| (15) | Quantitative, | To identify the impact of nursing | Nursing | Researchers have shown | Level 4 |
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| 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. |
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| (16) | Quantitative | To confirm the criterion- | Nurses | The criterion-related validity | Level 4 |
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| descriptive | related validity of PITCCN. | (n=421) | of PITCCN could be confirmed. |
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| survey |
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| (17) | Quantitative, | Validation of the PITCCN | Nurses | The survey showed that the | Level 4 |
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| psychometric | questionnaire and performance | (n=299) | PITCCN questionnaire was valid |
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| evaluation | of factor analysis. |
| and reliable for measuring TCCN. |
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| (18) | Quantitative, | To identify managers’ and | Nurses | Continuous education is needed | Level 4 |
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| 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. |
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| (19) | Quantitative, | To assess the psychometric | Nurses | Content validity and reliability | Level 4 |
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| 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. |
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| (20) | Descriptive, | Validity of the instrument | Experts in | The experts confirmed the | Level 4 |
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| psychometric | for measuring TCCN. | theory and | substantive validity. |
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| evaluation |
| practice |
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| (n=13) |
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| (21) | Quantitative, | To explore how nurses | Nurses | Ratings for TCCN were | Level 4 |
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| 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. |
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| (22) | Quantitative, | Pre-test – post-test self-evaluations | Nursing | Students’ confidence in | Level 4 |
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| pre-test/ | to rate students’ confidence | students | using the theory in practice |
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| post-test | in using Locsin’s theory. | (n=27) | was significantly higher |
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| after the simulation. |
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| (23) | Descriptive, | Describe TCCN theory and | / | TCCN is a medium-range | Level 5 |
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| literature review | its contribution to science |
| theory in nursing that provides |
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| and the nursing process. |
| a theoretical framework for |
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| research and is applicable in |
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| practice and education. |
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| (2) | Describe the | Descriptive, literature review. | / | A theoretical framework | Level 5 |
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| development of |
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| for using the theory in both |
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| TCCN theory. |
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| research and practice. |
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| (1) | Qualitative, | Describe the importance of the | Nurses | The application of the theory | Level 6 |
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| phenomenological study | experience of nurses caring for patients who are vitally | (n=10) | is to assist nurses in achieving high-quality care for patients |
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| dependent on technologies |
| in the intensive care unit. |
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| in the intensive care unit. |
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| (6) | Qualitative | Describe the importance | Patients | In practice, nurses should | Level 6 |
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| research, | of technology-dependent | (n=10) | know the importance of their |
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| hermeneutic | patient experiences in the |
| patient’s experiences. This |
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| phenomenological | intensive care unit. |
| would allow them to anticipate |
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| study |
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| the patients’ needs and improve |
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| their experience by providing |
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| appropriate interventions |
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| involving the use of technology. |
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| (24) | Qualitative, | Describe the importance of the | Family | Family caregivers described | Level 6 |
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| hermeneutic | experience of family caregivers. | members | their experiences (nurses |
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| phenomenological |
| (n=10) | should support family carers |
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| study |
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| and share care experiences, |
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| and should teach family carers |
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| to use technologies, alarms). |
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| (25) | Qualitative, | To describe caring in nursing by | Nursing | Caring in nursing focused | Level 6 |
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| hermeneutic | Japanese nursing students. | students | on whole-person relating, |
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| phenomenology |
| (n=61) | practice competency and |
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| reciprocal relationships. |
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| (3) | Professional | Clarify the impact of advanced | / | With timely development, the | Level 7 |
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| article | technology on healthcare. |
| integration of technological |
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| competence into nursing |
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| practice for the professional |
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| use of advanced technology |
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| can be imbued with |
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| artificial intelligence. |
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| (4) | Professional | Answer the research question ‘How | / | Technology can perform | Level 7 |
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| article | can nurses remain relevant in the |
| routine tasks so that nurses can |
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| technologically advanced future?’ |
| spend more time interacting |
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| with the patient. There is a |
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| need to transform nursing |
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| education that incorporates |
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| technology, and increase the |
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| focus on nursing research that |
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| explores the effects of using |
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| technology in practice. |
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| (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 |
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| (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 |
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| (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 |
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| (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 |
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| (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 |
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| (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 |
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| (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 |
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| (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 |
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| (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 |
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| (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 |
