PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Computer User Training”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 235 records · Page 13Linked to original sources
PubMed2005

Development and testing of a Hyperlearning Model for design of an online critical care course.

Many U.S. colleges and universities are discovering innovative and exciting ways of using information technology to promote the process of teaching and learning and to extend education to new populations of students. Nurse educators in academia and service settings are developing interactive e-learning programs or courses to meet this need, and to either enhance practice concepts and basic skills or orient new associates to the clinical organization. In continuing education programs, students need flexibility and convenience to concurrently meet their personal and academic goals, and consumer demand for online instruction is increasing. The challenge is to prepare a comprehensive, high-quality, cost-effective e-learning course to meet educational standards and competencies. To meet this challenge, an instructional design model, the Hyperlearning Model, was developed based on Chickering and Gamson's principles of best practices in undergraduate education, to guide the development of an online course for basic critical care content. In this article, I describe the creation and testing of an instructional design model for developing content in this online course.

Adult↗
PubMed2000

Online teaching and learning in a graduate course in nursing education.

Information technology has a potential to be the answer to one of Africa's most pressing problems-providing education to a number of geographically dispersed learners, who currently have to leave their countries for a number of years in order to pursue their studies elsewhere. The School of Nursing at the University of Natal launched an online graduate course in nursing education at the beginning of the year 2000 for the first time as part of a masters degree programme. A number of lessons have been learned from this experience. Firstly, it took too long to arrive at 'closure' on discussion of any one particular theme. There seemed to be a perpetual feeling of never "completing" teaching/learning tasks. Ordinarily, in a face-to-face (f2f) classroom, a particular theme or topic is scheduled for a particular lecture period. More often than not, whether clarity and/or resolution has been attained, the discussion moves on to the next theme, or topic. This has not been easy to do in computer mediated communication (CMC). The students' contributions, however, seemed more thought out and more focused than had been the case in the f2f classes. Secondly, the essentiality/importance of structure became apparent very early. After an initial tentative and slow start, once the students felt comfortable with the computer "classroom", the bulletin board was flooded with messages, necessitating re-thinking the original structure.

Attitude of Health Personnel↗
PubMedDate not supplied

Designing web-based education courses for nurses.

Maintaining lifelong learning in health care with its diversity and pressure on resources requires creative solutions to meet the needs of learners and organisations. As technology has evolved, web-based learning has been viewed as one solution. This article discusses the increasing use of online courses and activities in nursing education. It concludes that further research into what nurses want from web-based learning may better inform course design and the development of other web-based educational resources.

Attitude of Health Personnel↗
PubMed2000

Computers and information technology: implications for the 21st century.

The rapidly changing world of computer and information technology will have dramatic changes for adolescent medicine clinicians in the 21st century. This article reviews some of this evolving technology, including the electronic medical record, the Internet, and telemedicine as well as various advances in health screening, assessment, and education. The importance of integrating this technology into a total information system is stressed. The article concludes with a day in the life of an adolescent medicine clinician in the new century.

Adolescent↗
PubMed1999

Country report on multimedia and Internet for children and youth in Taiwan.

The actions of Taiwan government for promoting information education have being carried out since 1996. The main goal is to educate students of primary school and high school about the basic information knowledge and the internet. The actual actions will be described. There are many kind of multimedia CD titles in Taiwan market right now. The major types of multimedia CD titles will be discussed. And the difficulties of developing materials of CD titles will be discussed.

Adolescent↗
PubMed1999

Multimedia and children in Turkey.

Multimedia will be regarded as essential tools for children to create their new world. The effects of television on young children's life have been well studied. Television differs, however, from other media, including the movies, in its pervasive impact on children. Children spend more time watching television than any other activity except sleeping. Overall 31% of children spent at least 4 hours a day watching television during weekday and 71.7% during weekend in Turkey. Television's influence on children is a function of the length of time they spend watching and the cumulative effect of what they see. Television may be a cause as well as a solution for many serious childhood problems. Excessive viewing of television has also been linked to aggressive behavior, violence, childhood obesity. On the other hand, television may act as a socializing agent and as a learning tool if the recommendations of American Academy of Pediatrics is learned by pediatricians, parents and broadcasters. The use of home personal computers in urban residence increased from 3.2% in 1993 to 6.5% by January 1998 in Turkey. Around 20% of computer households reported owing a modem. Internet has been using only for 5 years in Turkey. Nearly 40% of computer households also used CD-ROM equipment. The percentage of schools that have a computer laboratory is only 2.64%. On the other hand, multimedia allows students to move away from a uniform education for everyone to assert individual identity, liberalize education and management. It seems likely that, within the next few years, most of the countries with substantial internet infrastructure will use the internet as the major medium for disseminating information, including information on children. To prepare students for such a world demands that educational systems make the best possible use of all knowledge and technologies currently available.

Child↗
PubMed1999

Digital kids of the Heisei era: experiment at Toyonaka Bunka Kindergarten.

I wonder what most people think when they hear of small children playing on computers in kindergarten. One can almost hear the responses: "Why should kindergarten children have to use computers?" Small children are using computers? It's much too earlyl" "At kindergarten children should be singing, playing games, and making mud pies!" A computer is the epitome of the artificial. If we really make a mess of things, humans will become slaves to computers. What can they be thinking, putting such things in kindergartens as a child's toy? Many people who think in this way have never touched a computer, and it often seems the case that these "emotional opponents" are opposed to them only because of their own preconceptions. There is still a preconception that" a computer = a square machine like a TV with lots of difficult-looking keys". Computers are now in virtually all of the electronic appliances we use every day, refrigerators, washing machines, vacuums and televisions, and we think nothing of it. We live each day using computers, but only the "square" computer invites such contempt. Why is this the case? On the other side, there are the "proactive endorsers", who think "Computers have spread thus far in society and schools, so we must let children become familiar with them from a very young age!" These people often seem to want to teach everyone everything. There is much to know about the image and use of computers. They seem to think that if adults don't teach them, children won't understand anything. On this point, they are at the same level as the "emotional opponents", in that they conceive of computers as being something out of the ordinary.

Adult↗