TO: Lisa Rabideau



TO: Lisa Rabideau

CVPH MEDICAL CENTER

HOSPITAL LIBRARY

LITERATURE SEARCH

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Articles accompanying this research in PDF:

Enhance orientation through e-learning.

Huryk, Laurie A. RN, OCN

Nursing Management. 36(1):48-49, January 2005.

Computer Use in an Urban University Hospital: Technology Ahead of Literacy

Wayne A. Wilbright, MD, MS; Daniel E. Haun, MT; Teresa Romano, RN, MN, CCNS, APRN, BC; Teresa Krutzfeldt, RN, MN; Cathi E. Fontenot, MD; Thomas E. Nolan, MD, MBA

Comput Inform Nurs.  2006;24(1):37-43.



Carlock, Danielle MLS, AHIP; Anderson, Jonna MSN, RN Teaching and Assessing the Database Searching Skills of Student Nurses. Nurse Educator. 32(6):251-255, November/December 2007

Brokel, Jane PhD, RN Creating Sustainability of Clinical Information Systems: The Chief Nurse Officer and Nurse Informatics Specialist Roles. Journal of Nursing Administration. 37(1):10-13, January 2007.

Pravikoff, Diane S. PhD, RN, FAAN; Tanner, Annelle B. EdD, RN; Pierce, Susan T. EdD, RN

Readiness of U.S. Nurses for Evidence-Based Practice: Many don't understand or value research and have had little or no training to help them find evidence on which to base their practice.

AJN, American Journal of Nursing. 105(9):40-51, September 2005.

ERDLEY, WILLIAM SCOTT DNS, RN

Concept Development of Nursing Information: A Study of Nurses Working in Critical Care.

CIN: Computers, Informatics, Nursing. 23(2):93-99, March/April 2005

MOODY, LINDA E. PhD, MPH, FAAN; SLOCUMB, ELAINE PhD, RN; BERG, BRUCE MD; JACKSON, DONNA MSN, RN, BC

Electronic Health Records Documentation in Nursing: Nurses' Perceptions, Attitudes, and Preferences.

CIN: Computers, Informatics, Nursing. 22(6):337-344, November/December 2004.

Dickerson, Suzanne Steffan DNS, RN; Feitshans, Lisa A. MS, RN

Internet Users Becoming Immersed in the Virtual World: Implications for Nurses.

CIN: Computers, Informatics, Nursing. 21(6):300-308, November/December 2003

Young, Kathleen M. MA, RN,BC

Where's the Evidence?: 'Evidence-based practice' is not a reality for most nurses.

AJN, American Journal of Nursing. 103(10):11, October 2003.

Pravikoff, Diane S. PhD, RN, FAAN; Pierce, Susan EdD, MSN, RN; Tanner, Annelle EdD, MSN, RN

Are Nurses Ready for Evidence-Based Practice?: A study suggests that greater support is needed.

AJN, American Journal of Nursing. 103(5):95-96, May 2003.

ROSENFELD, PERI PhD; SALAZAR-RIERA, NORALIZA MSN, RN, CCRN, CCNS; VIEIRA, DORICE MLS, MA

Piloting an Information Literacy Program for Staff Nurses: Lessons Learned.

CIN: Computers, Informatics, Nursing. 20(6):236-241, November/December 2002.

Staggers, Nancy; Gassert, Carole A.; Curran, Christine

A Delphi Study to Determine Informatics Competencies for Nurses at Four Levels of Practice.

Nursing Research. 51(6):383-390, November/December 2002.

HOBBS, STEVEN D. MA, BSN, RN

Measuring Nurses' Computer Competency: An Analysis of Published Instruments.

CIN: Computers, Informatics, Nursing. 20(2):63-73, March/April 2002.

Ruland, Cornelia M. PhD, RN

Developing a Decision Support System to Meet Nurse Managers' Information Needs for Effective Resource Management.

Computers in Nursing. 19(5):187-193, September/October 2001.

SMEDLEY, ALISON BHSc (NURSING), RN, CM GRAD CERT CFH NURSING(TRES), GRAD DIP FET, MEd

The Importance of Informatics Competencies in Nursing: An Australian Perspective.

CIN: Computers, Informatics, Nursing. 23(2):106-110, March/April 2005

Tanner, Annelle EdD, RN; Pierce, Susan EdD, RN; Pravikoff, Diane PhD, RN, FAAN Moving the Nursing Information Agenda Forward.

CIN: Computers, Informatics, Nursing. 22(5):300-303, September/October 2004.

Smith, Kathleen MScEd, RN, BC; Bickford, Carol J. PhD, RN, BC

Lifelong Learning, Professional Development, and Informatics Certification. CIN: Computers, Informatics, Nursing. 22(3):172-178, May/June 2004.

Davis Kirsch, Sallie E. PhD, RN, MN; Lewis, Frances M. PhD, RN, MN, FAAN

Using the World Wide Web in Health-related Intervention Research: A Review of Controlled Trials.

CIN: Computers, Informatics, Nursing. 22(1):8-18, January/February 2004.

Husting, Pamela M. PhD, MPH, RN; Cintron, Lourdes BSN, RN

HEALTHCARE INFORMATION SYSTEMS: EDUCATION LESSONS LEARNED. Journal for Nurses in Staff Development - JNSD. 19(5):249-253, September/October 2003.

How IT is shaping up: Susan Osborne looks at how advances in information technology will revolutionise the way nurses work.(CAREER DEVELOPMENT)(Information Technology).

Susan Osborne.

 Nursing Standard 21.12 (Nov 29, 2006): p62(2). 

Winters CA, Lee HJ, Besel J, Strand A, Echeverri R, Jorgensen KP, Dea JE.

Access to and use of research by rural nurses.

Rural Remote Health. 2007 Jul-Sep;7(3):758. Epub 2007 Aug 24.

PMID: 17892348 [PubMed - indexed for MEDLINE]

An emerging giant: nursing informatics.

HIMSS Nursing Informatics Awareness Task Force –

Nurs Manage - 01-MAR-2007; 38(3): 38-42

Websites of Interest to this Search:

Resources for Nurses on Training and courses



BIBLIOGRAPHY

Comput Inform Nurs. 2006 Jan-Feb;24(1):37-43.

Computer use in an urban university hospital: technology ahead of literacy.

Wilbright WA, Haun DE, Romano T, Krutzfeldt T, Fontenot CE, Nolan TE.

Louisiana State University Healthcare Service Division, Medical Center of

Louisiana in New Orleans, New Orleans, LA 70112, USA. wwilbr@lsuhsc.edu

The linkage of patient safety and care quality to the implementation of

computerized information systems assumes that clinical staff are skilled with

computers. Nurses and nursing support staff increasingly require computers to

carry out their work. Minimum computer competencies for nurses have been

identified. The determination of whether the current nursing workforce has

acquired these competencies remains uncertain. We administered a self-assessment

survey to nurses and nursing support staff to determine proficiency with computer

skills they might perform at work. Respondents reported inadequacies in basic and

work-related computer skills. More than 28% scored themselves as having fair or

poor proficiency on all skills, and more than 50% as fair or poor on five of 11

skills. Respondents over age 50 and those graduating before 1984 tended to score

proficiency lower. Our study suggests that many nurses and nursing support staff

may not have the minimum computer competencies to effectively and efficiently

perform their work.

PMID: 16436911 [PubMed - indexed for MEDLINE]

|References | |

1. To Err is Human: Building a Safer Health System. Washington, DC: National Academies Press; 2000.

2. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: National Academies Press; 2001.

3. Patient Safety: Achieving a New Standard for Care. Washington, DC: National Academies Press; 2004.

4. 15th Annual HIMSS Leadership Survey. Health Information and Management Systems Society; 2004.

5. Yee CC. Identifying information technology competencies needed in Singapore nursing education. Comput Inform Nurs. 2002;20(5):209-214.

6. McCannon M, O'Neal PV. Results of a national survey indicating information technology skills needed by nurses at time of entry into the work force. J Nurs Educ. 2003;42(8):337-340.

7. Staggers N, Gassert CA, Curran C. Informatics competencies for nurses at four levels of practice. J Nurs Educ. 2001;40(7):303-316.

8. Hobbs SD. Measuring nurses' computer competency: an analysis of published instruments. Comput Inform Nurs. 2002;20(2):63-73.

9. Spratley E, Johnson A, Sochalski J, Fritz M, Spencer W. The Registered Nurse Population: Findings From the National Sample Survey of Registered Nurses. Rockville, MD: US Department of Health and Human Services-Health Resources and Service Administration; 2003.

10. Keeping Patients Safe: Transforming the Work Environment of Nurses. Washington, DC: National Academies Press; 2004.

11. Bryson DM. The computer-literate nurse. Comput Nurs. 1991;9(3):100-107.

J Prof Nurs. 2006 Jan-Feb;22(1):52-9.

Computer literacy study: report of qualitative findings.

McNeil BJ, Elfrink V, Beyea SC, Pierce ST, Bickford CJ.

Division of Nursing and Health Sciences, Lewis-Clark State College, Lewiston, ID

83501, USA. bmcneil@lcsc.edu

Computer literacy and information literacy are critical to the future of nursing.

The very nature of health care is being transformed in response to environmental

drivers such as the demands for cost-effective delivery of high quality services

and enhanced patient safety. Facilitating the quality transformation depends on

strategic changes such as implementing evidence-based practice (), promoting

outcome research (), initiating interdisciplinary care coordination [Zwarenstein,

M., Bryant, W. (2004). Interventions to promote collaboration between nurses and

doctors. The Cochrane Library(I)], and implementing electronic health records ().

Information management serves as a central premise of each of these strategies

and is an essential tool to facilitate change. This report of the analysis of

qualitative data from a national online survey of baccalaureate nursing education

programs describes the current level of integration of the computer literacy and

information literacy skills and competencies of nursing faculty, clinicians, and

students in the United States. The outcomes of the study are important to guide

curriculum development in meeting the changing health care environmental demands

for quality, cost-effectiveness, and safety.

PMID: 16459289 [PubMed - indexed for MEDLINE]

J Contin Educ Nurs. 2007 May-Jun;38(3):132-8.

Computer-assisted instruction for novice nurses in critical care.

Travale IL.

Hamilton Health Sciences, Cardiac and Vascular Program, Hamilton, Ontario,

Canada.

The current worldwide nursing shortage is having the greatest effect on the

critical care areas as novice nurses enter these specialty areas in unprecedented

numbers. Massive healthcare restructuring, a rapidly aging nursing work force,

and high nursing turnover and absenteeism rates have all contributed to a

healthcare environment that is struggling to care for critically ill patients.

Computer-assisted instruction in the form of interactive computer programs may be

used as an adjunct educational resource for these novice practitioners. These

programs have the potential to bridge the gap between theory and practice, which

may assist the novice nurse in achieving safe, competent clinical practice.

PMID: 17542172 [PubMed - indexed for MEDLINE]

Crit Care Nurs Q. 2006 Jul-Sep;29(3):218-30.

Implementing Essentials of Critical Care Orientation: one hospital's experience

with an online critical care course.

Peterson KJ, Van Buren K.

Methodist Hospital, Park Nicollet Health Services, St Louis Park, MN 55426, USA.

kristine.peterson@

Critical care is a specialty area that requires a significant investment of time

and money for clinical and classroom learning. One solution for learning that is

flexible and cost-effective is the American Association of Critical Care Nurses'

Essentials of Critical Care Orientation (ECCO). ECCO lays the theoretical

groundwork for nurses to practice safely in critical care. Utilization of ECCO in

one community hospital has been a 3-year process, which is continually refined by

the critical care education team. Advantages to using ECCO include that it is

self-paced, maintained by the American Association of Critical Care Nurses, and

allows learners to flex their time and location for learning. Obstacles

encountered include difficulties associated with computer learning, lack of hard

copy notes, lack of face-to-face time interaction between orientees and education

staff, increased work load for one education staff member, and keeping learners

on track with their time and orientation. This article describes one hospital's

experience with implementation of ECCO as the classroom portion of orientation to

several critical care units.

PMID: 16862023 [PubMed - indexed for MEDLINE]

References:

Pooler C, Slater-MacLean L, Simpson N, Giblin C. Knowledge and skill acquisition for critical care nursing practice. Dynamics. 2005;16:20-23.

2. Jackson K, King KJ. Successfully integrating e-learning with critical care nursing education. Crit Care Nurse. 2005;25(suppl):36.

3. Maiocco G. Critical care: from classroom to CCU. Nurs Manag. 2003;34:54, 56-57.

4. Johanson LS. Tips for succeeding at Internet courses. Dimensions Crit Care Nurs. 2001;20:42-43.

5. Squires A, McGinnis S. Critical care nursing orientation in the rural community hospital. Dimensions Crit Care Nurs. 2001;20:40-45.

6. AACN mission statement. Available at: . Accessed February 27, 2006.

7. Redding DA. The development of critical thinking among students in baccalaureate nursing education. Holistic Nurs Pract. 2001;15:57-64.

8. AACN. Available at: . Accessed January 16, 2006.

9. Knowles MS, Holton EF III, Swanson RA. The Adult Learner. 6th ed. Burlington, Mass: Elsevier.

10. Feist L. Removing barriers to professional development. THE J. 2003;30:30, 32, 34-36.

11. Merriam SB. Something old, something new: adult learning theory for the twenty-first century. In: Merriam SB, ed. The New Update on Adult Learning Theory: New Directions for Adult and Continuing Education, No. 89. San Francisco: Jossey-Bass; 2001:93-96.

12. Tweedell CB. A theory of adult learning and implications for practice. Paper presented at: the Annual Meeting of the Midwest Educational Research Association; 2000; Chicago, Ill.

13. Marsick VJ, Watkins KE. Informal and incidental learning. In: Merriam SB, ed. The New Update on Adult Learning Theory: New Directions for Adult and Continuing Education, No. 89. San Francisco: Jossey-Bass; 2001:25-34.

14. Wiseman T. Essentials of critical care orientation. Crit Care Nurse. 2003;23:81.

15. ECCO Community listserv. Postings: ECCO assessment tools. Available at: . Accessed May 29, 2006.

16. PCCN Certification FAQs. Available at: . Accessed March 14, 2006.

17. Cobb SC. Internet continuing education for health care professionals: an integrative review. J Contin Educ Health Prof. 2004;24:171-180.

18. Berke WJ, Wiseman TL. The e-learning answer. Crit Care Nurse. 2004;24:80-84.

Comput Inform Nurs. 2006 Mar-Apr;24(2):105-12.

A survey study of pediatric nurses' use of information sources.

Secco ML, Woodgate RL, Hodgson A, Kowalski S, Plouffe J, Rothney PR,

Sawatzky-Dickson D, Suderman E.

St. Francis Xavier/Cape Breton Universities Joint Nursing Program, Cape Breton

University, Sydney, NS, Canada. Loretta.Secco@capebretonu.ca

This survey study explored use of different information sources among a

convenience sample of 113 bedside pediatric nurses. The study was guided by three

interrelated concepts: types of information sources, levels of evidence, and

computer skill. The Nursing Information Use Survey measured use of information

sources, impact of information sources on nursing care, barriers to information,

and expectations that a computerized clinical desktop or patient information

management system would improve patient care. Significant correlations between

use of interpersonal and non-computer-based information and non-computer- and

computer-based information supported the conceptual model. Use of traditional,

non-computer information sources such as textbooks and print-based journals was

higher among baccalaureate, compared with diploma, prepared nurses. Nurses with

greater computer and online searching skill used more computer-based information.

Findings suggested that strategies to improve nurses' computer and information

searching skills may promote use of higher-level evidence in planning nursing

care.

PMID: 16554694 [PubMed - indexed for MEDLINE]

References:

1. CNA. What is nursing informatics and why is it so important? Nursing now: issues and trends in Canadian nursing. Can Nurses Assoc. 2001;11:1-4.

2. Clarke H, Nagle L. Assessing the informatics education needs of Canadian, Educational Institution Component, OHIH Final Report. Canadian Nursing Informatics Association; 2003.

3. Thompson C, McCaughan D, Cullum N, Sheldon TA, Mulhall A, Thompson DR. Research information in nurses' clinical decision- making: what is useful? J Adv Nurs. 2001;36(3):376-388.

4. Erdley WS. Concept development of nursing information: a study of nurses working in critical care. Comput Inform Nurs. 2005;23(2):93-99.

5. Bakken S, McArther J. Evidence-based nursing practice: a call to action for nursing informatics. J Am Med Inform Assoc. 2001;8(3):289-290.

6. Staggers N, Gassert CA, Curran C. A Delphi study to determine informatics competencies for nurses at four levels of practice. Nurs Res. 2002;51(6):383-390.

7. Hobbs S. Measuring nurses' computer competency: an analysis of published instruments. Comput Inform Nurs. 2002;20(2):63-73.

8. DiCenso A, Ciliska D, Marks S, McKibbon A, Cullum N. Resources for evidence-based nursing. McMaser University. Available at: . Accessed May 14, 2004.

9. Saranto K, Leino-Kilpi H. Computer literacy in nursing: developing the information technology syllabus in nursing education. J Adv Nurs. 1997;(25):377-385.

10. Pravikoff D, Pierce S, Tanner A. Are nurses ready for evidence-based practice? A study suggests that greater support is needed. Am J Nurs. 2003;103(5):95-96.

11. Richards JA. Nursing in a digital age. Nurs Econ. 2001;19(1):6-11, 34.

12. Nagelkerk J, Ritola PM, Vandort PJ. Nursing informatics: the trend of the future. J Contin Educ Nurs. 1998;29(1):17-21.

13. DeBourgh GA. Champions for evidence-based practice: a critical role for evidence based nurses. AACN Clin Issues. 2001;12(4):491-508.

14. Hannah KJ. Transforming information: data management support of healthcare reorganization. J Am Med Inform Assoc. 1995;2(3):147-155.

15. Scott G. Information technology: nursing informatics 1. J Community Nurs. 2001;15(3):4-6, 8, 10.

16. Estabrooks CA, O'Leary KA, Ricker KL, Humphrey CK. The internet and access to evidence: how are nurses positioned?. J Adv Nurs. 2003;42(1):73-81.

17. Gerrish K, LClayton J. Promoting evidence-based practice: an organizational approach. J Nurs Manag. 2004;12:114-123.

18. McCaughan D, Thompson C, Cullum N, Sheldon TA, Thompson DR. Acute care nurses' perceptions of barriers to using information in clinical decision-making. J Adv Nurs. 2002;39(1):46-60.

19. Estabrooks CA. Will evidence-based nursing practice make practice perfect?. Can J Nurs Res. 1998;30:15-36.

20. Mulhall A. Nursing, research, and the evidence. Evid Based Nurs. 1998;1:4-6.

21. Rosenfeld P, Salazar-Riera N, Vieira D. Piloting an information literacy program for staff nurses. CIN Comput Inform Nurs. 2002;20(6):236-241.

22. Thompson C, McCaughan D, Sheldon T, Raynor P. Nurses, information use, and clinical decision-making-the real world potential for evidence-based decisions in nursing. Evid Based Nurs J. 2004;7:68-72.

23. Mckibbon KA, Marks S. Searching for the best evidence, Part 2: Searching CINAHL and Medline. Evid Based Nurs. 1998;1:105-107.

24. Ciliska DK, Pinelli J, DiCenso A, Cullum N. Resources to enhance evidence-based nursing practice. AACN Clin Issues. 2001;12(4):520-528.

25. Curran C. Informatics competencies for nurse practitioners. AACN Clin Issues. 2003;14(3):320-330.

26. Eisenberg J. What does evidence mean? Can the law and medicine be reconciled? Agency for Healthcare Research and Quality. Available at: . Accessed May 6, 2004.

27. Guyatt GH, Haynes RB, Jaeschke RZ, et al. Users' guides to the medical literature XXV: evidence-based medicine: principles for applying the users' guide to patient care. JAMA. 2000;284(10):1290-1296.

28. Estabrooks CA, Floyd JA, Scott-Findlay S, O'Leary KA, Gushta M. Individual determinants of research utilization: a systematic review. J Adv Nurs. 2003;43(5):506-520.

29. McCleary L, Brown GT. Barriers to pediatric nurses' research utilization. J Adv Nurs. 2003;42(4):364-372.

30. Tooley MJ, Mayo A. Handheld technologies in the clinical setting: state of the technology and resources. AACN Clin Issues. 2003;14(3):342-349.

31. Hughes R. Clinical practice in a computer world: considering the issues. J Adv Nurs. 2003;42(4):340-346.

32. Sitzia J. Barriers to research utilization: the clinical setting and nurses themselves. Intensive Crit Care Nurs. 2002;18:230-243.

33. Davies B. Sources and models for moving research evidence into clinical practice. JOGN Nurs. 2002;31(5):558-562.

34. Stetler CB. Role of organization in translating research into evidence-based clinical practice. Outcomes Manag. 2003;7(3):97-103.Medinfo. 2007;12(Pt 1):228-32.

Nurses and computers. An international perspective on nurses' requirements.

Bond CS.

Institute of Health and Community Studies, Bournemouth University, England.

cbond@bournemouth

This paper reports the findings from a Florence Nightingale Foundation Travel

Scholarship undertaken by the author in the spring of 2006. The aim of the visit

was to explore nurses' attitudes towards, and experiences of, using computers in

their practice, and the requirements that they have to encourage, promote and

support them in using ICT. Nurses were found to be using computers mainly for

carrying out administrative tasks, such as updating records, rather than as

information tools to support evidence based practice, or patient information

needs. Nurses discussed the systems they used, the equipment provided, and their

skills, or more often their lack of skills. The need for support was a frequent

comment, most nurses feeling that it was essential that help was available at the

point of need, and that it was provided by someone, preferably a nurse, who

understood the work context. Three groups of nurses were identified. Engagers;

Worried Willing and Resisters. The report concludes that pre-registration

education has a responsibility to seek to ensure that newly qualified nurses

enter practice as engagers.

PMID: 17911712 [PubMed - in process]

J Nurs Res. 2007 Mar;15(1):54-66.

An exploration of nursing informatics competency and satisfaction related to

network education.

Lin JS, Lin KC, Jiang WW, Lee TT.

Department of Nursing, Shin Kong Wu Ho-Su Memorial Hospital.

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.

PMID: 17370233 [PubMed - indexed for MEDLINE]

|Computer literacy study: report of qualitative findings. - McNeil BJ - J Prof Nurs - 01-JAN-2006; 22(1): 52-9 (From NIH/NLM MEDLINE) |

Abstract:

Computer literacy and information literacy are critical to the future of nursing. The very nature of health care is being transformed in response to environmental drivers such as the demands for cost-effective delivery of high quality services and enhanced patient safety. Facilitating the quality transformation depends on strategic changes such as implementing evidence-based practice (), promoting outcome research (), initiating interdisciplinary care coordination [Zwarenstein, M., Bryant, W. (2004). Interventions to promote collaboration between nurses and doctors. The Cochrane Library(I)], and implementing electronic health records (). Information management serves as a central premise of each of these strategies and is an essential tool to facilitate change. This report of the analysis of qualitative data from a national online survey of baccalaureate nursing education programs describes the current level of integration of the computer literacy and information literacy skills and competencies of nursing faculty, clinicians, and students in the United States. The outcomes of the study are important to guide curriculum development in meeting the changing health care environmental demands for quality, cost-effectiveness, and safety.

Citation:

Computer literacy study: report of qualitative findings.

McNeil BJ - J Prof Nurs - 01-JAN-2006; 22(1): 52-9

From NIH/NLM MEDLINE

NLM Citation ID:

16459289 (PubMed ID)

Full Source Title:

Journal of professional nursing : official journal of the American Association of Colleges of Nursing

Publication Type:

Journal Article

Language:

English

Author Affiliation:

Division of Nursing and Health Sciences, Lewis-Clark State College, Lewiston, ID 83501, USA. bmcneil@lcsc.edu

Authors:

McNeil BJ; Elfrink V; Beyea SC; Pierce ST; Bickford CJ

Major Subjects:

• Attitude of Health Personnel

• Attitude to Computers

• Computer Literacy

• Computer User Training / * standards

• Education, Nursing, Baccalaureate / * standards

1: Nurse Educ. 2000 Sep-Oct;25(5):210-2.

Using computer technology to teach critical thinking.

Kowalski SD, Louis MA.

Department of Nursing, University of Nevada, Las Vegas, USA. kdocs@

Publication Types:

Controlled Clinical Trial

PMID: 16646193 [PubMed - indexed for MEDLINE]

2: J Nurses Staff Dev. 2006 May-Jun;22(3):150-6.

Preparing preceptors through online education.

Phillips JM.

Faculty and Nurse Planner, Center for Teaching and Lifelong Learning,

Environments for Health, Indiana University School of Nursing, Indianapolis,

Indiana, USA. janephil@iupui.edu

Preceptor education is vital to the success of healthcare institutions.

Preceptors' roles are complex and require up-to-the-minute programs reflecting

crucial mentoring responsibilities for orientees in multifaceted working

environments. Finding the time to properly educate preceptors while maintaining

quality bedside care is a challenge for staff development educators during the

nursing shortage. Offering a preceptor education program online can assist

preceptors in the adoption of role changes in a timely manner. The outcome can

provide excellent, competent, caring preceptors. In this article, the course

content and intended outcomes of online preceptor preparation programs are

discussed. The role of the staff development educator in assessing, planning,

implementing, and evaluating online preceptor programs is also discussed.

Publication Types:

Review

PMID: 16760776 [PubMed - indexed for MEDLINE]

3: Nurse Educ Today. 2007 May;27(4):341-7. Epub 2006 Jul 20.

The presence of mathematics and computer anxiety in nursing students and their

effects on medication dosage calculations.

Glaister K.

School of Nursing and Midwifery, Curtin University of Technology, Perth 6845, WA,

Australia. k.glaister@curtin.edu.au

AIM: To determine if the presence of mathematical and computer anxiety in nursing

students affects learning of dosage calculations. METHOD: The quasi-experimental

study compared learning outcomes at differing levels of mathematical and computer

anxiety when integrative and computer based learning approaches were used.

Participants involved a cohort of second year nursing students (n=97). RESULTS:

Mathematical anxiety exists in 20% (n=19) of the student nurse population, and

14% (n=13) experienced mathematical testing anxiety. Those students more anxious

about mathematics and the testing of mathematics benefited from integrative

learning to develop conditional knowledge (F(4,66)=2.52 at p ................
................

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