Background The use of smart speakers to improve well-being had been trialed in social care by others; however, we were not aware of their implementation in most care homes across a region in the Southwest of the United Kingdom. For the widespread adoption of new technology, it must be locally demonstrable and become normalized. Objective The aim of this study was to install smart speakers in care homes in a rural and coastal region and to explore if and how the devices were being used, the barriers to their implementation, and their potential benefits. Methods Email, workshops, drop-in sessions, phone, and cold calling was used to contact all 230 care homes, offering a free smart speaker and some advisory support. Care homes accepting the devices were asked to complete a feedback diary. Nonresponse rate for diary completion was high and was thus supplemented with a telephone survey. Results Over the course of 7 months, we installed 156 devices in 92 care homes for older people, 50 devices for people with physical or mental health needs, and 8 for others. The devices were used mainly for music but also for poetry, recipes, light controls, jokes, and video calls. Care home managers reported the benefits for the residents, including enhanced engagement with home activities, enjoyment, calming effects, and the acquisition of new skills. Implementation problems included internet connectivity, staff capacity, and skills. Conclusions Affordable consumer devices such as smart speakers should be installed in all care homes to benefit residents. Voice-activated technologies are easy to use and promote interaction. This study indicates that implementation in care homes was possible and that smart speakers had multifaceted benefits for residents and staff. Most care homes in this region now use smart speakers for their residents, thereby normalizing this practice.
BACKGROUND Real World Evidence (RWE) comprises forms, methodologies and applications including data collected in naturally uncontrolled settings utilising non-interventional, non-controlled and non-experimental approaches. RWE may overcome problems inherent with traditional research methodologies. It more closely represents the real world and how interventions affect the patient experience and could be more suitable for assessing complex social interventions. Clinicians require the skills and knowledge to utilise it effectively and mitigate its disadvantages. As Nurses are the largest group of healthcare professionals, exploring how to develop knowledge of RWE in nursing has a large potential benefit for research and care. OBJECTIVE This systematic review (SR) aims to consider how RWE is taught within nursing and examine the benefits and outcomes of those teaching and learning activities. METHODS An SR without Meta-Analysis narrative synthesis approach was conducted. MEDLINE (EBSCO), EMBASE (Ovid), PsycINFO, Cochrane, Web of Science, SCOPUS and IEEE were searched using free text terms and MeSH terms combined with Boolean operators associated with RWE forms, types and methodologies, teaching and nursing. Final studies were appraised using MMAT and JBI tools. RESULTS Kinaesthetic approaches, simulated learning, and case studies were undertaken in classroom and practice settings utilising real and simulated data, which may positively increase perceived satisfaction and knowledge with RWE. Constructivism and experiential learning could be more suitable for RWE education with educators and students displaying increased positivity towards RWE compared with alternative pedagogical approaches. Barriers to RWE education included negative educator and learner beliefs, organisational barriers and concerns regarding data security and confidentiality. A majority of the studies were observational or descriptive and a number of areas of bias were identified during the appraisal process. CONCLUSIONS Utilising a range of teaching and learning strategies in nursing that make learning relevant and meaningful may be important in RWE education. More research is needed to develop further the definition, characteristics and applications of RWE, consider different pedagogical approaches and a wider range of RWE forms, methodologies and applications.
BACKGROUND Smart speakers to improve wellbeing had been trialled in social care by others but we were not aware of any implementation at scale. For widespread adoption of new technology, it has to be locally demonstrable and become normalised. OBJECTIVE For 150 (two thirds) care homes in one rural and coastal region to install smart speakers and to explore if and how devices were used, barriers to implementation, and potential benefits. METHODS Email, workshops, drop-in sessions, phone, and cold calling was used to contact all 230 care homes, offering a free smart speaker and some advisory support. Care homes accepting devices were followed up by telephone survey. RESULTS It took 7 months to install 156 devices in 92 care homes for older people, 50 for people with physical or mental health needs and eight others. Devices were used mainly for music but also for poetry, recipes, controlling lights, jokes, and video calls. Care home managers reported benefits for residents including enhanced engagement with home activities, enjoyment, calming effects, and acquisition of new skills. Implementation problems included internet connectivity, staff capacity and skills. CONCLUSIONS Affordable consumer devices, such as smart speakers, should be installed in all care homes to benefit residents. Voice-activated technologies are easy to use and promote interaction. This study indicates that implementation in care homes was possible and that smart speakers had multifaceted benefit for residents and staff. Most care homes in this region now use smart speakers for residents therefore normalising this practice.
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