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At least 19 recordsLinked to original sources
PubMed1993

Assessment of the current computer literacy and future computer needs of emergency medicine residents and faculty.

The purpose of this study was to assess the current computer literacy and future computer needs of emergency medicine residents and faculty to aid in developing a computer literacy curriculum. All emergency medicine residents and full-time faculty from a random sample of emergency medicine residencies were mailed questionnaires assessing current computer familiarity and future computer needs. Twenty-one residencies were surveyed; 15 resident and 17 faculty questionnaires were returned. Thirty-seven percent (116 of 314) faculty and 29% (135 of 470) resident questionnaires were completed and returned. Eighty percent (12 of 15) of residencies had a designated computer for resident use; 93% (14 of 15) had a computer for use in the emergency department. Forty-seven percent of residents owned their own computer; 68% of faculty had a computer in their home, and 52% had computers in their office. Less than 30% of residents and faculty had formal computer training. Residents and faculty rated the current familiarity and future needs for various software applications on a five-point scale. Data were analyzed using the Wilcoxon-Rank Sum Test. Residents and faculty had the most anticipated need for word processing, graphics, literature searching, data base, and patient management programs. Future computer need was rated significantly higher than current computer familiarity in all computer application areas (P < or = .0002). It seems that emergency medicine residents and faculty have adequate access to computers, but minimal computer training. Residents and faculty have a high anticipated need for various basic computer applications.(ABSTRACT TRUNCATED AT 250 WORDS)

Computer Literacy↗
PubMed1995

Medical education and computer literacy: learning about, through, and with computers.

The call for medical students to become literate in the uses of information technology has become a familiar refrain. Over ten years ago, the Association of American Medical College's GPEP Report recommended that medical schools incorporate into their curricula training in the use of such technology; however, in the intervening decade, discouragingly little progress has been made toward meeting this goal, even though the need for such changes has grown more compelling. The author contends that teaching medical students to be computer-literate will not only enable them to use information technology competently, but will foster their capacity for "termless learning," which involves the ability to assess the adequacy of one's knowledge, to efficiently redress identified deficiencies, and to direct one's ongoing learning well in a rapidly changing world. He contends that by exposing medical students early in their training to the vast profusion of electronic information resources, medical educators can help produce a generation of practitioners who have a different orientation toward knowledge and learning. The author then assesses three different approaches to computer-literacy training: learning about computers, learning through computers (i.e., using computers as tools for instructional delivery), and learning with computers (i.e., requiring students to use computers in their work on a day-to-day basis). He concludes that none of the approaches is sufficient unto itself, but learning with computers offers the most powerful means of fostering the forms of termless learning that students will need to practice medicine in the future.

Computer Literacy↗
PubMed1995

In pursuit of computer literacy in health management education.

Computer literacy skills are essential tools students must possess to do well in computer-related and quantitative courses, and to be effective health managers. Many health management education programs are faced with the challenge of finding an ideal framework for teaching computer literacy courses. Recently, Austin and Malec (1990) proposed an instructional method for teaching computer literacy. This method was used for three consecutive semesters to teach the computer literacy course offered at Sangamon State University. A case analysis technique was utilized to assess of the effectiveness of this method. A pre-test and post-test design was used in the study. Post-test scores were found to be significantly higher than pre-test scores. Improvements in students' attitudes toward computers were noticed in the areas pertaining to how they view their competency levels. Overall, the data for this study suggest that this instructional method is effective for teaching computer literacy to adult students who have had limited exposure to computers.

Attitude to Computers↗
PubMedDate not supplied

Computer literacy study: report of qualitative findings.

Computer literacy and information literacy are critical to the future of nursing. The very nature of health care is being transformed in response to environmental drivers such as the demands for cost-effective delivery of high quality services and enhanced patient safety. Facilitating the quality transformation depends on strategic changes such as implementing evidence-based practice (), promoting outcome research (), initiating interdisciplinary care coordination [Zwarenstein, M., Bryant, W. (2004). Interventions to promote collaboration between nurses and doctors. The Cochrane Library(I)], and implementing electronic health records (). Information management serves as a central premise of each of these strategies and is an essential tool to facilitate change. This report of the analysis of qualitative data from a national online survey of baccalaureate nursing education programs describes the current level of integration of the computer literacy and information literacy skills and competencies of nursing faculty, clinicians, and students in the United States. The outcomes of the study are important to guide curriculum development in meeting the changing health care environmental demands for quality, cost-effectiveness, and safety.

Anthropology, Cultural↗
PubMed1985

Computer literacy in family medicine.

Computer literacy is justified and defined in terms of core knowledge about fundamental problem-solving methods for information processing (not as computer languages, hardware characteristics, and so on). These core principles provide a solid grounding that will remain essentially applicable and valid over time. Some of the most powerful methods are used to create expert systems applications, simulations, and database management systems.

Artificial Intelligence↗
PubMed1995

Actual and desired computer literacy among allied health students.

The purpose of this study was to examine the level of computer literacy among allied health students, with specific focus on physical therapy, occupational therapy, and respiratory therapy students, and to investigate the perceived differences between actual computer literacy and desired computer literacy. Two established measurement instruments were used to collect data from a sample of 377 allied health students. T-tests and Pearson product-moment correlations were conducted to analyze the data. Results show that allied health students take very few computer courses, but they are generally aware of the applications of computers in the practice of allied health and they desire a higher level of computer literacy than they currently have.

Adolescent↗
PubMed1988

Teaching computer literacy: helping patrons to help themselves.

Teaching computer literacy to library patrons is an entirely appropriate activity for librarians in their role as liaisons between information and those who are seeking it. At the Norris Medical Library of the University of Southern California there are four main computer activities: information management workshops, provision of a microcomputer laboratory and classroom, formation of user groups, and installation of a campus-wide electronic bulletin board. Benefits to the library include: increased computer knowledge for librarians, better understanding of the information needs of the campus community, mutual respect and friendship between librarians and patrons, and introduction to the library of patrons who may otherwise never have come.

Computer Literacy↗
PubMed1995

Evaluating graduate and undergraduate nursing students' computer skills to determine the need to continue teaching computer literacy.

1. INTRODUCTION. This descriptive study examined undergraduate and graduate nursing students' perceptions of their computer literacy skills to determine whether faculty should continue teaching basic computing skills in nursing programs. As in Bryson's study [1] the computer literate nurse is one who understands the concepts of hardware, software, and operating systems; who is able ot use the computer to learn; and who is able ot use such applications as word-processing, spreadsheets, and databases. Zeimer [2] predicted that by 1994 students entering nursing schools would be prepared to use computers and that further teaching of computer skills would not be needed. Some faculty, however, have felt that students are not entering nursing programs prepared to use computers. 2. TOOLS. A Level of Computer Experience (LCE) tool was developed to measure the computer literacy skills of students entering the first of three Masters' level nursing informatics courses over a six-year period. The instrument's 25 items determined experience with: operating systems, hardware, learning tools, applications, and information systems (IS) life cycle (design, selection, implementation, evaluation and project management). The instrument was modified for undergraduate students; this eliminated the items relating to the IS life cycle since these items reflect advanced skills. The resulting instrument was composed of the first 16 items of the original Level of Computer Experience tool. For each item, a four pint Likert scale allowed respondents to choose from the words "none," "some," "moderate," and "extensive" to describe their level of experience. For scoring purposes each word was assigned a numerical value as follows: none = 1, some = 2, moderate = 3, and extensive =4. 3. DATA. The LCE was administered to 65 sophomore nursing students and 74 graduate nursing informatics students. Undergraduate scored 4 items (use of microcomputer, use of IBM type computer, keyboard skills and use of WordPerfect). This score was above the 2 or 'some' experience level. Mean scores for all other items ranged between 1 and 2. Graduate informatics students also had higher mean scores for the 4 items. No mean scores reached the 'moderate' level for either group. One-way analysis of variances showed significant differences between the undergraduate and graduate students on the item concerning use of statistical packages. 4. CONCLUSIONS. In this population, both graduate and undergraduate nursing students continue to possess low levels of computer literacy skills. Since many students come into nursing programs without the capability of using information technology in practice, schools need to continue providing a way for students to obtain computer literacy skills.

Baltimore↗
PubMedDate not supplied

A survey of podiatric medical students' computer literacy.

This article reviews the extent of health-care students' computer literacy and presents the results of a survey of podiatric medical students' computer literacy. The results of this survey indicate that podiatric medical students are more likely than other health-care students to rate their computer literacy as good or very good. There was no gender difference in this self-reported computer knowledge. The implications for designing and using Web-based instructional materials and technology for podiatric medical students are discussed.

Attitude to Computers↗
PubMed1984

Computer literacy in today's medical center environment.

The need for computer literacy is becoming increasingly important across the broad scope of the American work scene. At the Wilford Hall USAF Medical Center (WHMC) numerous computer systems have been introduced into the operational environment. Training for these systems has been restricted primarily to transaction processing and routine report generation for those actually involved as users of these systems. WHMC has developed and implemented a broad computer literacy program designed generally to raise the computer literacy of the overall staff, and specifically to inform executive and middle management of the general capabilities of the computer systems. The program consists of a brown-bag lunchtime videotape theater on a series of computer-related subjects as well as formal classes developed in a modular format. Each formal class is tailored to the specific needs of the target executive or middle-management group.

Administrative Personnel↗
PubMed2006

Computer literacy: Where are nurse educators on the continuum?

Computers are becoming ubiquitous in health and education, and it is expected that nurses from undergraduate nursing programmes are computer literate when they enter the workforce. Similarly nurse educators are expected to be computer literate to model the use of information technology in their workplace. They are expected to use email for communication and a range of computer applications for presentation of course materials and reports. Additionally, as more courses are delivered in flexible mode, educators require more comprehensive computing skills, including confidence and competence in a range of applications. A cohort of nurse educators from one tertiary institution was surveyed to assess their perceived computer literacy and how they attained this. A questionnaire that covered seven domains of computer literacy was used to assess this. The results were illuminating and identified specific training needs for this group. Their perceived lack of skill with Groupwise email and the student database program are of concern as these are essential tools for nurse educators at this polytechnic.

Adult↗
PubMed1999

A survey of the computer literacy of undergraduate dental students at a University Dental School in Ireland during the academic year 1997-98.

As dental practice management becomes more computer-based, the efficient functioning of the dentist will become dependent on adequate computer literacy. A survey has been carried out into the computer literacy of a cohort of 140 undergraduate dental students at a University Dental School in Ireland (years 1-5), in the academic year 1997-98. Aspects investigated by anonymous questionnaire were: (1) keyboard skills; (2) computer skills; (3) access to computer facilities; (4) software competencies and (5) use of medical library computer facilities. The students are relatively unfamiliar with basic computer hardware and software: 51.1% considered their expertise with computers as "poor"; 34.3% had taken a formal typewriting or computer keyboarding course; 7.9% had taken a formal computer course at university level and 67.2% were without access to computer facilities at their term-time residences. A majority of students had never used either word-processing, spreadsheet, or graphics programs. Programs relating to "informatics" were more popular, such as literature searching, accessing the Internet and the use of e-mail which represent the major use of the computers in the medical library. The lack of experience with computers may be addressed by including suitable computing courses at the secondary level (age 13-18 years) and/or tertiary level (FE/HE) education programmes. Such training may promote greater use of generic softwares, particularly in the library, with a more electronic-based approach to data handling.

Chi-Square Distribution↗
PubMed1985

Computer literacy in nursing education. An overview.

Nursing educators are beginning to realize that computer literacy has become a survival skill for the profession. They understand that literacy must be at a level that assures the ability to manage and control the flood of available information and provides an openness and awareness of future technologic possibilities. The computer has been on college campuses for a number of years, used primarily for record storage and retrieval. However, early on a few nurse educators saw the potential for its use as a practice tool. Out of this foresight came both formal and nonformal educational offerings. The evolution of formal coursework in computer literacy has moved from learning about the computer to learning with the computer. Today the use of the computer is expanding geometrically as microcomputers become common. Graduate students and faculty use them for literature searches and data analysis. Undergraduates are routinely using computer-assisted instruction. Coursework in computer technology is fast becoming a given for nursing students and computer competency a requisite for faculty. However, inculcating computer competency in faculty and student repertoires is not an easy task. There are problems related to motivation, resources, and control. Territorial disputes between schools and colleges must be arbitrated. The interface with practice must be addressed. The paucity of adequate software is a real concern. But the potential is enormous, probably restricted only by human creativity. The possibilities for teaching and learning are profound, especially if geographical constraints can be effaced and scarce resources can be shared at minimal cost. Extremely sophisticated research designs and evaluation methodologies can be used routinely.(ABSTRACT TRUNCATED AT 250 WORDS)

Computer-Assisted Instruction↗
PubMed2002

Using a decade of data on medical student computer literacy for strategic planning.

PURPOSE: From 1991 through 2000, incoming medical students (M-Is) at the School of Medicine at Virginia Commonwealth University have been surveyed with a written questionnaire on their computer literacy. The survey's purpose is to learn the students' levels of knowledge, skill, and experience with computer technology to guide instructional services and facilities. METHODOLOGY: The questionnaire was administered during M-I orientation or mailed to students' homes after matriculation. It evolved from sixteen questions in 1991 to twenty-three questions in 2000, with fifteen questions common to all. RESULTS: The average survey response rate was 81% from an average of 177 students. Six major changes were introduced based on information collected from the surveys and advances in technology: production of CD-ROMs distributed to students containing required computer-based instructional programs, delivery of evaluation instruments to students via the Internet, modification of the lab to a mostly PC-based environment, development of an electronic curriculum Website, development of computerized examinations for medical students to prepare them for the computerized national board examinations, and initiation of a personal digital assistant (PDA) project for students to evaluate PDAs' usefulness in clinical settings. CONCLUSION: The computer literacy survey provides a snapshot of students' past and present use of technology and guidance for the development of services and facilities.

Computer Literacy↗
PubMed2006

Factors associated with computer literacy among nurses.

Nowadays, many hospitals have adopted information technology (IT) to help nurses in their practice; therefore, computers have become critical instruments for nurses. Many researchers have studied what information literacy or computer competencies a nurse should possess, but less research has focused on the types of factors associated with computer literacy. The purpose of this study was to discover which variables influence the computer literacy of nurses. The questionnaire was the instrument for data collection. The respondents were 180 nurses in Taiwan. The results of this study revealed that computer experience of nurses and personal innovation in IT were both factors associated with computer literacy and computer anxiety. The findings could assist nursing managers to screen computer-literate nurses and course designers in nursing school or hospitals to add more practical trainings in courses.

Adult↗
PubMed2006

Professional competence and computer literacy in e-age, focus on healthcare.

OBJECTIVES: The healthcare sector is facing an enormous acceleration due to the emergence of new knowledge, drugs, devices and diseases. Professional competence, continuing education, service excellence and patient benefits can be facilitated by the developments in information and computer technology--computer literacy is becoming imperative for all who are involved in healthcare delivery. The paper attempts to identify solutions that can aid the process of ICT uptake for full benefit of patients and healthcare professionals. METHODS: With the support of published literature, the article considers the importance of ICT skills in general and in healthcare and presents some advantages of generic vendor-independent methods of ICT certification. RESULTS: Discussed are the preliminary results of the United Kingdom's National Health Service information technology reform which addresses the need for intensified use of ICT and applies the ECDL concept. CONCLUSIONS: It is useful to complement the introduction of computer literacy as a qualification concept by a standardized accreditation of ICT skills. Solid level of computer literacy creates a reliable and efficient background for everyday activities of healthcare professionals, enables the application of further domain-specific training modules and prepares suitable environments for the introduction and acceptance of new technologies such as electronic health records and electronic transfer of prescriptions by positively transforming the attitudes of users towards them.

Education, Continuing↗