Computer-Assisted Instruction: A Learner's Viewpoint

The presence of mathematics and computer anxiety in nursing students and their effects on medication dosage calculations

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<.05). Computer anxiety was present in 12% (n=11) of participants, with those reporting medium and high levels of computer anxiety performing less well than those with low levels (F(1,81)=3.98 at p<.05).

CONCLUSION

Instructional strategies need to account for the presence of mathematical and computer anxiety when planning an educational program to develop competency in dosage calculations.

Patient education workshop on CD-ROM: an innovative approach for staff education

This article describes an innovative patient education workshop on CD-ROM for use by staff educators and patient education coordinators. The CD-ROM allows nurses to gain an in-depth understanding of patient education practice. With the interactive, computerized format, nurses can complete the workshop on their computers and at their convenience. The CD-ROM format uses streaming video clips, audio, thought questions, case studies, and interactive practice activities to enhance learning.

Evaluation of a computer assisted instruction resource in nursing education

The STEP-DIET program, a computer assisted instruction (CAI) tool, was developed to prepare dietetic students for their hospital based practical training in the academic setting. This study aimed to evaluate the potential for using the programme within nursing education. The evaluation framework of Kirkpatrick [I. Forsyth, A. Jolliffe, D. Stevens (Eds.), Evaluating a Course, second ed. Kogan Page, London, p. 5] was employed to assess student response to STEP-DIET and its effectiveness as a teaching tool, with regards to perceived learning achievements. Knowledge and attitudes towards nutrition education were also investigated. Quantitative and qualitative methodologies were employed, with nine second and six final year BSc (Adult) nursing students completing questionnaires and taking part in two focus groups, separated by year group. Students rated STEP-DIET highly in terms of design and content and reported a number of perceived learning achievements including increase in nutritional knowledge, understanding of Type 2 diabetes management and the dietitian's role, however there was a reluctance to accept CAI as a teaching method. Students reported a poor knowledge of nutrition, but recognised its importance. This study demonstrates that multidisciplinary learning by the sharing of resources has benefits to students. However, the integration of CAI into taught programmes needs to be managed to take into account student's reluctance to rely on this method of instruction.

Incorporating the experiential learning theory into the instructional design of online courses

Online courses are designed to be asynchronous, interactive, and collaborative. Incorporating the Experiential Learning Theory into the instructional design allows courses to enhance the learning power of learners, empower learners, and challenge learners as they move through a series of planned learning cycles. The author discusses how a learning plan template was developed to facilitate development of assessment, diagnostic, and clinical decision-making skills.

Online learning: enhancing nurse education?

BACKGROUND

The need to integrate information technology into nursing education has been recognized and well documented. In spite of this, information technology remains a neglected subject in many nursing programmes. Strategies have been considered for increasing the integration of information technology in nursing education. One of the key issues identified is the need for research into the factors that contribute to optimal learning with information technology, specifically the need to explore issues that contribute to student frustration and satisfaction with learning. Within Australia, the incorporation of information technology as a core subject in nursing education is still relatively new. This article describes how one university used 'online' learning to expose students to conceptual and experiential opportunities that enabled them to develop skills in the management of information technology.

METHODS

Twenty-one students participated in this qualitative study. Individual interviews were used to develop insights into student perceptions. Thematic analysis enabled refined themes to emerge. These themes formed the basis of focus group discussions. Focus groups were used to enhance and validate the information from one-to-one interviews by using group dynamics to add experiential richness to the data.

FINDINGS

Four major themes emerged: computer confidence, flexibility, active learning and practicalities of teaching.

CONCLUSIONS

The integration of information technology into nursing education requires a dramatic change in thinking. The 'learning curve' is steep for both student and educator and there are many issues that need to be considered. This research does not aim to provide solutions to the issues highlighted but rather offers recommendations for enhancing the teaching and learning experience.

Using the hospital Intranet to meet competency standards for nurses

Regulatory agencies increasingly require hospitals to provide evidence of employee compliance with mandated competencies. This article provides information on the innovative use of Intranet-delivered computer-based training as an effective and efficient method of providing and documenting training to meet regulatory requirements. The authors discuss the advantages and disadvantages of Intranet-based instructional modules, instruction on developing Intranet-based modules, and an example of a healthcare system that is effectively using intranet-based modules for competency training.

The professional nurse education program: a work force development model

Invariably, healthcare institutions respond to repeated voids in professional nurse positions by recruiting persons external to the organization, rather than examining their nonprofessional ranks for high achievers worthy of formal career advancement opportunities. The authors describe why and how their professional work force development operates, the demographics of participants, and outcomes, such as retention rate, gains in college preparatory competencies, changes in self-reported psychosocial aspects of participants, influence of work hours on academic achievement, and financial investment.

Developing an evaluation tool for instructional software programs

The use of instructional software is predominant in many nursing programs. The need for cost-effective, quality programs requires faculty to evaluate instructional software before its purchase and use. The purpose of this work was to develop a tool for evaluating instructional software programs. The tool was based on data from the literature, as well as input and feedback from nurse educators and multimedia specialists. The evaluation tool assists faculty to ensure proper evaluation and selection of instructional software.