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Using the WWW to teach undergraduate nurses clinical communication.
Gerald A Farrell1, Katrina A Cubit, Christina L Bobrowski
1La Trobe University, Bundoora 3086, Victoria, Australia. g.farrell@latrobe.edu.au
Nurse Education Today
|August 29, 2006
Summary
Online learning in nursing education shows positive student reception for practical subjects. However, computer access significantly impacts final grades, highlighting a digital divide in educational effectiveness.
Area of Science:
- Nursing Education
- Educational Technology
- Clinical Psychology
Background:
- Online learning is growing in nursing education.
- Evidence is lacking on its effectiveness for practical subjects and equity.
- Concerns exist regarding computer access and digital literacy.
Purpose of the Study:
- To evaluate student response to an online unit on clinical communication.
- To assess the effectiveness and fairness of online learning in nursing.
- To identify factors influencing student performance in an online environment.
Main Methods:
- Development of an online clinical communication unit for Australian undergraduate nurses.
- Student evaluations of the unit's content, structure, and delivery.
- Analysis of the correlation between student demographics, computer access, usage frequency, and final grades.
Main Results:
- Students responded positively, appreciating content relevance, flexibility, and critical thinking promotion.
- Some students missed face-to-face interaction.
- Readily available computer access correlated with better final grades.
- Higher unit access frequency was linked to improved grades.
Conclusions:
- Online learning can be positively received for practical nursing subjects.
- Equitable access to technology is crucial for maximizing online learning effectiveness.
- Further research is needed to address the digital divide in nursing education.
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