scholarly journals Examining Nursing Students' Attitudes Towards Computer Use In Health Care

2020 ◽  
Vol 4 (1) ◽  
pp. 13-20
Author(s):  
Hülya BAYBEK ◽  
Arzu KIVRAK ◽  
Halime TOZAK YILDIZ ◽  
Merve ÇİFTÇİ
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Computer Use ◽  
Students Attitudes

scholarly journals Nursing Students’ Computer Self-Efficacy and Attitudes toward Its Use in The Health Care Setting: A Comparative Study

2020 ◽  
Vol 1 (4) ◽  
pp. 9
Author(s):  
Farida M. Hassona ◽  
Aziza Z. F. Ali ◽  
Shaimaa M. Nageeb
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Computer Use ◽  
Care Setting ◽  
P Value ◽  
Attitudes Toward Computers ◽  
Students Attitudes ◽  
Computer Self Efficacy

Context: The use of technology and computers in health care has been reported to improve nurses' decision-making and competencies, which in turn increase the quality of health-care practice. Aim: of this study is to assess and compare nursing students’ computer self-efficacy and attitudes toward its use in a health care setting in the Faculty of nursing – Benha and Hail Universities. Methods: A descriptive comparative cross-sectional study design was used to achieve the current study aim.  The study conducted in the Faculty of Nursing - Banha University, Egypt, and Faculty of Nursing – Hail University, Kingdom of Saudi Arabia. Quota sampling of 219 students was chosen as follows; 190 students from the Faculty of Nursing - Banha University and 29 students from the Faculty of Nursing – Hail University. A structured self-administered questionnaire covering sociodemographic data, the pretest for attitudes toward computers in healthcare, and computer self-efficacy scales were the tool used to collect the study data.  Results: 33% of nursing students from Benha University were have a realistic view of current computer capabilities in health care. In contrast, 28% of nursing students from Hail had a very positive view of computer use in health care. Nursing students at Hail University have the highest mean score compared to Benha nursing students (79.45±15.85 & 61.2±7.25, respectively) in their attitudes toward computer and computer self-efficacy. Benha nursing students have moderate computer self-efficacy compared with Hail nursing students who have a high computer self-efficacy level. A highly statistically significant relationship was detected between students' attitudes toward computers and computer self-efficacy (p-value=0.000). Also, there was a highly positive, statistically significant correlation between the demographic variables of nursing students and both students’ attitudes toward computers in health care and computer self-efficacy (p-value =0.00). Conclusion: Nursing students in both universities have a positive attitude toward computer use. A significant difference between the mean scores of the two groups in their attitude toward computer and self-efficacy was detected, with a highly statistically significant correlation between both students’ attitudes and their self-efficacy. Also, a significant relationship revealed between the studied students’ demographics and their attitude and self-efficacy. Future studies are recommended to evaluate existing technologies in terms of acceptance, effectiveness, and efficiency in real-life settings and to examine its effect on patient outcomes.  Nurse educators should design training courses and educational programs to enhance computer self-efficacy beliefs among nursing students. 

Predictors of Saudi nursing students’ attitudes towards environment and sustainability in health care

2018 ◽  
Vol 65 (3) ◽  
pp. 408-416 ◽  
Author(s):  
J.P. Cruz ◽  
F. Alshammari ◽  
R.F.D. Felicilda-Reynaldo
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Students Attitudes

Mental Health and Empathy: Do Nursing Students Have Better Attitudes to Psychiatric Patients?

2016 ◽  
Vol 33 (S1) ◽  
pp. S520-S520
Author(s):  
M. Pascucci ◽  
F. Capobianco ◽  
M. La Montagna ◽  
E. Stella ◽  
A. Ventriglio ◽  
...  
Keyword(s):  
Health Care ◽  
Mental Illness ◽  
Nursing Students ◽  
General Population ◽  
University Students ◽  
Psychiatric Patients ◽  
Significant Difference ◽  
Stigmatizing Attitudes ◽  
The Difference ◽  
Students Attitudes

BackgroundStigma towards mental illness has a major impact on the quality of life and the health care of psychiatric patients. Several studies have reported that health professionals have more negative attitudes than general population.AimsTo explore empathy and attitudes towards mental illness in nursing students (NS) and non-health university students. Our purpose is to see how NS have more empathic and less stigmatizing attitudes towards psychiatric patients, compared to other university students.MethodsWe tested 96 university students (50 NS and 46 non-health university students), with the following questionnaires anonymously filled out:– Community attitudes towards mental ill (CAMI), to evaluate the different students’ attitudes towards mental illness;– Empathy quotient (EQ), to assess empathy.ResultsNS differs from the other group in 5 items of CAMI (P < 0.05 in 3 items and P < 0.01 in 2 items), and Authoritarianism subscale (P = 0.023). This shows that NS have a greater general awareness and less stigmatizing attitudes about the need to hospitalize the mentally ill, the difference between psychiatric patients and general population, the wrong need of segregation and the real causes of mental illness. There is also a significant difference in EQ (items 6, 21, 25, 44, 59): future nurses seem to have a slightly higher empathy, even though the EQ total score does not differ in the two groups.ConclusionsThese results suggest that there is a difference with respect to the attitudes towards psychiatric patients in NS and students who do not follow health-care courses: NS have more empathetic and less stigmatizing attitudes.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Attitudes Toward Interprofessional Collaboration Among Students in the Health Care Professions

10.18060/2953 ◽  
2013 ◽  
Vol 14 (2) ◽  
pp. 556-572 ◽  
Author(s):  
Juyoung Park ◽  
Wesley Hawkins ◽  
Michele Hawkins ◽  
Elwood Hamlin
Keyword(s):  
Health Care ◽  
Social Work ◽  
Nursing Students ◽  
Social Worker ◽  
Interprofessional Collaboration ◽  
Reliability And Validity ◽  
Social Work Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Students Attitudes

This study investigated differences in attitudes expressed by medical, nursing, and social work students regarding interprofessional collaboration (a) between physician and nurse, (b) between nurse and social worker, and (c) between physician and social worker. A self-administered cross-sectional survey was presented to participants online. The Jefferson School of Attitudes Toward Physician-Nurse Collaboration (JSAPNC), a modified JSAPNC, and a demographic questionnaire were completed online by 80 students from medicine, nursing, and social work. Significant (p = ≤ .005) differences in attitudes toward interprofessional collaboration (IPC) were noted among social work, medical, and nursing students. Attitudes toward IPC in the health care setting were generally positive, with social work and nursing students showing more positive attitudes than medical students. Additional psychometric tests are required to obtain sound reliability and validity scores for the modified JSAPNC.

scholarly journals Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

2020 ◽  
Author(s):  
Jun Wang ◽  
Jie Guo ◽  
Yubin Wang ◽  
Dan Yan ◽  
Juan Liu ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Service Learning ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
The Other ◽  
Pharmacy Students ◽  
Control Group ◽  
Students Attitudes ◽  
Student Team

Abstract Background During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ roles, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting. Methods In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPE Results Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness. Conclusions The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.

Nursing students’ attitudes towards sustainability and health care

2015 ◽  
Vol 29 (42) ◽  
pp. 36-41 ◽  
Author(s):  
Janet Richardson ◽  
Jane Grose ◽  
Anita O’Connor ◽  
Martyn Bradbury ◽  
Janet Kelsey ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Students Attitudes

scholarly journals Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

2020 ◽  
Author(s):  
Jun Wang ◽  
Jie Guo ◽  
Yubin Wang ◽  
Dan Yan ◽  
Juan Liu ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Service Learning ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
The Other ◽  
Pharmacy Students ◽  
Control Group ◽  
Students Attitudes ◽  
Student Team

Abstract Background: During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ role, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting.Methods: In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPEResults: Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness.Conclusions: The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.

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