Beyond Correspondence, Video Conferencing, and Voice Mail: Internet-Based Master's Degree Courses in Nursing

A pilot project in distance education: nurse practitioner students' experience of personal video capture technology as an assessment method of clinical skills

This paper reports on a pilot project aimed at exploring postgraduate distance students' experiences using personal video capture technology to complete competency assessments in physical examination. A pre-intervention survey gathered demographic data from nurse practitioner students (n=31) and measured their information communication technology fluency. Subsequently, thirteen (13) students were allocated a hand held video camera to use in their clinical setting. Those participating in the trial completed a post-intervention survey and further data were gathered using semi-structured interviews. Data were analysed by descriptive statistics and deductive content analysis, and the Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) were used to guide the project. Uptake of the intervention was high (93%) as students recognised the potential benefit. Students were video recorded while performing physical examinations. They described high level of stress and some anxiety, which decreased rapidly while assessment was underway. Barriers experienced were in the areas of facilitating conditions (technical character e.g. upload of files) and social influence (e.g. local ethical approval). Students valued the opportunity to reflect on their recorded performance with their clinical mentors and by themselves. This project highlights the demands and difficulties of introducing technology to support work-based learning.

Web resource appraisal process (WRAP): A framework to establish critically appraised nursing knowledge-an active web based learning exercise

There have been dramatic advances in Internet technology in the past 10 years. However, for the Internet to reach its full potential for nursing practice and education, improvements in the quality and accessibility of health care information on the Internet are needed. This paper describes the development of a Web Resource Appraisal Process (WRAP). The WRAP consists of a template and series of online tutorials designed to facilitate the development of online resources for nursing. The WRAP can be described as a content focused authoring tool. The WRAP directs users through a range of high quality international health websites and databases in order to collect information related to specific practice areas. The WRAP then provides an ordered structure for the presentation of this information in an online format. The WRAP is a website with three main functions. Firstly, it is a teaching and learning resource promoting interactive learning using online resources. Secondly, the WRAP promotes the application of research evidence to practice by providing a standardised framework for the critical review of information resources. Thirdly, the WRAP provides a mechanism for the collaborative documentation of nursing knowledge. This paper concludes by discussing implications of the WRAP for the development, documentation and dissemination of knowledge across the health professions.

The road to developing an advanced degree program in public health preparedness

The master of homeland security (MHS) degree in public health preparedness at the Pennsylvania State University College of Medicine is the first degree program of its kind offered by any U.S. medical school. The field of public health preparedness has been increasingly viewed as a new, emerging professional discipline, which academic medicine is well positioned to complement. The process by which the MHS program has evolved from conception to realization is a case study in the mission-based alignment of core values and leadership between the government and academic medicine. Recognizing the need for multidisciplinary involvement, the program architects reconsidered the traditional approach to the development and implementation of new graduate degree programs. Instead, a more flexible, loosely connected network of strategic partners and alliances was adopted. These partnerships were developed and cultivated by vested individuals who excelled in specific core competencies and came together to create value. This allowed for both the expertise and flexibility needed to adapt quickly to the evolving homeland security environment in the United States. To that end, this article describes the 10-step multidisciplinary program-development process that spanned three years and culminated in the establishment of this new graduate degree program. The MHS program as it now stands focuses on public health preparedness, including epidemiological evaluation, disaster communication and psychology, agricultural biosecurity, and critical infrastructure protection. The program is geared toward the practicing professional already working in the field, and its graduates are positioned to be among the top leaders, educators, and researchers in homeland security.

Effective e-learning for health professionals and students-barriers and their solutions. A systematic review of the literature-findings from the HeXL project

INTRODUCTION

In 2003/4 the Information Management Research Institute, Northumbria University, conducted a research project to identify the barriers to e-learning for health professionals and students. The project also established possible ways to overcome these barriers. The North of England Workforce Development Confederation funded the project.

METHODOLOGY

The project comprised a systematic review of the literature on barriers to and solutions/critical success factors for e-learning in the health field. Fifty-seven references were suitable for analysis. This review was supplemented by a questionnaire survey of learners and an interview study of learning providers to ensure that data identified from the literature were grounded in reality.

RESULTS

The main barriers are: requirement for change; costs; poorly designed packages; inadequate technology; lack of skills; need for a component of face-to-face teaching; time intensive nature of e-learning; computer anxiety. A range of solutions can solve these barriers. The main solutions are: standardization; strategies; funding; integration of e-learning into the curriculum; blended teaching; user friendly packages; access to technology; skills training; support; employers paying e-learning costs; dedicated work time for e-learning.

CONCLUSIONS

The authors argue that librarians can play an important role in e-learning: providing support and support materials; teaching information skills; managing and providing access to online information resources; producing their own e-learning packages; assisting in the development of other packages.

International rural health needs and services research: a nursing and midwifery response

As the importance of evidence-based practice in global health care increases, the need for constant, accurate feedback from those in practice is critical, yet the requirement to rapidly obtain and disseminate data on a global basis is a challenge for all health professionals. The Internet allows for global participation in data collection that dramatically streamlines the traditional survey process. This new paradigm applies to surveys that are short, issue focused, and time sensitive. The Global Network of World Health Organization (WHO) Collaborating Centres for Nursing and Midwifery Development used a sample of international nurses in 70 countries to identify the worldwide rural health issues of WHO priority health needs, treatment modalities, health care interventions, and providers, as well as the current state of rural health research on a global level. This article presents the results of the survey regarding rural health needs and nursing and midwifery's response to them internationally, demonstrates Internet data collection, and shows how this research paradigm can help establish an evidence base for nursing practice.

Effects of Computer-Based Clinical Conferencing on Nursing Students’ Self-Efficacy

A pretest-posttest, quasi-experimental, control group design and Bandura's theory of self-efficacy were used to examine the influence of computer conferencing on fourth-year baccalaureate nursing students' self-efficacy for professional nursing competencies and computer-mediated learning (CML) during a final clinical practicum. Descriptive analysis was also used to explore themes regarding strengths and challenges of online learning. The convenience sample included 42 direct-entry students (control group: n = 27; online intervention: n = 15). Within both groups, there was a significant difference in self-efficacy for nursing competencies from pretest to posttest. However, between-group posttest scores were not significantly different. Computer conferencing enhanced learning, and students' self-efficacy for CML increased at posttest. Strengths of CML included connection, support, learning, and sharing. Challenges involved time and Internet access. Insights gained may assist educators in curriculum development when considering how CML strategies support clinical courses and strengthen learning communities.

Delivery of medical multimedia contents through the TCP/IP network using RealSystem

We developed a low cost, user-friendly multimedia delivery system, to provide medical lectures saved as multimedia contents to persons engaged in medicine. This system was created using the RealSystem package with the TCP/IP network. Users can review lectures and medical meeting presentations with video and audio through the Internet, whenever convenient. Each medical source of video and slide has been clearly displayed on a screen. Members of medical associations or medical students can easily review the most interesting parts of these files. This system is being used efficiently in distance learning and aids the diffusion of the latest information and technology to busy physicians and medical students.

Student perspectives on transitioning to new technologies for distance learning

This article reports on students' perceptions of their learning experiences when an existing distance-learning master's program transitions to new technologies and new instructional strategies. Unique elements addressed in this article include (1) findings when a program with extensive experience delivering distance education changes to new technologies and (2) findings when a multidimensional format is used to evaluate program delivery. The technology changes involved migrating from a satellite-based technician-supported videoconferencing system to a land-based faculty-operated videoconferencing system and the addition of class Web materials and asynchronous computer conferencing to course delivery. The multidimensional evaluation format examined student experiences within the context of specific interactions among instructional activities, technology applications, and desired learning outcomes. The evaluation process involved (1) open-ended and structured items in course surveys and (2) an end-of-year student focus group discussion. A formative evaluation approach was used; this article reports on efforts to address the problems identified. Findings include (1) program planners should not assume that prior institutional experiences with distance education facilitate a smooth transition to use of different technologies and (2) a formative multidimensional approach to program evaluation is critical for understanding student experiences with technology-mediated distance education.

Interaction in graduate nursing Web-based instruction

This article describes interaction and communication methods and issues in the context of two Web-based graduate nursing courses, a theory course and a research course. A conceptual model for graduate nursing Web-based instruction is presented in which learner-centered pedagogic philosophies and interaction techniques are combined to produce active learning at each phase of the Web-based courses. The focus is on asynchronous communication techniques because these represent the dominant communication form in the two courses. Asynchronous communication is interaction in which teacher and student activities are not occurring at the same time and/or place (Berge, 1999). Outcomes of the courses are examined briefly. J Prof Nurs 17:128-134, 2001.

Distance learning in nursing

OBJECTIVES

To inform oncology nurses about distance-learning technologies and to offer suggestions for how nurses can locate, appropriately select, and use distance learning to their benefit.

DATA SOURCES

Published articles, research studies, and review articles pertaining to distance education and learning in nursing.

CONCLUSIONS

Distance learning offers new opportunities for nurses who are seeking basic or advanced degrees, certificates, or lifelong learning for professional development.

IMPLICATIONS FOR NURSING PRACTICE

Oncology nursing practice is a dynamic specialty and requires the nurse to be a lifelong learner. Distance learning facilitates this requirement.

A Framework for Assessing Outcomes and Practices in Web-Based Courses in Nursing

This article presents a framework to assess the dynamic interaction of technology used to offer Web-based courses, the teaching-learning practices in these courses, and the outcomes enabled by the technology. Concepts of the model include outcomes, educational practices, faculty support, learner support, and use of technology. Variables are identified for each of the concepts.