Nurses’ use of online clinical evidence

Gosling, A. Sophie; Westbrook, Johanna I.; Spencer, Rosemary

doi:10.1111/j.1365-2648.2004.03079.x

Cited by 70 publications

(64 citation statements)

References 36 publications

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“…Our findings, fitting with previous studies of nurses' use of electronic information tools [6,7], suggest that nurses will largely use electronic information tools such as the NeLH to access information for CPD courses. Previous studies in acute settings point to how the temporal rhythms of work allow clinicians to anticipate what information they will need, enabling them to access it prior to the point at which it is needed [22].…”

Section: Nurses' Use Of Electronic Information Sourcessupporting

confidence: 88%

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From pull to push: understanding nurses' information needs

Randell

Mitchell

Thompson

et al. 2009

Health Informatics J

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Electronic access to research information for health professionals is a key component in developing evidence-based healthcare. As nurses take on extended roles and work more autonomously, it is assumed that they will take increasing advantage of these technologies. However, little is known about the decisions that nurses make and the information needs that arise within the context of those decisions. This paper presents an analysis of 410 nurse-patient consultations and interviews with 76 primary care nurses, and explores nurses' information needs and their use of electronic information tools. The findings suggest that, if we wish to encourage nurses to use research information in clinical practice, we need to move from 'pull' to 'push' technology.

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Section: Nurses' Use Of Electronic Information Sourcessupporting

confidence: 88%

“…Use of online resources tends to be in relation to continuing professional development (CPD) courses [6,7]. A survey of use of NHSnet in general practice conducted in 2001, which included 325 practice nurses/nurse practitioners, found that 64% of practice nurses had easy access to the internet, but only 37% had heard of NeLH [8].…”

mentioning

confidence: 99%

From pull to push: understanding nurses' information needs

Randell

Mitchell

Thompson

et al. 2009

Health Informatics J

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show abstract

“…The intensity, timing, availability and quality of training has been found to reduce end-user resistance and improve end-users' outlook on EHR systems, in several extant studies [89,64,90,91]. However, Bru-HIMS end-users were given training in functions that were not needed in the dental department, and they struggled to get appropriate technical training and support from the vendor -a problem that appears to be frequent with HIS implementation despite its impact in potentially improving the experience of clinicians [92,46,93].…”

Section: Yh Sidek Jt Martins I N T E R N a T Io N A L J O U R N mentioning

confidence: 99%

Perceived critical success factors of electronic health record system implementation in a dental clinic context: An organisational management perspective

Sidek

Martins

2017

International Journal of Medical Informatics

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“…It implies a requirement for nursing students to develop the kinds of information literacy skills needed for effectively researching the evidence base (Willmer, 2005:474). This is especially significant as Gosling et al (2004) discovered that many nurses still did not feel that exploring, and subsequently using, online, clinical evidence was a legitimate part of their role. Clearly, there is potential for developing nursing students' ICT skills through blended delivery models, thereby incorporating them within the more authentic and meaningful framework of the wider nursing curriculum (Kenny, 2002).…”

Section: Ict Integrationmentioning

confidence: 99%

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

Kiteley

Ormrod

2009

Nurse Education Today

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SummaryE-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery (HEFCE, 2005). This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why elearning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

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Nurses’ use of online clinical evidence

Cited by 70 publications

References 36 publications

From pull to push: understanding nurses' information needs

From pull to push: understanding nurses' information needs

Perceived critical success factors of electronic health record system implementation in a dental clinic context: An organisational management perspective

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

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