Advancement and research issues of ICT-based training for newly graduated nurses: a review of journal publications from 1985 to 2017

Huang, Hsin; Hwang, Gwo‐Jen

doi:10.1080/10494820.2018.1559865

Cited by 12 publications

(3 citation statements)

References 28 publications

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“…Using innovations and new teaching methods in the clinical training has an effective role in its dynamism. [ 14 ] The results of the present study showed that the students' practical skill level in the virtual social network group was significantly different from that of the other two groups. Virtual social network produced significantly higher levels of knowledge in the skills of priming and weaning the machine.…”

Section: Discussionmentioning

confidence: 57%

Comparing the effects of demonstration, video display, and virtual social networks on nursing students’ learning of hemodialysis clinical skills

Ghahfarokhi

Arzani-Birgani

Taheri

et al. 2022

Journal of Education and Health Promotion

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BACKGROUND: Applying new methods of clinical education seems to provide nursing students with educational opportunities. The present study aimed to compare the effectiveness of training through demonstration, video display, and virtual social space on the learning of clinical skills among nursing students. MATERIALS AND METHODS: In this semi-experimental research with posttest that was performed in 2019, thirty nursing students of the seventh semester were randomly assigned to three groups of demonstration, video display, and the social virtual space education with ten people in each group. The research was conducted in the hemodialysis ward of university hospitals. Each group was trained and evaluated during 10 days with 5-h sessions continuously. Participants' skills were evaluated using eight self-made, valid and reliable checklists, and the three groups were compared. For data analysis such as the means and standard deviations and inferential statistics, Mann–Whitney test, Kruskal–Wallis likelihood-ratio, and Chi-squared test in SPSS version 16 were used. RESULTS: The results indicated that practical skill levels in the group of virtual social network were significantly higher than the two groups of video display (P = 0.045) and demonstration (P = 0.03). In addition, the group of virtual space had significantly higher scores than those of the other two groups only in two skills of “prime” and “disconnecting the patients from the machine” (P < 0.05). CONCLUSION: Proper use of networks and social virtual space for clinical training, along with conventional methods of learning, provides good learning opportunities and is affordable in terms of time, cost, and process.

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Section: Discussionmentioning

confidence: 57%

Comparing the effects of demonstration, video display, and virtual social networks on nursing students’ learning of hemodialysis clinical skills

Ghahfarokhi

Arzani-Birgani

Taheri

et al. 2022

Journal of Education and Health Promotion

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“…None of the interviewed teachers' "achieved" conceptions of the barriers to technology-integrated instruction pertained to the first-order level. With advancements in ICT, educational technology is well developed, particularly in terms of the stability and reliability of the software and hardware (Huang & Hwang, 2021). Moreover, technology-integrated instruction has been the focus of attention in Taiwan for decades (Chauhan, 2017).…”

Section: Discussionmentioning

confidence: 99%

A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

Chen

Jong

Tsai³

2022

AJET

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Researchers have identified three orders of barriers to probe teachers’ conceptions of technology-integrated instruction, namely extrinsic obstacles, intrinsic obstacles and the lack of design thinking. However, few studies have investigated barriers to teachers’ mobile technology-integrated instruction and compared them with the barriers to their technology-integrated instruction. This study recruited 20 in-service teachers with experience in adopting mobile learning (in practice) to compare their conceptions of the two kinds of barriers. Firstly, we utilised the phenomenographic method and subsequently transformed qualitative interview data into quantitative data. The research results found an additional crucial barrier, namely classroom management. Thus, this study revealed four classifications of barriers to (mobile) technology-integrated instruction. Moreover, teachers with less experience in adopting mobile learning confronted more obstructions to mobile technology-integrated instruction than to technology-integrated instruction at the first-order level (i.e., extrinsic obstacles). On the contrary, teachers with more experience in adopting mobile learning encountered more barriers related to design thinking upon the educational integration of mobile technology over conventional technology. This study provides the field with new insights into understanding teachers’ conceptions of barriers to the adoption of emerging technology-integrated instruction and sheds light for researchers and policymakers who are working on teacher professional development. Implications for practice or policy: This research reveals a framework of the four orders of barriers for providing an understanding of teachers’ barriers to advanced technology-integrated instruction as the technology grows. More courses involving design thinking for mobile learning should be provided as part of teacher training. Future research should carefully explore the effective solutions for eliminating the barriers to mobile technology-integrated instruction.

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“…Such assumptions are not relatively new to the nursing profession. In fact, in the last three decades, a growing interest in this area has led to the development of several studies focused on ICTs use in nursing care [6]. Evidence suggests that the integration of ICTs in nursing practice increases care efficiency, facilitates the implementation of Evidence-Based Practice, and improves communication channels with other health professionals and patients [7,8,9,10].…”

Section: Introductionmentioning

confidence: 99%

Personal and technological skills to coach people with noncommunicable diseases: development and validation of a scale for nursing students

Parreira

Santos-Costa

Graveto

et al. 2021

Heliyon

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Background: Current international policies converge to the need of empowering patients and families in becoming more autonomous in the self-caring and management of their noncommunicable diseases (NCDs). Given their professional scope, nurses are the most well-positioned health professionals to answer this societal challenge. In the literature, health coaching and the use of information and communication technologies (ICTs) emerge as two still under-used contributions to nursing practice in this regard. Given the lack of instruments and research developed so far in the use of health coaching and ICTs during nurses training, we aim to develop a scale that explores nursing students' perceptions regarding their coaching skills of people with NCDs and the potential role of ICTs in this domain. Methods: After a comprehensive literature review, an initial items list (n ¼ 39) was delineated and discussed by a panel of international experts. After conceptual and structural consensus, the pre-validated version of the Personal and Technological Skills to coach people with noncommunicable diseases scale (PTSC-NCD scale) was created. Then, the pre-validated PTSC-NCD scale was translated to Portuguese, Finnish, Flemish and Slovenian following Beaton and colleagues' recommendations, and applied to undergraduate nursing students in five European universities. Principal component analysis and reliability analysis were performed in each country through the statistical program Statistical Package for the Social Sciences (version 22.0). All ethical assumptions were complied with throughout this study. Results: 874 nursing students enrolled in the study, predominantly female (71.1%) and with a mean age of 22.4 years (SD ¼ 5.49). After data analysis across international settings, three dimensions emerged: Coaching Centred Personal Skills (F1); Digital Technology Improving Patient-Centred Care (F2); and Digital Technology Improving Relational Skills (F3). All the dimensions showed good reliability (Cronbach's alpha >.80). Conclusion:The PTSC-NCD scale evidence good validity and reliability indicators across different international settings.

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Advancement and research issues of ICT-based training for newly graduated nurses: a review of journal publications from 1985 to 2017

Cited by 12 publications

References 28 publications

Comparing the effects of demonstration, video display, and virtual social networks on nursing students’ learning of hemodialysis clinical skills

Comparing the effects of demonstration, video display, and virtual social networks on nursing students’ learning of hemodialysis clinical skills

A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

Personal and technological skills to coach people with noncommunicable diseases: development and validation of a scale for nursing students

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