Biomedical subjects

R M Ribbons

Publications and source records attributed to R M Ribbons.

5 recordsLinked to original sources

PubMed1998

The Internet: practical applications in nurse education [corrected].

To a number of nurse educators, the Internet is a new, innovative and exciting teaching and learning tool. Sadly, anecdotal evidence suggests that many educators remain largely unaware of these new technologies or their potential to assist in the process of learning. Such a situation is not surprising given the limited amount of literature detailing the use of the Internet in nurse education and a profound lack of educational research in the area. This paper will highlight some of the benefits of the Internet for nursing students and educators, provide an overview of a number of Internet technologies and suggest some practical applications of these technologies in nurse education. A glossary of Internet terms is included.

Computer User Training↗

PubMed1997

Information technology in nursing: a project examining educational applications of the Internet and World Wide Web.

Developments in Information Technology are requiring nurses to not only access complex information but also manipulate it within an information rich environment to benefit patient care. Within such an environment, the role played by the Internet and more specifically, the World Wide Web (WWW or web), will become increasingly important to health care providers. Nurse academics within the School of Nursing, Monash University, have adopted an innovative and integrated approach to Internet technologies as part of information processing and inquiry in nursing. This approach is aimed at enhancing the teaching/learning process by lending additional richness to the learning environment. Initial feedback from this project supports the assumption that information technology has an important, and increasingly prominent, role to play within nursing education and clinical practice. Although very much at an embryonic stage, the project has been well received by students and staff alike. This descriptive paper will attempt to highlight some of the benefits of the project for nurse academics and students, provide an overview of Internet and WWW applications and suggest some practical applications of these technologies in nurse education.

Computer Communication Networks↗

PubMed1997

Facilitating higher order thinking skills in nurse education: a prototype database for teaching wound assessment and management skills.

The introduction of university based nurse education in Australia has nursing students spending more time in the classroom and less time in clinical settings. This decrease in clinical exposure may result in reduced opportunities for students to develop pertinent patient assessment and management skills. This is particularly true of skills required for effective wound assessment and management. Computerised databases offer an innovative method of teaching or refining these skills in a cost and time-effective manner without risk to patients or students. Such technology can also provide important grounding in data identification, hypothesis testing, problem solving and clinical decision making skills. This paper explores the underlying pedagogical principles of database use and describes the development of the prototype closed database, DECUBITUS. The prototype database included the following data fields; physical assessment, clinical diagnosis, risk assessment, wound assessment and treatment modality. The introduction of more sophisticated databases will permit the storage of visual images of actual wounds thus providing an additional dimension to the teaching of wound assessment and management.

Australia↗

PubMedDate not supplied

Guidelines for developing interactive multimedia. Applications in nurse education.

In an environment of increasing economic constraint, it is necessary for nurse educators to design and implement cost-effective teaching and learning strategies. Computer-based interactive multimedia applications in education have been touted as a cost- and time-effective method of providing a dynamic, information rich, learning environment. Given the profusion of this type of media in the general marketplace, an increasing number of educators are now wishing to develop specific computerized multimedia applications for use in nurse education. Accounts of a number of such developments exist in the literature. However, there is a dearth of literature outlining the processes involved in interactive multimedia production. It would, therefore, appear timely to address issues related to multimedia development. Based on the author's experiences, this article will offer a number of practical suggestions for the development of interactive multimedia applications in nursing education.

Education, Nursing↗

PubMedDate not supplied

The use of computers as cognitive tools to facilitate higher order thinking skills in nurse education.

Much of what has been written about computer use in nursing has been technocentric in nature. Nursing literature has focused on the intricacies of the technology, computer literacy, nurses' attitudes to computers and information systems, the implementation of these systems and, to a lesser degree, nursing information and its application in a computerized environment. Little, if any, attention has been given to the underlying cognitive processes required to use information technologies effectively. Can nursing stand accused of concentrating too heavily on the technology of information rather than on the cognitive processes involved in the acquisition, management, and use of information? This discussion will focus on the utilization of cognitive tools to facilitate the higher order thinking skills required for the effective use of information technologies. The concept of cognitive tools and cognitive residues will be defined. The role of these concepts within the broader context of nursing informatics will be illustrated using examples of how computer-based cognitive tools have been implemented in one undergraduate nursing program.

Cognition↗