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- ItemFactors influencing health information system acceptance: a cross-sectional study from a low-middle-income country.(Frontiers Media SA, 2024-09-30) Raya Sawalha; Fayez Ahmad; Hamzeh Al Zabadi; Abdulsalam Khayyat; Samar Thabet Jallad; Tareq Amro; Rami ZaghaBackground: The Avicenna unified Health Information System (HIS) was implemented by the Palestinian Ministry of Health in 2010 across government hospitals. Despite its potential, the acceptance of Avicenna HIS by healthcare providers remains unclear after 14 years of application. Understanding the factors that influence healthcare provider acceptance is essential for optimizing the system’s success. We investigated factors affecting acceptance of Avicenna HIS among healthcare providers in Palestinian healthcare institutions, focusing on perceived usefulness, ease of use, human factors, technological factors, and organizational support. Materials and methods: A cross-sectional study was conducted at the Palestine Medical Complex (PMC) in Ramallah, West Bank, where the Avicenna HIS has been fully implemented since 2010. A systematic random sampling was used to select participants, resulting in 300 completed questionnaires. The study utilized a self-administered questionnaire adapted from a structured tool based on the Technology Acceptance Model (TAM). The questionnaire was validated through expert review and pilot testing, achieving a Cronbach’s alpha of 0.86. Each selected healthcare provider was contacted face-to-face, and written informed consent was obtained before administering the questionnaire. Results: A total of 300 questionnaires were completed and returned. The study sample included 178 males (59.3%) and 122 females (40.7%). The majority of participants was aged 20–39 years (270 participants, 90%) and held a bachelor’s degree (250 participants, 83.3%). Nurses comprised the largest professional group (153 participants, 51.0%). High levels of perceived usefulness and ease of use were reported, both with mean scores of 4.511 (S.D. = 0.295). Technological factors had a mean score of 4.004 (S.D. = 0.228), while organizational factors scored 2.858 (S.D. = 0.304). Overall acceptance of the HIS was moderately high, with a mean score of 4.218 (S.D. = 0.387). Significant differences in perceived usefulness and ease of use were noted based on gender, age, and experience.
- ItemNursing student’s perceptions, satisfaction, and knowledge toward utilizing immersive virtual reality application in human anatomy course: quasi-experimental(Springer, 2024-08-28) Samar Thabet Jallad; Israa Natsheh; Lareen Abu Helo; Dania Mahmoud Ibdah; Amna Salah; Rasha Muhsen; Younes Shehadeh; Naeem FroukhBackground A paradigm shift in nursing education is required to prepare Z generation of nursing students through integrated innovative technologies as teaching strategies such as immersive virtual reality in several bioscience and main courses to facilitate and enhance learning process. Aim/objective Examine the effect of utilizing an immersive virtual reality application on students’ perceptions, knowledge, and satisfaction in an anatomy course. Methods A quasi-experimental (pre-post test, one group) design was conducted among 1st year nursing students (N=138) enrolled in an anatomy course in the spring semester of 2023–2024 in the nursing program in the health professions faculty at Al-Quds University. The technology acceptance model (TAM) was used for data collection. Results The results showed that 96% of participants were satisfied with using the VR application, and it retains their knowledge in the human anatomy course. 92% of the total, were under the age of twenty, and 84% were females. 80.1% (2.99±0.58) of those students had more positive perspectives of VR applications in the nursing courses. Additionally, there were significant differences in students’ satisfaction and knowledge toward using VR applications after the anatomy lecture (p=0.029, p=0.05, respectively). Conclusion Virtual reality is a supplemental innovative tool for promoting learning. Nursing students perceive immersive virtual reality technologies positively and prefer using three-dimensional images in their anatomy courses, which helps them recall their knowledge, understand concepts of educational content, identify learning objectives, and improve learning outcomes. This study found that virtual reality can improve nursing students’ understanding, satisfaction, and knowledge of anatomy. Keywords Virtual reality, Immersive virtual reality, Nursing education, Anatomy education
- ItemEffectiveness of simulation-based education on educational practices of communication skills, satisfaction, and self-confidence among undergraduate nursing students(Sage, 2025-05) Samar Thabet JalladIntroduction: Simulation-based education is one of the important teaching and learning strategies that imitate real situations in a clinical environment of safety. Simulation-based education offers experiential, interactive, and collaborative learning opportunities, and hence can help improve students’ communication skills and increase their satisfaction and self-confidence. Purpose: This study aimed to examine the effectiveness of simulation-based learning on the educational practice of commu nication skills, satisfaction, and self-confidence among undergraduate nursing students. Methods: An uncontrolled before and-after study design among first-year nurse students (n=112) used the Educational Practices Questionnaire and the Student Satisfaction and Self-Confidence in Learning instruments for data collection. Results: In total, 91.1% of participants reported high satisfaction with simulation-based education experiences. Mean scores for communication skills, student sat isfaction, and self-confidence were higher on posttest. There was a suggestive correlation between simulation-based educa tion and the practices of communication skills, satisfaction, and self-confidence. Conclusion: Simulation-based education is associated with improved communication, student satisfaction, confidence, and critical thinking among nursing students. This study is important for institutions because it demonstrates that simulation-based education enhances a safer and more effec tive learning environment to meet the demands of future health-care professionals by increasing their satisfaction and self confidence and improving communication skills through increased collaboration in several real-life scenarios. Keywords Simulation-based education, communication skills, education practice, satisfaction, self-confidence, nursing students
- ItemThe effectiveness of virtual reality simulation as learning strategy in the acquisition of medical skills in nursing education: a systematic review(Springer International Publishing, 2022-06) Samar Thabet Jallad; Burçin IsıkPurpose This review was aimed to evaluate the effectiveness of virtual reality simulation as a teaching / learning strategy on the acquisition of clinical skills and performance, self-confidence, satisfaction and anxiety level in nursing education. Methodology The Preferred Reporting Items for Systematic Reviews guidelines, using the PICO model that is based on an evidence-based practice process was matched. A total of twenty-three studies included six themes: performance skills (n = 13), self-confidence (n = 8), satisfaction (n = 10), anxiety level (n = 3), self-efficacy (n = 4), and knowledge (n = 15). Experimental randomised control trials and quasi-experimental studies from 2009 to 2019, conducted in English, were included. Nursing students (n = 1797; BSN, ADN, MSc, LPN) participated. Results and conclusion This review was indicated that virtual reality simulation provides learning strategy to acquire clinical skills, improve knowledge acquisition, increase self-confidence, self-efficacy, and satisfaction level, and decrease anxiety levels among nursing students. Keywords Motor skills · Nursing education · Nursing students · Simulation · Virtual reality
- ItemPerceptions of academic staff toward the objective structured clinical examination (OSCE) in clinical nursing: Assessment method(Springer International Publishing, 2024-08) Samar Thabet Jallad; Khitam Alsaqer; Amal Ibrahaim Ismail; Hani NawaflehBackground Clinical competence is critical to evaluating nursing students’ capacity to undertake professional nursing prac tice in a safe and professional environment without any bias of examiners. Objective structured clinical examination (OSCE) is used as an assessment method of students’ clinical practice skills. Aims The aim of this study is to assess the nursing faculty members’ perception toward OSCE to be used as an assessment method of nursing students in their performing of nursing procedures, as well as explore the advantages and disadvantages of OSCE as perceived by study participants. Method A descriptive cross-sectional study was used among nursing faculty members (N=73) who participated on a work shop that were conducted by Jordanian Nursing Council (JNC) between January 2022 and March 2023. Result The mean perception toward OSCE was 105.87 ± 22.02 (p value = 0.001). The majority of faculty members reported a positive perception toward the OSCE (82.2%). The negative perception was significant in gender, age group, level of education, and academic experience (p<0.05). The majority of faculty members were agree on the advantages of OSCE. Conclusion OSCE is a vital assessment and an objective method in assessing the student’s clinical competence. More studies exploring the differences of OSCE perceptions and participant’s characteristics are required. Keywords Clinical skill competency · Nursing education · OSCE · Staff perception