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PubMed · 15360840

Evaluating an ICNP Web-based nursing documentation system.

Joseph Liaskos·John Mantas
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Abstract

The purpose of this paper is to present the evaluation of a web based nursing documentation system which helps nursing professionals and students to study ICNP Greek beta 2 version and to create nursing diagnoses, interventions and outcomes by selecting relevant terms from ICNP. This advanced web-based ICNP browser enables the authentication of the user, and the creation of a type of nursing care plan through the use of ICNP. It provides different ways for creating nursing diagnoses, interventions and outcomes, by selecting relevant ICNP terms through the tree-structure view, index and search components of the tool. The evaluation of this nursing documentation system is carried out by a survey among nursing professionals working in nursing units in hospitals. The results which have derived from this survey are presented. Moreover, conclusions regarding the future changes that should be made in the system are reported.

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Attitude to ComputersConsumer BehaviorInternational Council of NursesInternetNursing DiagnosisNursing Evaluation ResearchNursing InformaticsNursing ProcessNursing RecordsTerminology as TopicUser-Computer InterfaceVocabulary, ControlledEvaluation StudyJournal Article

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Joseph Liaskos, John Mantas. 2004. Evaluating an ICNP Web-based nursing documentation system.. https://pubmed.ncbi.nlm.nih.gov/15360840/

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PubMed2007

Evaluation of an intelligent tutoring system in pathology: effects of external representation on performance gains, metacognition, and acceptance.

OBJECTIVE: Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. DESIGN: Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. MEASUREMENTS: Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. RESULTS: Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. CONCLUSIONS: Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance.

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