Effects of the use of interactive E‐books by intensive care unit patients' family members: Anxiety, learning performances and perceptions

Abstract

In an intensive care unit (ICU), patients' families play a very important role; however, they often lack medical knowledge and are extremely anxious, which could affect their ability to take care of the patients. The effects of giving conventional paper‐based instruction are limited in terms of improving patients' families' understanding of the facilities and the rules in the ICU and in reducing their anxiety. Therefore, in this study, an interactive e‐book was developed to present the nursing education content to ICU patients' family members. An experiment was conducted to compare the learning performances and perceptions of the patients' family members learning with the interactive e‐book and those who learned with the conventional approach. The research results showed that the nursing e‐book significantly improved the learning performances of the ICU patients' family members, although their anxiety was not immediately reduced. Moreover, the family members perceived that the e‐book was useful and easy to use, and generally showed high satisfaction with its use. This reveals the potential of using interactive e‐books to improve the quality of nursing service in hospitals.

Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarantine

“…As Maganty et al (2018) informed that compared with conventional printed materials, interactive learning exhibited great potential in promoting patients' learning motivation and effects. It has now been demonstrated that interactive design tends to facilitate patients learning outcomes by presenting related knowledge in an interactive manner (Lee, Wang, et al, 2019). Research has tended to focus on the combination of interactive functions and learning content to provide tasks, guidance, and feedback to learners (Sung et al, 2019; Suppan et al, 2020).…”

“…The major advantages of mobile devices include shareability, creativity and multimedia features (Shadiev et al, 2018). The mobile contextual interactive environment facilitates the delivery of healthcare education by nursing staff, as the interactive environment not only frequently updates the healthcare information but also provides interactions with audio‐visual information and social networking applications (Lee, Wang, et al, 2019; Lin et al, 2020). Likewise, these advantages show the huge potential to facilitate remote information sharing and education for caregivers and minimize their risk of infection (Taylor et al, 2017).…”

“…This situation is similar to that of providing care for patients in the intensive care unit (ICU). Given the unique environment of the ICU, caregivers are often not allowed to enter the wards; thus, they cannot always accompany the patients (Lee, Wang, et al, 2019). The medical equipment in the ICU is complex and diverse, which may bring heavy mental burdens and anxiety to the caregivers (Edelhauser & Lupu‐Dima, 2020; Lam et al, 2020).…”

“…Compared to conventional pamphlet-based instructions, the integration between interactive technologies (e.g., video, 3D, virtual reality, and augmented reality, etc.) and health education system represents a valuable alternative for users to engage in interaction, self-regulated learning and more practice (Lee, Wang, et al, 2019;Muangpoon et al, 2020). Compared with conventional pamphlet-based instructions, the use of contextual mobile learning and interactive learning is valuable for promoting users' nursing skills and self-efficacy (Chung et al, 2021) The effective designs of the contextual interactive learning and mobile learning may assist caregivers' healthcare training outcomes as well as minimize their risk of infection, then reduce nurses' burden and caregivers' anxiety.…”