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Aim Conduct a systematic review to analyse how nursing informatics influence patient safety outcomes in critical care settings. Research methodology/design The following database searches were conducted: Ovid MEDLINE, Cochrane library, Cochrane CENTRAL, CINAHL plus, Ovid Emcare, PsycINFO, and Ovid Embase. Two reviewers conducted the data selection and critical appraisal independently, following the JBI evaluation guidelines. Seventeen articles of high quality were included in this review. Settings This systematic review focused on critical care settings in healthcare facilities, including Emergency Departments, Intensive Care Units, High Dependency Units and Coronary Care Units in public or private hospitals. Main outcome measures The overarching outcomes evaluated were patient safety outcomes (e, g, the development of a pressure injury), patient safety outcome measures (i.e., the application of tools used to measure patient safety outcomes e.g. the frequency with which pressure areas are assessed) and the processes of care (e.g. conducting regular pressure area care to prevent pressure injuries). Results In critical care settings, nursing informatics were associated with promotion of patient safety and prevention of adverse incidents, including reducing the incidence of pressure ulcers and medication errors; helping control blood glucose levels; decreasing the length of hospital stay; and improving compliance with care bundles and overall screening completion rates for risks of pressure ulcers, falls, substance use and agitation in emergency departments. Conclusion The implementation of nursing informatics in critical care areas has been successful in promoting patient safety. While informatics can be costly to introduce, there is evidence these interventions can reduce costs by preventing adverse events. Implications for critical practice Electronic health information record systems, clinical decision support systems and telehealth can increase compliance with screening and delivery of care aligned with guidelines across a range of presentations and critical care contexts. With the growing prevalence of nursing informatics, these systems should be considered for more widespread introduction.

Healthcare simulations help learners develop teamwork and clinical skills in a risk-free setting, promoting reflection on real-world practices through structured debriefs. However, despite video's potential, it is hard to use, leaving a gap in providing concise, data-driven summaries for supporting effective debriefing. Addressing this, we present TeamVision, an AI-powered multimodal learning analytics (MMLA) system that captures voice presence, automated transcriptions, body rotation, and positioning data, offering educators a dashboard to guide debriefs immediately after simulations. We conducted an in-the-wild study with 56 teams (221 students) and recorded debriefs led by six teachers using TeamVision. Follow-up interviews with 15 students and five teachers explored perceptions of its usefulness, accuracy, and trustworthiness. This paper examines: i) how TeamVision was used in debriefing, ii) what educators found valuable and challenging, and iii) perceptions of its effectiveness. Results suggest TeamVision enables flexible debriefing and highlights the challenges and implications of using AI-powered systems in healthcare simulation.

Multimodal Learning Analytics (MMLA) innovations make use of rapidly evolving sensing and artificial intelligence algorithms to collect rich data about learning activities that unfold in physical learning spaces. The analysis of these data is opening exciting new avenues for both studying and supporting learning. Yet, practical and logistical challenges commonly appear while deploying MMLA innovations \"in-the-wild\". These can span from technical issues related to enhancing the learning space with sensing capabilities, to the increased complexity of teachers' tasks and informed consent. These practicalities have been rarely discussed. This paper addresses this gap by presenting a set of lessons learnt from a 2-year human-centred MMLA in-the-wild study conducted with 399 students and 17 educators. The lessons learnt were synthesised into topics related to i) technological/physical aspects of the deployment; ii) multimodal data and interfaces; iii) the design process; iv) participation, ethics and privacy; and v) the sustainability of the deployment.