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PubMed2002

Online learning: enhancing nurse education?

BACKGROUND: The need to integrate information technology into nursing education has been recognized and well documented. In spite of this, information technology remains a neglected subject in many nursing programmes. Strategies have been considered for increasing the integration of information technology in nursing education. One of the key issues identified is the need for research into the factors that contribute to optimal learning with information technology, specifically the need to explore issues that contribute to student frustration and satisfaction with learning. Within Australia, the incorporation of information technology as a core subject in nursing education is still relatively new. This article describes how one university used 'online' learning to expose students to conceptual and experiential opportunities that enabled them to develop skills in the management of information technology. METHODS: Twenty-one students participated in this qualitative study. Individual interviews were used to develop insights into student perceptions. Thematic analysis enabled refined themes to emerge. These themes formed the basis of focus group discussions. Focus groups were used to enhance and validate the information from one-to-one interviews by using group dynamics to add experiential richness to the data. FINDINGS: Four major themes emerged: computer confidence, flexibility, active learning and practicalities of teaching. CONCLUSIONS: The integration of information technology into nursing education requires a dramatic change in thinking. The 'learning curve' is steep for both student and educator and there are many issues that need to be considered. This research does not aim to provide solutions to the issues highlighted but rather offers recommendations for enhancing the teaching and learning experience.

Attitude of Health Personnel↗
PubMed2004

[The principle of caution in medical education].

The relationship between the modern man and technology is full of paradoxes, even if it has been continuously proven that they cannot do without each other. From the debate in this field the superiority of the man on the world of technology has emerged, but not for those owning new generation technologies on the other men in the pre-tech era. The dominance belongs always to the man, as creator of the technology and user of the same, but above all to those having a competitive advantage because capable of grasping the innovation of new generation technologies and dedicating them to their service. The real problem is the intentional use done of technology seen as a service instrument to old and new patients or as an instrument of power for defining one's supremacy. The key point of the issue is ethics that is the responsibility with which men, who own the new generation technologies, renounce to exploit the other men using these new technologies, and show their superiority on technology, controlling their procedure and aims, since the man is definitively the person who re-invents it continuously.

Biomedical Technology↗
PubMed1998

Health management education partnerships: more than technology transfer.

This article presents the reflections of three faculty members from New York University based on more than two years of experience in a health management education (HME) partnership with institutions in the Republic of Albania. The most significant point to be shared with colleagues considering similar initiatives in other countries is that aiding other professionals in developing health management education programs involves much more than the transfer of technical information among professionals. Based on experience in Albania, we argue that the development of viable management and policy analysis programs will require assistance to counterparts in Central and Eastern Europe in: (1) building constituencies for these activities among influential leaders and sustaining this support through changes in government; (2) providing models of and motivations for using styles of pedagogy that vary significantly from those now common in this part of the world; and (3) reconciling conflicts between pressures for investments in the largely hospital-based activity of health management and the largely public-health-based needs of relatively poor countries.

Albania↗
PubMed1996

Information Management and Technology (IM&T): training provision in postgraduate medical education.

Information Management and Technology (IM&T) is assuming a greater role within the modern NHS and there is an increasing need for members of the medical, and other health care, professions to receive appropriate training and education in these areas. Over half the Postgraduate Deans, Regional Advisers in General Practice and the Medical Royal Colleges have made a conscious decision to supply training in IM&T-related areas. These courses are open to a wide range of health care professionals. However, the number of reported places is not adequate for the large number of people who require the training. Less than half the organizations employed staff with a remit to provide training but over half provided courses in collaboration with educational establishments. As the medical undergraduate curriculum changes and incorporates training in computer skills, the links between the postgraduate institutions and medical schools must be fostered and developed. This will lead to increasing opportunities for health professionals both in the range of subjects and the number of places available.

Computer User Training↗
PubMedDate not supplied

Current use and opinions regarding human patient simulators in nursing education: an international survey.

The human patient simulator (HPS) has recently been introduced as an adjunct technology in nursing education. An international survey of nursing schools and simulation centers that collaborate with nursing schools and have purchased a Medical Education Technologies, Inc. (METI) HPS was undertaken in 2002. Thirty-four schools of nursing (18 based in universities and 16 based in community colleges) and six simulation centers participated in the survey. Information gathered from the survey and reported on in this article includes curricular use, faculty time and use, student opinions, evaluation, and other uses of the HPS, specifically in research and continuing education. The results provide a foundation for early use of the HPS in nursing education at all levels.

Attitude↗
PubMedDate not supplied

Impact of technology on the content and nature of teaching and learning.

Excelsior College has a Web-based graduate nursing program with a focus on clinical systems management and health care informatics that incorporates a variety of technology-based educational strategies: synchronous and asynchronous collaborative communication, project/activity-based learning, and web-based interaction and feedback. This pilot study was undertaken to examine the relationship between the use of technology and outcomes in two computer-mediated courses in the program. Questionnaires, interviews, standardized scales, and course assessments were selected or developed as needed, and existing demographic information and evaluations were accessed for comparison purposes. The analysis strategy was specific to the data, the sample size, and the types of questions posed. The tools developed for and used in the study can be applied across the curriculum to enhance evaluation of learning and program effectiveness.

Adult↗
PubMedDate not supplied

Using technology to develop and distribute patient education storyboards across a health system.

PURPOSE/OBJECTIVES: To describe the successful implementation of a centrally designed and managed patient education storyboard project using Microsoft PowerPoint in a large multihospital system and physician-based practice settings. DATA SOURCES: Journal articles, project evaluation, and clinical and educational experience. DATA SYNTHESIS: The use of posters, bulletin boards, and storyboards as educational strategies has been reported widely. Two multidisciplinary committees applied new technology to develop storyboards for patient, family, and general public education. CONCLUSIONS: Technology can be used to coordinate centralized development of patient education posters, improving accuracy and content of patient education across a healthcare system while streamlining the development and review process and avoiding duplication of work effort. IMPLICATIONS FOR NURSING: Storyboards are excellent sources of unit-based current, consistent patient education; reduce duplication of efforts; enhance nursing computer competencies; market nursing expertise; and promote nurse educators.

Awareness↗