Nurses and Internet health information: a questionnaire survey

Gilmour, Jean; Scott, Susan D.; Huntington, Nicholas

doi:10.1111/j.1365-2648.2007.04460.x

Cited by 60 publications

(46 citation statements)

References 29 publications

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“…As the details of the professionals e38 British Journal of General Practice, January 2015 There are studies that suggest face-toface training is comparable with online training, 6,7,22,23 although many indicate that the computer platforms need to be improved as participants encountered difficulty using them. 24,25 Nevertheless, most studies found an increase in knowledge and satisfaction when approaching the problems dealt with in the training courses. 9 Educational courses, independently of the technique used, improve control of hypertension, dyslipidaemia, and diabetes, as well as behaviour, particularly concerning the prevention of events in patients with a high cardiovascular risk.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

A cardiovascular educational intervention for primary care professionals in Spain: positive impact in a quasi-experimental study

et al. 2014

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BackgroundRoutine general practice data collection can help identify patients at risk of cardiovascular disease. AimTo determine whether a training programme for primary care professionals improves the recording of cardiovascular disease risk factors in electronic health records. Design and settingA quasi-experimental study without random assignment of professionals. This was an educational intervention study, consisting of an online-classroom 1-year training programme, and carried out in the Valencian community in Spain. MethodThe prevalence rates of recording of cardiovascular factors (recorded every 6 months over a 4-year period) were compared between intervention and control group. Clinical relevance was calculated by absolute risk reduction (ARR), relative risk reduction (RRR), and number of patients needed-to-attend (NNA), to avoid under-recording, with their 95% confidence intervals (CIs). Linear regression models were used for each of the variables. ResultsOf the 941 professionals initially registered, 78.1% completed the programme. The ARR ranged from 1.87% (95% CI = 1.79 to 1.94) in the diagnosis of diabetes to 15.27% (95% CI = 15.14 to 15.40) in the recording of basal blood glucose. The NNA ranged from 7 in blood pressure, cholesterol, and blood glucose recording to 54 in the diagnosis of diabetes. The RRR ranged from 26.7% in the diagnosis of diabetes to 177.1% in the recording of the Systematic Coronary Risk Evaluation (SCORE). The rates of change were greater in the intervention group and the differences were significant for recording of cholesterol (P<0.001), basal blood glucose (P<0.001), smoking (P<0.001), alcohol (P<0.001), microalbuminuria (P = 0.001), abdominal circumference (P<0.001), and SCORE (P<0.001). ConclusionThe education programme had a beneficial effect at the end of the follow-up that was significant and clinically relevant.

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Section: Strengths and Limitationsmentioning

confidence: 99%

A cardiovascular educational intervention for primary care professionals in Spain: positive impact in a quasi-experimental study

et al. 2014

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“…Johnson 12 examined the significant difference (P < 0.002 using a two-tailed unpaired t-test) and describe that online preparation for high-stakes examinations could improve student performance in medical microbiology. Gilmour, et al, 13 found that most respondents had internet access at home to improve the practice and to expressed the quality of online information. Scott, et al, 14 investigated the e-learning asthma resource was a useful supplement to the paediatric asthma lecture and workshop that helpful to improve clinical practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Use of E-resources by the Medical Students of M.M. University, Ambala: A Case Study

Kumar¹

2016

DJLIT

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This paper reports usage and experience of e-resources medical students at Maharishi Markandeshwar University, Ambala Haryana. In this study it is try to verify and evaluate the purpose, frequency, reasons of using and place of students access to e-resources. A well structured questionnaire was administered to the 100 medical students. The response rate was 78% (45 from Postgraduates and 33 from Undergraduates students). The result of study reveals that most of P.G. and U.G. students state that e-resources are informative as well as update the medical knowledge. Search engine and medical research reports are used highly among the students. Further study shows that undergraduate students use e-resources daily and spent more time as compared to P.G. students. It is found that maximum students are aware and use e-resources of library. The satisfaction of medical students is not high with regard to e-resources. Study also reveals that PG students feel that e-resources are time consuming and face slow downloading whereas UG students face virus, slow downloading and feel more expensive of using e-resources.

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“…At the worksite, lack of time, combined with lack of library access and database or computer access are obstacles (Bertulis, 2008;Dee & Stanley, 2005;Gilmour, Scott, & Huntington, 2008;Lawton, Montgomery, & Farmer, 2001;Tanner et al, 2004). Lack of competency in searching, inadequate computer technology skills, and lack of interest are individual challenges (Estabrooks, O'Leary, Ricker, & Humphrey, 2003;Spenceley, O'Leary, Chizawsky, Ross, & Estabrooks, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Beyond Google: Finding and Evaluating Web-Based Information for Community-Based Nursing Practice

Miller¹,

Graves²,

Jones³

et al. 2010

International Journal of Nursing Education Scholarship

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Nurses are challenged to find and use reliable, credible information to support clinical decisionmaking and to meet expectations for evidence-based nursing practice. This project targeted practicing public health and school nurses, teaching them how to access and critically evaluate webbased information resources for frontline practice. Health sciences librarians partnered with nursing faculty to develop two participatory workshops to teach skills in searching for and evaluating web-based consumer and professional practice resources. The first workshop reviewed reliable, credible consumer web-resources appropriate to use with clients, using published criteria to evaluate website credibility. In the second workshop, nurses were taught how to retrieve and evaluate health-related research from professional databases to support evidence-based nursing practice. Evaluation data indicated nurses most valued knowing about the array of reliable, credible webbased health information resources, learning how to evaluate website credibility, and understanding how to find and apply professional research literature to their own practice.KEYWORDS: information literacy, evidence-based practice, public health nurses, school nurses * This project was supported by National Institutes of Health grant no. G08 LM008052 from the National Library of Medicine.Nurses must base care decisions on best practice evidence from peerreviewed research literature. The Internet and sophisticated search engines and databases have significantly changed how nurses find this clinical information. Although Internet users have a breadth of information resources readily available, the quality of these resources is unmonitored. As a result, there is often a disconnect between the convenience of Google searching for any information and purposeful searching of more complex databases for reliable, credible information (Brophy & Bawden, 2005;Devine & Egger-Sider, 2009: Ripple, 2006Schultz, 2007). Our goal was to address this disconnect by linking practicing nurses to reputable health information source and beginning to develop a culture of professional practice based on information literacy skills. In a project funded by the National Library of Medicine and approved by the University of Missouri Institutional Review Board, nursing faculty partnered with health sciences librarians to offer participatory workshops about information retrieval and critical evaluation skills to public health and school nurses across the state. Specifically, these workshops focused on two substantive areas: (a) consumer databases providing publicly available information resources for client and family education, and (b) professional databases essential to implement evidence-based concepts into nursing practice. CONCEPTUAL FRAMEWORKOver the past 30 years, the American Library Association (ALA) has advocated for the American public to be "information literate". Individuals' need to know how to find, evaluate and use information effectively was emphasized in the final report of...

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Nurses and Internet health information: a questionnaire survey

Cited by 60 publications

References 29 publications

A cardiovascular educational intervention for primary care professionals in Spain: positive impact in a quasi-experimental study

A cardiovascular educational intervention for primary care professionals in Spain: positive impact in a quasi-experimental study

Use of E-resources by the Medical Students of M.M. University, Ambala: A Case Study

Beyond Google: Finding and Evaluating Web-Based Information for Community-Based Nursing Practice

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