Types of ICT applications used and the skills’ level of nursing students in higher education: A cross-sectional survey

Harerimana, Alexis; Mtshali, Ntombifikile Gloria

doi:10.1016/j.ijans.2019.100163

Cited by 24 publications

(35 citation statements)

References 44 publications

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“…In selected studies, the majority of nursing students were between 20–25 years, and females represented between 50.7% and 90.4% of the respondents (Bello et al 2017; Buabeng‐Andoh 2018; Elewa & El Guindy 2017; Harerimana & Mtshali 2018b; Harerimana & Mtshali 2019b; Irinoye et al 2016). One of the six studies whose population was faculty indicated the demographics of the population, and it was noted that 50% of the sample was between 40‐49 years, and the majority (84%) had a bachelor’s degree.…”

Section: Resultsmentioning

confidence: 99%

“…Selected articles indicated that nursing students used several ICT tools such as laptops, tablets, smartphones and Internet (Elewa & El Guindy 2017; Harerimana & Mtshali 2018b; Harerimana & Mtshali 2019b; Pimmer et al 2018). Additionally, it was noted that students used ICT applications and programmes such as e‐mails, Internet search tools, word processors, Excel TM , PowerPoint TM , reference managers such as EndNote TM , Turnitin TM , data analysis software (Buabeng‐Andoh 2018; Elewa & El Guindy 2017; Harerimana & Mtshali 2019b; Nishimwe et al 2016) and social media platforms such as WhatsApp (Pimmer et al 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Selected studies revealed that these ICT tools and applications were used by undergraduate nursing students, mainly for academic purposes and rarely in clinical practice (Elewa & El Guindy 2017; Harerimana & Mtshali 2018b; Harerimana & Mtshali 2019b; Pimmer et al 2018). In education, students used informatics tools for communication and collaboration with peers and the faculty, accessing online resources and course content from learning management systems, and completing academic work such as assignments and projects (Buabeng‐Andoh 2018; Harerimana & Mtshali 2018b; Harerimana & Mtshali 2019b).…”

Section: Resultsmentioning

confidence: 99%

“…In Africa, the integration of informatics in nursing education is in the early stage (Achampong 2017; Harerimana & Mtshali 2019b). The capacity for implementing NI in developing countries is limited (O'Connor et al 2016).…”

Section: Introductionmentioning

confidence: 99%

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Integrating nursing informatics into undergraduate nursing education in Africa: A scoping review

Harerimana

Wicking

Biedermann

et al. 2020

International Nursing Review

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Background Information and communication technologies have become omnipresent in healthcare systems globally, and since nurses comprise the majority of the health sector workforce, they are expected to be adequately skilled to work in a technology‐mediated environment. Integrating nursing informatics into undergraduate nursing education is a cornerstone to nursing education and practice in Africa. Aim This scoping review aimed to evidence the integration of nursing informatics into undergraduate nursing education in Africa. Methods A scoping review of the literature used electronic databases including CINAHL Plus databases; EmCare; MEDLINE Ovid; Scopus; ERIC ProQuest; Web of Science; Google; and Google Scholar to locate papers specific to the African context. From a total of 8723 articles, 19 were selected for critique and synthesis. Results Selected studies indicated that nursing students used several information and communication technologies tools primarily for academic purposes, and rarely for clinical practice. In Africa, the challenges for teaching informatics in nursing education included: limited information and communication technologies skills among faculty and students; poor teaching strategies; and a lack of standardization of nursing informatics competencies. Successful integration of nursing informatics into undergraduate nursing education in African countries depends on restructuring nursing informatics content and teaching strategies, capacity building of the faculty and students in information and communication technologies, political commitment, and collaborative partnership. Conclusion Nursing informatics is scarce in undergraduate nursing education in Africa due to the implementation and adoption challenges. Responding to these challenges requires a multi‐sectoral approach in the revision of undergraduate nursing curricula. Implication for nursing education, practice, policy and research This study highlights the importance of nursing informatics in undergraduate nursing education, with its challenges and success. Nursing education policies should support the development of well‐standardized nursing informatics content and appropriate teaching strategies to deliver it. Further research is needed to establish which aspects of nursing informatics are integrated into undergraduate nursing education and nursing practice, implementation process, challenges and possible solutions. Collaborative partnerships are vital to developing nursing informatics policies to better prepare graduate nurses for the African healthcare workforce in the digital era.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Integrating nursing informatics into undergraduate nursing education in Africa: A scoping review

Harerimana

Wicking

Biedermann

et al. 2020

International Nursing Review

View full text Add to dashboard Cite

show abstract

“…One of the key areas for ICT dissemination is informatization of education, and this question is also widely covered in the scholarly literature. On the basis of the literature review conducted by us, we distinguish a total of three interrelated directions of informatization of education (Wallace, 2009;Callum & Jeffrey, 2013;Arkorful & Abaidoo, 2015;Bhattacharjee & Deb, 2016;Sampson et al, 2016;Vega-Hernández, Patino-Alonso, & Galindo-Villardón, 2018;Harerimana & Mtshali, 2019;Asongu, Orim, & Nting, 2019;Scherer & Siddiq, 2019;Robert, 2019): (1) intensive development of digital information technology in education; (2) scientific understanding and forecasting of informatization of education; (3) introduction of achievements made in science and technology into the practice of the educational process.…”

Section: Introductionmentioning

confidence: 99%

Public Organizations in the Development of Informatization of Education: A Case Study from Russia

Sofronova

Romanenko

Belchusov

et al. 2019

TAKSAD

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The paper addresses the identified gap existing in the contemporary scholarship by providing a case study of a public organization's involvement in addressing pressing issues in the field of informatization of education. First of all, on the basis of the literature review conducted by us, we identify a total of three key areas of informatization of education: (1) intensive development of digital information technology in education; (2) scientific understanding and forecasting of informatization of education; (3) introduction of achievements made in science and technology into the practice of the educational process. Within the case, we briefly outline the key steps in the development of informatization of education in the Soviet Union and the Russian Federation. Then we gradually review the key activities conducted by the Academy of Informatization of Education in different regions, additionally focusing on its leading regional branch. A detailed review allows us to develop a clear understanding of the main direction of informatization of education in Russia, as well as the role played by a public organization in these processes. Also, we emphasize the role of entrepreneurial activities of public organizations to sustain themselves, as well as the need to apply for grant support. Within the three key directions of informatization of education outlined above on the basis of the literature review conducted by us, we also review social projects conducted by public organizations in Russia, particularly those which received financial support from the largest Russian Presidential Grants Fund. Such an analysis allows us (a) to trace federal priorities in providing financial support for public organizations working in the field of informatization of education, as well as (b) to analyze a regional dispersion of the projects supported, including their variety and scope. The research conducted clearly shows that public organizations mainly cover only two key directions, but they almost completely ignore the third demanding direction -"scientific understanding and forecasting of processes in informatization of education."

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The Influence of the Teachers’ Scientific Field on the Effects of the Application of ICT in Higher Education Institutions

Denić¹,

Petković

2023

Wireless Pers Commun

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Modern information and communication technologies have intensively reformed the teaching process in higher education, expanding new opportunities for learning and access to educational resources, compared to those used in traditional learning. Taking into account the specifics of the application of these technologies in different scientific disciplines, the aim of this paper is to analyse the impact of the teachers’ scientific field on the effects of the application of these technologies in selected higher education institutions. The research included teachers from 10 faculties and three schools of applied studies, who provided answers to 20 survey questions. After the survey and statistically processed results, the attitude of teachers from different scientific fields to the effects of the implementation of these technologies in selected higher education institutions was analysed. In addition, the forms of application of ICT in the conditions during the Covid 19 pandemic were analysed. The obtained results indicate various effects, as well as certain shortcomings, in the implementation of these technologies in the analysed higher education institutions, provided by teachers that belong to various scientific fields.

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Types of ICT applications used and the skills’ level of nursing students in higher education: A cross-sectional survey

Cited by 24 publications

References 44 publications

Integrating nursing informatics into undergraduate nursing education in Africa: A scoping review

Integrating nursing informatics into undergraduate nursing education in Africa: A scoping review

Public Organizations in the Development of Informatization of Education: A Case Study from Russia

The Influence of the Teachers’ Scientific Field on the Effects of the Application of ICT in Higher Education Institutions

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