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PubMedDate not supplied

Computer technology: implications for nurse educators.

The purpose of this paper is to discuss implications of computer technology for nursing education. Effects of computer anxiety and strategies to minimize them are presented. Computer assisted instruction (CAI) and interactive videodisc (IVD) are alternative instructional strategies for content dissemination and learning enhancement. Faculty must be cognizant of design factors facilitating usage when selecting programs. Issues of privacy, confidentiality, information security, and impact on nursing practice have risen with increased computer usage.

Attitude to Computers↗
PubMed1997

The Nightingale Tracker: information technology for community nursing education.

The international health care delivery system is evolving to include an increased emphasis on community care and automated clinical information and communication systems. These trends are dramatically affecting nursing education in the U.S. as faculty consider the strategies needed to communicate with their students at multiple clinical sites, and to educate students to fulfill their changing practice roles. In response to these changes, FITNE, Inc. is using triangulated research methods to develop an information technology system for use in community nursing education. Named the Nightingale Tracker, this system will: (1) facilitate real time voice and data distance communication between students at the point of care and their instructors, and (2) electronically process clinical data related to community nursing education visits. The Nightingale Tracker was pilot tested in 1996; findings will be used to plan a national beta test. Project completion is scheduled for late 1997.

Community Health Nursing↗
PubMed1998

Using clinical databases in tertiary nurse education: an innovative application of computer technology.

This paper provides an initial report of an educational innovation in nursing that promotes exchange of information and close cooperation between hospitals and a university. Data from a computerized nursing care planning system are used as the basis for the design of the acute care clinical component of the nursing curriculum. The project has been developed with the aim of minimizing the theory-practice gap and making the transition from university to hospital an easier process for students and new graduates. From the very early stages of the project, it was recognized that the introduction of new computer-based innovations or educational technology, in itself, would not necessarily improve teaching and learning. Therefore, strong emphasis was placed on how the database would be used as the basis for sound curriculum development while maintaining the clinical and practical focus required by students. Difficulties associated with the project, ranging from lengthy legal negotiations to the challenge of integrating a curriculum strongly based on critical reflection and problem-solving with a highly prescriptive hospital database are reported. The project not only provides an example of the efficient exchange and use of hospital-based data for teaching purposes but also provides the groundwork for many potential and exciting developments in national and international nursing data exchange.

Acute Disease↗
PubMedDate not supplied

A comparison of teaching strategies for integrating information technology into clinical nursing education.

As health care becomes more information-intensive and diverse, there is a need to integrate information technology (IT) into clinical education. Little is known, however, about how to design instructional strategies for integrating information technology into clinical nursing education. This article outlines the instructional strategies used by faculty in five nursing programs who taught students to use a point-of-care information technology system. The article also reports students' computer acceptance and summarizes IT clinical teaching recommendations.

Adult↗
PubMed2005

Webcasting: a new instructional technology in distance graduate nursing education.

Webcasting is a new instructional technology used to deliver audio and video presentations via the Internet, enabling learners to participate in a live class via a personal computer. In this article, we describe the workflow involved in producing a Webcast class and provide a detailed account of the process of adopting Webcasting as a medium to provide distance education at a state university in a rural setting. This article addresses the team members required to seamlessly integrate Webcasting into the curriculum: information technology specialists, faculty, students, and administrators. We also identify problems encountered with implementation of Webcasting and methods used to resolve them.

Adult↗
PubMedDate not supplied

Educational programs in radiologic technology.

This article reports on a survey of educational programs in radiography, nuclear medicine, radiation therapy and sonography. The purpose of the survey was to help educators validate their individual program requirements by providing a profile of educational programs in each discipline. Survey results demonstrate similarities in program length, academic system, faculty teaching load and enrollment size. Major differences were found in clinical hour requirements and credit hour conversion.

Allied Health Personnel↗
PubMed2006

Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education.

AIM: The aim of this paper is to present the results of a study designed to determine the effect of scenario-based simulation training on nursing students' clinical skills and competence. BACKGROUND: Using full-scale, realistic, medical simulation for training healthcare professionals is becoming more and more common. Access to this technology is easier than ever before with the opening of several simulation centres throughout the world and the availability on the market of more sophisticated and affordable patient simulators. However, there is little scientific evidence proving that such technology is better than more traditional techniques in the education of, for example, undergraduate nursing students. METHODS: A pretest/post-test design was employed with volunteer undergraduate students (n = 99) from second year Diploma of Higher Education in Nursing programme in United Kingdom using a 15-station Objective Structured Clinical Examination. Students were randomly allocated to either a control or an experimental group. The experimental group, as well as following their normal curriculum, were exposed to simulation training. Subsequently, all students were re-tested and completed a questionnaire. The data were collected between 2001 and 2003. RESULTS: The control and experimental groups improved their performance on the second Objective Structured Clinical Examination. Mean test scores, respectively, increased by 7.18 and 14.18 percentage points. The difference between the means was statistically significant (P < 0.001). However, students' perceptions of stress and confidence, measured on a 5-point Likert scale, was very similar between groups at 2.9 (1, not stressful; 5, very stressful) and 3.5 (1, very confident; 5, not confident) for the control group, and 3.0 and 3.4 for the experimental group. CONCLUSIONS: Intermediate-fidelity simulation is a useful training technique. It enables small groups of students to practise in a safe and controlled environment how to react adequately in a critical patient care situation. This type of training is very valuable to equip students with a minimum of technical and non-technical skills before they use them in practice settings.

Adult↗
PubMed2003

New technology imperatives in medical education.

A great deal of effort has been expended on trying to determine whether traditional instruction, online learning, or some combination of the two is of greater educational effectiveness.1, 2 This may be the wrong question. Rather than determining whether one delivery mechanism is superior to another, it is more important to choose the best method(s) of delivery to achieve specific educational objectives, taking into consideration the different learning styles and circumstances of the target audience. Although appropriate use of technology offers potential for improved learning, there are other compelling reasons to use technology in medical education, such as reaching a different audience or accessing unique expertise that would otherwise be unavailable. This article explores the ramifications of three important drivers of technology adoption for medical education: (1) public access to medical knowledge on the Internet; (2) change in what constitutes medical knowledge; and (3) the impending shortage of educators. Some approaches are proposed, including veterinary examples, to the challenges presented by these changes.

Animals↗
PubMed1983

The impact of technology on the future of health/illness education.

The impact of technological advancement and societal pressure for comprehensive, cost effective health care are two current trends which will determine the future of health/illness education. This article predicts a future of health/illness education based on these trends. The issues of depersonalization, cost, privacy, and control involved in the use of computers in health care are identified and discussed.

Attitude of Health Personnel↗
PubMed2004

Information technology in health professional education: why IT matters.

This paper analyses the potential of information technology (IT) to transform the process of learning in higher education, particularly health professional education. It is argued that IT, although very much part of the infrastructure of the modern university has yet to make its full impact on teaching and learning processes. The expectations of students and demands for improved flexibility and access make it inevitable that IT will become an integral part of teaching and learning despite inherent resistance to change. The potential benefits of IT are identified as: transmission of high quality content, support of life-long learning, flexibility of access and enhanced opportunities for communication. These concepts are explored in the context of health professional education. It is argued that universities cannot survive without harnessing the power of IT to improve the educational experience of students but lecturers should ensure that this is underpinned by sound educational theory.

Computer Literacy↗