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PubMedDate not supplied

Computer technology: implications for nurse educators.

The purpose of this paper is to discuss implications of computer technology for nursing education. Effects of computer anxiety and strategies to minimize them are presented. Computer assisted instruction (CAI) and interactive videodisc (IVD) are alternative instructional strategies for content dissemination and learning enhancement. Faculty must be cognizant of design factors facilitating usage when selecting programs. Issues of privacy, confidentiality, information security, and impact on nursing practice have risen with increased computer usage.

Attitude to Computers↗
PubMed2005

Molecular and cellular biology animations: development and impact on student learning.

Educators often struggle when teaching cellular and molecular processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Learning research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for novice learners and aid with long-term memory retention. The World Wide Web Instructional Committee at North Dakota State University has used these research results as an inspiration to develop a suite of high-quality animations of molecular and cellular processes. Currently, these animations represent transcription, translation, bacterial gene expression, messenger RNA (mRNA) processing, mRNA splicing, protein transport into an organelle, the electron transport chain, and the use of a biological gradient to drive adenosine triphosphate synthesis. These animations are integrated with an educational module that consists of First Look and Advanced Look components that feature captioned stills from the animation representing the key steps in the processes at varying levels of complexity. These animation-based educational modules are available via the World Wide Web at http://vcell.ndsu.edu/animations. An in-class research experiment demonstrated that student retention of content material was significantly better when students received a lecture coupled with the animations and then used the animation as an individual study activity.

Audiovisual Aids↗
PubMed2006

Health Outcomes for Better Information and Care (HOBIC): integrating patient outcome information into nursing undergraduate curricula.

Nursing-sensitive outcomes provide common information across sectors, thus eliminating duplication that frequently occurs as individuals move across settings. These outcomes also facilitate increased trust among colleagues and support common understandings of patient care needs, thus enhancing continuity of care. Outcomes-oriented information is also likely to increase patient safety and improve overall quality of care. Shared standards and data support consistent decision-making, as nursing decisions can be tracked back over time to assess patient care outcomes. Consequently, nurses will have the means to determine the impact of their interventions on patient outcomes. At the same time, adoption of common approaches to patient assessment leads to greater professional accountability and moves nursing care from a task orientation to an outcomes focus. For administrators, such improvements in monitoring and evaluating patient outcomes translate into improvements in efficiencies and effectiveness, thus providing a return on investment in implementing these outcomes within their agency. For nurses, integration and utilization of outcomes information increases the visibility and significance of their decision-making and patient care. Together with patients, nurses can utilize the outcomes information to make evidence-based decisions and advocate for appropriate care. At an aggregate level, the use of outcomes information creates a continuous feedback loop that is essential to ensuring evidence-based care and the best possible patient outcomes, not only for individuals, but also for families, communities and populations. Outcomes-oriented care provides a gateway for transforming the way we care for patients; puts safe, ethical, high-quality care for patients first; embodies the principles of evidence-based practice; ensures that the value of nursing is clearly understood within the larger system; and ensures that the requirements for measurability and accountability can be achieved. This journey is continuous and is being expanded to engage all other health disciplines in understanding and documenting their contributions to patient care, both as individual practitioners and as members of a healthcare team. Preparing nursing students in an outcomes approach will facilitate systemwide adoption of HOBIC patient outcomes over time and provide a means to determine the impact of nursing care on our patients.

Computer User Training↗
PubMed1999

Using the Internet for postgraduate medical education.

Obtaining information from the Internet can be fun. As the Internet is unregulated, the quality of this information can vary enormously and time can be wasted searching poor quality websites. Despite this, use of the Internet for postgraduate medical education is increasing.

Computer User Training↗
PubMed2005

Tablet computers in the veterinary curriculum.

Tablet computers offer a new method of information management in veterinary medical education. With the tablet computer, students can annotate class notes using electronic ink, search for keywords, and convert handwriting to text as needed. Additional electronic learning resources, such as medical dictionaries and electronic textbooks, can be readily available. Eleven first-year veterinary students purchased tablet computers and participated in an investigation of their working methods and perceptions of the tablet computer as an educational tool. Most students found the technology useful. The small size and portability of the tablet allowed easy transport and use in a variety of environments. Most students adapted to electronic notetaking by the second week of classes; negative experiences with the tablet centered on a failure to become comfortable with taking notes and navigating on the computer as opposed to writing and searching on paper. A few performance-related problems, including short battery life, were reported. Tablet software allowed conversion of faculty course notes from a variety of original formats, meaning that instructors could maintain their original methods of note preparation. Adopting a consistent naming convention for files helped students to locate the files on their computers, and smaller file sizes helped with computer performance. Collaboration between students was fostered by tablet use, which offers possibilities for future development of collaborative learning environments.

Attitude to Computers↗
PubMedDate not supplied

Lessons learned in developing and delivering Web-based graduate courses: a faculty perspective.

The increased demand for graduate distance education by RNs create many challenges for nurse educators. This article describes the trials and tribulations of developing and delivering two Web-based graduate nursing courses at a western Canadian university. The authors describe the background and rationale for developing Web-based courses, the relevant literature, and the lessons learned in planning and delivering these courses.

Attitude of Health Personnel↗
PubMedDate not supplied

An evaluative case study of online learning for healthcare professionals.

BACKGROUND: This evaluation study assessed the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australian CPE provider. METHODS: A naturalistic theory approach and a multilevel evaluation were used to examine the impact of web-based learning on more than 300 healthcare professionals. Participant satisfaction, learning achievement, self-reported practice performance change, and e-pedagogical courseware characteristics were assessed by various qualitative and quantitative data collection methods. RESULTS: Findings revealed that learning online was an effective means for increasing CPE knowledge (p < .05) and improving self-reported practice performance change (p < .05). Courses containing a clinical tool resulted in an increased self-reported practice performance change over courses that did not (Zobs = 3.757). CONCLUSION: Online CPE offers a convenient format for healthcare professionals from educationally and geographically diverse populations to update their knowledge and view best practice.

Analysis of Variance↗
PubMed1989

Addressing challenges in nursing informatics instruction.

Objectives for the interactive experiences include exposure to a wide variety of computer applications; in-depth experience with at least one application; overcoming computer fear; appreciating the rigid, logical flow of computerized problem-solving; and appreciating the benefits and limitations of computer applications for a variety of purposes. Ultimately, a major purpose of transferring informatics content is related to stimulating students' imagination with respect to the computer's ability to aid their professional endeavors. Robinson (1984) describes the imagination factor: "I think the total potential of computers is only limited by our imagination. It's like giving an artist a palette that has an infinite number of colors, some of them invisible to the naked eye. . . It is a tool for the realization of ideas." Students who have been exposed to the benefits of major categories of computer applications can appreciate computer capabilities with respect to exploring scientific and nursing phenomena, and building databases to store and access information (Newbern, 1985). These students should have enough theoretical and experimental knowledge of computers to become actively involved in making creative, informed decisions about how computers will be applied to nursing in their professional setting. Hardin and Skiba (1982) noted a gap between the powerful information processing capabilities of the computer and its relatively limited use by nursing--a gap which still exists today. Students who have participated in an idea generation course on computer applications can help to bridge this gap, helping nursing to take full advantage of the computer-saturated environments of the future.

Computer User Training↗
PubMed1990

Adult learning styles and attitudes toward computer assisted instruction.

The purpose of this study was to determine if there was a relationship between learning style categories and attitudes toward computer assisted instruction (CAI). Few studies have attempted to compare adult learning style and attitude toward CAI. In a one group pre- and post-test design, two questionnaires were administered to adult students enrolled in a nursing research course, which integrated CAI as an instructional method. The Attitude Toward Computer Assisted Instruction Semantic Differential Tool (Allen, 1986) was completed twice. The Learning Style Inventory (Kolb, 1976), a self-report questionnaire to determine learning style, was completed once. Data analysis indicated a significantly greater negative attitude toward CAI post-test. Subjects in all four learning style categories had statistically significantly greater negative attitudes on the function subscale, with assimilators also having a significantly greater negative attitude on the creativity subscale, as well as in overall attitude. The increasingly negative attitude toward CAI in this study may reflect several factors: an evaluation of the CAI software, and subject expectations of the CAI that were not met.

Adult↗
PubMed2005

Distance education for graduate nursing: one state school's experience.

This article describes the authors experience in teaching graduate nursing courses to students in the rural state of West Virginia during the past 20 years. The strengths and weaknesses of each technological method are detailed, from both the instructor and student perspectives. The most recently implemented system (fall 2003), Webcasting, is also described. The support required within the institution, particularly from Instructional Design and Information Systems staff, and throughout the state is reviewed. The lessons learned from one school's long history with distance education are analyzed from the theoretical perspectives of adult learners and virtual students. We share our experiences with other nurse educators so they can devote more effort to the curricular aspects of their courses, rather than reinventing the technological wheel.

Adult↗
PubMed2005

Webcasting: a new instructional technology in distance graduate nursing education.

Webcasting is a new instructional technology used to deliver audio and video presentations via the Internet, enabling learners to participate in a live class via a personal computer. In this article, we describe the workflow involved in producing a Webcast class and provide a detailed account of the process of adopting Webcasting as a medium to provide distance education at a state university in a rural setting. This article addresses the team members required to seamlessly integrate Webcasting into the curriculum: information technology specialists, faculty, students, and administrators. We also identify problems encountered with implementation of Webcasting and methods used to resolve them.

Adult↗
PubMed2005

A study of personal digital assistants to enhance undergraduate clinical nursing education.

This study reports on personal digital assistants (PDAs) as a means to prepare nurse professionals who value and seek current information. An interdisciplinary team of nursing and library faculty, information technology and bookstore staff, students, and educational consultants developed this project. A pre-post and comparative group design of second-degree students in the accelerated and traditional baccalaureate nursing degree (BSN) options was used to examine students' information-seeking behaviors, and the effectiveness and cost of innovation strategies associated with incorporation of PDAs into students' clinical practice. Results of this study support PDAs as an effective student learning resource, especially for reference materials. The student group with PDAs had increasing numbers of questions associated with clinical situations and a greater recognition of the need to use current resources. Students made substantial use of their PDAs and health team members, while decreasing reliance on textbooks and clinical faculty. Students' use of and satisfaction with this technology is linked to access speed and readability. Providing faculty with PDAs is recommended to enhance their comfort with and incorporation of PDAs into clinical teaching.

Attitude of Health Personnel↗
PubMed2005

Using simulation technology for undergraduate nursing education.

As simulation technology is rapidly expanding, nursing programs are making large investments in this technology, which has great potential for undergraduate nursing programs. Unfortunately, this potential is underestimated and underused. With simulation technology, undergraduate students can gain and improve skills in a safe, non-threatening, experiential environment that also provides opportunities for decision making, critical thinking, and team building. This article describes how to use simulation technology to enhance undergraduate nursing education. The process for simulation technology instruction, leveling content from simple to complex, and faculty resources are discussed. An example of a simulation program is included.

Attitude of Health Personnel↗
PubMed2005

Teaching health assessment in the virtual classroom.

Health assessment skills are vital to professional nursing practice. Health assessment has traditionally been taught using lecture, teacher-developed tests, practice and live demonstration, and interactive and computer-based learning materials. Rapid advances in information technology during the past decade have greatly expanded distance learning options in higher education. Although much nursing education now uses the Internet, there has been limited use of the Web to teach psychomotor and clinical skills. This article describes how online instruction can be integrated into a health assessment course to teach physical examination skills. The development of instructional videos that can be digitally streamed onto the Web for ready and repeated access can also enhance online learning of technical and clinical skills. Student evaluation of this Web-enhanced course revealed that online assignments enabled them to pace their learning, thereby promoting greater flexibility and independence. Students were able to master the technical skills of working online with minimal difficulty and reported that working online was no more stressful than attending class. The most helpful aspect of the online course was the instructor-developed video that was digitally streamed online.

Attitude of Health Personnel↗