هوش مصنوعی فراملی و رباتیک در بهداشت و مراقبت اجتماعی

Transcultural Artificial Intelligence and Robotics in Health and Social Care provides healthcare professionals with a deeper understanding of the incredible opportunities brought by the emerging field of AI robotics. In addition, it provides robotic researchers with the point-of-view of healthcare professionals to understand what the healthcare sector – as well as the market – really needs from robotics technology. By doing so, the book fills an important gap between both fields in order to leverage new developments and collaborative work in favor of global patients. The book is aimed at the non-technical reader, especially health and social care professionals, and explains in a simple way the technological principles applied in the development of socially assistive humanoid AI robots (SAHR), the values which guide such developments, the ethics related to them, and research approaches in the field, with a focus on achieving a culturally competent SAHR. 2023 PROSE Awards - Winner: Category: Nursing and Allied Health: Association of American Publishers Presents user-friendly and stage-by-stage information to help readers appreciate how AI robots work and how they can be integrated in their work environments Explains why AI and socially assistive robotics need to be culturally competent Helps reduce readers'fears and change negative prejudices they may have about robots as a relevant tool for healthcare Written by experts in AI robotics and the creators of transcultural health/social robotics Informed by the largest trial conducted with real patients Front Cover TRANSCULTURAL ARTIFICIAL INTELLIGENCE AND ROBOTICS IN HEALTH AND SOCIAL CARE TRANSCULTURAL ARTIFICIAL INTELLIGENCE AND ROBOTICS IN HEALTH AND SOCIAL CARE Copyright Contents Contributors Foreword by Tetsuya Tanioka Foreword by Matthias Rehm 1 - The fourth industrial revolution and the introduction of culturally competent concepts and values for AI techno ... 1.1 Introduction 1.2 The fourth industrial revolution 1.2.1 What is the fourth industrial revolution and how it is affecting human societies 1.2.2 How is health care and nursing responding to the challenges of the fourth industrial revolution 1.3 The importance of cultural competence and the need for culturally competent socially assistive robots 1.3.1 Definition and need for cultural competence in health, social, and robotic care 1.3.2 Components of cultural competence 1.3.3 Definition of culturally competent socially assistive robots 1.4 The underpinning values, transcultural ethics, and cultural dimensions for culturally competent robots 1.4.1 Human values and how these relate to SARs 1.4.2 Transcultural ethical principles 1.4.3 Hofstede's cultural dimensions 1.4.3.1 Power distance 1.4.3.2 Individualism versus collectivism 1.4.3.3 Uncertainty avoidance 1.4.3.4 Masculinity versus femininity 1.4.3.5 Long-term orientation versus short-term orientation 1.4.3.6 Indulgence versus restraint 1.5 Applying values, principles, definitions, components, and dimensions 1.6 Case study: Mrs. Christou story 1.7 What you will find in this book 1.8 Conclusion 1.9 Reflective questions References Further reading 2 - A beginner's guide to how robots work 2.1 Introduction 2.2 Writing computer programs 2.3 Dealing with the complexity of the real world 2.3.1 Making robots autonomous 2.3.2 The behaviorist approach 2.4 Once again: “why can't the robot do that?” 2.4.1 Writing computer programs for autonomous robots 2.4.2 Robots in the wild 2.4.3 A few words about Neural Networks 2.5 Conclusion 2.5.1 Reflective questions References 3 - What the literature says about social robots and AI technologies in health and social care 3.1 Introduction 3.2 Humanoid and animal-like socially assistive robots 3.3 Surgical robots and robots used in rehabilitation 3.4 Usefulness, appearance, and other cultural characteristics influencing acceptability 3.5 Views of nurses and other health professionals on the use of SARs 3.6 Enablers and barriers to the implementation of SARs 3.7 Conclusion 3.7.1 Reflective questions References 4 - The ethics of socially assistive robots in health and social care 4.1 Introduction 4.2 Ethical frameworks for socially assistive robots in care 4.3 Ethics in the CARESSES project 4.4 Robots, care recipients, and caregivers: ethical considerations 4.4.1 Autonomy 4.4.2 Dignity 4.4.3 Informed consent and shared decision-making 4.4.4 Data protection and privacy 4.4.5 Deception and attachment 4.4.6 False expectations 4.4.7 Health inequalities 4.4.8 Safety and avoidance of harm 4.4.9 Substitution for social contact 4.4.10 Stigma 4.4.11 Responsibility 4.4.12 Labor replacement 4.5 Governance and legislation 4.6 Conclusion 4.7 Appendices 4.7.1 Case study 1 with reflective questions 4.7.1.1 Reflective questions 4.7.2 Case study 2 with reflective questions References 5 - A workplan to develop culturally competent robots: the CARESSES case study 5.1 Introduction 5.2 Building social robots for everybody and everywhere: a contemplation of what is missing 5.3 The CARESSES case study told as a radio drama 5.3.1 Laying the ground 5.3.2 Scientific objectives 5.3.3 Technological objectives 5.3.4 Validation objectives 5.3.5 Dissemination and exploitation objectives 5.3.6 Project management and ethics 5.4 Preparing the work plan: the path from scenarios and guidelines to artificial intelligence, from technological development ... 5.5 Conclusion 5.5.1 Reflective questions References 6 - Stories and scenarios for the development of a culturally competent socially assistive robot for health and soc ... 6.1 Introduction 6.2 The use of stories 6.3 Writing stories for cultural groups 6.4 Explaining and discussing the construction of scenarios and their content 6.4.1 Human section (light grey part of each table) 6.4.2 Robot section (dark grey part of each table) 6.5 Discussion 6.6 Conclusion 6.7 Reflective questions References 7 - From stories to scenarios and guidelines for the programming of culturally competent, socially assistive robots 7.1 Introduction 7.2 Theoretical underpinnings 7.2.1 National and individual culture 7.2.2 The cultural iceberg theory 7.2.3 Daily routines and the hidden part of our consciousness 7.2.4 The cultural iceberg trigger theory 7.3 The observation study: the processes used for the development of observation tools 7.3.1 Step 1 7.3.2 Step 2 7.3.3 Step 3 7.4 Creation of the observation tools and how to use them 7.4.1 Tool 1 (Fig. 7.5) 7.4.1.1 General information 7.4.1.2 Verbal communication 7.4.1.3 Nonverbal communication 7.4.1.4 Other elements 7.4.1.5 Definitions of verbal communication 7.4.1.6 Other elements 7.4.1.7 Definitions of nonverbal communication 7.4.2 Tool 2 (Fig. 7.6) 7.4.2.1 Triggers 7.4.2.2 Possible observable “surfaced” behaviors of subconscious/hidden cultural elements 7.5 Video recordings 7.5.1 Sample size and procedures for the observation study 7.5.2 Cultural experts and their role 7.5.3 The “analysis tool” 7.5.4 Profiles of cultural experts 7.5.5 Participants' profiles 7.5.6 Summary of the process of analysis of the data from the cultural experts 7.6 Summary of selected example results 7.6.1 Common videos: Indian experts 7.6.1.1 Triggers 7.6.1.2 Behaviors 7.6.2 Noncommon videos: Indian experts 7.6.2.1 Triggers 7.6.2.2 Behaviors 7.6.3 Examples from the English expert 7.6.3.1 Triggers 7.6.3.2 Behaviors 7.7 The ADORE model 7.8 Examples of the final guidelines produced 7.9 Evaluation of the videoed encounters of robot with actor-users 7.9.1 Creating short scripts 7.9.2 Online evaluation platform 7.9.3 Evaluation questionnaire 7.9.4 Data collection 7.9.5 Comment on the results 7.10 Conclusions 7.10.1 Were our methods appropriate and effective? 7.10.2 Does what we learned enabled us to identify and make the changes to the basic guidelines in a significant way? 7.10.3 Finally... 7.11 Reflective questions References 8 - From guidelines to culturally competent artificial intelligence 8.1 Introduction 8.2 Representing knowledge 8.2.1 Ontologies from parmenides to artificial intelligence 8.2.2 Probabilistic knowledge from reverend Bayes to Bayesian networks 8.3 How to embed cultural competence into robots 8.3.1 Following guidelines to design artificial intelligence programs: knowledge representation without stereotypes 8.3.2 From knowledge representation to language generation and dialog management 8.3.3 From language generation to dialogue management 8.3.4 Acquiring new cultural knowledge 8.4 Conclusions 8.4.1 Reflective questions References 9 - Development of a fully autonomous culturally competent robot companion 9.1 Introduction: autonomous robots revisited from Shakey to Boston dynamics legged robots 9.2 Yet some more words about 24/7 autonomy and robustness 9.2.1 Programming autonomy: things that “good robots” should never do 9.2.2 Tricks and cheats revealed 9.2.3 One more trick: choosing a robot not resident in the “Uncanny Valley.” 9.3 A seemingly autonomous robot: the CARESSES case study 9.3.1 Sensing, knowledge, planning, and acting 9.3.2 The long and winding road to experiments with people 9.4 Cultural competence everywhere and the cloud hypothesis 9.5 Conclusion 9.5.1 Reflective questions References 10 - The CARESSES trial and results 10.1 Introduction 10.2 Trial design 10.2.1 Participants 10.2.2 Allocation and blinding 10.2.3 Trial preparation 10.2.4 The interventions 10.2.5 The testing procedures 10.2.6 Data collection tools 10.2.7 Ethical issues and considerations 10.3 Trial feasibility 10.4 Quantitative results and interpretations 10.4.1 Data characteristics 10.4.2 Physical and mental health 10.4.3 User satisfaction and attitudes 10.4.4 Perceptions of cultural competence 10.5 Study limitations 10.6 Reflective questions References 11 - The role of culturally competent robots in major health disasters 11.1 Introduction 11.2 The need for transcultural AI robotics in major health disasters 11.2.1 Disaster robots: a quick glance 11.2.2 Robots to the rescue 11.2.3 Emergency carers 11.2.4 AI devices and robots during the COVID-19 pandemic 11.2.4.1 Before COVID: the Ebola outbreak 11.2.4.2 COVID-19 as turning point in MHDs robotics 11.2.4.2.1 Prevention 11.2.4.2.2 Testing and examination 11.2.4.2.3 Health care and telemedicine 11.2.4.2.4 Health informatics 11.2.4.2.5 Socially assistive robots 11.2.4.3 The potential of transcultural robots in an existential disaster: Gamila's story 11.3 Developing a transcultural AI robotics strategy for major health disasters 11.4 Training and preparing for transcultural AI robotics in major health disasters 11.4.1 The importance of being prepared 11.4.2 General considerations about training 11.4.3 A proposal for a training curriculum for MHD using transcultural AI 11.4.3.1 Topic 1—knowledge about the robot's purpose, functionality, and capabilities 11.4.3.2 Topic 2—how to operate the robot 11.4.3.3 Topic 3—legal and ethical issues 11.5 Conclusion 11.6 Reflective questions References 12 - Future gazing 12.1 Introduction 12.2 My time-machine is parked in 2025: how technology will develop in the near future 12.3 Let us now gaze a little further into the future 12.4 The urgent need for training and engagement of health and social care staff 12.5 Conclusion 12.6 Reflective questions References Index A B C D E F G H I J K L M N O P Q R S T U V W Z Back Cover