Integrating Information Technology’s competencies into academic nursing education–An action study

Gonen, Ayala; Sharon, Dganit; Lev‐Ari, Lilac

doi:10.1080/2331186x.2016.1193109

Cited by 30 publications

(52 citation statements)

References 18 publications

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“…Their varying degrees of experience may have contributed to their levels of competence. Israeli bachelor degree for nursing students also reported most knowledge in Word and Internet searches with limited or no competency in Excel and other software [7].…”

Section: Respondents' Competency In General It Utilisationmentioning

confidence: 99%

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Information Technology in Nursing Education: Perspectives of Student Nurses

Singh¹,

Masango²

2020

TONURSJ

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Background: Nursing education institutions in South Africa are integrating Information Technology (IT) into nursing programmes to prepare student nurses to meet the demands of a contemporary healthcare landscape. Objective: To explain and describe the perspectives of student nurses at a private nursing education institution on the use of IT in nursing education. Methods: A quantitative, non-experimental descriptive research design was selected. The target population included student nurses registered for basic and post-basic qualifications. A structured self-administered questionnaire was used for data collection. Results: The respondents acknowledged the importance of IT in nursing education but also experienced challenges in terms of training and internet connectivity, owned at least one IT device, used IT frequently for study and work purposes, reported IT competence, and had positive attitudes to IT. The respondents were significantly competent in general IT (M=3.5410, SD=.98619), t (243)=8.569, p<.0005; used IT significantly frequently for medical purposes/learning (M=3.2917, SD=0.76598), t (243)=5.948, p<.0005, and were significantly competent in the use of IT for medical purposes/learning (M=3.3646, SD=.94497), t (242)=6.015, p<.0005; and had significantly positive attitude towards using IT (M=4.2964, SD=0.66557), t (243)=30.426, p<.0005. Conclusion: While there are numerous advantages to IT in nursing education, IT challenges are a reality for student nurses. Identified gaps must be closed to ensure that IT is accepted, adopted and used effectively and efficiently. The inclusion of an IT module in the curriculum is recommended to improve the use of IT in nursing education.

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Section: Respondents' Competency In General It Utilisationmentioning

confidence: 99%

“…IT is a powerful and valuable tool for supporting learning [7]. IT integration into the nursing curriculum provides innovative teaching and learning strategies to actively engage the students in the learning process [8].…”

Section: Introductionmentioning

confidence: 99%

Information Technology in Nursing Education: Perspectives of Student Nurses

Singh¹,

Masango²

2020

TONURSJ

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“…With increased public access to health information on the internet, health professionals can empower individuals to make judgements about the quality of information accessed and what constitutes 'good' information (Theron, Borycki and Redmond, 2017). Gonen, Dganit and Lev-Ari (2016) state it is important than nurse educators consider digital competencies as an overarching theme that are integrated within nurse education curricula. Helping students to gain digital competence will in turn impact upon their knowledge about evidence based practice.…”

Section: Introductionmentioning

confidence: 99%

Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions

Terry

Davies

Williams

et al. 2019

Nurse Education in Practice

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“…Having said that, because it is something new in the assistance practice, there are still many limitations by health professionals regarding the use of communication and information technologies. In this context, nurses present gaps related to the use of these technologies, to the knowledge of computing and to the lack of motivation to use these resources, as well as the shortage of studies that demonstrate evidence of the effectiveness of this use in the qualification of these professionals (7) .…”

Section: Introductionmentioning

confidence: 99%

Evaluation of educational technology on pressure injury based on assistance quality indicators

et al. 2018

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Objective: to evaluate the contribution of educational technology on pressure injury regarding assistance quality indicators. Methods: a quasi-experimental study, with the design before and after the educational intervention, related to an online course on pressure injury. Data collection was done in three phases: the gathering of pressure injury indicators; implementation of the educational intervention; and post-intervention evaluation of the patients. Results: 47 patients were evaluated in each phase. The risk assessment and the description of the skin in the admission presented higher figures after the educational intervention. Description of preventive measures was higher in the educational post-intervention group, which presented a high-level index in the pre-intervention group (80.9%). The number of patients with pressure injury decreased from 53.2% to 42.6% (p=0.500). Conclusion: the impact of the communication and information technology was observed, especially on the decrease of occurrence of injuries.Objetivo: avaliar a contribuição de tecnologia educativa sobre lesão por pressão em indicadores de qualidade assistenciais. Métodos: estudo quase experimental, com delineamento antes e depois de intervenção educativa, relacionada a curso on-line sobre lesão por pressão. Coleta de dados composta por três etapas: recolhimento de indicadores sobre lesão por pressão; aplicação da intervenção educativa; e avaliação dos pacientes pósintervenção. Resultados: foram avaliados 47 pacientes em cada etapa. A avaliação de risco e descrição da pele na admissão apresentou valores superiores após intervenção educativa. Descrição de medidas preventivas foi superior no grupo pós-intervenção educativa, o qual apresentava elevado índice no grupo pré-intervenção (80,9%). O número de pacientes com lesão por pressão diminuiu de 53,2% para 42,6% (p=0,500). Conclusão: o impacto da tecnologia de informação e comunicação foi observado, principalmente na diminuição da incidência de lesões.

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Integrating Information Technology’s competencies into academic nursing education–An action study

Cited by 30 publications

References 18 publications

Information Technology in Nursing Education: Perspectives of Student Nurses

Information Technology in Nursing Education: Perspectives of Student Nurses

Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions

Evaluation of educational technology on pressure injury based on assistance quality indicators

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