Measurement of information and communication technology experience and attitudes to e‐learning of students in the healthcare professions: integrative review

Wilkinson, Ann; While, Alison; Roberts, Julia

doi:10.1111/j.1365-2648.2008.04924.x

Cited by 40 publications

(22 citation statements)

References 52 publications

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“…14 Wilkinson et al analyze the "psychometric properties of instruments used in healthcare education settings, measuring experience and attitudes of healthcare students." 15 Colthart et al "highlights the need to consider the potential for combining qualitative and quantitative data to further our understanding of how self-assessment can improve learning and professional clinical practice." 16 Online assessments delivered during induction workshops were presented.…”

mentioning

confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

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Understanding perceptions of Library and Information Science (LIS) students on two dimensions-belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)-is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies: principal competencies reflected the most positive insights from students, while the secondary ones were the most weakly perceived and consequently the most in need of encouragement. This is one of the few studies on the subjective profile of LIS students, including improvement initiatives relating to the weakest competencies.here is no doubt that all developed countries are in need of increasing Information Literacy (IL) awareness of their citizens on the vital importance of this issue. In the case of a special kind of citizen-the students (undergraduates and graduates) of Library and Information Science (LIS)-their state of awareness on IL ought to be even more important, as skills and capabilities within IL are key requirements for their future professional practice. Closely related to LIS students' awareness, two kinds of perceptions are key: belief in the importance of such competencies, and Self-Efficacy. The significance of these perceptions is evident, as they influence students' attitudes and behaviors. The belief in importance (BIM) concept, which some educators identify with the idea of motivation, refers to the rating of the importance of certain competencies on the part of students. Self-Efficacy (SE) seems to be a more sophisticated idea, often defined as people's beliefs about their capabilities to produce the designated levels of performance. SE determines how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes: cognitive, motivational, affective, and selection.1 Information literacy self-efficacy and academic motivation, one could argue, both play important roles in student academic development.2 There is a third dimension, of a qualitative nature, which also affects students' awareness, which arises from the student's preferred choice of learning sources (LS). Four sources of learning have been examined in this study: classroom, library, specific courses, and self-learning. Although students actually resort to all these sources, we hope to ascertain to what extent each of them is used, as this will help to form a profile of the students' IL behavior.

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confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

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“…In laboratory medicine, e-learning is offering several opportunities for the education and professional improvement of stakeholders, for the appropriate use of laboratory tests and for the improvement of patient care. More precisely, e-learning in laboratory medicine could help to reach several educational goals and curriculum needs in multiple fields (hematology, chemistry, forensic toxicology, clinical immunology, microbiology, blood gas laboratory, specialized care center laboratory … ), fulfill some of the accreditation requirements for the management of competences and skills, disseminate evidence-based clinical practice guidelines, promote innovation, provide several learning resources, improve working conditions and efficiency and target outcomes oriented on patients [ 6,7,15,16 ]. E-learning is also representing a great vector for the transfer of knowledge into laboratory practice, to stimulate multidisciplinary interactions, to enhance continuing professional development and to promote laboratory medicine.…”

Section: The Rational For E-learningmentioning

confidence: 99%

A position paper of the EFLM Committee on Education and Training and Working Group on Distance Education Programmes/E-Learning: developing an e-learning platform for the education of stakeholders in laboratory medicine

Gruson

Fauré²,

Gouget³

et al. 2013

Clinical Chemistry and Laboratory Medicine (CCLM)

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The progress of information and communication technologies has strongly influenced changes in healthcare and laboratory medicine. E-learning, the learning or teaching through electronic means, contributes to the effective knowledge translation in medicine and healthcare, which is an essential element of a modern healthcare system and for the improvement of patient care. E-learning also represents a great vector for the transfer knowledge into laboratory practice, stimulate multidisciplinary interactions, enhance continuing professional development and promote laboratory medicine. The European Federation of Laboratory Medicine (EFLM) has initiated a distance learning program and the development of a collaborative network for e-learning. The EFLM dedicated working group encourages the organization of distance education programs and e-learning courses as well as critically evaluate information from courses, lectures and documents including electronic learning tools. The objectives of the present paper are to provide some specifications for distance learning and be compatible with laboratory medicine practices.

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“…A prospective longitudinal survey design was selected because weaknesses of previous studies included cross-sectional measurement of attitudes and exploration of views or experience of students rather than trend analysis [16] . A single study design was adopted with cross-sectional surveys at three time points (Baseline, Time 1, Time 2).…”

Section: Designmentioning

confidence: 99%

“…Over the past 15 years technology enhanced learning in the broadest sense has moved from being project driven to being part of institutional strategy. Despite this there is little evidence concerning the student perspective on technology enhanced learning [14][15][16] .…”

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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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Measurement of information and communication technology experience and attitudes to e‐learning of students in the healthcare professions: integrative review

Abstract: Advances in computers and technology mean that many earlier tools are no longer valid. Measures of the experience and attitudes of healthcare students to the increased use of e-learning require development in line with computer and technology advances.

Cited by 40 publications

References 52 publications

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

A position paper of the EFLM Committee on Education and Training and Working Group on Distance Education Programmes/E-Learning: developing an e-learning platform for the education of stakeholders in laboratory medicine

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

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