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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↗
PubMed2004

Rehabilitation professionals' satisfaction with continuing education delivered at a distance using different technologies.

This paper examines learner satisfaction with technologies used for distance delivery of continuing education across 10 Canadian sites: nine within the province of Alberta and one in Nunavut Territory. The technologies were satellite (or videotapes of) broadcasts, videoconferencing, and web-based technology. Learner satisfaction was evaluated using questionnaires. A survey on general issues related to continuing education was developed and mailed to random samples of health professionals and a convenience sample of stakeholders. The learners (n = 1,141) represented 20 types of health service providers who had attended at least one session delivered via satellite, videotape, or videoconferencing. Seven individuals completed the web-based course. Overall, the majority of participants were satisfied or very satisfied. In general, satellite delivery was received more favorably compared with videotapes of the same content. A total of 350 (33% response rate) health professionals and 37 (50% response rate) stakeholders returned the surveys. Nearly 50% of health professionals thought that clinical case presentations (rounds) were valuable to them, but over half of the stakeholders perceived that videotapes, rounds, and research seminars were valuable to health professionals. Ratings for the web-based course varied, indicating different learner characteristics. We conclude that it is possible to utilize multiple technologies to meet the continuing education needs of an interdisciplinary group of health service providers, but future research is needed to develop a framework for evaluating the usability of multiple existing and emerging technologies for distance education.

Alberta↗
PubMed1983

Skin cancer/melanoma public and professional education in Hawaii: an integrated approach to technology transfer.

The CCPH skin cancer/melanoma education components which have been implemented to date have had an impact on the public and professional target audiences. The comic book/TV/radio media campaign, conducted during the summer months of 1981, appears to have raised public skin cancer/melanoma knowledge levels and positively affected behavior. Results of the physician training sessions also suggest immediate posttraining gains. Follow-up data may provide evidence of long-term knowledge and behavior change. Materials for health and personal services professionals are in final production and, based on the success of completed components, should contribute to improved skin cancer prevention, detection and treatment practices in Hawaii.

Education, Medical, Continuing↗
PubMed1995

Computer-based learning for ESRD patient education: current status and future directions.

Computer use in everyday life has expanded human potential in virtually every possible arena. In health care, computer technology affects direct clinical care through diagnostics, treatment, monitoring, and documentation processes. Patient care systems use computer technology to manage billing, scheduling, and multiple other administrative functions. Computer technology for education of health care professionals has been primarily in selected undergraduate, graduate, and professional degree programs. Computer-based continuing education for health care professionals has been available for at least a decade, but computer-based patient education is just now beginning to emerge as a learning option. This article describes examples of patient education programs using different types of hardware and software and explores potential areas for further development of this area for end-stage renal disease patients and families. Computer technology is not a replacement for professional involvement in patient education, but rather offers a new arena of media to enhance and expand current teaching and learning resources. Computer-based learning is characterized by features representative of many highly regarded principles of adult education. Further, instructional design concepts used for program development are fundamentally sound for patient education.

Computer-Assisted Instruction↗
PubMed1988

Nursing education at a distance: using technology to advantage in undergraduate and graduate degree programs in Alberta, Canada.

Two applications of distance education methods at the undergraduate and graduate levels are described in this article. The experiment in graduate education employed video-conferencing to teach a course in the Master of Nursing program at the University of Alberta. Centres connected by a coaxial cable in two cities with 8-10 students in each were used. In the project which followed in undergraduate education, the Faculty of Nursing undertook to provide an entire post-R.N. degree program to centres in central and northern Alberta primarily through the use of distance methods. Arts and science courses are taken through Athabasca University and regular nursing courses in the B.Sc.N program are provided using video-enhanced teleconferencing with several centres on line along with instructors and students on the main campus in Edmonton, Alberta. Details of this very successful program are discussed in the text.

Alberta↗
PubMed1997

Menopause on the Internet: building knowledge and community on-line.

Computers are ubiquitous throughout the developed world. Diverse discourses address the pros and cons of using this technology in higher education. Nursing has extensively used informatics but has not, as yet, been involved to any extent in teaching on the Internet. I argue that nurse educators should use computer technology to present substantive and rigorous courses that deal with complex issues, using menopause as an example. A for-credit menopause course I taught via e-mail is used to illustrate the possibility of building knowledge and a sense of community on the Internet.

Computer Communication Networks↗
PubMedDate not supplied

LoColms: an innovative approach of enhancing traditional classroom form of education by promoting web-based distance learning in the poorer countries.

There have been numerous attempts recently to promote technology based education (Shrestha, 1997) in the poorer third world countries, but so far all these have not provided a sustainable solution as they are either centered and controlled from abroad and relying solely on foreign donors for their sustenance or they are not web-based, which make distribution problematic, and some are not affordable by most of the local population in these places. In this paper we discuss an application, the Local College Learning Management System (LoColms), which we are developing, that is both sustainable and economical to suit the situation in these countries. The application is a web-based system, and aims at improving the traditional form of education by empowering the local universities. Its economy comes from the fact that it is supported by traditional communication technology, the public switching telephone network system, PSTN, which eliminates the need for packet switched or dedicated private virtual networks (PVN) usually required in similar situations. At a later stage, we shall incorporate ontology and paging tools to improve resource sharing and storage optimization in the Proxy Caches (ProCa) and LoColms servers. The system is based on the client/server paradigm and its infrastructure consists of the PSTN, ProCa, with the learning centers accessing the universities by means of point-to-point protocol (PPP).

Artificial Intelligence↗
PubMed2005

Instructional technology adoption of medical faculty in teaching.

Despite large investment by higher education institutions in technology for faculty and student use, instructional technology is not being integrated into instructions in the higher education institutions, including medical education institutions. While diffusion of instructional technologies has been reached a saturation point with early adopters of technology, it has remained limited among mainstream faculty. This study explored technology adoption patterns and perceptions of medical faculty about barriers and incentives to technology adoption in teaching.Complete data was obtained from 155 participants by using survey methodology and analyzed on the basis of theories of diffusion of innovation.Findings provided evidence for limited adoption of relatively new tools associated with instruction into mainstream faculty. Inadequate hardware for students and faculty, lack of reward structure, insufficient traing oppurtunites were identified as major barriers to faculty technology adoption.

Education, Medical↗
PubMed2000

Virtual reality for dermatologic surgery: virtually a reality in the 21st century.

In the 20th century, virtual reality has predominantly played a role in training pilots and in the entertainment industry. Despite much publicity, virtual reality did not live up to its perceived potential. During the past decade, it has also been applied for medical uses, particularly as training simulators, for minimally invasive surgery. Because of advances in computer technology, virtual reality is on the cusp of becoming an effective medical educational tool. At the University of Washington, we are developing a virtual reality soft tissue surgery simulator. Based on fast finite element modeling and using a personal computer, this device can simulate three-dimensional human skin deformations with real-time tactile feedback. Although there are many cutaneous biomechanical challenges to solve, it will eventually provide more realistic dermatologic surgery training for medical students and residents than the currently used models.

Computer Simulation↗
PubMed2005

The Edinburgh Electronic Veterinary Curriculum: an online program-wide learning and support environment for veterinary education.

The Edinburgh Electronic Veterinary Curriculum (EEVeC) is a purpose-built virtual learning support environment for the veterinary medicine program at the University of Edinburgh. It is Web based and adapted from a system developed for the human medical curriculum. It is built around a set of databases and learning objects and incorporates features such as course materials, personalized timetables, staff and student contact pages, a notice board, and discussion forums. The EEVeC also contains global or generic resources such as information on quality enhancement and research options. Many of these features contribute to the aim of building a learning community, but a challenge has been to introduce specific features that enhance student learning. One of these is a searchable lecture database in which learning activities such as quizzes and computer-aided learning exercises (CALs) can be embedded to supplement a synopsis of the lecture and address the key needs of integration and reinforcement of learning. Statistics of use indicate extensive student activity during evenings and weekends, with a pattern of increased usage over the years as more features become available and staff and students progressively engage with the system. An essential feature of EEVeC is its flexibility and the way in which it is evolving to meet the changing needs of the teaching program.

Curriculum↗
PubMedDate not supplied

21 predictions for the future of hospital staff development.

No one knows for sure how the future will look. However, there is no better time than today to begin envisioning and creating our preferred future. This article discusses several factors that will impact the future of nursing staff development. Twenty-one predictions are offered that include: change, restructuring, teamwork, leadership development, paradigms, support networks, staff development roles, learning, value of life experiences, patient education, cultural diversity, and technology. Strategies for educators to position themselves for the future are suggested. The future is ours to create. The intent of this manuscript is to challenge staff development educators to create visions and develop strategies to construct the preferred future of their roles and the nursing staff development function.

Education, Nursing, Continuing↗
PubMed2002

The electronic oral health record.

This paper presents the history of the use of the computer for maintaining patient medical care information. An electronic record generated with a computer, which is non-specific for any healthcare specialty, is referred to as the electronic health record. The electronic health record was previously called the computer-based patient record. "Electronic" replaced the earlier term "computer-based" because "electronic" better describes the medium in which the patient record is managed. The electronic health record and its application to dentistry are discussed. The electronic health record is a "database" of patient information that has been entered by any healthcare provider; the electronic oral health record is an "electronic record" of oral health information that has been entered by an oral healthcare provider. The significant differences between the electronic health record and the electronic oral health record are outlined and highlighted. Included is a template describing a procedure to be used by dental personnel during the decision making process of purchasing an electronic oral health record. A brief description of a practice template is also provided. These completed templates can be shared with dental software vendors to clarify their understanding of and to clearly describe the needs of today's dental practice. The challenge of introducing information technology into educational institutions' curricula is identified. Finally, the potential benefit of using electronic technology for managing oral healthcare information is outlined.

American Dental Association↗