on service engagement; (2) the importance of short-term critical incident (STCI) program; (3) strengths of RP; (4) barriers and areas of improvement for the RP; and (5) support outside the RP. Discussion: Preliminary results were favorable, but further research is needed to address the effectiveness, efficacy, and utility of the RP. Conclusion: By addressing workplace reintegration through innovation and research, future initiatives and RP iterations can provide the best possible service and support to PSP and their communities.
Artificial intelligence in nursing practice: opportunities, challenges, and the need for new practice competencies
(2024) Neumeier, Melanie
Developments in artificial intelligence are rapidly expanding and the use of artificial intelligence health technologies (AIHT) in nursing practice is also expanding. We often talk in nursing about preparing for the use of AIHT in the future, and while we need to prepare for how these technologies will affect us in the future, AIHT are affecting nursing practice now. Nurses have already been using artificial intelligence tools like the Rothman Index scores to determine patient acuity, and AI algorithms to help predict disease and prevent adverse events (Robert, 2019). For many of these algorithms the data used by the computer to determine risk is collected and entered by nurses, therefore nurses need to be aware of the relationship between the data they collect and enter into the EHR, and the AI technologies being used to support patient care (Ronquillo et al., 2021).

Browse

Recent Submissions