Anne Moen

• Folkvord, Frans; Würth, Ana Roca-Umbert; van Houten, Karlijn; Liefveld, Aad R.; Carlson, Jim Ingebretsen & Bol, Nadine [Vis alle 26 forfattere av denne artikkelen] (2024). A systematic review on experimental studies about patient adherence to treatment. Pharmacology Research & Perspectives. ISSN 2052-1707. 12(1). doi: 10.1002/prp2.1166.
• Fiske, Mari; Moen, Anne; Mdala, Ibrahimu & Straand, Jørund (2024). Malnutrition and Polypharmacy in Older Adult Patients Receiving Home Care Nursing Services: A Cross-sectional Study. Journal of the American Medical Directors Association. ISSN 1525-8610. doi: 10.1016/j.jamda.2023.11.016.
• Kharko, Anna; Blease, Charlotte; Johansen, Monika Alise; Moen, Anne; Scandurra, Isabella & McMillan, Brian [Vis alle 7 forfattere av denne artikkelen] (2024). Mapping Patients' Online Record Access Worldwide: Preliminary Results from an International Survey of Healthcare Experts. Studies in Health Technology and Informatics. ISSN 0926-9630. 310, s. 114–118. doi: 10.3233/SHTI230938.
• Oelschlägel, Lina; Moen, Anne; Dihle, Alfhild; Christensen, Vivi Lycke; Heggdal, Kristin & Österlind, Jane [Vis alle 7 forfattere av denne artikkelen] (2024). Implementation of remote home care: assessment guided by the RE-AIM framework. BMC Health Services Research. ISSN 1472-6963. 24(1). doi: 10.1186/s12913-024-10625-9.
• Thorshov, Thea Christine; Øverby, Caroline Tonje; Hansen, Diana Dobran; Bong, Way Kiat; Skifjeld, Knut & Hurlen, Petter [Vis alle 9 forfattere av denne artikkelen] (2023). Experience with the use of a digital sleep diary in symptom management by individuals with insomnia -a pilot mixed method study. Sleep Medicine: X. ISSN 2590-1427. 6. doi: 10.1016/j.sleepx.2023.100093. Fulltekst i vitenarkiv
• Tauqeer, Fatima; Moen, Anne; Myhr, Kirsten; Wilson, Claire A. & Lupattelli, Angela (2023). Assessing decisional conflict and challenges in decision-making among perinatal women using or considering using antidepressants during pregnancy—a mixed-methods study. Archives of Women's Mental Health. ISSN 1434-1816. 26, s. 669–683. doi: 10.1007/s00737-023-01341-0. Fulltekst i vitenarkiv Vis sammendrag

  This study aims to investigate decisional conflict and elucidate challenges in decision-making among perinatal women using or considering using antidepressant (AD) during pregnancy. A sequential, mixed-methods study was employed among pregnant and postnatal women in Norway who had been offered ADs in the last 5 years. Quantitative data were obtained through an electronic questionnaire. Decisional conflict in pregnancy was assessed using the Decisional Conflict Scale (DCS) defined as either low (

• Maurud, Sigurd; Henni, Silje Havrevold & Moen, Anne (2023). Health Equity in Clinical Research Informatics. Yearbook of Medical Informatics. ISSN 0943-4747. 32(1), s. 138–145. doi: 10.1055/s-0043-1768720. Fulltekst i vitenarkiv
• Hjorth-Johansen, Elin; Børøsund, Elin; Martinsen, Ingeborg; Holmstrøm, Henrik & Moen, Anne (2023). Acceptability and Initial Adoption of the Heart Observation App for Infants With Congenital Heart Disease: Qualitative Study. JMIR Formative Research. ISSN 2561-326X. 7, s. 1–15. doi: 10.2196/45920. Fulltekst i vitenarkiv Vis sammendrag

  Background: Approximately 1% of all infants are born with a congenital heart disease (CHD). Internationally CHD remains a major cause of infant death, some of which occur unexpectedly after a gradual deterioration at home. Many parents find it difficult to recognize worsening of symptoms. Objective: This study aims to report the acceptability and initial adoption of a mobile app, the Heart Observation app (HOBS), aiming to support parents’ understanding and management of their child’s condition and to increase quality in follow-up from health care professionals in complex health care services in Norway. Methods: A total of 9 families were interviewed on discharge from the neonatal intensive care unit and after 1 month at home. The infant’s primary nurse, community nurse, and cardiologist were also interviewed regarding their experiences about collaboration with the family. The interviews were analyzed inductively with thematic content analysis. Results: The analysis generated 4 main themes related to acceptability and adoption: (1) Individualize Initial Support, (2) Developing Confidence and Coping, (3) Normalize When Appropriate, and (4) Implementation in a Complex Service Pathway. The receptivity of parents to learn and attend in the intervention differs according to their present situation. Health care professionals emphasized the importance of adapting the introduction and guidance to parents’ receptivity to ensure comprehension, self-efficacy, and thereby acceptance before discharge (Individualize Initial Support). Parents perceived that HOBS served them well and nurtured confidence by teaching them what to be aware of. Health care professionals reported most parents as confident and informed. This potential effect increased the possibility of adoption (Developing Confidence and Coping). Parents expressed that HOBS was not an “everyday app” and wanted to normalize everyday life when appropriate. Health care professionals suggested differentiating use according to severity and reducing assessments after recovery to adapt the burden of assessments when appropriate (Normalize When Appropriate). Health care professionals’ attitude to implement HOBS in their services was positive. They perceived HOBS as useful to systemize guidance, to enhance communication regarding an infant’s condition, and to increase understanding of heart defects in health care professionals with sparse experience (Implementation in a Complex Service Pathway). Conclusions: This feasibility study shows that both parents and health care professionals found HOBS as a positive addition to the health care system and follow-up. HOBS was accepted and potentially useful, but health care professionals should guide parents initially to ensure comprehension and adapt timing to parents’ receptivity. By doing so, parents may be confident to know what to look for regarding their child’s health and cope at home. Differentiating between various diagnoses and severity is important to support normalization when appropriate. Further controlled studies are needed to assess adoption, usefulness, and benefits in the health care system

• Brenner, Maria; Weir, Arielle; McCann, Margaret; Doyle, Carmel; Hughes, Mary & Moen, Anne [Vis alle 10 forfattere av denne artikkelen] (2023). Development of the key performance indicators for digital health interventions: A scoping review. Digital Health. 9. doi: 10.1177/20552076231152160. Fulltekst i vitenarkiv
• Byermoen, Kirsten Røland; Brembo, Espen Andreas; Egilsdottir, Hugrun Ösp; Eide, Tom; Heyn, Lena Günterberg & Moen, Anne [Vis alle 7 forfattere av denne artikkelen] (2023). Newly graduated nurses use and further development of assessment skills—An in-depth qualitative study. Journal of Advanced Nursing. ISSN 0309-2402. s. 1–13. doi: 10.1111/jan.15631. Fulltekst i vitenarkiv Vis sammendrag

  Aims: To explore in-depth nurses' use and further development of assessment skills in different nursing contexts in the first 2 years after graduation, and factors that influenced their use and development of assessment skills. Design: The study had explorative qualitative design. Methods: Eight nurses who previously had been interviewed about their learning of physical assessment skills in clinical rotation as students participated in this follow-up study. Individual in-depth interviews were conducted, where the nurses spoke freely about their experiences after graduation. Results: Four prominent features influencing the nurses' use and development of assessment skills were identified: (a) assessment approaches and readiness for practice, (b) the primacy of communication, (c) recognition related to performing assessments, and (d) the influence of organizational factors on their assessment applications. Conclusion: Newly graduated nurses' use of assessment skills is an important part of providing holistic care. This study suggest that assessment skills is not only an assessment task but is central in relationship building and in supporting the professional development of nursing competence.

• Egilsdottir, H. Ösp; Heyn, Lena Günterberg; Falk, Ragnhild Sørum; Brembo, Espen Andreas; Byermoen, Kirsten Røland & Moen, Anne [Vis alle 7 forfattere av denne artikkelen] (2023). Factors associated with changes in students' self-reported nursing competence after clinical rotations: A quantitative cohort study. BMC Medical Education. ISSN 1472-6920. 23(1), s. 1–15. doi: 10.1186/s12909-023-04078-7. Fulltekst i vitenarkiv Vis sammendrag

  Background: The quality of nursing care in different healthcare contexts can be associated with the level of available nursing competence. Physical assessment skills are vital in nurses' assessment of patient care needs. However, in nursing education, using physical assessment skills is challenging for nursing students who struggle to apply these skills comprehensively in a clinical rotation. Therefore, this study explores changes in nursing competence, factors associated with changes after clinical rotations, and whether a Suite of Mobile Learning Tools supports changes in confident use of basic physical assessment skills. Methods: A quantitative cohort study with an explorative pre-and post-test design. During autumn 2019 and spring 2020, 72 s-year nursing students and 99 third-year students participated in the study. The Nurse Professional Competence scale short form was used to investigate students’ self-reported changes in nursing competence, and a study-specific questionnaire was used to investigate students’ confidence concerning performing physical assessments. The students voluntarily used the Suite of Mobile Learning Tools for the learning of physical assessment. Linear regression analysis was used to identify factors associated with changes in nursing competence after clinical rotation. The STROBE guidelines for cohort studies were followed for study reporting. Results: After the clinical rotation, both student groups reported changes in nursing competence and confidence in performing physical assessment skills, with statistically significant moderate or large changes in all areas. The Suite of Mobile Learning Tools was evaluated as being useful for learning physical assessment. The regression analysis showed that confidence in performing physical assessment skills, the usefulness of the Suite of Mobile Learning Tools, and a higher nursing competence at the start of clinical rotation were positively associated with overall nursing competence. Conclusion Basic physical assessment skills are an important component of nursing competence and can be considered one of the pillars of person-centered care, as proposed by the Fundamentals of Care framework. Spaced repetition and access to digital resources are suggested pedagogical approaches to enhance student confidence in the use of assessment skills within academic and clinical contexts.

• Hjorth-Johansen, Elin; Børøsund, Elin; Moen, Anne; Anna, Harmens; Martinsen, Ingeborg & Wik, Gunnar [Vis alle 9 forfattere av denne artikkelen] (2022). Heart OBServation app: development of a decision support tool for parents of infants with severe cardiac disease. Cardiology in the Young. ISSN 1047-9511. 33(8), s. 1350–1358. doi: 10.1017/S1047951122002438. Fulltekst i vitenarkiv
• Chomutare, Taridzo Fred; Tejedor Hernandez, Miguel Angel; Olsen Svenning, Therese; Ruiz, Luis Marco; Tayefi Nasrabadi, Maryam & Lind, Karianne Fredenfeldt [Vis alle 11 forfattere av denne artikkelen] (2022). Artificial Intelligence Implementation in Healthcare: A Theory-Based Scoping Review of Barriers and Facilitators. International Journal of Environmental Research and Public Health (IJERPH). ISSN 1661-7827. 19(23). doi: 10.3390/ijerph192316359. Fulltekst i vitenarkiv
• Moen, Anne & Antypas, Konstantinos (2022). Capacity development to leverage advances in health informatics for all. Studies in Health Technology and Informatics. ISSN 0926-9630. 300, s. 12–18. doi: 10.3233/SHTI220937. Fulltekst i vitenarkiv
• Oelschlägel, Lina; Christensen, Vivi Lycke; Moen, Anne; Heggdal, Kristin; Österlind, Jane & Dihle, Alfhild [Vis alle 7 forfattere av denne artikkelen] (2022). Patients' experiences with a welfare technology application for remote home care: A longitudinal study. Journal of Clinical Nursing (JCN). ISSN 0962-1067. s. 1–14. doi: 10.1111/jocn.16592. Fulltekst i vitenarkiv Vis sammendrag

  Aims and Objectives To explore the longitudinal experiences using an application named remote home care for remote palliative care among patients with cancer living at home. Background Introducing welfare technology in home-based care for patients with cancer in the palliative phase is internationally suggested as a measure to remotely support palliative care needs. However, little is known about the experiences of patients utilising welfare technology applications to receive home-based care from healthcare professionals in a community care context. Although living with cancer in the palliative phase often presents rapidly changing ailments, emotions and challenges with patients' needs changing accordingly, no studies exploring the longitudinal experiences of patients were found. Design A qualitative study with a longitudinal, exploratory design. Methods Data were collected through individual interviews with 11 patients over 16 weeks. The data were analysed using qualitative content analysis. The COREQ checklist guided the reporting of the study. Results Three themes were identified: (1) potential to facilitate self-governance of life-limiting illness in daily life, (2) need for interpersonal relationships and connections, and (3) experiences of increased responsibility and unclear utility of the Remote Home Care. Conclusion The results showed that remote home care facilitated patients' daily routines, symptom control and improved illness-management at home. Interpersonal relationships with healthcare professionals were considered pivotal for satisfactory follow-up. Infrastructural glitches regarding data access, information sharing and lack of continuous adjustments of the application represented major challenges, with the potential to impose a burden on patients with cancer in the palliative phase. Relevance to Clinical Practice By exploring the experiences of patients in palliative care over time as the disease progresses, this study provides constructive insights for the design and development of welfare technology applications and optimal care strategies. Patient or Public Contribution The remote home care was developed by interdisciplinary healthcare professionals. What does this paper contribute to the wider global clinical community? A longitudinal study of patients' experiences of using an application for remote palliative care at home with follow-up from municipality healthcare professionals. The study demonstrates that applications for remote palliative care at home has the potential of providing patients with enhanced routines and control when managing their illness at home. When applications for remote palliative care are planned and implemented in patients with severe illness, such as cancer in the palliative phase, this study argue that a person-centred approach is crucial for the experiences of supportive care.

• Turk, Eva; Wontor, Viola; Vera-Munoz, Cecilia; Comes, Lucia; Rodriguez, Natercia & Ferrari, Giovanna [Vis alle 7 forfattere av denne artikkelen] (2022). Human-centered integrated care pathways for co-creating a digital, user-centric health information solution. Journal of Integrated Care. ISSN 1476-9018. doi: 10.1108/JICA-01-2022-0007. Fulltekst i vitenarkiv
• Lunde, Lene; Moen, Anne; Jakobsen, Rune Bruhn; Møller, Britta; Rosvold, Elin Olaug & Brænd, Anja Maria (2022). A preliminary simulation‑based qualitative study of healthcare students’ experiences of interprofessional primary care scenarios. Advances in Simulation. ISSN 2059-0628. 7(1). doi: 10.1186/s41077-022-00204-5. Vis sammendrag

  Background: Introducing interprofessional education (IPE) in healthcare curricula can prepare students for healthcare practices that have become increasingly complex. The use of simulation is promoted to support IPE. This study explores healthcare students’ experiences of participating in common, sub-acute patient scenarios that routinely occur in clinical practice in primary care. More specifically, it looks at how sub-acute patient scenarios from primary care can help develop interprofessional collaborative competence. Methods: Medical students (N=10), master’s students in advanced geriatric nursing (N=8) and bachelor’s students in nursing (N=9) participated in the simulations. The students were in their last or second-to-last year of education. We conducted five semi-structured focus group interviews with the participants’ directly after the simulation training to elicit experiences related to the scenarios, the simulation and interprofessional collaboration. The transcripts were analysed using systematic text condensation. To supplement the focus group interviews, the students also completed the interprofessional collaborative competency attainment survey (ICCAS), which measures the students’ self-assessed interprofessional competence. Results: Three main themes emerged from the analysis of the focus group interviews: Realism, Uncertainty, and Reflection. The students emphasised the importance of authentic and recognisable scenarios. They said the vague and unspecific patient symptoms created uncertainty in the situation, making it difficult to understand the patient’s diagnosis. Despite that uncertainty, they described the experience as positive. Further, the students expressed that the simulation increased their confidence in interprofessional collaboration and prepared them for future work. The results from the ICCAS questionnaire showed that the students reported a subjective positive change in their interprofessional competence after participating in the scenarios. Conclusions: This study showed that simulation-based IPE with sub-acute primary care scenarios contributes to develop interprofessional collaborative competence in healthcare education. Sub-acute scenarios can supplement the more common approaches with acute-care scenarios and aid in developing the collaborative competence required to work in healthcare teams.

• Røynesdal, Øystein; Magnus, Jeanette H. & Moen, Anne (2022). Pedagogical Approaches and Learning Activities, Content, and Resources Used in the Design of Massive Open Online Courses (MOOCs) in the Health Sciences: Protocol for a Scoping Review. JMIR Research Protocols. ISSN 1929-0748. 11(5). doi: 10.2196/35878. Fulltekst i vitenarkiv Vis sammendrag

  Background: Developing online, widely accessible educational courses, such as Massive Open Online Courses (MOOCs), offer novel opportunities to advancing academic research and the educational system in resource-constrained countries. Despite much literature on the use of design-related features and principles of different pedagogical approaches when developing MOOCs, there are reports of inconsistency between the pedagogical approach and the learning activities, content, or resources in MOOCs. Objective: We present a protocol for a scoping review aiming to systematically identify and synthesize literature on the pedagogical approaches used, and the learning activities, content, and resources used to facilitate social interaction and collaboration among postgraduate learners in MOOCs across the health sciences. Methods: We will follow a 6-step procedure for scoping reviews to conduct a search of published and gray literature in the following databases: Medline via Ovid, ERIC, SCOPUS, Web of Science, and PsychINFO. Two reviewers will screen titles, abstracts, and relevant full texts independently to determine eligibility for inclusion. The team will extract data using a predefined charting form and synthesize results in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews checklist. Results: The scoping review is currently ongoing. As of March 2022, we have performed initial data searches and screened titles and abstracts of the studies we found but revised the search string owing to inaccurate results. We aim to start analyzing the data in June 2022 and expect to complete the scoping review by February 2023. Conclusions: With the results of this review, we hope to report on the use of pedagogical approaches and what learning activities, content, and resources foster social and collaborative learning processes, and to further elucidate how practitioners and academics can harvest our findings to bridge the gap between pedagogics and learning activities in the instructional design of MOOCs for postgraduate students in the health sciences.

• Egilsdottir, H. Ösp; Heyn, Lena; Brembo, Espen Andreas; Byermoen, Kirsten Røland; Moen, Anne & Eide, Hilde (2022). The value of a redesigned clinical course during COVID-19 pandemic: an explorative convergent mixed-methods study. BMC Nursing. ISSN 1472-6955. 21(1), s. 1–19. doi: 10.1186/s12912-022-00872-8. Fulltekst i vitenarkiv Vis sammendrag

  Background: The COVID-19 lockdown in March 2020 had a significant consequence for nursing students world- wide including limited access to learning situations in clinical rotation. Therefore, this study aims to explore how an innovative redesign of a clinical course in a time of pandemic supported nursing students in learning the fundamen- tals of care in their first year. The redesign involved the transformation of a traditional hands-on clinical course into a technology-enhanced learning environment. Design: This was an explorative convergent mixed-methods study using both quantitative and qualitative methods. Methods: Twenty-four first-year nursing students responded to an online questionnaire with open-ended questions. Two nursing students and one faculty member participated in individual online interviews, and three faculty mem- bers participated in an online focus group interview. All the data were collected in June 2020. The quantitative data were analyzed using descriptive statistics and the qualitative data using content analysis. The GRAMMS guideline was applied. Results: The students achieved the learning outcomes regarding fundamental care, basic physical assessment skills, and clinical reasoning with the help of academic assignments, multimedia learning resources, and virtual patients. Further, six central aspects of the facilitator role in the virtual simulation were identified. The aspect that was consid- ered most valuable involved uncovering the “red thread” between different areas of knowledge in the first year of nursing education; this supported the students to better understand how to think and talk like a nurse. Conclusion: This study offers insight into how a technology-enhanced clinical course can foster the learning of fundamental nursing care, basic physical assessment skills, and clinical reasoning skills; enhancing students’ prepar- edness for clinical hours. Virtual patients’ scenarios contributed to integrating different types of knowledge and skills that are important when providing nursing care for patients in clinical practice. This study also highlighted a gap in pedagogical competence among faculty members with regards to facilitating learning in a technology-enhanced learning environment. Study findings suggest promising pedagogical strategies that should be further developed post-pandemic, in response to the call for a renewal of nursing education using more technologically supported learning designs

• Byermoen, Kirsten Røland; Eide, Tom; Egilsdottir, H. Ösp; Eide, Hilde; Heyn, Lena & Moen, Anne [Vis alle 7 forfattere av denne artikkelen] (2022). Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study. BMC Nursing. ISSN 1472-6955. 21(1), s. 1–17. doi: 10.1186/s12912-022-00879-1. Fulltekst i vitenarkiv Vis sammendrag

  Background: The overall aim of this study was to explore third-year bachelor nursing students’ stimulated recall reflections on their physical assessment competence development. The choice of learning strategies in nursing education seems to have great impact on nursing students’ use of physical assessment skills while in clinical rotation. There is a need to explore nursing students’ learning processes related to the use of physical assessments. Methods: Explorative qualitative design using a triangulation of data collection methods. Nine final-year nursing students’ physical assessment performances during patient encounters were audio-taped and observed. Shortly after, an individual stimulated recall interview based on the audio-recorded patient encounter and observation notes was conducted. A two-fold analysis was conducted: 1) analysis of students’ performed assessments, and 2) phenomeno- logical hermeneutical analysis of the stimulated recall interviews. Results: Nursing students assessments shifted from a checklist approach to a symptom-based, more holistic and person-centred approach, emphasizing conversation as part of their assessments. The nursing students also reported that a safe and stimulating learning environment was a prominent feature for their continuing development. Learning from skilled role models with expectations to them using physical assessment skills facilitated their continuing skills appliance, interprofessional communication and reflective practice. Conclusions: This study contribute with a novel, comprehensive and in-depth description of what influenced nurs- ing students’ learning processes experiences of using physical assessment skills during clinical rotation. The results reveal the need for targeted course designs by implementing scaffolded learning activities in practical and theoreti- cal courses aimed at strengthening students’ learning of physical assessment skills—building upon and emphasizing their prior knowledge and competence, which may lead to more confident registered nurses and promote patient safety in different health care contexts. We propose using stimulated recall systematically as a novel reflective learning activity in nursing education to foster clinical reasoning and metacognition skills and achieve deep learning

• Maurud, Sigurd; Børøsund, Elin & Moen, Anne (2022). Gender and ethnicity's influence on first-year nursing students' educational motivation and career expectations: A cross-sectional study. Nursing Open. ISSN 2054-1058. 3, s. 1667–1678. doi: 10.1002/nop2.1191. Fulltekst i vitenarkiv Vis sammendrag

  Aim Given the apparent link between gender and ethnicity, and the diversity and career opportunities in nursing, this study examined gender and ethnicity's influence on first-year nursing students' educational motivation and career expectations. Design Cross-sectional. Methods Through bootstrapped linear regressions, we analysed data on 504 Norwegian first-year nursing students' self-reported educational motivation and career expectations, from the StudData survey at the Centre for the Study of Professions (SPS) at Oslo Metropolitan University (OsloMet). Results The sample consisted of 67 (13%) male and 437 (87%) female nursing students. Female students were more motivated compared to male students by professional interest and to pursue a specialization, less likely to assume leadership positions in the future, and more likely to prioritize family and pursue positions in the traditional nursing field. In total, 425 (84%) respondents stated a Norwegian background. Respondents who stated that both of their parents were born in a country other than Norway made up the 79 (16%) students of immigrant background. Those with immigrant backgrounds were more motivated than other students by income, status and flexible working hours and less likely to pursue a specialization or future employment in the nursing field

• Moen, Anne; Cramer, Amy & Chronaki, Catherine (2022). Engage the people - health informatics and personal health management. I Delaney, Connie White; Weaver, Charlotte A; Sensmeier, Joyce; Pruinelli, Lisiane & Weber, Patrick (Red.), Nursing and Informatics for the 21st Century – Embracing a Digital World, Realizing Digital Health – Bold Challenges and Opportunities for Nursing. Routledge. ISSN 9780367516895. doi: 10.4324/9781003054849-6. Fulltekst i vitenarkiv
• Henni, Silje Havrevold; Maurud, Sigurd; Fuglerud, Kristin Skeide & Moen, Anne (2022). The experiences, needs and barriers of people with impairments related to usability and accessibility of digital health solutions, levels of involvement in the design process and strategies for participatory and universal design: a scoping review. BMC Public Health. ISSN 1471-2458. 22(35). doi: 10.1186/s12889-021-12393-1. Fulltekst i vitenarkiv Vis sammendrag

  Objective Globally, the number of digital health solutions is increasing, but they are not always designed with access and utilisation for people with impairments in mind. Development efforts have often not included the voice and requirements of people with impairments, who make up 15% of the world’s population, despite the fact that this can help ensure broad access and utilisation. Little attention to and limited inclusion of people with impairments in the development of digital health solutions results in continued and reinforced inequalities in health services provision for people with impairments. This review investigates the needs and barriers of people with impairments related to use of digital health solutions and strategies to foster user participation, access and utilisation of digital health solutions. Methods This scoping review, based on the Joanna Briggs Institute Manual, had five phases: 1) identification of aim and research questions, 2) literature search in five databases (April/May 2020), 3) literature screening based on predetermined inclusion and exclusion criteria, 4) data extraction, and (5) reporting results. Results The literature search resulted in 5968 sources, of which 25 met our inclusion criteria. People with impairments appreciate digital health solutions that are designed to meet their specific impairment-related challenges. The reported needs and barriers related to technological design varied depending on the individuals’ challenges. The literature reported different types of participatory co-design strategies to foster access and utilisation of digital health solutions. Conclusion This scoping review support needs for increased awareness among developers to design solutions that meet people’s needs, contexts and states of health. By applying universal design as a strategy and including people with different types of impairments, starting in the idea creation phase of digital health solutions and throughout the development, developers can design solutions with better accessibility. Digital health solutions that are accessible and usable have a tremendous opportunity to foster health equity and achieve health promotion, prevention and self-care. This in turn can contribute to closing the gap between different population groups, reduce disparities and get the most from available healthcare services.

• Hailu, Fikadu Balcha; Hjortdahl, Per & Moen, Anne (2021). Effect of locally-contextualized nurse-led diabetes self-management education on psychosocial health and quality of life: A controlled before-after study. International Journal of Africa Nursing Sciences. ISSN 2214-1391. 15. doi: 10.1016/j.ijans.2021.100325. Fulltekst i vitenarkiv
• Moen, Anne; Chronaki, Catherine; Petelos, Elena; Voulgaraki, Despina; Turk, Eva & Névéol, Aurélie (2021). Diversity in Health Informatics: Mentoring and Leadership . Studies in Health Technology and Informatics. ISSN 0926-9630. 281, s. 1031–1035. doi: 10.3233/SHTI210341. Fulltekst i vitenarkiv
• Pettersen, Mona Skjeklesæther; Moen, Anne; Børøsund, Elin & Wilberg, Theresa (2021). Therapists’ experiences with mentalization-based treatment for avoidant personality disorder. European Journal for Qualitative Research in Psychotherapy (EJQRP). ISSN 1756-7599. 11, s. 143–159. Fulltekst i vitenarkiv
• Thorshov, Thea Christine; Moen, Anne & Børøsund, Elin (2021). Helsepersonells forventninger til e-konsultasjon - en kvalitativ studie. Sykepleien Forskning. ISSN 1890-2936. doi: 10.4220/Sykepleienf.2021.86348. Fulltekst i vitenarkiv
• Oelschlägel, Lina; Dihle, Alfhild; Christensen, Vivi L.; Heggdal, Kristin; Moen, Anne & Österlind, Jane [Vis alle 7 forfattere av denne artikkelen] (2021). Implementing welfare technology in palliative homecare for patients with cancer: a qualitative study of health-care professionals’ experiences. BMC Palliative Care. ISSN 1472-684X. 20(1), s. 1–12. doi: 10.1186/s12904-021-00844-w. Fulltekst i vitenarkiv Vis sammendrag

  Background Introducing welfare technology in home-based palliative care has been suggested to be beneficial for improving access to health care at home and enhancing patients’ feelings of security and safety. However, little is known about the experiences of municipal health-care professionals using welfare technology in palliative home care. The aim of this study was to explore municipal health-care professionals’ experiences regarding the significant challenges, facilitators, and assessments associated with implementing a technological solution named “remote home care” in palliative home care for patients with cancer. Methods A qualitative, descriptive, exploratory design was used. Data were collected through focus-group interviews and individual semi-structured interviews with interdisciplinary health-care professionals who had experience using remote home care in clinical encounters with cancer patients who were in the palliative phase and living at home. Data were analyzed using qualitative content analysis. Results Three themes were identified: 1) shifting from objective measures to assessing priorities for patients, 2) lack of experience and personal distress regarding cancer inhibits professional care, and 3) prominent organizational challenges undermine the premise of remote home care. Conclusion The results showed that shifting from a disease-focused to a person-centered approach enables health-care professionals to assess patients’ personal priorities. However, health-care professionals’ uncertainty and lack of knowledge and experience, along with organizational issues concerning information-sharing, represent great challenges that have the potential to inhibit professional care. The availability of networks through which difficult issues can be discussed was highlighted as being a fundamental resource for facilitating the provision of care.

• Gjerde, Ellen; Moen, Anne & Henni, Silje Havrevold (2021). Sykepleieres erfaringer og utfordringer med perifer venekanylering. Sykepleien Forskning. ISSN 1890-2936. 16. doi: 10.4220/Sykepleienf.2021.86808. Fulltekst i vitenarkiv
• Lunde, Lene; Moen, Anne; Jakobsen, Rune Bruhn; Rosvold, Elin Olaug & Brænd, Anja Maria (2021). Exploring healthcare students' interprofessional teamwork in primary care simulation scenarios: collaboration to create a shared treatment plan. BMC Medical Education. ISSN 1472-6920. 21. doi: 10.1186/s12909-021-02852-z. Fulltekst i vitenarkiv
• Farsjø Aure, Caroline; Kluge, Anders & Moen, Anne (2021). Older Adults’ Engagement in Technology-Mediated Self-Monitoring of Diet: A Mixed-Method Study. Journal of Nursing Scholarship. ISSN 1527-6546. 53(1), s. 25–34. doi: 10.1111/jnu.12619. Fulltekst i vitenarkiv
• Benis, Arriel; Tamburis, Oscar; Chronaki, Catherine & Moen, Anne (2021). One Digital Health: A Unified Framework for Future Health Ecosystems. Journal of Medical Internet Research. ISSN 1438-8871. 23(2), s. 1–15. doi: 10.2196/22189. Fulltekst i vitenarkiv
• Egilsdottir, H. Ösp; Heyn, Lena; Brembo, Espen Andreas; Byermoen, Kirsten Røland; Moen, Anne & Eide, Hilde (2021). Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach. JMIR mhealth and uhealth. ISSN 2291-5222. 9(1), s. 1–16. doi: 10.2196/22633. Fulltekst i vitenarkiv Vis sammendrag

  Background: As many students in higher education are skilled users of mobile technology, mobile learning (mLearning) can be a promising educational strategy to enhance their learning experience. mLearning might also be well suited for nursing students as they navigate between multiple learning contexts in their educational curriculum. As an educational strategy, mLearning may also reduce challenges caused by the theory-practice gap in nursing by supporting skills and knowledge transfer between the university and clinical settings. As the introduction of basic physical assessment skills (B-PASs) into Norwegian bachelor’s degree education in nursing occurred quite recently, there is a lack of competence in supervision and teaching in both university and clinical settings. As such, mLearning appears to be a good strategy to support student B-PAS learning and knowledge transfer across learning contexts. Objective: This study aims to explore and elicit the perspectives of students regarding the way in which a selection of digital learning resources supports B-PAS learning and application in clinical rotation, which of the selected digital learning resources are beneficial to include in a suite of mLearning tools, and how the selected digital learning resources could support the transfer of skills and knowledge from the academic to clinical context. Methods: We used a longitudinal participatory design approach to co-design a suite of mLearning tools. The co-design processes took place in several workshops (WSs) over a period of 3 months: 2 WSs with first-year students (n=6), 3 WSs with second-year students (n=6), and 3 WSs with third-year students (n=8). The students evaluated several digital learning resources in both academic and clinical contexts. The digital learning resources included digital simulation with virtual patients, massive open online courses, and multimedia learning material. In the co-design WS, the potential and benefits of these digital learning resources for the learning and application of B-PASs were explored. Results: The students reported that the digital learning resources stimulated learning in 7 different ways. They also emphasized the importance of including all selected and tested digital learning resources. Moreover, students supported the inclusion of additional learning material, such as multiple-choice tests and written assignments, aimed at providing feedback and contributing to knowledge development. Conclusions: The co-design processes and collaboration with the nursing students provided insight into how a suite of mLearning tools may support the learning and application of B-PASs and human bioscience knowledge in clinical rotation. From the students’ perspective, one of the strengths of the suite of mLearning tools was the range of content, as this met a broader range of student learning preferences regarding learning B-PASs. The suite of mLearning tools contributes to and supports skills training and knowledge transfer between multiple learning contexts.

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• Moen, Anne (2023). Gravitate-Health; ePI in the context of ePrescription/eDispensation, Vision – Next Steps.
• Moen, Anne (2023). Empowering and Equipping Europeans with Health Information for Active, Personal Health Management and Adherence to Treatment.
• Moen, Anne (2023). Gravitate-Health - Addressing systemic / institutional justice personal and public health perspectives. theme “Empowering Patients Through Digital Health Information for Public Health in Africa” .
• Moen, Anne (2023). Gravitate-Health and Epistemic Injustice, ACMI Collen Award Panel Presentation: Informatics Approaches to Address Epistemic Injustice for Healthcare Consumers, Honoring Suzanne Bakken, .
• Moen, Anne (2023). CAPABLE/Gravitate-Health.
• Moen, Anne (2023). Digital4Quality-S.M.A.R.T. Patients and quality digital services, Porto 06.09.23.
• Moen, Anne (2023). Gravitate-Health and Nordic Medicinal Product Information compendia,
• Moen, Anne & Chronaki, Catherine (2023). HL7 FHIR for Medicinal Product Information -- aims to increase treatment understanding and adherence globally, Workshop, , 11.07.2023.
• Moen, Anne (2023). Gravitate-Health and Quality Care – Patient Safety.
• Moen, Anne (2023). Nursing Informatics. European perspectives, Keynote.
• Moen, Anne (2023). OneAquaHealth – One Digital Health – Citizen Participation and engagement, Workhop, MIE’2023, Gøteborg 23.05.2023.
• Moen, Anne (2023). Tackling Interoperability to Support Clinical Research; the Vulcan Approach,
• Moen, Anne (2023). Patients Online Record Access in the Context of the European Health Data Space.
• Moen, Anne (2023). Informatics Tools and Strategies to Promote Inclusive Design and Patient Engagement.
• Moen, Anne (2023). Digital citizen services, digital health literacy and more relevant health information to drive patient engagement.
• Moen, Anne; Ferrari, Giovanna; Chronaki, Catherine; Duman, Mark & Jordbru, Dag (2023). Gravitate-Health: Unlocking the Value of The Electronic Product Information (ePI) and more for Patients in EU and Beyond.
• Moen, Anne (2023). Gravitate-Health, Empowering and Equipping Europeans with Health Information for Active, Personal Health Management and Adherence to Treatment, specific focus on Interoperability Resources, .
• Moen, Anne (2023). In-equality in Health informatics.
• Moen, Anne (2023). Innbyggerinvolvering og Etikk.
• Moen, Anne (2023). Research Integrity and Public-Private Partnership: Experiences in Gravitate-Health.
• Moen, Anne (2023). Gravitate-Health, Empowering and Equipping Europeans with Health Information for Active, Personal Health Management and Adherence to Treatment.
• Moen, Anne (2023). CAPABLE: empower citizens by facilitating active use of personal health information, .
• Moen, Anne (2023). Gravitate – Health: ePI on FHIR in EU and beyond.
• Egilsdottir, H. Ösp; Heyn, Lena; Falk, Ragnhild Sørum; Brembo, Espen Andreas; Byermoen, Kirsten Røland & Moen, Anne [Vis alle 7 forfattere av denne artikkelen] (2022). Change in nursing students'confidence & competence with the use of a Suite of mLearning Tools.
• Egilsdottir, H. Ösp; Heyn, Lena; Falk, Ragnhild Sørum; Brembo, Espen Andreas; Byermoen, Kirsten Røland & Moen, Anne [Vis alle 7 forfattere av denne artikkelen] (2022). Change in nursing students' confidence and competence with the use of a Suite of mLearning Tools.
• Moen, Anne (2022). Citizens’ eHealth tools for safer use of medicines, better health outcomes & quality of life. Sustainability and resilience; Securing the future of health systems, .
• Moen, Anne (2022). Personal Health Data Space.
• Moen, Anne; Chronaki, Catherine; Martins, Henrique M. G. & Ferrari, Giovanna (2022). People Centric Model to Harness User Value. Reflection on Personal Data Spaces in Transformation of Health and Care. HealthManagement.
• Moen, Anne; Ferrari, Giovanna; Michalov, Lubos; Garcia Burgos, Juan & Chronaki, Catherine (2022). Gravitate-Health: putting ePI (electronic Product Information) to work in the patient journey to drive better use of medicines.
• Hjorth-Johansen, Elin; Holmstrøm, Henrik; Børøsund, Elin; Moen, Anne; Eger, Siw Helen Westby & ingeborg, Martinsen [Vis alle 8 forfattere av denne artikkelen] (2022). A mobile application to support parents of infants with severe cardiac disease.
• Byermoen, Kirsten Røland; Brembo, Espen Andreas; Eide, Tom; Egilsdottir, H. Ösp; Heyn, Lena & Moen, Anne [Vis alle 7 forfattere av denne artikkelen] (2022). Newly graduated nurses use and development of assessment skills: an in-depth qualitative study.
• Byermoen, Kirsten Røland; Eide, Tom; Egilsdottir, H. Ösp; Eide, Hilde; Heyn, Lena & Moen, Anne [Vis alle 7 forfattere av denne artikkelen] (2021). Sykepleierstudenters bruk av systematisk klinisk undersøkelse og vurdering i praksis- en "Stimulated Recall" studie.
• Moen, Anne (2021). INNSIKT - nettverkserfaringer og oppsummering.
• Engzelius, Jan Morten; Kydland, Øystein; Sævild, Anita; Andresen, Hanne & Moen, Anne (2021). Pasientenes egeninnsats ved bruk av egne helsedata.
• Moen, Anne; Hurlen, Petter & Svenningsen, Linn Camilla (2021). Gravitate-Health: Empowering and Equipping Europeans with health information for Active Personal Health Management and Adherence to Treatment.
• Moen, Anne (2021). Citizen Engagement in Digital Health .
• Benis, Arriel; Chronaki, Catherine; Moen, Anne & Tamburis, Oscar (2021). Defining One Digital Health - how training the future generations of One Health professionals .
• Moen, Anne (2021). MOOC, strengthen systematic clinical assessment. KlinPrim as an example.
• Moen, Anne; Chronaki, Catherine; Benis, Ariell & Tamburis, Oscar (2021). One Digital Health: Raising Global Priority for Health Informativs in Post-COVID ERA .
• Moen, Anne & Engelsen, Thea Cecilie (2021). Maria travels - Maria explains her mediation considerations and preparation for travelling .
• Moen, Anne; Ferrari, Giovanna & Turk, Eva (2021). #PolyPod: Gravitate Health and the digital health information journey. [Internett]. #Polypod.
• Moen, Anne (2021). Gravitate-Health. ePI - Medicinal Product Information - for the People. Panel Innovative e-labeling Initiatives in the World and Discussion on Next Steps for e-labeling in Japan, .
• Moen, Anne (2021). On Gravitate-Health. Closing keynote.
• Moen, Anne (2021). Gravitate-Health. Empowering and Equipping Europeans with health information for Active Personal Health Management and Adherence to Treatment. Slik arbeider vi med elektroniske pakningsvedlegg. .
• Moen, Anne & Hurlen, Petter (2021). Pasientens Helsedata. Gravitate-Health: Empowering and Equipping Europeans with health information for Active Personal Health Management and Adherence to Treatment.
• Moen, Anne & Hurlen, Petter (2021). CAPABLE and Gravitate-Health.
• Moen, Anne & Hurlen, Petter (2021). CAPABLE og Gravitate-Health.
• Moen, Anne & Ferrari, Giovanna (2021). Gravitate-Health: Empowering and Equipping Europeans with health information for Active Personal Health Management and Adherence to Treatment.
• Moen, Anne & Chronaki, Catherine (2021). Gravitate-Health: Empowering and Equipping Europeans with health information for Active Personal Health Management and Adherence to Treatment. Presentation,
• Moen, Anne & Hurlen, Petter (2021). Gravitate-Health: Empowering and Equipping Europeans with health information for Active Personal Health Management and Adherence to Treatment. .
• Moen, Anne (2021). Tilrettelagt medisininformasjon - Gravitate-Health prosjektet. .
• Ferrari, Giovanna; Moen, Anne; Beltran, M.E. & Fritz, Daniel (2021). PharmaLedger-Gravitate-Health - ePI to support digital transformation of healthcare.
• Turk, Eva; Maurud, Sigurd; Løw, Line Marie & Moen, Anne (2021). Gravitate-Health.
• Moen, Anne & Chronaki, Catherine (2021). G-Lens: Using HL7 FHIR International Patient Summary to highlight key information in Medication Leaflets.
• Moen, Anne; Chronaki, Catherine; Govani, Arif; Stichele, Robert Vander; Hurlen, Petter & Ingvar, Martin (2021). G-Lens to focus medication information - opportunities with structured ePI standard. .
• Moen, Anne (2021). Open Data – Trust, Transparency, Transformation .
• Moen, Anne; Martins, Henrique M. G. & Chronaki, Catherine (2021). Gravitate-Health: Empowering and Equipping Europeans with health information for Active Personal Health Management and Adherence to Treatment. . HL7 Newsletter.
• Moen, Anne (2021). Delta i COST Action - tips og erfaringer.
• Moen, Anne (2021). INNSIKT - and COST Action NET4AgeFriendly.
• Oelschlägel, Lina; Dihle, Alfhild; Christensen, Vivi Lycke; Heggdal, Kristin; Moen, Anne & Österlind, Jane [Vis alle 7 forfattere av denne artikkelen] (2021). Implementing welfare technology in palliative homecare for patients with cancer: A qualitative study of health-care professionals’ experiences.
• Egilsdottir, H. Ösp; Heyn, Lena; Brembo, Espen Andreas; Byermoen, Kirsten Røland; Moen, Anne & Eide, Hilde (2021). Erfaringer fra digital sykepleiepraksis under COVID-19 pandemien: Convergent Mixed-methode studie.
• Steindal, Simen Alexander; Heggdal, Kristin; Oelschlägel, Lina; Christensen, Vivi Lycke; Moen, Anne & Dihle, Alfhild [Vis alle 7 forfattere av denne artikkelen] (2021). Palliative cancer patients` experiences of telehealth in home-based care: Challenges in the recruitment of vulnerable patients.
• Hurlen, Petter & Moen, Anne (2021). Innbyggerne må få helsedataene sine . Dagens medisin. ISSN 1501-4290. Vis sammendrag

  Vi etterlyser en strategi som baserer seg på helse- og sykehusplanens visjon om innbyggeren som aktiv deltaker i egen helse og behandling.

• Moen, Anne & Chronaki, Catherine (2020). Discover your own G-lens! Patients’ and Healthcare professionals’ Digital Journey with Gravitate-Health.
• Moen, Anne (2020). Digital Health information– opportunities and challenges for active engagement for personal health and well-being .
• Moen, Anne & Engelsen, Thea Cecilie (2020). Maria and her medicines .
• Moen, Anne; Ferrari, Giovanna & Engelsen, Thea Cecilie (2020). Introduction to Gravitate-Health .

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