Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
Background. New evidence on the digital competencies of healthcare leaders can provide essential knowledge for building training for the leaders to ensure high‐quality patient care. Objective. The aim of this mixed‐methods systematic review was to identify the current best evidence from qualitative, quantitative, and mixed‐methods studies on healthcare leaders’ digital competence experiences and perceptions and factors associated with it. Methods. A mixed‐methods systematic review was conducted following the Joanna Briggs Institute guidelines for mixed‐methods systematic reviews by including original qualitative and quantitative observational studies and mixed‐methods studies published in English or Finnish between January 2012 and January 2024. The studies were retrieved from four databases (CINAHL, PubMed, Scopus, and Medic). In total, 4470 articles were screened, 122 were eligible for full‐text screening, and 19 articles were included in the review according to the established inclusion and exclusion criteria. Data Extraction and Synthesis. Data tabulation and narrative synthesis for quantitative studies and content analysis for qualitative studies. Results. The synthesis of qualitative data identified five main categories that describe healthcare leaders’ experiences with digital competencies: (1) the need for developing leader’s own, professionals’, and patients’ competence in the digitalisation of healthcare, (2) the need for expertise in the health IT implementation process, (3) positive perceptions towards technology, (4) negative perceptions towards technology, and (5) ability to act as an advocate to implement technology into practice. Data from the selected quantitative studies presents that factors associated with the digital competence of healthcare leaders include individual characteristics, career characteristics, training, and other factors. Conclusion. This review suggests that developing and supporting healthcare leaders’ digital competencies should be considered in healthcare organizations, research, and education to make their digital competencies meet the demands of increasingly digitalising healthcare development work.
Background. New evidence on the digital competencies of healthcare leaders can provide essential knowledge for building training for the leaders to ensure high‐quality patient care. Objective. The aim of this mixed‐methods systematic review was to identify the current best evidence from qualitative, quantitative, and mixed‐methods studies on healthcare leaders’ digital competence experiences and perceptions and factors associated with it. Methods. A mixed‐methods systematic review was conducted following the Joanna Briggs Institute guidelines for mixed‐methods systematic reviews by including original qualitative and quantitative observational studies and mixed‐methods studies published in English or Finnish between January 2012 and January 2024. The studies were retrieved from four databases (CINAHL, PubMed, Scopus, and Medic). In total, 4470 articles were screened, 122 were eligible for full‐text screening, and 19 articles were included in the review according to the established inclusion and exclusion criteria. Data Extraction and Synthesis. Data tabulation and narrative synthesis for quantitative studies and content analysis for qualitative studies. Results. The synthesis of qualitative data identified five main categories that describe healthcare leaders’ experiences with digital competencies: (1) the need for developing leader’s own, professionals’, and patients’ competence in the digitalisation of healthcare, (2) the need for expertise in the health IT implementation process, (3) positive perceptions towards technology, (4) negative perceptions towards technology, and (5) ability to act as an advocate to implement technology into practice. Data from the selected quantitative studies presents that factors associated with the digital competence of healthcare leaders include individual characteristics, career characteristics, training, and other factors. Conclusion. This review suggests that developing and supporting healthcare leaders’ digital competencies should be considered in healthcare organizations, research, and education to make their digital competencies meet the demands of increasingly digitalising healthcare development work.
BACKGROUND Traditional medical education in Palestinian higher education institutions faces challenges such as limited interactive practical training and the need for more immersive learning experiences. Emerging technologies like Extended Reality (XR), which includes Virtual Reality (VR) and Augmented Reality (AR), are being integrated into educational environments worldwide to address these issues. OBJECTIVE This study aims to explore and understand the factors influencing the adoption and impact of using XR in healthcare education within Palestinian universities. METHODS A mixed-methods approach was employed, combining qualitative and quantitative data from surveys and interviews with instructors and students across multiple Palestinian universities. The study also reviews global implementations of XR technologies in medical education to provide a comparative analysis. RESULTS The findings indicate that XR technologies significantly enhance the learning outcomes in healthcare settings. However, three main themes served as factors influencing educators’ usage of XR including external, internal, and design factors. Despite challenges, such as financial constraints and technical issues, the long-term benefits include better educational outcomes and cost-effectiveness. The study also highlights the initial success of XR implementations in Palestinian universities and their potential to transform medical education. CONCLUSIONS XR technologies hold promise for revolutionizing medical education by providing immersive learning experiences that enhance practical skills and knowledge retention. The study underscores the importance of strategic investments in technology and infrastructure to overcome initial barriers. The adoption of XR technologies aligns with the Sustainable Development Goals (SDGs) of quality education and good health, suggesting a promising future for broader integration in medical and nursing programs in Palestine.
Dijitalleşme süreci ve beraberinde getirdiği yenilikçi teknolojiler çalışma hayatı ve toplumsal hayatı dönüştürmektedir. Bu dönüşüm dijital yetkinlikler ve dijital okuryazarlıkların geliştirilmesini gündeme getirmektedir. Yenilikçi teknolojilerin giderek yaygınlaşması, bu teknolojileri kullanacak çalışanların dijital yetkinlikler kazanmasını gerektirmektedir. Dijitalleşme sürecinin değişime neden olduğu sektörlerden biri de sağlık sektörüdür. Sağlık sektörünün merkezinde insan ve toplum sağlığının korunması yer almaktadır. Bu nedenle sağlık hizmetlerinin kaliteli, verimli ve hızlı olması önem taşımaktadır. Sağlık hizmetlerinin kaliteli, verimli ve hızlı şekilde sunulabilmesinin önemli araçlarından biri de dijital teknolojiler ve bu teknolojinin gerektirdiği yetkinliklere sahip çalışanlar olacaktır. Bu kapsamda sağlık çalışanlarının dijital yetkinliklerinin düzeylerinin belirlenmesi bu çalışmanın amacını oluşturmaktadır. Araştırmada nitel araştırma yöntemlerinden betimsel-tematik analiz uygulanmıştır. Araştırma İzmir ‘deki devlet hastanesi çalışanlarıyla özel hastane çalışanlarına uygulanmıştır. Devlet hastanesinden 6, özel hastaneden 10 çalışanla görüşülmüştür. Elde edilen verilerin deşifresi ve analizi MAXQDA 24 programında yapılmıştır. Çalışmanın sadece belli bir katılımcıya uygulanması araştırmanın sınırlılığını oluşturmaktadır. Katılımcıların dijitalleşme ve dijital yetkinlikle ilgili dikkat çekici görüşleri sonraki çalışmalara önemli katkılar sağlayabilir.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.