{"id":3246,"date":"2013-09-23T04:47:12","date_gmt":"2013-09-23T04:47:12","guid":{"rendered":"http:\/\/cjni.net\/journal\/?p=3246"},"modified":"2014-07-09T23:45:40","modified_gmt":"2014-07-09T23:45:40","slug":"response-and-attitudes-of-undergraduate-nursing-students-towards-computers-in-health-care","status":"publish","type":"post","link":"https:\/\/cjni.net\/journal\/?p=3246","title":{"rendered":"Response and Attitudes of Undergraduate Nursing students Towards Computers in Health Care"},"content":{"rendered":"

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by Poreddi\u00a0 <\/span>Vijayalakshmi, RN,RM, BSN,MSN<\/span><\/p>\n

Clinical Instructor, College of Nursing<\/span><\/p>\n

\u00a0<\/span><\/p>\n

& Suresh Bada Math, MD,DNB,PGDMLE<\/span><\/p>\n

Additional \u00a0<\/span>Professor, Department of Psychiatry,<\/span><\/p>\n

\u00a0<\/span><\/p>\n

National Institute of Mental Health and Neuro Sciences, <\/span><\/p>\n

(Deemed University), Bangalore.\u00a0 <\/span>India<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Author Correspondence to: <\/span><\/span><\/b>Poreddi Vijayalakshmi <\/span><\/p>\n

Email\u00a0: pvijayalakshmireddy@gmail.com, vijayalakshmiporeddy@yahoo.co.in<\/span><\/p>\n

 <\/p>\n

Abstract
\n<\/b><\/h1>\n

Background:<\/b> Computer knowledge and skills are becoming essential components of technology in nursing education and practice. To date, research that examined the attitudes of nursing students who are enrolled in baccalaureate programs towards technology in healthcare is limited.<\/p>\n

Aim:<\/b> The present study was focused on the attitudes of Baccalaureate Nursing Students\u2019 towards computers in health care.<\/p>\n

Methodology:<\/b> A descriptive study design using a quantitative approach and structured questionnaire was used to measure the nursing students’ attitudes towards computer usage. A sample of 161 BSN students participated in this study.<\/p>\n

Results:<\/b> Our findings revealed that more than three fourth of the participants (n=124, 77.0%) had realistic views of current computer capabilities and applications in health care as indicated in their responses to the questionnaire. Further, the mean score of the participants was 60.71 \u00b17.22 (M\u00b1SD) which indicates the participants felt comfortable in using user-friendly computer applications.<\/p>\n

Conclusion:<\/b> The findings indicate that under graduate nursing students generally held positive attitudes towards the use of computers in health care. However, students received limited computer exposure as part of their curriculum and may not be adequately prepared to work independently with computers in the workplace once they graduate. Thus, the researchers suggested integrating nursing informatics with in a leveled way throughout nursing curriculum.<\/p>\n

Key words:<\/strong> Attitudes, Computers, Health care, Nursing students, P.A.T.C.H. Assessment Scale<\/p>\n

Introduction<\/h1>\n

Over the past two decades, technology usage in nursing education has grown exponentially (Mallow & Gilje, 1999). Computers in nursing education and practice provide advanced opportunities for learning and practicing evidence-based nursing care (Samarkandi, 2011). The integration of computer technology into nursing curriculum is essential to ensure success throughout the education and future careers of contemporary nursing students (Edwards & Patricia, 2011). \u00a0To this end, the American Association of Colleges of Nursing outlined introductory level nursing informatics competencies for American Bachelor of Science in Nursing (BSN) nursing programs (AACN, 2008). Likewise, in India, the Indian Nursing Council (INC) initiated a requirement within the past seven years, outlining that all nursing students must successfully complete an introductory computer class.<\/p>\n

Similarly, nursing students’ attitudes toward technology (ATT) may influence their successful adoption of information competencies, willingness to learn computer systems, and ultimately, the use of technology to improve patient safety (Detmer, 2005). Hence, if students have negative attitudes about the use of computers, they will perhaps avoid them and continue to learn from models with which they are familiar (Anderson, 1996; Henderson, Deane, & Ward, 1995; Loyd & Gressard, 1987). Indeed, these individuals will not benefit from the science and technology that computers offer in knowledge and skills acquisition and in delivering health care (Francisa, Katzb, & Jones, 2000). The importance of attitudes and beliefs for learning to use new technologies is widely acknowledged (DeYoung & Spence, 2004; Loyd & Gressard, 1984; Ray, Sormunen, & Harris, 1999; Saade & Galloway, 2005).<\/p>\n

As nursing evolves into a more complex and evidence-based profession, nurses need to be proficient in computer usage and be able to communicate across a variety of healthcare-system demands. Thus, it is mandatory for nursing students to learn and acquire necessary technological knowledge and skills in a variety of settings around the globe (Bennett & Glover, 2008; Lashley, 2005). In addition, nurses will be expected to utilize computers for their personal learning and promoting \u00a0quality patient care and safety (Kilbridge & Classen, 2008). Electronic Health Records allow nurses and other healthcare providers to share vital information across health systems and provide immediate access to clinical data that will reduce and eliminate medical errors, improving the efficiency of healthcare delivery, and advancing well-being for all people (Abdrbo, 2007). \u00a0In the future, computers may provide additional functions related to direct patient care (Buch & Janda, 2009). Thus it is important that nursing students feel comfortable working with these health care related technologies.<\/p>\n

A review of the literature showed that few available studies evaluated nursing students\u2019 current level of informatics competencies (Desjardins, Cook, Jenkins, & Bakken, 2005; Elder & Koehn, 2009; Gassert, 2008; Hebda & Calderone, 2010; McDowell & Ma, 2007). As well, very few studies focused on student technology knowledge, attitudes, and skills (Cole & Kelsey, 2004; Fetter, 2009). Nonetheless, identifying the predictors of informatics competency will help to develop appropriate strategies to prepare informatics competent graduates and further yield valuable insight for informatics curriculum development (Hwang & Park, 2011). To ensure that nursing graduates are competent in the era of electronic healthcare delivery, it is essential to assess the attitudes of under graduate nursing students. To date, no documented research is available from India, related to the attitudes of nursing students towards computers in health care. Hence, the present study was focused on the assessment of Baccalaureate nursing students\u2019 attitudes towards the use of computers in health care with a look at the factors (such as gender, age, socioeconomic status, residence) that influence these attitudes.<\/p>\n

Methods<\/h1>\n

The study examined undergraduate Nursing students at a College of Nursing in Bangalore, India. A non-probability convenience sample was selected, and a quantitative descriptive research method was applied.\u00a0 Selection criteria for participants included nursing students who were studying in their second, third or fourth year of the nursing program and were willing to participate. \u00a0There were no exclusion criteria apart from a lack of willingness to participate. One hundred-seventy students were enrolled in the study. However, nine questionnaires were discarded due to incomplete data. Hence, 161 completed questionnaires were analyzed for this study.<\/p>\n

\u00a0<\/i>Instruments<\/b><\/h1>\n

Demographic Data Survey Instrument <\/b><\/h2>\n

The demographic data form consisted of five items selected to elicit data about the background of the participants in the study including age, education, monthly family income, and residence.<\/p>\n

\u00a0P.A.T.C.H. Assessment Scale v. 3 – Pretest for Attitudes Toward Computers in Healthcare\u00a0<\/b><\/h2>\n

The P.A.T.C.H. Assessment Scale v. 3 – Pretest for Attitudes Toward Computers in Healthcare <\/a>\u00a9 developed by June Kaminski (v.1- 1996, v.2 – 2007, v.3 – 2011) was used to assess the students\u2019 attitudes. This scale is a valid and reliable, self- report measure of attitudes towards computers in health care. In this study, the scale was administered to students along with a brief demographic form.<\/p>\n

The P.A.T.C.H. tool has 50 items (25 items are negatively worded) that measure attitudes toward computers in health care. Respondents were given the choice of five likert scale response categories to choose from, based on their feelings: ranging from agree strongly to disagree strongly (agree strongly = 2, agree = 1.5, not certain = 1, disagree = 0.5, disagree strongly = 0) accordingly. The total score ranges between 0 \u2013 100.<\/p>\n

The score interpretation results are:<\/p>\n