RESUMEN
Decision support systems (DSSs) are recognized as important tools, capable of processing high volumes of data and increasing productivity. The usability of these tools affects their effectiveness. By evaluating the interactions between registered nurses (RNs) and the DSSs, this study explores how they impact RN decision-making. This study analyzed 24 months (2011-2012) of data collected in Brazil in two units of a large, public, urban hospital in São Paulo that uses a nurse documentation system with an embedded DSS based on NANDA-I. Using mixed effects logistic regression, this study analyzed the agreement between RNs and a DSS when selecting nursing diagnoses. Results suggest that the agreement is mediated by characteristics of the RNs (education and experience) as well as units and year of encounter. Surprisingly, disagreement between RN and DSS when selecting defining characteristics (DC) had positive effects on the odds of agreement on diagnoses. Our results suggest that DSSs support nurses' clinical decision making, but the nurse's clinical judgment is the mediating factor. More research is necessary.
Asunto(s)
Sistemas de Apoyo a Decisiones Clínicas/estadística & datos numéricos , Uso Significativo/estadística & datos numéricos , Enfermeras y Enfermeros/estadística & datos numéricos , Diagnóstico de Enfermería/estadística & datos numéricos , Registros de Enfermería/estadística & datos numéricos , Revisión de Utilización de Recursos , Brasil , Diagnóstico de Enfermería/métodosRESUMEN
Students who participate in courses and training offered in distance mode receive positive results in learning evaluations. Most studies show improvement in knowledge in pre- and post- course comparisons; however, there are still few evaluations of long-term knowledge retention. This study compares the learning scores of online training for health professionals in three different times: before training, immediately after, and 180 days later. This technological production research includes quantitative, descriptive and multivariate correlational, longitudinal, and panel types. The results show that online training has a positive impact on learning and knowledge retention. Whereas learning can be related to the impact of training, i.e., with the transfer of what was gathered for professional practice, learning retention of online training applied to health professionals represents an important step and assists in identifying the best strategies so expected results are achieved.