OBJECTIVE: This study aims to identify and review existing literature on ICT integration in nursing education within the context of Southeast Asia and to identify the themes of these studies, ICT tools of concern and the research methods adopted.
METHODOLOGY: A systematic review of six eligible literatures was conducted with thematic analysis. The data for this systematic review of literature are from published studies based on the formulated research question. Electronic databases of Medline, Scopus, PubMed, CINAHL, Mendeley, and Google Scholar were searched and literatures retrieved and screened for eligibility. No date limit was considered in the literature search. This systematic review utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses.
RESULTS: The studies originated from the Philippines (n = 3), Malaysia (n = 2), and Singapore (n = 1). One study originated from both the Philippines and Thailand. Four themes emerged from the thematic analysis which include: (1) use of ICT to enhance teaching and learning in nursing, (2) challenges with ICT integration in nursing education, (3) attitude and perceptions toward ICT integration in nursing education, and (4) suggestions for improvement. The most important ICT tools were computers, projectors, and internet. Majority of the studies were descriptive quantitative studies.
CONCLUSION: Despite increasing concern on the use of ICT in Southeast Asia, ICT integration in nursing education has not been given significant attention. Governments of the Southeast Asian countries should provide sufficient support for ICT integration in the various nursing institutions. Institutional administrators are encouraged to key into the ICT trend and render their support when and where necessary.
Methods: A child-sized mannequin head was developed to measure light illuminance levels with and without sun-protective equipment, across a wide range of environments in Singapore, outdoors (open park, under a tree, street) and indoors (under a fluorescent illumination with window, under white LED-based lighting without window). A comparison was made between indoor and outdoor light levels that are experienced while children are involved in day-to-day activities.
Results: Outdoor light levels were much higher (11,080-18,176 lux) than indoors (112-156 lux). The higher lux levels protective of myopia (>1000 lux) were measured at the tree shade (5556-7876 lux) and with hat (4112-8156 lux). Sunglasses showed lux levels between 1792 and 6800 lux. Although with sunglasses readings were lower than tree shade and hat, light levels were still 11 to 43 times higher than indoors.
Conclusions: Recommendations on spending time outdoors for myopia prevention with adequate sun protection should be provided while partaking in outdoor activities, including protection under shaded areas, wearing a hat or sunglasses, sunscreen, and adequate hydration.
Translational Relevance: Light levels outdoors were higher than indoors and above the threshold illuminance for myopia prevention even with adequate sun-protective measures.
DESIGN: An exploratory qualitative study with 55 parent-participants of Good Enough Parenting was conducted.
METHODS: One-to-one interviews were conducted with participants, using critical incident technique and guided by semi-structured interview schedule, to explore their experiences with the program. Transcripts were then analyzed using thematic analysis.
RESULTS: Coding showed a high degree of inter-rater reliability (kappa value of 0.78). The themes that emerged were Cultivating Awareness of Parents' Own Schemas, Cultivating Intentionality, Working through Developmental Issues, Responses to Challenges at Home, Performing Multiple Roles, and the Learning Process. Participants overwhelmingly reported satisfaction within these key themes.
CONCLUSIONS: The results support the development of the program and the choice of "participant reported outcome measures" for use in subsequent randomized controlled trials.