Evaluating a web-enhanced bachelor of nursing curriculum: Perspectives of third-year students

Creedy, Debra K., Mitchell, Marion, Seaton-Sykes, Philippa, Cooke, Marie, Patterson, Elizabeth, Purcell, Christine and Weeks, Patricia (2007) Evaluating a web-enhanced bachelor of nursing curriculum: Perspectives of third-year students. Journal of Nursing Education, 46 10: 460-467.

Author Creedy, Debra K.
Mitchell, Marion
Seaton-Sykes, Philippa
Cooke, Marie
Patterson, Elizabeth
Purcell, Christine
Weeks, Patricia
Title Evaluating a web-enhanced bachelor of nursing curriculum: Perspectives of third-year students
Journal name Journal of Nursing Education   Check publisher's open access policy
ISSN 0148-4834
Publication date 2007-10
Sub-type Article (original research)
Volume 46
Issue 10
Start page 460
End page 467
Total pages 8
Place of publication Thorofare, NJ, United States
Publisher Slack
Language eng
Formatted abstract
Little is known about nursing students’ information literacy skills and perceptions of Web-enhanced educational approaches. This study examined graduating Bachelor of
Nursing (BN) students’ perceptions of a Web-enhanced learning environment, their computer literacy skills, and use of technology, and how these influenced their satisfaction. This Australian survey produced a 64% (n = 170) response rate. The 3-year BN program provides Web-enhanced learning opportunities by incorporating online activities and content such as quizzes, videos, and virtual laboratories that augment on-campus and off-campus learning approaches. Upon graduation, 61.4% of the students reported having competent information literacy skills. The quality
and usefulness of the Web-enhanced material was rated fair to above average. The students’ perception of technical and faculty support for Web-enhanced learning was
low. Overall satisfaction with the Web-enhanced program was associated with level of information technology (IT) skills and perceived quality and usefulness of the Internet
material. A regression analysis of factors contributing to students’ overall satisfaction of a Web-enhanced learning environment (IT literacy skills, access, and perceived quality, usefulness, and support) accounted for 18.5% of variance. As more nursing programs use Web-based resources, greater attention should be given to the initial assessment and development of students’ information literacy skills. Students with good IT skills are more likely to perceive Web-enhanced material as useful.
Keyword World wide web
Distance education
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
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