Applied Clinical Informatics最新文献

{"title":"Developing and Implementing a Clinical Informatics Curriculum.","authors":"Lindsey Spiegelman, Scott Rudkin, Sonia Portillo, Ryan O'Connell","doi":"10.1055/a-2394-4611","DOIUrl":"10.1055/a-2394-4611","url":null,"abstract":"<p><strong>Objectives: </strong> We developed and implemented a customized internal clinical informatics (CI) curriculum for the UC Irvine CI Fellowship program. The goal was to transition from an externally sourced curriculum to a more focused, internally developed program, aligning with feedback from early fellows and the evolving practical needs of clinical informatics. By designing this curriculum in-house, we sought to provide a more efficient, cost-effective, and relevant educational experience for fellows.</p><p><strong>Methods: </strong> The curriculum was designed over a one-year period, beginning in July 2021 and launched in July 2022. The development process involved collaboration among core clinical informatics faculty, organizing the content into 13 thematic blocks, each spanning four weeks. Each block included a mix of pre-recorded lectures for asynchronous learning and interactive sessions for applied, synchronous learning. The curriculum was designed to cycle twice over the course of the two-year fellowship, with second-year fellows taking on greater teaching responsibilities to solidify their knowledge. Feedback was gathered from graduating fellows and used to iteratively refine the content and structure.</p><p><strong>Results: </strong> Feedback from fellows during the first year of implementation was overwhelmingly positive, with evaluations indicating high satisfaction regarding the relevance, focus, and practical application of the content. Quantitative and qualitative feedback suggested that fellows found the internal curriculum more aligned with their learning goals compared to the prior external curriculum. Modifications were made based on fellow input to adjust the number and structure of interactive sessions, ensuring high-yield learning.</p><p><strong>Conclusion: </strong> This case study highlights the successful development and implementation of a customized clinical informatics curriculum at UC Irvine. The curriculum offers a more tailored, responsive, and comprehensive educational model, addressing both financial constraints and the need for a practical, focused learning experience. This initiative provides valuable insights and a potential framework for other institutions seeking to transition to an internal informatics curriculum.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":" ","pages":"970-985"},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11578664/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142009772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Increasing Completion of Daily Patient-Reported Outcomes in Psychotherapies for Late-Life Depression through User-Centered Design.","authors":"Emily Carter, Natalie Benda, Soohyun Kim, Yuqing Qiu, Zilong Yu, Faith Gunning, Dimitris Kiosses, Jo Anne Sirey, George Alexopoulos, Samprit Banerjee","doi":"10.1055/s-0044-1790545","DOIUrl":"10.1055/s-0044-1790545","url":null,"abstract":"<p><strong>Background: </strong> Treatment of depressive symptoms in older adults is a growing public health concern. Collecting patient-reported outcomes (PROs) may facilitate efficiently scaling psychotherapy for older adults but user-specific tailoring is needed to improve completion.</p><p><strong>Objectives: </strong> This study investigates (1) the effect of updating PRO collection tools for middle-aged and older adults with depressive symptoms through a user-centered design process on user completion of PRO questions, (2) what sociodemographic factors correspond with participant completion, and (3) how completion of PRO questions change during the course of a psychotherapy intervention.</p><p><strong>Methods: </strong> Analysis was conducted on 139 middle-aged and older adults with depressive symptoms from three clinical trials at the Weill Cornell ALACRITY Center. Overall response percentages to daily PRO questionnaires were compared before and after the implementation of findings from a multiphase user-centered design process. Grouped least absolute shrinkage and selection operator (LASSO) was employed to examine which baseline factors correspond with patient completion and linear regression was conducted to explore the association. Changes in daily dichotomized completion over time were analyzed with mixed-effect logistic regression.</p><p><strong>Results: </strong> After user-centered updates, there was a significantly higher (<i>p</i> < 0.001) percentage of completion (mean [standard deviation (SD)] percentage, 67.0 [35.6]%) than before (mean [SD] percentage, 24.9 [28.9]%). Additional years of education, age, and total annual household income greater than $25,000 were significant with completion percentage. Mixed-effects logistic regression showed that the odds of high completion increased each day (OR = 1.019 [95% CI: 1.014, 1.023; <i>p</i> < 0.001]).</p><p><strong>Conclusion: </strong> This study has shown that user-centered technology tailoring may be associated with increased PRO completion among middle-aged and older adults with depressive symptoms. PRO-supported psychotherapies are promising for middle-aged and older adults with depressive symptoms. Likewise, this study has demonstrated the potential benefits of employing a rigorous user-centered design process with PRO technology.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":"15 5","pages":"986-996"},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11578666/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Successfully Transitioning an Interruptive Alert into a Noninterruptive Alert for Central Line Dressing Changes in the Neonatal Intensive Care Unit.","authors":"Lindsey A Knake, Rachel Asbury, Shannon Penisten, Nathan Meyer, Keith Burrel, Rebecca Chuffo Davila, Adam Wright, James M Blum","doi":"10.1055/a-2394-4462","DOIUrl":"10.1055/a-2394-4462","url":null,"abstract":"<p><strong>Background: </strong> Interruptive alerts are known to be associated with clinician alert fatigue, and poorly performing alerts should be evaluated for alternative solutions. An interruptive alert to remind clinicians about a required peripherally inserted central catheter (PICC) dressing change within the first 48 hours after placement resulted in 617 firings in a 6-month period with only 11 (1.7%) actions taken from the alert.</p><p><strong>Objectives: </strong> This study aimed to enhance a poorly functioning interruptive alert by converting it to a noninterruptive alert aiming to improve compliance with the institutional PICC dressing change protocol. The primary outcome was to measure the percentage of initial PICC dressing changes that occurred beyond the recommended 48-hour timeframe after PICC placement. Secondary outcomes included measuring the time to first dressing change and, qualitatively, if this solution could replace the manual process of maintaining a physical list of patients.</p><p><strong>Methods: </strong> A clinical informatics team met with stakeholders to evaluate the clinical workflow and identified an additional need to track which patients qualified for dressing changes. A noninterruptive patient column clinical decision support (CDS) tool was created to replace an interruptive alert. A pre-postintervention mixed-methods cohort study was conducted between January 2022 and November 2022.</p><p><strong>Results: </strong> The number of patients with overdue PICC dressing changes decreased from 21.9% (40/183) to 7.8% (10/128) of eligible patients (<i>p</i> < 0.001), and mean time to first PICC dressing changes also significantly decreased from 40.8 to 30.7 hours (<i>p</i> = 0.02). There was a universal adoption of the CDS tool, and clinicians no longer used the manual patient list.</p><p><strong>Conclusion: </strong> While previous studies have reported that noninterruptive CDS may not be as effective as interruptive CDS, this case report demonstrates that developing a population-based CDS in the patient list column that provides an additional desired functionality to clinicians may result in improved adoption of CDS.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":" ","pages":"965-969"},"PeriodicalIF":4.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11560397/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142009773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optimizing Decision Support Alerts to Reduce Telemetry Duration: A Multicenter Evaluation.","authors":"Niloofar Latifi, Trent Johnson, Amy M Knight, Laura Prichett, Bahareh Modanloo, Trushar Dungarani, Sammy Zakaria, Amit Pahwa","doi":"10.1055/s-0044-1789574","DOIUrl":"10.1055/s-0044-1789574","url":null,"abstract":"<p><strong>Background: </strong> Telemetry monitoring is crucial for high-risk patients but excessive use beyond practice standards increases costs. Prior studies have shown that electronic health record (EHR) alerts reduce low-value telemetry monitoring. However, specific components of these alerts that contribute to effectiveness are unknown.</p><p><strong>Objectives: </strong> We aimed to revise previously implemented EHR Best Practice Advisories (BPAs) to optimize their effectiveness in reducing telemetry duration. The secondary objective was to assess the impact on clinicians' alert burden.</p><p><strong>Methods: </strong> A multicenter retrospective study was conducted at Johns Hopkins Hospital (JHH), Johns Hopkins Bayview Medical Center (JHBMC), and Howard County General Hospital (HCGH). An EHR alert in the form of a BPA was previously implemented at JHH/JHBMC, firing at 24, 48, or 72 hours based on order indication. HCGH used an alert firing every 24 hours. A revised BPA was implemented at all hospitals optimizing the prior JHH/JHBMC alert by including patient-specific telemetry indications, restricting alerts to daytime hours (8:00 a.m.-6:00 p.m.), and embedding the discontinuation order within the BPA alert. A retrospective analysis from October 2018 to December 2021 was performed. The primary outcome was telemetry duration. The secondary outcome was the mean monthly BPA alerts per patient-day.</p><p><strong>Results: </strong> Compared with the original BPA, the revised BPA reduced telemetry duration by a mean of 6.7 hours (95% CI: 5.2-9.1 hours, <i>p</i> < 0.001) at JHH/JHBMC, with a minimal increase of 0.06 mean monthly BPA alerts per patient-day (<i>p</i> < 0.001). The BPA acceptance rate increased from 7.8 to 31.3% postintervention at JHH/JHBMC (<i>p</i> < 0.0001). At HCGH, the intervention led to a mean monthly reduction of 20.2 hours in telemetry duration per hospitalization (95% CI: 19.1-22.8 hours, <i>p</i> < 0.0001).</p><p><strong>Conclusion: </strong> Optimizing EHR BPAs reduces unnecessary telemetry duration without substantially increasing clinician alert burden. This study highlights the importance of tailoring EHR alerts to enhance effectiveness and promote value-based care.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":"15 5","pages":"860-868"},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11498966/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142511079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a Shared Gratitude Experience to Support Well-Being among Health Informatics Students during a Crisis.","authors":"Sue S Feldman, Dalton Pena, Katherine A Meese","doi":"10.1055/s-0044-1790546","DOIUrl":"10.1055/s-0044-1790546","url":null,"abstract":"<p><strong>Objectives: </strong> This study explores the results of a rapidly implemented no-cost gratitude intervention designed to address student distress during the coronavirus disease 2019 (COVID-19) pandemic. This intervention focused on shared gratitude journaling with a postimplementation survey of well-being using elements of Seligman's PERMA (Positive emotion, Engagement, Relationships, Meaning, and Accomplishment) model of well-being.</p><p><strong>Methods: </strong> Journaling took place from November 2020 to April 2021 using a convenience sample (<i>N</i> = 57) from the Master of Science in Health Informatics program at the University of Alabama at Birmingham. An online postimplementation survey was conducted to evaluate students' perceptions of how the intervention influenced their well-being. Quantitative analysis was conducted to understand student well-being after two semesters of using an online shared gratitude board. Qualitative analysis was conducted to identify themes in the content of the student posts.</p><p><strong>Results: </strong> Relative to the PERMA elements, the majority of students agreed or strongly agreed that posting to the gratitude board led to improvements in Positive Emotion (85.72%), Engagement (77.2%), Relationships (67.7%), Meaning (77.2%), and Accomplishment (60%). Students who would recommend the board outweighed the number of students who would not by over 25%.</p><p><strong>Discussion: </strong> The gratitude board represented an opportunity to rapidly implement a no-cost opportunity based on the science of gratitude and well-being to support students' mental health and wellness. Meta-inferences gleaned from the quantitative and qualitative findings suggest that students found gratitude in different areas, that having things to do was helpful, that being able to connect with people was important, that students derived purpose from effort, and that they felt a sense of accomplishment by completing objectives.</p><p><strong>Conclusion: </strong> Our findings suggest that adopting an attitude of gratitude helps stimulate positive emotion to facilitate growth and learning. While this study was conducted with students in a graduate Health Informatics program, it has widespread generalizability to other programs and in other environments, especially at times when there is emotional distress.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":"15 5","pages":"997-1002"},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11578667/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Do We Mean by Sharing of Patient Data? DaSH: A Data Sharing Hierarchy of Privacy and Ethical Challenges.","authors":"Richard Schreiber, Ross Koppel, Bonnie Kaplan","doi":"10.1055/a-2373-3291","DOIUrl":"10.1055/a-2373-3291","url":null,"abstract":"<p><strong>Background: </strong> Clinical data sharing is common and necessary for patient care, research, public health, and innovation. However, the term \"data sharing\" is often ambiguous in its many facets and complexities-each of which involves ethical, legal, and social issues. To our knowledge, there is no extant hierarchy of data sharing that assesses these issues.</p><p><strong>Objective: </strong> This study aimed to develop a hierarchy explicating the risks and ethical complexities of data sharing with a particular focus on patient data privacy.</p><p><strong>Methods: </strong> We surveyed the available peer-reviewed and gray literature and with our combined extensive experience in bioethics and medical informatics, created this hierarchy.</p><p><strong>Results: </strong> We present six ways on how data are shared and provide a tiered Data Sharing Hierarchy (DaSH) of risks, showing increasing threats to patients' privacy, clinicians, and organizations as one progresses up the hierarchy from data sharing for direct patient care, public health and safety, scientific research, commercial purposes, complex combinations of the preceding efforts, and among networked third parties. We offer recommendations to enhance the benefits of data sharing while mitigating risks and protecting patients' interests by improving consenting; developing better policies and procedures; clarifying, simplifying, and updating regulations to include all health-related data regardless of source; expanding the scope of bioethics for information technology; and increasing ongoing monitoring and research.</p><p><strong>Conclusion: </strong> Data sharing, while essential for patient care, is increasingly complex, opaque, and perhaps perilous for patients, clinicians, and health care institutions. Risks increase with advances in technology and with more encompassing patient data from wearables and artificial intelligence database mining. Data sharing places responsibilities on all parties: patients, clinicians, researchers, educators, risk managers, attorneys, informaticists, bioethicists, institutions, and policymakers.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":" ","pages":"833-841"},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11483170/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Defining Documentation Burden (DocBurden) and Excessive DocBurden for All Health Professionals: A Scoping Review.","authors":"Deborah R Levy, Jennifer B Withall, Rebecca G Mishuris, Victoria Tiase, Courtney Diamond, Brian Douthit, Monika Grabowska, Rachel Y Lee, Amanda J Moy, Patricia Sengstack, Julia Adler-Milstein, Don Eugene Detmer, Kevin B Johnson, James J Cimino, Sarah Corley, Judy Murphy, S Trent Rosenbloom, Kenrick Cato, Sarah C Rossetti","doi":"10.1055/a-2385-1654","DOIUrl":"10.1055/a-2385-1654","url":null,"abstract":"<p><strong>Objectives: </strong> Efforts to reduce documentation burden (DocBurden) for all health professionals (HP) are aligned with national initiatives to improve clinician wellness and patient safety. Yet DocBurden has not been precisely defined, limiting national conversations and rigorous, reproducible, and meaningful measures. Increasing attention to DocBurden motivated this work to establish a standard definition of DocBurden, with the emergence of excessive DocBurden as a term.</p><p><strong>Methods: </strong> We conducted a scoping review of DocBurden definitions and descriptions, searching six databases for scholarly, peer-reviewed, and gray literature sources, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extensions for Scoping Review guidance. For the concept clarification phase of work, we used the American Nursing Informatics Association's Six Domains of Burden Framework.</p><p><strong>Results: </strong> A total of 153 articles were included based on a priori criteria. Most articles described a focus on DocBurden, but only 18% (<i>n</i> = 28) provided a definition. We define <i>excessive</i> DocBurden as the stress and unnecessarily heavy work an HP or health care team experiences when usability of documentation systems and documentation activities (i.e., generation, review, analysis, and synthesis of patient data) are not aligned in support of care delivery. A negative connotation was attached to burden without a neutral state in included sources, which does not align with dictionary definitions of burden.</p><p><strong>Conclusion: </strong> Existing literature does not distinguish between a baseline or required task load to conduct patient care resulting from usability issues (<i>DocBurden</i>), and the unnecessarily heavy tasks and requirements that contribute to <i>excessive DocBurden</i>. Our definition of excessive DocBurden explicitly acknowledges this distinction, to support development of meaningful measures for understanding and intervening on excessive DocBurden locally, nationally, and internationally.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":" ","pages":"898-913"},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11524753/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141976951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Structured Social Media Health Support Program after Bariatric Surgery.","authors":"Orly Tamir, Hassan Kais, Moran Accos-Carmel, Tatyana Kolobov, Gideon Matthews, Aviva Lipsits, Yuval Shalev, Sigal Sheffer-Benton, Arriel Benis","doi":"10.1055/a-2395-3357","DOIUrl":"10.1055/a-2395-3357","url":null,"abstract":"<p><strong>Background: </strong> Social media networks have been found to provide emotional, instrumental, and social support, which may contribute to improved adherence to postbariatric surgery care recommendations.</p><p><strong>Objectives: </strong> This study aimed to evaluate the impact of an online social media-based, health care professional-led, educational and support program on patients' long-term engagement with and adherence to follow-up guidelines, self-care recommendations, and weight management after bariatric surgery.</p><p><strong>Methods: </strong> An observational cohort study, employing mixed methods, accompanied a 12-week interactive, structured, social media psychoeducational intervention program delivered on Facebook. Program participants, who had undergone one bariatric surgery within the past 1 to 7 years and were at least 18 years old at the time of surgery, were invited to join the program via posts online. Interested individuals were provided information about the program and the accompanying evaluation study, and those who met requirements completed study questionnaires before and after the program. Questionnaires included demographic and anthropometric information; postoperative recommendations received and their clarity and implementation; attitudes toward recommendation adherence; and well-being. Daily system data on program engagement were collected from the Facebook website.</p><p><strong>Results: </strong> Of the 214 participants enrolled in the program, 101 (80.2% female, mean age 43.8 ± 9.1 years and mean body mass index 30.2 ± 6.8 kg/m², 1-7 years after bariatric surgery) completed both baseline and end-of-program questionnaires and were included in the analysis. Following the program, improvements were observed in most aspects of participants' adherence to postoperative recommendations and well-being. Close to half of the participants (44.6%) reported reaching their postoperative target weight at the end of the program or maintaining it throughout the program. Video posts drew higher participant engagement than other media, and content about proteins received the highest number of reactions. However, participants' active engagement gradually declined over time.</p><p><strong>Conclusion: </strong> Interactive health support on social media can positively enhance patient engagement, adherence to treatment recommendations, health outcomes, and overall well-being.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":" ","pages":"952-964"},"PeriodicalIF":4.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11560399/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142009771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Increasing Generative Artificial Intelligence Competency among Students Enrolled in Doctoral Nursing Research Coursework.","authors":"Meghan Reading Turchioe, Sergey Kisselev, Liesbet Van Bulck, Suzanne Bakken","doi":"10.1055/a-2373-3151","DOIUrl":"10.1055/a-2373-3151","url":null,"abstract":"<p><strong>Background: </strong> Generative artificial intelligence (AI) tools may soon be integrated into health care practice and research. Nurses in leadership roles, many of whom are doctorally prepared, will need to determine whether and how to integrate them in a safe and useful way.</p><p><strong>Objective: </strong> This study aimed to develop and evaluate a brief intervention to increase PhD nursing students' knowledge of appropriate applications for using generative AI tools in health care.</p><p><strong>Methods: </strong> We created didactic lectures and laboratory-based activities to introduce generative AI to students enrolled in a nursing PhD data science and visualization course. Students were provided with a subscription to Chat Generative Pretrained Transformer (ChatGPT) 4.0, a general-purpose generative AI tool, for use in and outside the class. During the didactic portion, we described generative AI and its current and potential future applications in health care, including examples of appropriate and inappropriate applications. In the laboratory sessions, students were given three tasks representing different use cases of generative AI in health care practice and research (clinical decision support, patient decision support, and scientific communication) and asked to engage with ChatGPT on each. Students (<i>n</i> = 10) independently wrote a brief reflection for each task evaluating safety (accuracy, hallucinations) and usability (ease of use, usefulness, and intention to use in the future). Reflections were analyzed using directed content analysis.</p><p><strong>Results: </strong> Students were able to identify the strengths and limitations of ChatGPT in completing all three tasks and developed opinions on whether they would feel comfortable using ChatGPT for similar tasks in the future. All of them reported increasing their self-rated competency in generative AI by one to two points on a five-point rating scale.</p><p><strong>Conclusion: </strong> This brief educational intervention supported doctoral nursing students in understanding the appropriate uses of ChatGPT, which may support their ability to appraise and use these tools in their future work.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":" ","pages":"842-851"},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11483171/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogical Principles in Implementing a Data Visualization Project in an Undergraduate Public Health Informatics Course.","authors":"John Robert Bautista","doi":"10.1055/a-2385-1544","DOIUrl":"10.1055/a-2385-1544","url":null,"abstract":"<p><strong>Background: </strong> The Applied Public Health Informatics Competency Model lists \"data analysis, visualization, and reporting\" as one of the eight competencies when teaching public health informatics. Thus, public health informatics students need to develop knowledge and skills in visualizing public health data. Unfortunately, there is limited work that discusses pedagogical principles that could guide the implementation of pedagogical activities related to data visualization in public health informatics.</p><p><strong>Objective: </strong> This study aimed to introduce, discuss, and reflect on pedagogical principles that were implemented for a data visualization project in an undergraduate public health informatics course.</p><p><strong>Methods: </strong> A reflective teaching approach was used to guide the discussion and reflection on how pedagogical principles were implemented for a data visualization project in an undergraduate public health informatics course. The generic implementation framework (i.e., preimplementation, implementation, and postimplementation) was used to organize the discussion of the course's implementation.</p><p><strong>Results: </strong>Four pedagogical principles were implemented as part of a data visualization project in an undergraduate public health informatics course: scaffolding (i.e., outputs built on top of each other), constructivism (i.e., students apply knowledge and work in teams to create a dashboard), critical consciousness (i.e., embedding social determinants of health (SDOH) in their dashboard), and equity and inclusion (i.e., using a free data visualization software that is easy to use for beginners and is used by public health institutions). Postimplementation reflection revealed areas of improvement, such as enhancing group advising, adding more SDOH variables in the dashboard, and plans for scalability.</p><p><strong>Conclusion: </strong> A data visualization project in an undergraduate public health informatics course could benefit from implementing multiple pedagogical principles. Overall, creating dashboards can be a learning tool to enhance data visualization skills among undergraduate public health informatics students. Dashboards can also emphasize the impact of health disparities and inequities in public health by incorporating the principles of SDOH.</p>","PeriodicalId":48956,"journal":{"name":"Applied Clinical Informatics","volume":" ","pages":"889-897"},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11524754/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141976952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}