![]() ![]() 18) to: ‘Interpret and utilise data and technology, taking account of legal, ethical and safety considerations in the delivery and enhancement of care.’ (NMC 2007, p. In response, the Nursing and Midwifery Council's (NMC) interpretation of undergraduate fluency with technology has seen a shift from procedural rules and order, ‘Can use a variety of technological applications to record, store, retrieve and utilize information, while being alert to considerations of confidentiality and security.’ (NMC 2002, p. Nursing students need to be competent and confident to work with technologies that are constantly being updated. All of which require a joint approach between ICT, the context for e-learning and undergraduate pedagogy (Laurillard 2012). Mobile and fixed technologies are supporting the digitalization of paper records and virtual engagement in education and healthcare practice (Department of Health (DH) 2007a, 2007b, 2011, Quality Assurance Agency for Higher Education 2010, Belk 2013, Todhunter et al. Electronic or ‘e’ devices are based on computers and computing structures, but may be called something else, for example the connection between the components of a traditional fixed computer the monitor, keyboard, mouse and hard drive have been superseded with mobile technologies such as smartphones and tablets (Agosto & Abbas 2011, Dede 2011, Jung 2013). In higher education and health care, nursing students are required to use information and communication technology (ICT) resources. Learning through talking, watching and listening all play a crucial role in the development of computing skills. Informal social collaboration found favour with nursing students. The findings emphasized the shift towards social learning approaches for information and communication technologies. The five component structure gave medium to high results and explained 44♷% of the variance in the original data. Cronbach's alpha values showed fair to good internal consistency. The aim was to show the presence of any underlying dimensions in the transformed data that would explain any variations in information and communication technologies competence and confidence. MethodsĪ principal components analysis (PCA) was carried out to determine the strength of the correlation between information and communication technologies competence and confidence. A comparison between this work and subsequent studies reveal some similar ongoing issues and ways to address them. The cohort ( N = 375) represented 18♷5% of first- and second-year undergraduates. A 48-item survey questionnaire was administered to a volunteer sample of first- and second-year nursing students between July 2008–April 2009. Previous studies showing mixed experiences influenced the choice of an exploratory study to find out about information and communication technologies competence and confidence. Nursing students are one of the undergraduate populations in higher education required to use these resources for academic work and practice learning. In nurse education, learning about and learning using information and communication technologies is well established. To report on the relationship between competence and confidence in nursing students as users of information and communication technologies, using principal components analysis. ![]()
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