Computers, informatics, nursing : CIN最新文献

Antecedents of Technological Readiness Among Nurses Explaining Attitudes Toward a Virtual Care Assistant in Healthcare Based on an Online Survey: Erratum. 基于在线调查的护士对医疗保健中虚拟护理助理的态度的技术准备的前因：勘误。

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Computers, informatics, nursing : CIN Pub Date : 2026-05-05 DOI: 10.1097/CIN.0000000000001559

Wolfgang Aschauer, Florian Nemetz, Etter Christopher, Krutter Simon, Osterbrink Juergen, Kutschar Patrick

引用次数: 0

Undergraduate Nursing Students' Experiences With Artificial Intelligence in a Research and Evidence-based Practice Course. 本科护生人工智能在研究与循证实践课程中的体会。

IF 1.9

Computers, informatics, nursing : CIN Pub Date : 2026-05-01 DOI: 10.1097/CIN.0000000000001419

Amy Reed, Angela Andrews, Erica Frost

{"title":"Undergraduate Nursing Students' Experiences With Artificial Intelligence in a Research and Evidence-based Practice Course.","authors":"Amy Reed, Angela Andrews, Erica Frost","doi":"10.1097/CIN.0000000000001419","DOIUrl":"10.1097/CIN.0000000000001419","url":null,"abstract":"As artificial intelligence tools become prominent in health care and education, it is critical to understand nursing students' attitudes and experiences with their use. This project explored senior nursing students' attitudes, experiences, and intentions related to AI integration in a research and evidence-based practice course. Guided by the Unified Theory of Acceptance and Use of Technology, students engaged in structured AI activities. Data were collected using the General Attitudes Toward Artificial Intelligence Scale and a series of open-ended reflection prompts. Results indicated increases in students' comfort, trust, and perceived usefulness of AI tools in academic and clinical contexts. Statistically significant changes from pre to post survey were noted in the ethical use of AI in nursing ( P < .05). Students expressed interest in future use of AI for academic tasks, but also voiced concerns around ethical use, accuracy, and being overly reliant on AI. This study highlights the value of structured, faculty-supported integration of AI in nursing education and offers insight into factors that influence acceptance and engagement. Findings support further development of best practices for incorporating AI into nursing education to prepare students for ever-evolving health care environments.","PeriodicalId":520598,"journal":{"name":"Computers, informatics, nursing : CIN","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Five Pillars of Nursing Informatics Collaboration. 护理信息学合作的五大支柱。

IF 1.9

Computers, informatics, nursing : CIN Pub Date : 2026-05-01 DOI: 10.1097/CIN.0000000000001462

Katherine Taylor Pearson, Amy M Rosa, Barbara Pinekenstein, Mari F Tietze, Rebecca Freeman

{"title":"The Five Pillars of Nursing Informatics Collaboration.","authors":"Katherine Taylor Pearson, Amy M Rosa, Barbara Pinekenstein, Mari F Tietze, Rebecca Freeman","doi":"10.1097/CIN.0000000000001462","DOIUrl":"10.1097/CIN.0000000000001462","url":null,"abstract":"Collaborations spanning multiple domains, including academic practice partnerships, are crucial for advancing nursing informatics education, bridging the gap between academic preparation and real-world application in a rapidly evolving health care landscape. These partnerships ensure nursing professionals can thrive in a digital, data-driven environment. Rapid technological advancements in health care have created a pressing need for practice-ready nurses proficient in informatics and digital tools. The gap between theoretical knowledge and clinical application often leaves nurses unprepared for these demands. This article presents 5 strategies and Implementation activities for developing effective collaborations. The authors also provide several examples of integrating nursing informatics into education and practice. Emphasis is placed on fostering leadership, addressing challenges such as resource constraints and technostress, and preparing the workforce for future demands through structured collaborations with academic institutions, hospitals, health information technology vendors, and professional organizations. Well-implemented collaborations are essential for preparing a skilled and resilient nursing workforce. They address workforce gaps, enhance informatics competencies, and improve staff outcomes by aligning education with current needs.","PeriodicalId":520598,"journal":{"name":"Computers, informatics, nursing : CIN","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145914576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Likes to Learning: How Social Media and Memes Can Transform Nursing Education. 从喜欢到学习：社交媒体和表情包如何改变护理教育。

IF 1.9

Computers, informatics, nursing : CIN Pub Date : 2026-05-01 DOI: 10.1097/CIN.0000000000001412

Raúl Quintana-Alonso, Lucía Carton Erlandsson, Elena Chamorro-Rebollo, Sara Perpiñá Martínez, Elena Jiménez García, María Miana

{"title":"From Likes to Learning: How Social Media and Memes Can Transform Nursing Education.","authors":"Raúl Quintana-Alonso, Lucía Carton Erlandsson, Elena Chamorro-Rebollo, Sara Perpiñá Martínez, Elena Jiménez García, María Miana","doi":"10.1097/CIN.0000000000001412","DOIUrl":"10.1097/CIN.0000000000001412","url":null,"abstract":"Social media and internet memes have emerged as influential educational tools, transforming communication and learning dynamics among contemporary students. This cross-sectional descriptive study explored perceptions of Spanish nursing students regarding the effectiveness of social media and memes as pedagogical strategies. A total of 373 nursing students participated via an online, self-administered questionnaire distributed through social media platforms and email. Most respondents were women (78%), aged predominantly between 20 and 24 years (69.2%), with younger students reporting greater social media usage, primarily WhatsApp, Instagram, and TikTok. Overall satisfaction with social media (mean 4.26/5) and memes (mean 4.43/5) as educational resources was notably high, demonstrating significant variation by academic year ( P <0.001). Participants valued these digital tools for enhancing interactivity, fostering enjoyable learning environments, and simplifying complex concepts. The findings indicate strong student endorsement for integrating social media and memes into nursing curricula, reflecting alignment with current generational preferences and supporting ongoing innovation in nursing education.","PeriodicalId":520598,"journal":{"name":"Computers, informatics, nursing : CIN","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transforming Health Care AI Education Through Micro-learning: A Novel Partnership Model for Nursing Workforce Development. 通过微学习转变医疗人工智能教育：护理劳动力发展的新型伙伴关系模式。

IF 1.9

Computers, informatics, nursing : CIN Pub Date : 2026-05-01 DOI: 10.1097/CIN.0000000000001535

Amy K McCarthy, Jonathan D Agnew, Jill Price, Kathy Strang, Alison McLaughlin

{"title":"Transforming Health Care AI Education Through Micro-learning: A Novel Partnership Model for Nursing Workforce Development.","authors":"Amy K McCarthy, Jonathan D Agnew, Jill Price, Kathy Strang, Alison McLaughlin","doi":"10.1097/CIN.0000000000001535","DOIUrl":"10.1097/CIN.0000000000001535","url":null,"abstract":"Health care professionals face an urgent need for AI literacy as artificial intelligence technologies rapidly transform clinical practice, yet nursing-specific educational resources remain scarce. The objective of this study was to evaluate the effectiveness of an innovative micro-learning AI education program developed through an academic-industry partnership. We implemented 11 micro-courses (4 to 5 hours each) across foundational, application, and advanced competency levels, with nursing-specific content addressing professional scope and leadership opportunities. The program was delivered through Chamberlain University Center for Faculty Excellence and Walden University School of Lifelong Learning. We analyzed enrollment data, learning outcomes, and satisfaction scores from 478 students and faculty with 612 course completions. Among 612 course completions, registered nurses comprised 49% of participants. Students demonstrated significant knowledge gains (Cohen's d=0.65, P <.001) with high satisfaction scores (mean=4.58/5.0). Faculty participants showed exceptional outcomes (satisfaction mean=4.67/5.0) with 99% expressing commitment to applying learning. Content relevance scored highest across all measures (4.61 to 4.71), indicating integration of academic rigor with practical applicability. This micro-learning approach addresses critical gaps in health care AI education through scalable, nursing-specific curriculum. The partnership model bridges academic expertise with industry relevance, providing a replicable framework for systematic workforce preparation in AI-enhanced health care delivery.","PeriodicalId":520598,"journal":{"name":"Computers, informatics, nursing : CIN","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13143363/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147597517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Nursing Faculty Experiences With Emergent Remote Teaching Transitions: A Qualitative Systematic Review. 护理学院在紧急远程教学转变中的经验：一项定性的系统回顾。

IF 1.9

Computers, informatics, nursing : CIN Pub Date : 2026-05-01 DOI: 10.1097/CIN.0000000000001375

Jee Young Joo, Megan F Liu

{"title":"Nursing Faculty Experiences With Emergent Remote Teaching Transitions: A Qualitative Systematic Review.","authors":"Jee Young Joo, Megan F Liu","doi":"10.1097/CIN.0000000000001375","DOIUrl":"10.1097/CIN.0000000000001375","url":null,"abstract":"Background: Information on nursing faculty members' experiences with the emergent transition during the COVID-19 pandemic remains limited.Purpose: This qualitative systematic review aimed to synthesize evidence from qualitative studies exploring nursing faculty members' experiences during the COVID-19 pandemic.Methods: Twelve qualitative studies were selected from 5 electronic databases and synthesized. This review followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and was registered with PROSPERO (CRD42022371092).Results: Twelve empirical qualitative studies published between 2021 and 2024 were included. These studies were conducted across various regions, including Australia, Jordan, Pakistan, South Korea, and the United States. On the basis of the experiences of 330 nursing faculty members, 5 common themes were identified: (1) concerns regarding changes in traditional nursing pedagogy; (2) overwhelmingly heavy workloads; (3) acceptance of and coping with the pandemic; (4) the need for continuous and diverse forms of support; and (5) opportunities for improving nursing programs.Discussion and conclusions: These themes can guide educational administrators in identifying ongoing challenges faced by nursing faculty and reforming nursing education. They also provide a foundation for nursing educational associations and institutions to enhance current teaching approaches and develop new learning strategies in preparation for future public health emergencies.","PeriodicalId":520598,"journal":{"name":"Computers, informatics, nursing : CIN","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13143364/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Strengthening Informatics and Health Care Technologies Curriculum for Nurse Educator Students. 加强护理教育专业学生的信息学与卫生保健技术课程。

IF 1.9

Computers, informatics, nursing : CIN Pub Date : 2026-05-01 DOI: 10.1097/CIN.0000000000001394

Julie A Thalacker, Jeanette M Olsen

{"title":"Strengthening Informatics and Health Care Technologies Curriculum for Nurse Educator Students.","authors":"Julie A Thalacker, Jeanette M Olsen","doi":"10.1097/CIN.0000000000001394","DOIUrl":"10.1097/CIN.0000000000001394","url":null,"abstract":"The ubiquitous, evolving presence of informatics and health care technologies in nursing practice requires that nurse educator students be equipped to teach this content. Several professional guidelines articulate general informatics and health care technologies competencies, but limited guidance exists regarding how they should be applied to the nurse educator specialty. This article describes how one university identified informatics and health care technologies knowledge and skills essential for nurse educator students and strengthened this content in the program's curriculum. Following a search of 3 databases for relevant peer-reviewed literature, a 11-article sample was analyzed for themes. In addition, competencies from 3 professional guidelines were cross-mapped. Five themes congruent with professional guideline competencies were identified from the reviewed literature: facilitate learner proficiency with electronic health records and standardized terminologies; use existing and emerging health care technologies in practice; use data and technology to inform nursing practice; incorporate informatics and health care technologies standards in curriculum; and promote digital literacy and nurses' influence on informatics and health care technologies. Themes were used to revise objectives in several master's-level nurse educator courses. Findings may help other nurse educator programs strengthen informatics and health care technologies curriculum. They could also be used to inform professional development activities for current nurse educators.","PeriodicalId":520598,"journal":{"name":"Computers, informatics, nursing : CIN","volume":"44 5","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147849119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effectiveness of Educational Hypermedia for Teaching Obstetric Risk Classification: Randomized Clinical Trial. 教育超媒体在产科风险分类教学中的有效性：随机临床试验。

IF 1.9

Computers, informatics, nursing : CIN Pub Date : 2026-05-01 DOI: 10.1097/CIN.0000000000001408

Francisco Mayron Morais Soares, Gleiciane Kélen Lima, Elaine Cristina Negri, Lara Leite de Oliveira, Francisco Luan Sousa Braga, Maria Neyrian de Fátima Fernandes, Francisco Arnoldo Nunes de Miranda

{"title":"Effectiveness of Educational Hypermedia for Teaching Obstetric Risk Classification: Randomized Clinical Trial.","authors":"Francisco Mayron Morais Soares, Gleiciane Kélen Lima, Elaine Cristina Negri, Lara Leite de Oliveira, Francisco Luan Sousa Braga, Maria Neyrian de Fátima Fernandes, Francisco Arnoldo Nunes de Miranda","doi":"10.1097/CIN.0000000000001408","DOIUrl":"10.1097/CIN.0000000000001408","url":null,"abstract":"The lack of clinical skills in reception and obstetric risk classification among nursing students has prompted the use of innovative educational technologies. In this scenario, educational hypermedia has emerged as a promising strategy for enhancing interactive learning and developing clinical reasoning. This study evaluated the effectiveness of an educational hypermedia in teaching obstetric risk reception and classification among third-year undergraduate nursing students at a private university in northeastern Brazil. This was a cluster-randomized clinical trial with 2 parallel groups (intervention and control), each with 30 participants. The intervention group used educational hypermedia after theoretical and practical classes, whereas the control group followed only traditional strategies. The primary outcome was knowledge gain, measured by pre-intervention and post-intervention tests. Both groups showed an improvement in performance, but the intervention group obtained a significantly higher average in the post-test ( P =.001), with a high effect size (Cohen d=1.131), in contrast to a small effect in the control group. In addition, the students' evaluation using the LORI scale showed high satisfaction with the quality of the hypermedia (mean=4.77). The results indicate that hypermedia is an effective and complementary tool to traditional teaching, promoting greater knowledge retention and stimulating clinical reasoning in the context of obstetrics.","PeriodicalId":520598,"journal":{"name":"Computers, informatics, nursing : CIN","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Optimizing Nursing Student Placements: A Genetic Algorithm Method to Reduce Faculty Workload and Commute Time. 优化护理学生安置：遗传算法方法，以减少教师工作量和通勤时间。

IF 1.9

Computers, informatics, nursing : CIN Pub Date : 2026-05-01 DOI: 10.1097/CIN.0000000000001353

Asahiko Higashitsuji, Takumi Saiki, Kyoko Saeki, Sachiyo Arai, Chiaki Kinouchi

引用次数: 0

A Generative AI Virtual Teaching Assistant for Graduate Nursing Informatics Education: Design, Implementation, and Preliminary Outcomes. 面向研究生护理信息学教育的生成式人工智能虚拟助教：设计、实施和初步结果。

IF 1.9

Computers, informatics, nursing : CIN Pub Date : 2026-05-01 DOI: 10.1097/CIN.0000000000001411

Cory Stephens, Cheryl A Fisher, Charlotte Seckman

{"title":"A Generative AI Virtual Teaching Assistant for Graduate Nursing Informatics Education: Design, Implementation, and Preliminary Outcomes.","authors":"Cory Stephens, Cheryl A Fisher, Charlotte Seckman","doi":"10.1097/CIN.0000000000001411","DOIUrl":"10.1097/CIN.0000000000001411","url":null,"abstract":"Nursing informatics and generative artificial intelligence are emerging as key enablers of competency-based education in nursing, supporting educators in delivering personalized support while maintaining quality, flexibility, and efficiency. The Joint Artificial Intelligence Model in Education, a custom generative pretrained transformer, was developed to assist doctoral nursing students with academic writing, assignment clarification, and practicum guidance. To ensure pedagogical and contextual relevance, its design was grounded in the Technological Pedagogical Content Knowledge framework and the Purpose, Integration, Curriculum/Replacement, Amplification, Transformation model, and aligned with the American Association of Colleges of Nursing Essentials. The tool was trained on course-specific resources, including rubrics, policies, and instructional materials, then piloted in a graduate nursing informatics course. Evaluation measures included data from the learning management system, student performance, and qualitative feedback. Findings indicated that the tool promoted learner autonomy and was used frequently outside business hours and on weekends; however, usage showed limited correlation with academic performance, underscoring its supplemental role. Faculty reported fewer frequently asked questions and an improvement in instructional efficiency. Students valued its accessibility, nonjudgmental tone, and 24/7 availability. This article strengthens the evidence base, demonstrates feasibility, and offers a replicable model for integrating artificial intelligence into nursing education.","PeriodicalId":520598,"journal":{"name":"Computers, informatics, nursing : CIN","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145777052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0