ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID

ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID

ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID

ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID

ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

Worldwide, people are using the Internet for computer-mediated communication (CMC) in increasing numbers. Nurse researchers have begun to examine the use of this medium for communication, education, and support of their clients. Therefore, it is important to know the experiences and meanings of CMC if the Internet is to be used for nursing interventions. The purpose of this study was to examine the experiences and meaning of online communications for frequent Internet users and discuss implications for nursing practice. Four virtual focus groups consisting of a total of 32 individuals were included in this study. Their stories of everyday Internet use were analyzed by hermeneutic interpretation. Six related themes and 1 constitutive pattern emerged from the data: (1) Internet as a resource for communication, information, and entertainment; (2) Internet as appealing, drawing one into frequent use; (3) developing dependencies; (4) Internet as frustrating; (5) learning the rules; and (6) developing physical and psychosocial effects. The constitutive pattern is immersion into the virtual world. This knowledge can be used to identify the potential effects of integrating the Internet into nursing interventions. Nurses who plan Internet-based interventions need to understand the appeal of this medium as well as the limitations and barriers to use.

ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

Stimulating faculty to adopt an innovation of online learning in a registered nurse (RN) completion program was the focus of a faculty retreat seminar to launch a transition to a Web-supported curriculum. This article follows the planning and implementation that initiated curriculum transition to a Web-supported format using Roger's innovation-diffusion framework. Web-supported courses include an online component in combination with face-to-face instruction. The factors that influence innovation adoption, specifically relative advantage, compatibility, complexity, trialability, and observability, framed the discussion of principles. Approaches used to garner faculty involvement in the curriculum transition are discussed, and highlighted are considerations for teaching the utilization of course management software, along with faculty preparation for initiating online learning for the first time.

ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

Because nursing informatics is a young specialty, perhaps it is not surprising that much of the research done to date has been problem-driven, as opposed to model-driven. Continuing to struggle with definitions, nursing informatics lacks a theoretical base on which to build its science. When models or theories have been used to guide research, they typically have been applied to a single, or to very few, studies. In this paper, I describe and evaluate several of the models that have been described in nursing informatics literature and then propose an organizing model that may be used as an overarching framework to guide research.

ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

Computerized testing for the National Council Licensure Examination (NCLEX) became available in April 1994. In an effort to assist students in becoming more comfortable with taking the licensure examination by computer, faculty in the author's school of nursing initiated computer-based testing in selected nursing courses. This article reports the results from 7 years of data on the relation between computer-based testing during a Bachelor of Science in Nursing program and subsequent performance on the NCLEX examination. Student cohort pass rates on the NCLEX for the 4 years before the administration of course computer-based testing were compared with those for the 3 years after the course computer-based testing strategy was implemented. The results show no significant differences in NCLEX pass rates between the students who were exposed to computer-based testing in their nursing program and those who were not exposed. The implications of these findings are discussed.

ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID

ISSN:1538-2931    

出版商:OVID    

年代:2003

数据来源: OVID