Title in here

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The use of ICT in Nurse education A Flexible
Approach Cath Delaney, Lecturer in Adult Nursing,
Faculty of Health Applied Social Sciences
Aim To investigate the use of ICT in nurse
education, in order to widen the strategies of
teaching and to support learning within this
professionally diverse and demanding area.
Results (contd)

• Module Background contd
• 146 student nurses registered for the module
• Module ran over the Christmas break
• 4 theoretical study days lost in class due to
  University
• closure over the Christmas holiday period.
• 4 pieces of directed study set submission by
  email
• Implementation of the use of Blackboard and
  University
• email system

Literature Review The need to integrate
information and communication technology (ICT)
into nursing education has already been
recognised (Adams 2003 Kenny 2002). However, ICT
is not used within the nursing curriculum as
widely as it could be. Kenny (2003) advises that
the use of ICT in nurse education requires a
dramatic change in approach and Britain (1999)
identifies that the aim of using such resources
should be not simply to re-create the classroom
online but also to accommodate a wider range of
learning styles and goals and to encourage
collaboration and resource-based learning.

• Methods mixed method study design to reflect
  actual statistical use of Bb and the students
  lived experiences of using it.
• Critical appraisal of the use of ICT during the
  module
• Student survey - evaluating of the use of
  Blackboard
• and Email - thematic analysis (n88)
• Student usage data retrieved from the Blackboard
  
• statistics facility (n146)

• Background Diploma in Higher Education - Nursing
  Studies is a professional vocational course,
  training students to become qualified as
  Registered General Nurses.
• 3 year course
• 18 months level 1 18 months level 2
• 50 theoretical component (University)
• 50 clinical placement component (work based) .
• In order to register with the Nursing
  Midwifery Council (professional regulatory body)
  students must accrue 4,600 learning hours in
  total (50 theory and 50 practice).
• Non-semesterised year long timetable
• Module NRSRN1006 Foundations for Holistic
  Practice
• Last module at the end of 1st year over 11
  weeks
• (15th Dec 23rd Feb)
• 20 credits at level 1

• Conclusion
• The use of ICT in nurse education has proved to
  be positive for both students and staff
  allowing for contact off-campus and
  implementation of alternative teaching and
  learning strategies.
• Continuity and flexibility has enhanced the
  student nurses learning experiences, which may
  have significant implications for other
  work-based courses.
• Consideration should be given to issues
  surrounding time, effort commitment from both
  staff students as well as ensuring the system
  is accessible for students.

Results Generally, the results of the study were
positive. This is reflected in the comments
received from students and in the statistical
data retrieved from the system. Examples of
Student Comments Positive I think the
brainchild of putting the information on Bb
should be patted on the back, it saves a lot of
time in class and less worry if you have missed a
lecture. Because you know the information is
available, it causes less stress. Negative
More information is needed for users to become
accustomed to Bb quickly but with confidence.
References Adams, AM (2003) Pedagogical
underpinnings of computer-based learning. Journal
of Advanced Nursing. 46 (1) 5-12. Britain S
(1999) A framework for Pedagogical evaluation of
virtual learning environments. Bangor, University
of Wales. Kenny, A (2002) Online learning
enhancing nurse education..? Journal of Advanced
Nursing. 38 (2), 127-135.