Exploring the information and communication technology competence and confidence of nursing students and their perception of its relevance to clinical practice

Levett‐Jones, Tracy; Kenny, Raelene; Riet, Pamela van der; Hazelton, Michael; Kable, Ashley; Bourgeois, Sharon; Luxford, Yoni

doi:10.1016/j.nedt.2009.01.007

Cited by 39 publications

(28 citation statements)

References 12 publications

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“…Indeed, a number of respondents indicated that they were initially surprised or unhappy about the need to engage with technology enhanced learning. This view is apparently widespread in the student population, at least for the youngest age group, and was confirmed by a JISC/IPSOS Mori survey [41] of [17][18][19] year old student expectations and experiences of ICT and Levett-Jones et al [38] . The JISC/IPSOS Mori [41] study found that 17-19 year old students, while familiar with ICT and the Internet, expected to receive support with using it at university.…”

Section: Nursing Students' Experience Of Using Ict For Educationmentioning

confidence: 79%

“…However, newly enrolled nursing students need to develop the ICT skills necessary to engage with evidence to inform practice which are less likely to have been part of their prior educational experience. They also need to perceive that this is essential to their future career [37,38] .…”

Section: Confidence and Skills Of Respondents With Ictmentioning

confidence: 99%

“…Cooke [39] has concluded that, although students were very able to use the Internet, the evidence indicates that they were not good at information finding or critical appraisal of information; a finding reiterated in the recent Ipsos MORI surveys [41] . There is also some evidence that students will make use of only those technologies with which they feel comfortable and familiar [38,41,42] and that fit with their lifestyle and their learning strategies [38,42] . This suggests that, where students are asked to use ICT in unfamiliar ways or where they cannot observe an immediate advantage, they may be more resistant.…”

Section: Confidence and Skills Of Respondents With Ictmentioning

confidence: 99%

“…The JISC/IPSOS Mori [41] study found that 17-19 year old students, while familiar with ICT and the Internet, expected to receive support with using it at university. Levett-Jones et al [38] also found that nursing students had a narrow range of skills and were confounded by the uses of ICT expected at university. Despite the much wider age range in the current study there were similar proportions struggling with ICT which may have implications for their educational progression.…”

Section: Nursing Students' Experience Of Using Ict For Educationmentioning

confidence: 99%

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Nursing students’ use of technology enhanced learning: A longitudinal study

Wilkinson

Roberts²,

While³

2012

JNEP

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Background: Nurses are expected to be information and communication technology (ICT) literate at registration but, despite the growth of social uses of technology, little is known of the views of students on the use of technology enhanced learning. The purpose of this study was to explore the experience and confidence of first year pre-registration nursing students with information and communication technologies and technology enhanced learning. Methods:A prospective longitudinal survey design with multiple data collection strategies was employed. Crosssectional surveys using a new ICT and Education Scale at three time-points were used to collect data. The target population were first year UK nursing students (n=458); of those 287 (41.7%) participated in the initial baseline survey.Results: There were three main findings. First, more than half of the respondents (67%) reported that they were not confident with aspects of information literacy and were not prepared for technology enhanced learning (60%) as they entered university and these aspects showed least change through time. Second, from varied starting points at baseline, respondents' experience and confidence with ICT skills showed different trajectories over time. Third, there was some evidence that demographic profile was related to use and acceptance of ICT in the educational context. Conclusions:There is some evidence that nursing students find it difficult to negotiate the boundaries between their pre-university experience with technologies and that of education and practice. In a rapidly changing technology environment this has implications for curriculum planning in the first six months of a programme of study as well as student/staff preparation for technology enhanced learning.

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Section: Nursing Students' Experience Of Using Ict For Educationmentioning

confidence: 79%

Section: Confidence and Skills Of Respondents With Ictmentioning

confidence: 99%

Section: Confidence and Skills Of Respondents With Ictmentioning

confidence: 99%

Section: Nursing Students' Experience Of Using Ict For Educationmentioning

confidence: 99%

See 2 more Smart Citations

Nursing students’ use of technology enhanced learning: A longitudinal study

Wilkinson

Roberts²,

While³

2012

JNEP

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“…Variation in healthcare education technology use is also driven by the fact that educators have different skill levels in the use of technology to enhance student learning through ICT education (Voogt, Knezek, Cox, Knezek, & Brummelhuis, 2013). Additionally, students and educators have varied perceptions, attitudes, and levels of motivation regarding the acquisition of ICT understanding (Bembridge et al;Lam, Amon, Nguyen, Campbell, & Neville, 2012;Levett-Jones et al, 2009;Sandars, 2012), exhibiting different degrees of knowledge and applied understanding about technology, how to use devices and applications, and beliefs about the role of technology in education and in the workplace.…”

Section: Gaps In Preparing Healthcare Professionalsmentioning

confidence: 99%

Information and Communication Technology to Facilitate Learning for Students in the Health Professions: Current Uses, Gaps and Future Directions

Costello

Corcoran

Barnett

et al. 2014

OLJ

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Changes in the U.S. Healthcare System along with the need for institutions of higher education to prepare a work force ready to address the challenges of today and tomorrow have highlighted the need to incorporate technology in its broadest sense as part of the student learning experience. In health professional education, this becomes challenging as programs have traditionally relied on face-to-face instruction along with internship experiences which provide hands on patient care. In addition, learning activities that incorporate higher order critical thinking must be incorporated in order to meet competency based professional expectations as well as expectations in the work place environment. This article will address current technology use in health professional education programs and identify opportunities to incorporate technology to enhance the student learning experiences with emphasis on the critical thinking, communication, and psychomotor skills required of today's health professional graduate.

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Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies

Todhunter

2015

Nursing Open

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AimTo report on the relationship between competence and confidence in nursing students as users of information and communication technologies, using principal components analysis.DesignIn nurse education, learning about and learning using information and communication technologies is well established. Nursing students are one of the undergraduate populations in higher education required to use these resources for academic work and practice learning. Previous studies showing mixed experiences influenced the choice of an exploratory study to find out about information and communication technologies competence and confidence. A 48‐item survey questionnaire was administered to a volunteer sample of first‐ and second‐year nursing students between July 2008–April 2009. The cohort (N = 375) represented 18·75% of first‐ and second‐year undergraduates. A comparison between this work and subsequent studies reveal some similar ongoing issues and ways to address them.MethodsA principal components analysis (PCA) was carried out to determine the strength of the correlation between information and communication technologies competence and confidence. The aim was to show the presence of any underlying dimensions in the transformed data that would explain any variations in information and communication technologies competence and confidence. Cronbach's alpha values showed fair to good internal consistency.ResultsThe five component structure gave medium to high results and explained 44·7% of the variance in the original data. Confidence had a high representation. The findings emphasized the shift towards social learning approaches for information and communication technologies. Informal social collaboration found favour with nursing students. Learning through talking, watching and listening all play a crucial role in the development of computing skills.

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Exploring the information and communication technology competence and confidence of nursing students and their perception of its relevance to clinical practice

Cited by 39 publications

References 12 publications

Nursing students’ use of technology enhanced learning: A longitudinal study

Nursing students’ use of technology enhanced learning: A longitudinal study

Information and Communication Technology to Facilitate Learning for Students in the Health Professions: Current Uses, Gaps and Future Directions

Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies

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