An Exploration of Nursing Informatics Competency and Satisfaction Related to Network Education

Abstract

The rapid development of computer technology has driven the growth of the Internet, which has made access to daily services more timely and convenient. Network education strategies for long-distance nursing education are increasingly being implemented to overcome distance barriers and allow nurses to obtain more knowledge. The purpose of this study was to investigate the relationship between the informatics competency of nurses and their satisfaction regarding network education as well as to explore related factors. A total of 218 nurses answered an online questionnaire after completing 4 hours of network education at their appropriate clinical level. Descriptive and inferential statistics were applied to analyze data. Study results found that nurses who took computer training less than 3 hours per week, were unable to connect to a network, or held an associate degree as their highest level of education achieved a lower nursing informatics competency than those who were older, were certified at an N4 clinical level, had previous online training experience or attended 4 or more course hours each week. Those who participated in the network education course more than 4 hours per week and owned their own computers were more satisfied with network education. Nurses who had higher nursing informatics competency were also more satisfied with network education. Network education not only enhances learners' computer competency but also improves learning satisfaction. By promoting network education and improving nurses' hardware/software skills and knowledge, nurses can use networks to access learning resources. Healthcare institutions should also enhance their computer infrastructures, and increase the interest of nurses to learn and apply network skills in clinical practice.

Facilitating adoption of informatics and meaningful use of electronic health records with nursing faculty

“…Additional education both in the workplace and in formal programs of education beyond the associate degree is related to satisfaction with and competency in nursing informatics. [11] As e-health technologies evolve and care is increasingly more complex, education about informatics and EHRs for nurses, the largest group of health care providers, is paramount.…”

Does an Online Computer Based Critical Care Orientation Program Support the Learning Needs of a Multigenerational Workforce?

“…Despite this, prior experience with computers enabled the participants (n=19; 90.47%) to navigate more efficiently throughout the modules. This confirms the need for a brief orientation to computers before this program is used (Lin, Lin, jiang & Lee, 2007).…”

Multisite Web-Based Training in Using the Braden Scale to Predict Pressure Sore Risk

“…The relationship between factors-such as limited computer access, limited prior computer training, and low computer competency-and lower levels of satisfaction with Web-based learning programs is well documented in the literature. 29,30 The authors suspect that the lower adequacy and ease-of-use ratings at hospital C (in suburban mid-Michigan) may result from differences in computer access and computer competencies rather than problems with the training program. At the urban medical centers (hospitals A and B), nurses had ready access to computers on all nursing units and used computers extensively for work-related functions.…”

“…Using technology-assisted training free from the limitations of time and space is an efficient way to meet the learning needs of nurses. 30 The authors' experience makes clear that using a Web-based version of the DMC Braden Scale training module is an efficient way to strengthen nurses' capabilities in pressure-ulcer risk assessment. Nevertheless, the authors feel strongly that technology-assisted training in Braden Scale risk assessment should be used for introductory purposes or as an adjunct to existing training programs but always with reinforcement in the clinical arena.…”