(15) |
Quantitative, |
To identify the impact of nursing |
Nursing |
Researchers have shown |
Level 4 |
|
descriptive survey |
education on nurses’ behaviour using the simulation technology supported by TCCN theory. |
students (n=9) |
that caring behaviour can be developed using simulation technologies. |
|
|
(16) |
Quantitative |
To confirm the criterion- |
Nurses |
The criterion-related validity |
Level 4 |
|
descriptive |
related validity of PITCCN. |
(n=421) |
of PITCCN could be confirmed. |
|
|
survey |
|
|
|
|
|
(17) |
Quantitative, |
Validation of the PITCCN |
Nurses |
The survey showed that the |
Level 4 |
|
psychometric |
questionnaire and performance |
(n=299) |
PITCCN questionnaire was valid |
|
|
evaluation |
of factor analysis. |
|
and reliable for measuring TCCN. |
|
|
(18) |
Quantitative, |
To identify managers’ and |
Nurses |
Continuous education is needed |
Level 4 |
|
descriptive survey |
staff nurses’ perceptions regarding the TCCN theory at 11 general hospitals in Japan. |
(n=421) |
regarding the practice of nursing based on the TCCN theory. |
|
|
(19) |
Quantitative, |
To assess the psychometric |
Nurses |
Content validity and reliability |
Level 4 |
|
psychometric evaluation |
properties and establish the reliability and validity of the Japanese version of the TCCNI-R. |
(n=590) |
of the TCCN-R was confirmed. |
|
|
(20) |
Descriptive, |
Validity of the instrument |
Experts in |
The experts confirmed the |
Level 4 |
|
psychometric |
for measuring TCCN. |
theory and |
substantive validity. |
|
|
evaluation |
|
practice |
|
|
|
|
|
(n=13) |
|
|
|
(21) |
Quantitative, |
To explore how nurses |
Nurses |
Ratings for TCCN were |
Level 4 |
|
descriptive survey |
working in intensive care units implement nursing practice based on the TCCN theory. |
(n=426) |
significantly higher in the group that conducted the training, which included caring behaviour. |
|
|
(22) |
Quantitative, |
Pre-test – post-test self-evaluations |
Nursing |
Students’ confidence in |
Level 4 |
|
pre-test/ |
to rate students’ confidence |
students |
using the theory in practice |
|
|
post-test |
in using Locsin’s theory. |
(n=27) |
was significantly higher |
|
|
|
|
|
after the simulation. |
|
|
(23) |
Descriptive, |
Describe TCCN theory and |
/ |
TCCN is a medium-range |
Level 5 |
|
literature review |
its contribution to science |
|
theory in nursing that provides |
|
|
|
and the nursing process. |
|
a theoretical framework for |
|
|
|
|
|
research and is applicable in |
|
|
|
|
|
practice and education. |
|
|
(2) |
Describe the |
Descriptive, literature review. |
/ |
A theoretical framework |
Level 5 |
|
development of |
|
|
for using the theory in both |
|
|
TCCN theory. |
|
|
research and practice. |
|
|
(1) |
Qualitative, |
Describe the importance of the |
Nurses |
The application of the theory |
Level 6 |
|
phenomenological study |
experience of nurses caring for patients who are vitally |
(n=10) |
is to assist nurses in achieving high-quality care for patients |
|
|
|
dependent on technologies |
|
in the intensive care unit. |
|
|
|
in the intensive care unit. |
|
|
|
|
(6) |
Qualitative |
Describe the importance |
Patients |
In practice, nurses should |
Level 6 |
|
research, |
of technology-dependent |
(n=10) |
know the importance of their |
|
|
hermeneutic |
patient experiences in the |
|
patient’s experiences. This |
|
|
phenomenological |
intensive care unit. |
|
would allow them to anticipate |
|
|
study |
|
|
the patients’ needs and improve |
|
|
|
|
|
their experience by providing |
|
|
|
|
|
appropriate interventions |
|
|
|
|
|
involving the use of technology. |
|
|
(24) |
Qualitative, |
Describe the importance of the |
Family |
Family caregivers described |
Level 6 |
|
hermeneutic |
experience of family caregivers. |
members |
their experiences (nurses |
|
|
phenomenological |
|
(n=10) |
should support family carers |
|
|
study |
|
|
and share care experiences, |
|
|
|
|
|
and should teach family carers |
|
|
|
|
|
to use technologies, alarms). |
|
|
(25) |
Qualitative, |
To describe caring in nursing by |
Nursing |
Caring in nursing focused |
Level 6 |
|
hermeneutic |
Japanese nursing students. |
students |
on whole-person relating, |
|
|
phenomenology |
|
(n=61) |
practice competency and |
|
|
|
|
|
reciprocal relationships. |
|
|
(3) |
Professional |
Clarify the impact of advanced |
/ |
With timely development, the |
Level 7 |
|
article |
technology on healthcare. |
|
integration of technological |
|
|
|
|
|
competence into nursing |
|
|
|
|
|
practice for the professional |
|
|
|
|
|
use of advanced technology |
|
|
|
|
|
can be imbued with |
|
|
|
|
|
artificial intelligence. |
|
|
(4) |
Professional |
Answer the research question ‘How |
/ |
Technology can perform |
Level 7 |
|
article |
can nurses remain relevant in the |
|
routine tasks so that nurses can |
|
|
|
technologically advanced future?’ |
|
spend more time interacting |
|
|
|
|
|
with the patient. There is a |
|
|
|
|
|
need to transform nursing |
|
|
|
|
|
education that incorporates |
|
|
|
|
|
technology, and increase the |
|
|
|
|
|
focus on nursing research that |
|
|
|
|
|
explores the effects of using |
|
|
|
|
|
technology in practice. |
|
|
(26) |
Professional article |
Describe the approach to student learning through the simulation of the use of technology and caring. |
/ |
The use of simulation in the use of technology in patient care should be introduced in education at colleges. |
Level 7 |
|
(27) |
Professional article |
Development of the idea of co- creation of moments as caring that arises in knowing people within the technological domain. |
/ |
Technological competency as an expression of caring in nursing that maintains, supports and values caring people through mutually satisfying representations of co-creation moments in nursing. |
Level 7 |
|
(28) |
Professional article |
Describe the application of the TCCN theory in nursing. |
/ |
With the increased use of technologies and the consequent technological dependence of care recipients, the TCCN theory must be used. |
Level 7 |
|
(29) |
Professional article |
Explain the process of nursing within the context of knowing persons within the TCCN theory. |
/ |
Maintaining the impact of technological competency as caring in the complex world of nursing is critical to the mutual interaction between nurse and patient. |
Level 7 |
|
(30) |
Professional article |
Describe the development of the TCCN theory. |
/ |
The TCCN theory could encourage more opportunities for the growth of philosophical and practical values. |
Level 7 |
|
(31) |
Professional article |
To describe the disciplinary recommendations of developing humanoid nursing robots. |
/ |
The use of nursing robots will redefine conceptual frameworks of comfort and safety in particular. |
Level 7 |
|
(32) |
Professional article |
To describe education programme for nursing administrators focused on the TCCN theory. |
/ |
An organised education plan could improve the quality of nursing care. |
Level 7 |
|
(33) |
Author’s opinion |
Analysis of the TCCN theory. |
/ |
Origin of the theory, clarity, simplicity, further theory generation, credibility, and the contribution of the theory to nursing. |
Level 7 |
|
(5) |
Author’s opinion |
Presentation of the author and the TCCN theory, the process of knowing persons as a whole. |
/ |
In the nursing process, technologies are used to know the person as a whole at a given moment. |
Level 7 |
|
(34) |
Author’s opinion |
Understanding philosophies, theories, models and taxonomies in nursing. |
/ |
Frameworks for advanced nursing and research practice. Basic knowledge to improve understanding of the theory. |
Level 7 |