Information technology in health professional education: why IT matters

Haigh, J.G.B.

doi:10.1016/j.nedt.2004.07.008

Cited by 46 publications

(27 citation statements)

References 3 publications

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“…Instead, what this does imply is that universities need to maintain an acute awareness of such developments and become more flexible and more adept at managing change and fostering individual and organisational learning (Scott, 2003). One of the remaining challenges is how institutions adapt in order to keep pace not simply with technological developments but equally with new ways of communicating, collaborating, sharing and constructing knowledge (Haigh, 2004).…”

Section: Resultsmentioning

confidence: 99%

“…This is problematic for those involved in the delivery of nurse education given that the contemporary healthcare agenda involves promoting the use of ICT as a core competency (Kenny, 2002;Haigh, 2004;Ip et al, 2007;McVeigh, 2008).…”

Section: Limitations Of Project-based Approachesmentioning

confidence: 99%

“…Furthermore, the recent 'Modernising healthcare training: e-learning in healthcare services' report (National Workforce Group/DoH, 2006) identifies the need to extend the use of e-learning across healthcare services using a strategic, collaborative approach. Clearly, HEIs and practice-based learning settings have a significant role to play in equipping future health professionals to meet the demands of such objectives (Haigh, 2004;Sinclair and Gardner, 1997;Wharrad et al, 2005). However, Ip et al (2007) conclude that nursing students often do not retain ICT skills developed within the context of their undergraduate education due to insufficient opportunities to practice them.…”

Section: Ict Use In Nurse Education and Nursing Practicementioning

confidence: 99%

“…These are skills that are essential for professional practice, (DoH, 2008) where nurses are expected to be critical thinkers, be selfmotivated, understand and act upon issues of social responsibility and have awareness of their own accountability (Copp, 2002;Darbyshire and Fleming, 2008;Mailloux, 2006;Muirhead, 2007). It is also claimed that e-learning approaches offer the potential to meet the changing needs of students, offer the kind of flexibility to facilitate widening participation agendas and support those learners with a nontraditional learning profile (Haigh, 2004). These possibilities seem to be inherently tied up with notions of 'democratising' education and inevitably pose a challenge to conventional power dynamics within academic practices (Darbyshire and Fleming, 2008;Lisewski, 2004:180).…”

Section: Skills Deficitsmentioning

confidence: 99%

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Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

Kiteley

Ormrod

2009

Nurse Education Today

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SummaryE-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery (HEFCE, 2005). This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why elearning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

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Section: Resultsmentioning

confidence: 99%

Section: Limitations Of Project-based Approachesmentioning

confidence: 99%

Section: Ict Use In Nurse Education and Nursing Practicementioning

confidence: 99%

Section: Skills Deficitsmentioning

confidence: 99%

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Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

Kiteley

Ormrod

2009

Nurse Education Today

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“…Many teachers believe that life sciences cannot be taught using interactive techniques, while some believe that undergraduate students, due to their more limited basic knowledge, cannot participate in an interactive lecture (Haigh, 2004). However, there is also current opinion that conventional lectures should be replaced by "structured interactive sessions" (Steinery and Snell, 1999;Race, 2006).…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of a Technology Enhanced Learning Tool (Labtutor) From the Perspective of Undergraduate Student Nurses

McMullan¹

2016

ijirms

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Abstract:The efficiency of large group teaching (lectures) This study provides a descriptive survey of adult nursing student's perceptions of the Labtutor system following its use in two Life Science modules within an undergraduate nursing programme. A convenience sample of first year adult nursing students (n= 115) were identified to complete a 32 item questionnaire (appendix three).Participants reported overall that they enjoyed using the system and found it beneficial to their learning specifically:

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“Apping Up”: Prospects for Information Technology Innovation in Return to Work Communication

Singh

O’Hagan

2018

J Occup Rehabil

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Purpose During return to work (RTW), communication between health care providers and employers largely takes place through standardize paper-based forms. Information technology (IT) platforms may provide advantages in enabling information exchange and decision-making through sharing of guidelines and resources. We investigated stakeholder perspectives on the prospect of IT use for RTW communication in Ontario, Canada. Methods Consistent with the exploratory nature of the questions, qualitative methods were used. Primary data were interviews with health care providers (HCPs), employers, and workers with experience in RTW. The first portion of initial interviews elicited general perspectives and experiences related to RTW communication. Participants were then exposed to a prototype IT communication platform and elicited their feedback. Follow-up interviews with HCP's and EMP's were used to allow further reflection and clarification of data. We used progressive, thematic coding to analyze data. Results 12 HCPs, 7 employers, and 5 workers participated in the study. Five inter-related themes were obtained. Participants expressed no absolute objection to the use of IT for RTW communication but varying degrees of support. Participants revealed how media change depended on a prospective IT innovation's perceived usefulness, fit with current practices, capacity to gain buy-in from other stakeholders, and ability to demonstrate positive performance in actual practice. Conclusions Findings suggest that a transition to an IT-mediated tool for RTW communication is supported in principle; however, major caveats exist in relation to perceived value and fit with stakeholder practice. System support and stakeholder cooperation are likely necessary to adopt the change, yet IT-mediated communication has yet to demonstrate value. To avoid circularity, proof of principal needs to be established through an implementation trial of such technology.

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Information technology in health professional education: why IT matters

Cited by 46 publications

References 3 publications

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

An Evaluation of a Technology Enhanced Learning Tool (Labtutor) From the Perspective of Undergraduate Student Nurses

“Apping Up”: Prospects for Information Technology Innovation in Return to Work Communication

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