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PubMedDate not supplied

Who's wired and who's not: children's access to and use of computer technology.

As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22% of children in families with annual incomes of less than $20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than $75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.

Adolescent↗
PubMed2000

Nurse practitioners and the Internet.

This article describes the Internet as an easily accessible, up-to-date, and valuable information system that nurse practitioners must master to keep up with the needs of their patients and today's healthcare system. It contains a comprehensive review of the multiple uses of the Internet that include education, communication, clinical decision making, and research, and can serve as an update to the information in the healthcare and nursing literature. Strategies are suggested to incorporate the Internet into practice.

Communication↗
PubMedDate not supplied

Physician behavior at the e-technology/learning intersection: an interview with Elliott Masie. Interview by Richard L. Reece.

Richard L. Reece, MD, interviewed Elliott Masie on January 16, 2001, to talk about the Internet learning world--that vast intersection of e-technology, learning, and human behavior. He describes how he looks beyond the hype of technology into how human beings behave and what they crave in social experiences. The real question, he says, is how do we have knowledge experiences and blend them with social experiences to achieve the optimal mix? Masie emphasizes, "The magic of learning is in the mix--what happens online and then what happens informally when we have a cup of coffee with a colleague." He continues, "Many of the capital market folks hate to hear about the human element, because they want to believe we'll be able to do everything from our PCs. But that's not how humans behave. It's the mixture that gets results. That's where the real excitement occurs."

Attitude of Health Personnel↗
PubMed2001

Firearm injury prevention: Internet resources for the health care provider.

This annotated bibliography examines public health and advocacy web sites related to firearm injury prevention. In 1998, on average, 1 child or adolescent died from firearm-related injuries almost every 2 hours, resulting in about 3800 youth deaths that year. Including adults, the death toll was 30,708. In this context, advocacy groups, consisting of health care professionals and community leaders, are reframing the concepts of firearm injury as a major public health issue. At the beginning of this new century, many of these advocacy groups are disseminating information over the Internet. Concurrently, professional medical organizations are encouraging health care professionals to stay updated on the latest health statistics, intervention techniques and legislative issues related to firearm injury prevention. In order to stay abreast of this rapidly changing information, physicians are utilizing Internet resources in a complimentary fashion to more traditional means of research (i.e. Medline). This article assists physicians in their online research of firearm injury prevention by providing a select list of effective, informative web sites. Despite the pitfalls of on-line searches, physicians with minimal time and effort can discover useful, complementary information on patient care, injury prevention and community advocacy.

Adolescent↗
PubMed2001

Adding power to PowerPoint. Add-ons and plug-ins.

Microsoft's PowerPoint (PPT) has been around for about ten years. It works on both the Macintosh and Windows platforms. Many users have a Macintosh at home and a Windows PC in the office and files can be easily transferred. Presentations magazine estimated that 85 percent of all presentations given in the U.S. last year used PPT. These presentations can be done as 35 mm slides, black and white or color overhead transparencies, electronic lectures or the software can be used to produce pages for Web sites. PPT has become the "Swiss Army Knife" for presenters and can be found everywhere. Since PPT has such a large share of the marketplace, a secondary market has developed to cater to PPT users who need something that didn't come in the box. These products are referred to as add-ons or plug-ins. They are available as commercial products, shareware or even directly from Microsoft. This article will look at several of these add-ons and discuss their possible use in a health care media production environment.

Computer Graphics↗
PubMedDate not supplied

Lessons learned during 15 years of clinical information system experience.

This article describes lessons learned during an initial intensive care unit point-of-care clinical information system implementation and subsequent expansions to other units and hospitals in a multihospital healthcare delivery system. Although the implementation and expansions were primarily successful, lessons learned include developing a broad base of support, making decisions through consensus, addressing conflict when it occurs, keeping user expectations realistic, preparing for the change process, implementing the computer information system in stages, challenging existing work processes, viewing the implementation as a process, and choosing a project leader with outstanding communication and group process skills in addition to technical skills.

California↗