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PubMed1997

Computer literacy in nursing: developing the information technology syllabus in nursing education.

This study has two main purposes: first, to identify and describe the computer skills required in nursing; and second, to find out what should be taught about information technology in nursing education. A three-round Delphi survey was carried out with a panel of experts representing nursing practice, nursing education, nurse students and consumers. The panel showed a consensus of opinion on 71% of the items included in the questionnaire designed for the study. The experts agreed that nurses must know how to use the computer for word-processing purposes, for accessing and using the hospital information system, and for e-mailing. Nurses must also be aware of system security and show a positive attitude towards computers. It is concluded that hospital information systems and nursing informatics should be integrated into laboratory and hospital training.

Attitude to Computers↗
PubMed2005

Knowledge and use of electronic information resources by medical sciences faculty at The University of the West Indies.

OBJECTIVE: The objective was to determine faculty's knowledge of electronic resources, access to a computer, use of electronic resources (both number and frequency) available at the Medical Sciences Library (MSL), and the areas of training needed and to identify areas for further research. METHODS: A survey was administered to faculty in medicine, pharmacy, dentistry, and veterinary sciences at The University of the West Indies. The questions covered computer literacy, computer access and location, knowledge and use of electronic resources, and training needs. RESULTS: The response rate was 70%, of whom 97% were computer users. Seventy-three percent used computers daily, and 82% felt that their computer literacy level was average or beyond. Overall, it was found that faculty had high awareness of the electronic resources made available by the MSL but low use of MSL-specific resources supporting the suggested problem of underutilization. Many respondents felt that e-resources were important, and, though many felt that they were competent users, 83% were self-taught and many still expressed a need for training. Over 60% felt that a workshop with a hands-on component was the preferred format for training. It was recommended that there be greater promotion of the library's e-resources.

Attitude to Computers↗
PubMed2004

Adapting the human-computer interface for reading literacy and computer skill to facilitate collection of information directly from patients.

Clinical information collected directly from patients is critical to the practice of medicine. Past efforts to collect this information using computers have had limited utility because these efforts required users to be facile with the computerized information collecting system. In this paper we describe the design, development, and function of a computer system that uses recent technology to overcome the limitations of previous computer-based data collection tools by adapting the human-computer interface to the native language, reading literacy, and computer skills of the user. Specifically, our system uses a numerical representation of question content, multimedia, and touch screen technology to adapt the computer interface to the native language, reading literacy, and computer literacy of the user. In addition, the system supports health literacy needs throughout the data collection session and provides contextually relevant disease-specific education to users based on their responses to the questions. The system has been successfully used in an academically affiliated family medicine clinic and in an indigent adult medicine clinic.

Computer Literacy↗
PubMed2006

Literacy, consumer informatics, and health care outcomes: Interrelations and implications.

Health care outcomes are clearly impacted by the ability of clients to participate in their health care. Nurses have always used education to empower their patients. With the advent of the Internet the concept of patient education has been transformed to the much broader concept of consumer informatics. For increasing numbers of clients the Internet has become a primary source of health information and a major factor influencing their knowledge and decisions related to their health. Successful use of the Internet depends on several different levels and types of literacies. This paper explores the interrelations between the concepts of basic literacy, computer literacy, information literacy, health information literacy and health literacy. It demonstrates the need for client assessment tools that are sensitive to each of these literacies and their interrelations. In concludes by challenging consumer informatics specialists to develop these assessment tools as well as teaching tools for empowering consumers using the Internet.

Comprehension↗
PubMed1986

Computers in dentistry.

Traditionally, each professional school has developed its own course or department of health care informatics. We may find it more efficient and productive to establish a department of Medical Informatics to serve all health science colleges. Therefore the initial costs would be reduced and the common knowledge bank would be greatly increased. In a position paper written for the Association of Academic Health Centers lies the detailed plans for the establishment of an integrated health sciences center computer resource. The inclusion of computer courses in the curriculum can be summarized in the following action step. The chief administrative officer of the academic health center should facilitate the work of the deans of the schools of the health professions in convening faculty task forces that will address the introduction of computer literacy and computer applications in health care to the curricula. Although dental informatics is still in its infancy, we must lay a solid foundation for the controlled growth and development of this field of dental science. The problems encountered in developing a course in dental informatics are not unique to this one area. All specialties of health care are grappling with the questions posed by medical informaticians. Although each specialty has its own needs and requirements, the basic underlying principles of medical informatics remains the same. The knowledge we can gain by the exchange of experiences between all fields can greatly increase the speed and accuracy of development. The primary goal of computer literacy in dental education should be to prepare our students for the changing practice environment of the future.

Computer Literacy↗
PubMed1994

Computer education: attitudes and opinions of first-year medical students.

Students' attitudes toward medical informatics were evaluated with self-administered questionnaires, answered by 140 (77%) first-year medical and dental students. Fourteen per cent classified their computer literacy as negligible and 49% as deficient. Ninety-six per cent had used a computer before and 59% used one regularly. Nineteen per cent had computer education in secondary school and a further 16% attended courses given by a computer company. Only 16% read regularly about informatics. These results are similar to those observed in more industrialized countries, except that high-school education is more deficient. To 93% of these students, computer literacy is important for doctors, and to 85% computers may be very useful in many areas of health care. In the opinion of 66% of students, the computer-based patient record will be available within the next 3 to 10 years. Women showed lesser computer literacy (77% computer illiteracy to 39% in men), but there were no relevant differences in attitudes, behaviour and beliefs towards medical informatics between gender, for the same level of computer literacy. Computer education in the undergraduate curriculum was demanded by 92%, and 75% of these preferred an elective course. Weekly hours suggested for lectures should be 1 (54%) or 2 (42%), and for hands-on practice 2 (54%) or 4 (31%) hours. The curriculum should include medical applications (83% of students), information science theory and technology (44%), micro-informatics (44%), bibliographic database search (27%), programming languages (23%) and statistical packages (23%). Gender, computer literacy or course did not correlate significantly with students' opinions about the contents of undergraduate education.

Attitude of Health Personnel↗