Reaching Millennials with Nursing History

Orkiszewski, Paul; Pollitt, Phoebe Ann; Leonard, Andrea; Lane, Susan

doi:10.1891/1078-4535.22.1.60

Cited by 4 publications

(16 citation statements)

References 7 publications

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“…As evidências disponíveis sobre as tecnologias educacionais para o ensino de história da enfermagem emergiram da amostra final de sete produções, (16)(17)(18)(19)(20)(21)(22) apresentadas segundo título, ano, país, delineamento, nível de evidência e tecnologia educacional (Quadro 2). Verificou-se crescente interesse pelas tec- Reaching Millenials with Nursing History (16) /2016/EUA Descritivo Relato de experiência/VI Site de história da enfermagem.…”

Section: Resultsunclassified

“…Literatura de cordel: tecnologia educativa sobre a História da Enfermagem no Ceará (18) nologias favoráveis ao ensino-aprendizagem da história da enfermagem, expresso pelo predomínio de produções nos últimos dez anos. (16)(17)(18)(19)(20) Identificaramse produções originárias do Brasil, (18)(19)(20) dos Estados Unidos, (16,22) da Austrália (17) e do México. (21) Quanto ao delineamento, sobressaiu-se a abordagem qualitativa, vista em relatos de experiência, (16,(18)(19)(20) estudo de caso (17) e método descritivo, (22) com classificação do nível de evidência VI.…”

Section: Resultsunclassified

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Tecnologias educacionais para o ensino de história da enfermagem: revisão integrativa

Maia¹,

Silva²,

Santos³

et al. 2022

Acta Paulista De Enfermagem

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Conflitos de interesse: nada a declarar. ResumoObjetivo: Analisar na literatura as tecnologias educacionais para o ensino de história da enfermagem.Métodos: Revisão integrativa, com busca e seleção em: CINAHL, MEDLINE via PubMed ® , Web of Science, SCOPUS, LILACS e BDENF, via BVS. Sete estudos publicados em português, inglês ou espanhol e sem recorte temporal foram incluídos. A análise foi procedida de forma descritiva e duas categorias temáticas foram elencadas: as tecnologias digitais e não digitais para o ensino de história da enfermagem.Resultados: Nos estudos, identificaram-se tecnologias digitais, como sites, objeto e ambiente virtual de aprendizagem e não digitais, como séries de televisão, literatura de cordel e textos impressos. Houve crescente interesse de pesquisadores pela implementação de tecnologias para o ensino e a aprendizagem da história da enfermagem, sendo expresso pelo aumento do número de produções nos últimos 10 anos.Conclusão: As tecnologias educacionais digitais e não digitais contribuem para o ensino de história da enfermagem, por serem recursos válidos, seguros, efetivos, atrativos e motivacionais para a aprendizagem ativa, assim como para o desenvolvimento da capacidade crítica e reflexiva na conformação identitária.

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Section: Resultsunclassified

Tecnologias educacionais para o ensino de história da enfermagem: revisão integrativa

Maia¹,

Silva²,

Santos³

et al. 2022

Acta Paulista De Enfermagem

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“…For the purpose of this review, undergraduate nursing students were defined as those individuals undertaking a three-year Bachelor of Nursing program at a university. Equivalent definitions were also identified in the sources of evidence, including Bachelor of Science Nursing [26][27][28], nursing degree students [29], nursing students [30][31][32][33] baccalaureate nursing students [34,35] health professional students (including nursing) [36][37][38], undergraduate pre-registration nursing students [39], Generation Z, Net Generation or Millennial students (nursing) [40][41][42][43][44], undergraduate students (nursing) [45], university education (nursing) [46] and students (nursing) [47].…”

Section: Definitions Of Undergraduate Nursing Studentsmentioning

confidence: 99%

“…Well known examples include social media, online games, multimedia and mobile phones" [49]. For the purpose of this review, digital technologies used in (or recommended for use in) undergraduate nursing education were identified and included computer-based or device-based applications [26][27][28]33,38,41,47,[50][51][52], the internet [26,27,[31][32][33][34]38,47,[50][51][52][53][54], social media platforms [26,27,29,32,38,40,41,46,51], learning management systems [26,27,51], online videos [29,32,36,38,40,41], online learning [27,41,46], e-portfolios [26], electronic health records and medication records [27,…”

Section: Use Of Digital Technologies In Undergraduate Nursing Educationmentioning

confidence: 99%

“…In a large proportion of the sources of evidence, the use of the term Digital Native [27][28][29][32][33][34]36,38,39,[41][42][43][44][45][46][47]50,[52][53][54]59,60] or an equivalent term was used, including Generation Y [26,35,36,55,59], Millennials [29][30][31]40,[43][44][45]51,56,59], Net Generation [42,43,45,55,59], Net Set [42], Google Generation [59] Generation Z [26,29,33,34,40,41,…”

Section: Descriptions Of the Digital Nativementioning

confidence: 99%

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Challenging the Myth of the Digital Native: A Narrative Review

Reid¹,

Button²,

Brommeyer³

2023

Preprint

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Background and Aims: Nurses are increasingly engaging with digital technologies to enhance safe, evidence-based patient care. Digital literacy is now considered a foundational skill and an integral requirement for lifelong learning, and includes the ability to search efficiently, critique information and recognise the inherent risk of bias in information sources. However, at many universities, digital literacy is assumed. In part, this can be linked to the concept of the Digital Native, a term first coined in 2001 by the US author Marc Prensky, to describe young people born after 1980 who have been surrounded by mobile phones, computers, and other digital devices their entire lives. The objective of this paper is to explore the concept of the Digital Native and how this influences undergraduate nursing education. Materials and Methods: A pragmatic approach has been used for this narrative review, working forward from Prensky’s definition of the Digital Native and backward from contemporary sources of information extracted from published health, education, and nursing literature. Results: The findings from this narrative review will inform further understanding of digital literacy beliefs and how these influence undergraduate nursing education. Recommendations for enhancing the digital literacy of undergraduate nursing students are also discussed. Conclusions: Digital literacy is an essential requirement for undergraduate nursing students and nurses, and is linked with safe, evidence-based patient care. The myth of the Digital Native negates the reality that exposure to digital technologies does not equate with digital literacy and has resulted in deficits in nursing education programs. Digital literacy skills should be a part of undergraduate nursing curricula, and National Nursing Digital Literacy competencies for entry into practice as a Registered Nurse should be developed and contextualised to individual jurisdictions.

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Challenging the Myth of the Digital Native: A Narrative Review

2023

View full text Add to dashboard Cite

Background and Aims: Nurses are increasingly engaging with digital technologies to enhance safe, evidence-based patient care. Digital literacy is now considered a foundational skill and an integral requirement for lifelong learning, and includes the ability to search efficiently, critique information and recognise the inherent risk of bias in information sources. However, at many universities, digital literacy is assumed. In part, this can be linked to the concept of the Digital Native, a term first coined in 2001 by the US author Marc Prensky to describe young people born after 1980 who have been surrounded by mobile phones, computers, and other digital devices their entire lives. The objective of this paper is to explore the concept of the Digital Native and how it influences undergraduate nursing education. Materials and Methods: A pragmatic approach was used for this narrative review, working forward from Prensky’s definition of the Digital Native and backward from contemporary sources of information extracted from published health, education and nursing literature. Results: The findings from this narrative review will inform further understanding of digital literacy beliefs and how these beliefs influence undergraduate nursing education. Recommendations for enhancing the digital literacy of undergraduate nursing students are also discussed. Conclusions: Digital literacy is an essential requirement for undergraduate nursing students and nurses and is linked with safe, evidence-based patient care. The myth of the Digital Native negates the reality that exposure to digital technologies does not equate digital literacy and has resulted in deficits in nursing education programs. Digital literacy skills should be a part of undergraduate nursing curricula, and National Nursing Digital Literacy competencies for entry into practice as a Registered Nurse should be developed and contextualised to individual jurisdictions.

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Reaching Millennials with Nursing History

Cited by 4 publications

References 7 publications

Tecnologias educacionais para o ensino de história da enfermagem: revisão integrativa

Tecnologias educacionais para o ensino de história da enfermagem: revisão integrativa

Challenging the Myth of the Digital Native: A Narrative Review

Challenging the Myth of the Digital Native: A Narrative Review

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