Nursing Apps for Education and Practice

Călinici, Tudor

doi:10.4172/2157-7420.1000262

Cited by 6 publications

(3 citation statements)

References 9 publications

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“…Theron et al [ 110 ] (p.154) observed that “nurses use information and knowledge to inform practice and to educate individuals, families and communities with information that will assist them in making healthcare decisions that will positively impact their quality of life”. Therefore, knowledge and understanding of digital information are necessary for undergraduate nursing curricula to prepare graduates for an increasingly digital workplace [ 111 , 112 , 113 , 114 ]. As Brown et al [ 109 ] (p. 457) observed, “It is imperative that curricula are developed and implemented so that students’ pre-existing and everyday digital literacy can be further developed, enhanced, and transposed to the bedside”.…”

Section: Discussionmentioning

confidence: 99%

Challenging the Myth of the Digital Native: A Narrative Review

2023

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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 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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Section: Discussionmentioning

confidence: 99%

Challenging the Myth of the Digital Native: A Narrative Review

2023

View full text Add to dashboard Cite

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“…Theron et al [107] (p.154) observed that "nurses use information and knowledge to inform practice and to educate individuals, families and communities with information that will assist them in making healthcare decisions that will positively impact their quality of life". Therefore, knowledge and understanding of digital information are necessary for undergraduate nursing curricula to prepare graduates for an increasingly digital workplace [108][109][110][111]. As Brown et al [106] (p.457) observed "It is imperative that curricula are developed and implemented so that students' preexisting and everyday digital literacy can be further developed, enhanced, and transposed to the bedside".…”

Section: Implications Of the Digital Native Narrative On The Digital ...mentioning

confidence: 99%

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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“…Sin embargo, la estructura modular de estas tres variedades de códigos es similar y solo se diferencian entre sí por la forma de ejecutar la acción al ser decodificados. Independientemente del tipo de funcionalidad, si un código se encuentra dañado físicamente, sucio o están interrumpidos los patrones o cuadros de alineación el código no se podrá leer (3,6,7,9).…”

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QR Codes in Medical Education - Part 2. An Analog - Digital Technology Cooperation

Spinelli

Corrons

Dreizzen

2021

An. Fac. Cienc. Méd. (Asunción)

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Códigos QR en Educación Médica -Parte 2. Una Cooperación de Tecnología Analógica -Digital QR Codes in Medical Education -part 2. An Analog -Digital Technology Cooperation EDUCACION MEDICA CONTINUA RESUMENEn esta segunda parte de la serie Códigos QR en Educación Médica describiremos los principales aspectos relacionados con los distintos tipos de códigos bidimensionales, las herramientas y aplicaciones necesarias para generar y decodificar un código QR, y los problemas de seguridad que pueden surgir durante su utilización. Nuestro objetivo es lograr que los educadores se familiaricen con esta tecnología y puedan incorporarla al material educativo utilizado en el proceso de enseñanzaaprendizaje, tanto en el aula tradicional como en los cursos virtuales. Con la finalidad de facilitar una correcta comprensión del artículo, en la última sección se proporciona un glosario alfabético con los términos y conceptos introducidos en el mismo. En la tercera y última parte de esta serie de artículos describiremos los aspectos relacionados con la personalización de los símbolos y su uso diferentes contextos educativos tanto analógicos como digitales.

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Nursing Apps for Education and Practice

Cited by 6 publications

References 9 publications

Challenging the Myth of the Digital Native: A Narrative Review

Challenging the Myth of the Digital Native: A Narrative Review

Challenging the Myth of the Digital Native: A Narrative Review

QR Codes in Medical Education - Part 2. An Analog - Digital Technology Cooperation

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