No abstract

Introduction Electronic Health Records are receiving considerable attention as a valuable tool for managing clinical information. Despite the prospects of Electronic Health Records in developing countries, many pre-implementation assessments target organizational, managerial, and infrastructural readiness, but barely include a detailed examination of health provider readiness. Meanwhile, health provider readiness is a critical success factor for electronic health records in settings where the majority of the workforce is less likely to have basic computer skills. We sought to assess the readiness of health providers for electronic health records in Ghana. Materials and method An institutional-based cross-sectional study was conducted among 350 health providers in northern Ghana from June-September 2019. Data were collected using a modified questionnaire on provider readiness. The mean overall readiness was calculated for each respondent. Providers with readiness score below the overall mean score were categorized as not being ready while those at or above the mean score were considered ready. Multiple linear regression was conducted to determine the factors that determine provider readiness. Results Two hundred and nine health providers responded to the questionnaire (59.7 response rate). The mean overall readiness was 3.61 (SD = .76), mean core readiness was 3.74 (SD = .80), and mean engagement readiness was 3.47 (SD = .67). Using the average overall readiness score as the cutoff for determining being ready and not ready for electronic health records, overall readiness was 54.9%, core readiness was 67.2%, while engagement readiness was 43.1%. Age, sex, old employees compared to new employees, computer literacy, and knowledge of electronic health records were significant determinants of health providers' readiness to adopt electronic health records.

Background Sexually Transmitted Infections (STIs) are a major public health challenge globally especially among adolescents and young adults in lower-middle-income countries (LMICs) in Africa including Ghana. In light of this, mobile phone innovations are advocated to enhance public health education and prevention of STIs in developing health systems. Objective This study assessed mobile phone usage among adolescents and young adult populations pursuing tertiary education and their use of these technologies in the education and prevention of STIs. Method This was a cross-sectional analytical study among 250 adolescents and young adults aged 18–24 at Ghana’s premier and biggest public University. The study was however conducted in only one public university in the Greater Accra region  which potentially poses generalizability challenges due to socio-cultural and economic differences in other regions of the country. Data was collected using structured questionnaire and data analysis done with STATA (version 12.0). Univariate probit regression (VCE, Robust) analysis was used to determine factors associated with adolescents and young adult population’s usage of mobile phones in the education and prevention of STIs. Results Out of the 250 adolescents and young adults interviewed, 99% owned mobile phones. Out of this number, 58% them were smartphone users. Also, it was found that male young adults (Coef. = 1.11, p = 0.000) and young adults who owned a smartphone (Coef. = 0.46, p = 0.013) were more likely to use mobile phones for education and prevention of STIs. Conclusion Mobile phone penetration among young adults is nearly 100% in line with the national trend. Additionally, these young adults largely believe in the use of mobile phone programmes for STIs education and prevention. Moreover, respondents were found to be more comfortable using mobile applications than traditional text messaging or phone calls in STIs education and prevention. Future mobile phone programmes for STIs education and prevention should consider innovating customized mobile applications to promote acceptability by the youth and enhance sustainability of such interventions on STIs in Ghana. Even though this study was conducted in only one public university in Ghana, the findings are nonetheless informative and future researchers could consider using a larger sample size across private and public universities in other regions of the country. Electronic supplementary material The online version of this article (10.1186/s12978-019-0763-0) contains supplementary material, which is available to authorized users.

No abstract

ChatGPT is an artificial intelligence-based chatbot that uses deep learning techniques to generate natural language text . While ChatGPT can enhance efficiency, there are growing concerns about its safety and future implications for humanity. On March 29, 2023, industry leaders in artificial intelligence (AI) signed a petition to pause research into AI that is more powerful than the ChatGPT4. According to the petitioners, this action was in response to the uncontrolled "race to develop and deploy ever more powerful digital minds that no one-not even their creators-can understand, predict, or reliably control" (Future of Life Institute, 2023, para. 1). Indeed, AI leaders are concerned about the "significant risk to humanity" that could result from an uncontrolled AI tools that lacks the necessary safety regulations. As nursing researchers in digital health technology and AI, we are concerned not only about the safety implications of ChatGPT, but also about its ability to capture the ethical values, principles, and core tenets that underpin the unique discipline of nursing. Recent editorials and commentaries in some nursing journals have discussed the potential benefits, limitations, and risks of using ChatGPT in nursing education and practice (Archibald & Clark, 2023;Odom-Forren, 2023;Scerri & Morin, 2023). In this commentary, we extend upon these discussions by reflecting on how the use of ChatGPT may undermine the values, principles, and core assumptions that underpin nursing research, education, and practice. We aim to stimulate a dialogue around current and emerging trends in using ChatGPT in nursing. We also want to engage nursing scholars, educators, and practitioners across international communities to discuss nursing assumptions in the context of technology use.