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Selected Writings & Presentations



Nursing Informatics Integration
in a Four-Year BSN Program

by © June Kaminski, MSN PhD(c)

View Powerpoint Summary

1. Presentation of Research:

"Nursing Informatics Integration in a Four-Year BSN Program: The Experience of Participation in a Web-based Learning Environment"

on Saturday February 26 th , 2000
Canadian Association of University Schools of Nursing (CAUSN) Conference: "Celebrating Achievements and Embracing Challenges", Coast Plaza Hotel, Vancouver, BC, Canada

2. Presentation of Research:

"The Integration of Nursing Informatics in a BSN Program: Paper vs Web".

on Monday June 19 th, 2000
Canadian Nurses Association (CNA) Annual Meeting & 2000 Biennial Convention - Hyatt Regency Hotel, Vancouver, BC, Canada

ABSTRACT

The researcher created an integrated thread of learning activities for the purpose of teaching nursing informatics concepts and theories and develop literacy in a variety of computer applications to four year BSN students in Western Canada. Nursing Informatics is integrated as a central thread within the nursing program in all eight semesters of the degree program.

Learning activities which include:

  • a cognitive epistemological

  • an interactive, ontological and

  • a reflective, phenomenological component


have been written for each course in the nursing program. The assumption is that as students use computers to manage information in their student role, they will more readily use their critical thinking skills to learn related applications in their work as nurses.

From 1996 to early 1999, all of these learning activities were distributed in a paper manual form, and integrated into the regular curricular schedule by faculty teaching various program courses. In the fall of 1999, a web-based program of study was introduced in addition to the paper manual approach, to encourage self-directed study for students to access lessons both within the classroom and on personal computers on campus, in libraries, or at home. Embedded tutorials, hyperlinks, and interactive activities have been provided to enrich the learning experience and reinforce mastery of various computer applications as well as Nursing Informatics theory. Qualitative data (1998, 1999) has been collected to glean insight into the students' and faculty's experiences with both modes of instruction (paper and web-based). Quantitative data (1996 to 1999) has also been collected to test for cyberphobia using the P.A.T.C.H. test (developed by the researcher) and beginning levels of computer literacy, and to assist students to create an individualized plan for learning necessary computer and internet skills, and Informatics theory. Longitudinal data will continue to be collected.

© June Kaminski Published: 2000.

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