Individuals suffering from long-term cognitive impairments following COVID-19 engage in a wide range of activities throughout their cognitive rehabilitation journey. This journey may include diagnostic assessments, therapeutic interventions, administrative coordination, and self-managed rehabilitation tasks. To effectively support and enhance such multifaceted rehabilitation processes, a digiphysical approach – which integrates digital and physical components – offers a promising solution. This article presents a process-oriented prototype based on the digiphysical approach, designed to bridge clinical and administrative tasks while combining digital and physical interventions. The article also reports findings from an initial evaluation of the prototype conducted with key rehabilitation professionals as respondents. Furthermore, five reusable solution patterns for implementing digiphysical rehabilitation are presented. These patterns are intended to be applicable not only in the studied context but also to support other care providers and organizations aiming to develop or enhance digiphysical rehabilitation services.

Research in cross-reality systems has studied transitional interfaces that let an immersive system tune the degree of virtual objects from physical reality to virtual reality (VR). Portals have been effective metaphors to enable transitions between the real world, mixed reality (MR), and VR. However, there is a lack of implementations that enable co-located collaboration with immersive systems. This paper describes a cross-reality system for synchronous co-located collaborative tasks. It is instantiated in a performative experience where users perform interactive immersive activities. The novelty relies on the possibility of users sharing the physical space but being perceptually separated in different states of the reality-virtuality continuum. This work aims to advance immersive collaborative design with cross-reality interaction and understand how to design participatory performative experiences that can switch between physical and virtual environments.

Background: Multiple studies have shown that healthcare professionals often feel uncertain about when to inquire about intimate partner violence (IPV), the appropriate methods for doing so, and how to respond to the answers. Virtual patient (VP) cases are an interactive educational tool that can be effective for learning and training clinical reasoning skills. However, there is a lack of research on the use of VP in psychiatry education. This study aimed to investigate nursing students' experiences of using a VP as part of an educational module, integrated into their foundational training on IPV during their nursing education. Methods: The study employed a mixed-methods approach, incorporating both quantitative and qualitative data. Participants (N = 62) completed an interactive educational module on IPV, in three consecutive parts: (a) a web-based education on IPV, (b) training with a VP, and (c) a seminar for follow-up discussions. Results: The VP platform was considered user-friendly and easy to navigate, although some participants found the instructions challenging. Participants perceived the VP as beneficial for learning about IPV and for practicing interactive patient dialogues. They appreciated the rich set of questions and the feedback provided, both by the experts in the field of IVP and by the VP itself. However, some participants noted that interacting with a VP on a screen was less emotional compared to real human interactions. Conclusion: The interactive educational module, integrated into the regular nursing program, was positively received by the students. Overall, the VP was considered beneficial for learning about IPV, easy to navigate, and provided a valuable opportunity for practice.

Background Virtual patients are an educational technological approach used in healthcare education. Its distinctive features have rendered virtual patient technology appealing for the training of medical and healthcare students, particularly in the enhancement of clinical reasoning. Virtual patients are less often applied for continuous professional development for practicing healthcare providers, and there is a scarcity of studies exploring this possibility. This study aimed to assess the acceptability of nurses for using virtual patients as a continuous professional development approach.

Method The study used a quasi-experimental posttest setup design. The study was conducted in ten primary healthcare settings in Rwanda. Among 76 nurses who consented to participate in the study, 56 completed the intervention and responded to the study questionnaire. Following a one-week program of continuous professional development on four non-communicable diseases, the study used a self-administered questionnaire based on the Technology Acceptance Model 3 to collect data. Descriptive analysis served as the primary method for analyzing participants’ responses. The study also used a correlation test to assess the relationship of variables.

Results Across all items in the questionnaire, the median response tended towards either agree or strongly agree, with only a minority number of participants expressing strong disagreement, disagreement, or neutrality. The results indicated a significant positive correlation between perceived usefulness and behavior intention (p < 0.001).

Conclusion The findings indicate an acceptability and behavioral intention of adopting virtual patients as an alternative continuous professional development approach among nurses working at health centers in Rwanda or other locations with similar contexts.

Patients with long-term cognitive impairments following COVID-19 face significant challenges in their rehabilitation, which involves essential therapeutic procedures, administrative tasks, diagnostic tests, and self-assessments. "Digiphysical" methods, combining digital and physical healthcare interventions, offer promising solutions to enhance these rehabilitation processes. In this paper, we present a newly developed digital rehabilitation prototype based on the digiphysical approach. The prototype is designed to integrate digital and physical interventions, streamline clinical and administrative tasks, support the entire rehabilitation process, and facilitate self-directed rehabilitation. It addresses the rehabilitation needs from both the patients' and the rehabilitation personnel's perspectives. In this paper, we present the results of an initial evaluation of the prototype conducted with key rehabilitation professionals.

Health- and social care are complex domains, requiring the collaboration of several professions and several care provider organizations within and between the domains. In this paper, we describe the collaboration between care providers in the Stockholm County and the municipality of Stockholm, highlighting how the information is exchanged, which IT system that supports the exchange, and legal prerequisites for the collaboration. We identify several problems in current practices, including the lack of system integration, and the underutilization of existing digital solutions. We also suggest several solutions aimed at improving the technical infrastructure for digital collaboration. These include the integration of IT systems, simplification of access to essential information, and the adoption of modern APIs to facilitate better communication among healthcare providers. We also present legal issues for the collaboration and how they can be addressed.

Background In Rwanda, nurses manage all primary care at health centres, and therefore are their clinical reasoning skills important. In this study, a web-based software that allows the creation of virtual patient cases (VP cases) has been used for studying the possibility of using VP cases for the continuous professional development of nurses in primary health care in Rwanda. Previous studies in pre-service education have linked VP cases with the enhancement of clinical reasoning, a critical competence for nurses. This study investigated the feasibility of continuous professional development through VP cases to further train in-service nurses in clinical reasoning.

Method The study used a pre-post test design. Initially, seventy-six participants completed a questionnaire as part of the pre-test phase, subsequently invited to engage with all four VP cases, and finally responded to the post-test questionnaire evaluating clinical reasoning skills. Fifty-six participants successfully completed the entire study process and were considered in the analysis. The primary outcomes of this study were evaluated using a paired t-test for the statistical analysis.

Results The results show that the mean score of clinical reasoning increased significantly from the pre-test to the post-test for all four illness areas (p < 0.001). The study findings showed no statistically significant difference in participants’ scores based on demographic factors, including whether they worked in urban or rural areas. 

Conclusion and recommendation Utilizing VP cases appears to significantly enhance the continuous professional development of nurses, fostering a deliberate learning process that enables them to reflect on how they manage cases and, in turn, refine their clinical reasoning skills. This study strongly recommends incorporating VP cases in the continuous professional development of nurses at the primary health level (health centers). This is especially pertinent in a context where nurses are required to perform diagnostic processes similar to those employed by physicians.

Data-driven methods are being implemented in many schools around the world to improve education. In this study, two schools were studied to investigate how they implemented datadriven methods for the monitoring and improvement of the well-being of their students. These schools were part of a Swedish national program where 15 schools participated to use data on both classroom, school, and system levels for school improvement. We identified five factors that influenced the implementations, namely data collection and analysis, frequency, anonymity, involving students, and organizational changes. We conclude that continuous and frequent data collection provided insights on students´ well-being that cannot be achieved without systematic data collection. Since this kind of data collection can be time-consuming, dedicated digital tools can be used to automate data collection and analysis. These tools can also provide a better basis for decision-making since it is easier to connect and visualize data. We also conclude that the European Union’s (EU) General Data Protection Regulation (GDPR) is important when using student data, and there is a need for national guidelines on how to use data securely and efficiently in schools.

Background: Stroke is a global societal challenge. Annually, 13 million people experience stroke, and the prevalence of strokeis increasing in low-income countries; hence, accessible rehabilitation needs to be developed. Information and communication technology can help by providing access to rehabilitation support through information, self-evaluation, and self-management of rehabilitation. The F@ce 2.0 rehabilitation program provides support in goal-setting and problem-solving strategies through phone calls from the interventionist twice a week and daily SMS text message reminders over 8 weeks to improve performancein valued activities in everyday life. Our hypothesis is that F@ce 2.0 will increase functioning in daily activities and participation in everyday life as well as improve performance and satisfaction in valued daily activities and self-efficacy (ie, confidence inown ability to perform activities) among people living with the consequences of stroke.

Objective: This study aims to implement F@ce 2.0, a mobile phone–supported and family-centered rehabilitation program, and evaluate its effects on performance in daily activities and participation in everyday life in comparison to ordinary rehabilitation among persons with stroke and their family members in Uganda. An additional aim is to explore experiences of participating in F@ce 2.0 and plausible mechanisms of impact that might explain the potential effects of F@ce 2.0.

Methods: A randomized controlled trial will be conducted to compare the outcomes of the F@ce 2.0 group and a control group receiving ordinary rehabilitation. Health care professionals will recruit 90 clients from both urban and rural areas. The primary outcomes for persons with stroke are perceived performance in daily activities assessed using the Canadian Occupationa lPerformance Measure and self-efficacy assessed using the Self-Efficacy Scale; for family members, the primary outcome is caregiver burden evaluated using the Caregiver Burden Scale. Descriptive statistics will be used to present characteristics and outcomes at 3 and 6 months. All statistical analyses comparing the outcomes at the different time points between the F@ce 2.0 and control groups will be performed using intention-to-treat analysis. Qualitative interviews will be used to explore the experiencesof persons with stroke and their family members participating in F@ce 2.0, using a grounded theory approach to data collectionand analysis. A process evaluation will be conducted using a single-case study design with mixed methods to explore the implementation process.

Results: Recruitment and data collection in the randomized controlled trial were initiated in January 2022 and have been completed. The intervention has been provided to 51 participants in the intervention group. Interviews of persons with stroke, family members, and health care professionals have been conducted. Data analysis will be performed during autumn 2024 and spring 2025

Self-regulated learning is an essential skill that can help students plan, monitor, and reflect on their learning in order to achieve their learning goals. However, in situations where there is a lack of effective feedback and recommendations, it becomes challenging for students to self-regulate their learning. In this paper, we propose an explainable AI-based approach to provide automatic and intelligent feedback and recommendations that can support the self-regulation of students' learning in a data-driven manner, with the aim of improving their performance on their courses. Prior studies have predicted students' performance and have used these predicted outcomes as feedback, without explaining the reasons behind the predictions. Our proposed approach is based on an algorithm that explains the root causes behind a decline in student performance, and generates data-driven recommendations for taking appropriate actions. The proposed approach was implemented in the form of a dashboard to support self-regulation by students on a university course, and was evaluated to determine its effects on the students' academic performance. The results revealed that the dashboard significantly enhanced students' learning achievements and improved their self-regulated learning skills. Furthermore, it was found that the recommendations generated by the proposed approach positively affected students' performance and assisted them in self-regulation