Acquisition of Computer Knowledge and Skills Incidental to Web-Enhanced Nursing

2.50
Hdl Handle:
http://hdl.handle.net/10755/154721
Type:
Presentation
Title:
Acquisition of Computer Knowledge and Skills Incidental to Web-Enhanced Nursing
Abstract:
Acquisition of Computer Knowledge and Skills Incidental to Web-Enhanced Nursing
Conference Sponsor:Sigma Theta Tau International
Conference Year:2001
Conference Date:June, 2001
Author:Orth, Kathy
P.I. Institution Name:Winona State University
Objective: The objectives of this study were to (a) analyze the acquisition of computer-based knowledge and skills of undergraduate nursing students after completing web-enhanced nursing courses, and (b) to explore the perceptions of students taking a web-enhanced course in relation to advantages and disadvantages. Design: A descriptive study was completed, using a pretest-posttest design. Sample, Setting, Years: A convenience sample of 125 junior, senior and RN completion students enrolled in one or more required and elective courses at an accredited Midwestern U.S. baccalaureate nursing program participated in this study. The four semester-long courses involved in this study all included web-enhanced materials, and required the use of e-mail, word processing, and presentation software although the course descriptions did not require prerequisite knowledge or skills of these applications. The study was completed in the year 2000. Concepts or variables studied: The level of computer knowledge and skills was determined by using a self-rating questionnaire that asked students to identify their knowledge and skills in 26 competencies as introductory, intermediate, or advanced. Open-ended questions were used to ask students about perceived advantages and disadvantages of this method of course delivery. Methods: Students were informed of the purpose of the study, and completion of the questionnaire implied consent. Questionnaires were administered on the first and the last day of class. Students were oriented to the web-enhanced portion of the class by attending a class in a computer lab where all computer expectations of the course were taught. Data were analyzed using descriptive statistics, and chi-square analyses. Findings: Baseline data suggest students begin the course, on the average, with an introductory level of computer skills. Overall, students felt taking a web-enhanced course would be advantageous because they would be able to access course materials at any time. Students also expected they would increase their own computer knowledge and skill base using computers for coursework. Post-tests will be completed and analyzed in the next month. Conclusions: Whether students gain computer knowledge and skills incidentally by participating in a web-enhanced nursing course will be determined following analysis of posttest data. Implications: Given the time constraints within nursing educational programs, combined with expectations that graduates are ready to practice in highly technical environments, it is important to consider whether teachings strategies that require computer-based skills are effective in assuring competencies for nurses as information technology users.
Repository Posting Date:
26-Oct-2011
Date of Publication:
Jun-2001
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleAcquisition of Computer Knowledge and Skills Incidental to Web-Enhanced Nursingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154721-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Acquisition of Computer Knowledge and Skills Incidental to Web-Enhanced Nursing</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2001</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">June, 2001</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Orth, Kathy</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Winona State University</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">korth@winona.msus.edu</td></tr><tr><td colspan="2" class="item-abstract">Objective: The objectives of this study were to (a) analyze the acquisition of computer-based knowledge and skills of undergraduate nursing students after completing web-enhanced nursing courses, and (b) to explore the perceptions of students taking a web-enhanced course in relation to advantages and disadvantages. Design: A descriptive study was completed, using a pretest-posttest design. Sample, Setting, Years: A convenience sample of 125 junior, senior and RN completion students enrolled in one or more required and elective courses at an accredited Midwestern U.S. baccalaureate nursing program participated in this study. The four semester-long courses involved in this study all included web-enhanced materials, and required the use of e-mail, word processing, and presentation software although the course descriptions did not require prerequisite knowledge or skills of these applications. The study was completed in the year 2000. Concepts or variables studied: The level of computer knowledge and skills was determined by using a self-rating questionnaire that asked students to identify their knowledge and skills in 26 competencies as introductory, intermediate, or advanced. Open-ended questions were used to ask students about perceived advantages and disadvantages of this method of course delivery. Methods: Students were informed of the purpose of the study, and completion of the questionnaire implied consent. Questionnaires were administered on the first and the last day of class. Students were oriented to the web-enhanced portion of the class by attending a class in a computer lab where all computer expectations of the course were taught. Data were analyzed using descriptive statistics, and chi-square analyses. Findings: Baseline data suggest students begin the course, on the average, with an introductory level of computer skills. Overall, students felt taking a web-enhanced course would be advantageous because they would be able to access course materials at any time. Students also expected they would increase their own computer knowledge and skill base using computers for coursework. Post-tests will be completed and analyzed in the next month. Conclusions: Whether students gain computer knowledge and skills incidentally by participating in a web-enhanced nursing course will be determined following analysis of posttest data. Implications: Given the time constraints within nursing educational programs, combined with expectations that graduates are ready to practice in highly technical environments, it is important to consider whether teachings strategies that require computer-based skills are effective in assuring competencies for nurses as information technology users.</td></tr></table>en_GB
dc.date.available2011-10-26T13:13:29Z-
dc.date.issued2001-06en_GB
dc.date.accessioned2011-10-26T13:13:29Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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