Gotowa bibliografia na temat „Computer technology; nursing”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Computer technology; nursing”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Computer technology; nursing"
Clifford, Collete. "Computer technology and nursing practice". Intensive Care Nursing 1, nr 2 (styczeń 1985): 77–83. http://dx.doi.org/10.1016/0266-612x(85)90003-3.
Pełny tekst źródłaGame, Chris. "Computer technology and nursing: demystifying cyberspace". Collegian 3, nr 1 (styczeń 1996): 15–18. http://dx.doi.org/10.1016/s1322-7696(08)60139-0.
Pełny tekst źródła&NA;, &NA;. "COUNCIL ON COMPUTER TECHNOLOGY IN NURSING". Nursing Administration Quarterly 9, nr 2 (1985): 91. http://dx.doi.org/10.1097/00006216-198500920-00014.
Pełny tekst źródłaSpector, Audrey F. "Continuing Nursing Education in Computer Technology". Journal of Continuing Education in Nursing 17, nr 4 (lipiec 1986): 134–35. http://dx.doi.org/10.3928/0022-0124-19860701-09.
Pełny tekst źródła&NA;, &NA;. "USE OF COMPUTER TECHNOLOGY IN NURSING PRACTICE". Journal of Wound, Ostomy and Continence Nursing 12, nr 2 (marzec 1985): 31A. http://dx.doi.org/10.1097/00152192-198503000-00014.
Pełny tekst źródłaAdams, Gregory A. "Computer technology: its impact on nursing practice". Nursing Administration Quarterly 10, nr 2 (1986): 21–33. http://dx.doi.org/10.1097/00006216-198601020-00004.
Pełny tekst źródłaNelson, Jenenne Peter, i Jane A. Caristrom. "A New Confrontation Nursing Education and Computer Technology". Image: the Journal of Nursing Scholarship 17, nr 3 (czerwiec 1985): 86–87. http://dx.doi.org/10.1111/j.1547-5069.1985.tb01630.x.
Pełny tekst źródłaSimpson, Roy L., i Lynda N. Brown. "High-touch/high-technology computer applications in nursing". Nursing Administration Quarterly 9, nr 4 (1985): 62–68. http://dx.doi.org/10.1097/00006216-198500940-00010.
Pełny tekst źródłaSpector, Audrey F. "Fifth National Conference on Computer Technology and Nursing". Journal of Continuing Education in Nursing 17, nr 2 (marzec 1986): 65. http://dx.doi.org/10.3928/0022-0124-19860301-10.
Pełny tekst źródłaSaranto, Kaija, i Helena Leino‐Kilpi. "Computer literacy in nursing; developing the information technology syllabus in nursing education". Journal of Advanced Nursing 25, nr 2 (luty 1997): 377–85. http://dx.doi.org/10.1046/j.1365-2648.1997.1997025377.x.
Pełny tekst źródłaRozprawy doktorskie na temat "Computer technology; nursing"
Alexander, Patricia Jane. "The impact of computer technology in the clinical setting: a nursing perspective". University of Southern Queensland, Faculty of Sciences, 2007. http://eprints.usq.edu.au/archive/00004282/.
Pełny tekst źródłaStephen, Tracey. "Effect of exposure to computer-assisted instruction with CD-ROM technology on nursing students' attitude towards computer-assisted instruction". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ29016.pdf.
Pełny tekst źródłaZacharzuk-Marciano, Tara. "Nursing faculty experiences of virtual learning environments for teaching clinical reasoning". Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260999.
Pełny tekst źródłaNurses need sharp, clinical reasoning skills to respond to critical situations and to be successful at work in a complex and challenging healthcare system. While past research has focused on using virtual learning environments to teach clinical reasoning, there has been limited research on the experiences of nursing faculty and there is a need for research to include a clearer understanding of potentially significant insights that nurse educators may gain from teaching clinical reasoning skills with virtual learning tools. This qualitative study identified and described nursing faculty experiences with teaching clinical reasoning skills when using virtual learning environments. The researcher interviewed eight nursing faculty and content analyzed the data from those interviews. Findings from this qualitative study supported past research and added to the body of knowledge regarding faculty members’ use of virtual learning environments. For example, faculty experiences indicated that virtual learning environments included patient situations that offered faculty a way to better assess students. It was found that assessing a student in the clinical setting could be very subjective, while the virtual environment is finite. Faculty experiences indicated that one of the challenges to teaching clinical reasoning skills with virtual learning environments was that students found that virtual communication was difficult and faculty claimed that using virtual environments increased faculty workload. The findings of this study provided deeper understanding into experiences reported by nursing faculty on the teaching of clinical reasoning skills when using a virtual learning environment. Recommendations for further research include using a larger sample size, a specified education level population, traditional, face-to-face classes as compared to classes from an online, or blended program, and investigating use of a specific virtual learning environment, in new research.
Foibe, Agabus Jakobina. "NURSING INFORMATICS COMPETENCIES IN THE NURSING STUDENTS IN A UNIVERSITY IN THE WESTERN CAPE". University of the Western Cape, 2020. http://hdl.handle.net/11394/8195.
Pełny tekst źródłaBackground: The increasing use of technology and informatics in the provision of nursing care encourages the consideration of whether final year undergraduate nursing students are prepared for the use of informatics in clinical care and what the current state of knowledge, skills and attitudes on nursing informatics is. Purpose of the study: The overall aim was to investigate the perceived relevance, competencies in nursing informatics and attitudes towards nursing informatics of the final year undergraduate nursing students at a selected University in the Western Cape. Methodology: A quantitative research approach using a descriptive survey design was used in the study. Self-administered questionnaires were used to investigate final year undergraduate nursing student’s perceived relevance of informatics skills for nursing, the perceived level of nursing informatics competence, and attitudes towards nursing informatics. Nursing students currently enrolled in the fourth year in their undergraduate bachelor nursing degree programme were the target population for this study (n=198). Frequencies of the perceived relevance of computers literacy skills, informatics literacy and information management skills for nursing, and competencies in computers skills, informatics literacy and information management skills and attitudes towards informatics were calculated and presented. Results: The findings suggested that even though only 28% (n=28) and 4% (n=4) of nursing students has attended computer and informatics classes respectively, 99% (n=99) confirmed that they perceive nursing informatics as relevant in nursing education and nursing practice. Computer literacy skills (4.23 sd 0.8) were rated more relevant
Harless, Deanna Fredericks. "The impact of computer decision support software by nurse practitioners on functional outcomes for patients with acute lower back pain a DNP project". Thesis, Southeastern Louisiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10170522.
Pełny tekst źródłaObjective: To evaluate the utilization of computer decision support software by nurse practitioners and the effect on functional outcomes for patients with low back pain.
Design: The DNP project used a cohort study design utilizing a convenience sample of patients with nonspecific low back pain to evaluate the intervention. The study was divided into two phases. During each phase the patients completed the functional tools on initial treatment and then again at approximately six weeks. The initial phase measured outcomes following the clinicians’ current treatment model without benefit of support software. During the second phase, the computerized clinical decision support software was introduced and implemented. The results were compared of Phase I outcomes were compared to the results of Phase II to determine if the software indeed improved functionality with the patient.
Measurements: A change in the patient’s functional outcomes judged whether the treatment plan was effective. The functional tools utilized in the study were the Oswestry Disability Index and the Roland-Morris Questionnaire. The computer decision support software utilized was iOutcomes.
Results: There were 249 patients verbally consenting for this study with 104 individuals electronically signing consent. Of the 249 participants, 104 individuals completed the written consent. Of the 104 individuals giving written consent, only 94 completed the entire registration process. Of the 94 individuals completing the registration process, only 37 completed the initial functional tools assessment. Of the 37 individuals completing the initial functional tools, only 34 completed the 6-week follow up functional tools.
The findings of the pre-treatment and post-treatment did not demonstrate a statistically significant difference with the introduction of the computer decision support software. The mean for the difference in the ODI and the difference of the RDQ was -1.65 (p = 0.177, SD = 6.96). There was no improvement demonstrated between Phase I and Phase II in regards to the introduction of the computer decision support software.
Pence, Jillyn Noland. "Using computer-adaptive quizzing as a tool for NCLEX-RN success". Thesis, The University of Alabama, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127932.
Pełny tekst źródłaA common goal among nurse educators is to adequately prepare graduates to be competent, caring professionals who deliver the highest standard of care. For the nursing school graduate, the first step to attaining this goal is success on the NCLEX-RN. Nurse educators are constantly seeking new strategies to help better prepare graduates for first time NCLEX-RN success. The purpose of this study was to examine the relationship between student access to computer-adaptive quizzing software program during the final semester of a baccalaureate nursing program and first time NCLEX-RN success.
Employing the principles of retrieval practice theory, computer-adaptive quizzing is a strategy used in nursing education to allow students to study, evaluate, remediate, and reevaluate mastery of nursing concepts. Computer-adaptive quizzing was developed using the foundational principles of computer-adaptive testing and item response theory, which have been utilized in education, psychology, and computer science for many years.
A retrospective, descriptive correlational design was used to compare NCLEX-RN outcomes of one cohort of students who did not have access to the computer-adaptive quizzing software (n=99) and one cohort who did have access (n=96). The computer-adaptive quizzing software program that was used in this study was PassPoint ®, a product of Wolters Kluwer Health. There were no statistically significant differences between the two cohorts related to age, gender, race, pre-nursing science GPA, nursing GPA, nursing course failures, and if other degrees were held. There were no major course changes or revisions over the four semesters of the study other than the implementation of the PassPoint adaptive quizzing software. Chi-square analysis suggested that there was an association between having access to and using the software and NCLEX-RN success (p< .001; df=1) with 16.16% of those not having access being unsuccessful on the NCLEX-RN compared to 1.05% of those with access being unsuccessful. Logistic regression showed the predictive model significantly predicted that 18% of the variability of NCLEX-RN success could be linked with usage of the adaptive quizzing software.
Howard, Beverly J. "Computer-based versus high-fidelity mannequin simulation in developing clinical judgment in nursing education". Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558176.
Pełny tekst źródłaThe purpose of this study was to determine if students learn clinical judgment as effectively using computer-based simulations as when using high-fidelity mannequin simulations. There was a single research questions for this study: What is the difference in clinical judgment between participants completing high-fidelity human simulator mannequin simulation or computer-based simulation? A convenience sample of 50 associate degree nursing students in the last medical-surgical nursing course of their program were invited to participate in this study. Analysis of the demographic data confirmed the similarity of the two groups in terms of the potentially important confounding variables such as age, sex, education and prior healthcare experience. The score for each participant from the computer-based simulation (Simulation 2) and the percent of interventions completed in the high-fidelity human simulator simulation (Simulation 3) by each participant was added together to obtain an aggregate clinical judgment score for participants in Group C and Group M. Two-tailed t test for independent means was used to determine if a significant difference existed between the aggregate clinical judgment score for Group C and the aggregate clinical judgment score for Group M. Results from the test indicated that there was no difference between groups at the 95% confidence interval. The similarity of the clinical judgment scores of the computer-based simulation group to the scores of the high-fidelity mannequin simulation group indicates similar utility of the two instructional methods. The use of carefully planned and well-designed computer-based simulations can allow students to practice skills and develop confidence, self-efficacy and clinical judgment independently, freeing faculty for other instructional tasks.
Miracle, Jacob M. "De-Anonymization Attack Anatomy and Analysis of Ohio Nursing Workforce Data Anonymization". Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1482825210051101.
Pełny tekst źródłaVan, Schyndel Jennie L. "Nursing students' perceptions of presence in online courses". Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737835.
Pełny tekst źródłaLack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students’ perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies.
The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey.
Findings indicated students’ perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly ( p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students’ perceptions of presence in online courses and improve student satisfaction with online learning.
Campbell, Sandy J. "Identifying and relating nurses' attitudes toward computer use : a modified replication". Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1136698.
Pełny tekst źródłaSchool of Nursing
Książki na temat "Computer technology; nursing"
C, Trawick Kathy, red. Introduction to computer systems for health information technology. Chicago, IL: Americah Health Information Management Association, 2010.
Znajdź pełny tekst źródłaC, Trawick Kathy, red. Introduction to computer systems for health information technology. Chicago, Illinois: Americah Health Information Management Association, 2014.
Znajdź pełny tekst źródłaProcter, Paula M. Nurses, computers, and information technology. London: Chapman & Hall, 1992.
Znajdź pełny tekst źródłaGurbutt, Russell. IT for health professionals. London: Whurr, 2001.
Znajdź pełny tekst źródłaIEEE Computer Society. Technical Committee on Computational Medicine., red. 12th IEEE Symposium on Computer-Based Medical Systems: Proceedings : June 18-20, 1999, Stamford, Connecticut. Los Alamitos, California: IEEE Computer Society Press, 1999.
Znajdź pełny tekst źródłaUniversity of Sheffield. CTI Centre for Nursing and Midwifery. Conference. Communications across professional boundaries: Can technology help? : proceedings of the Second National Conference of the CTI Centre for Nursing & Midwifery held in Sheffield on 23rd & 24th June 1998, and organised jointly with the British Computer Society's Nursing Specialist Education Focus Group, and the Institute of Health & Care Development Enabling People Programme. Sheffield: CTINM Publications, 1998.
Znajdź pełny tekst źródłaRhône-Poulenc Rorer Round Table Conference (9th 1994 Turnberry, Scotland). New perspectives in drug design. London: Academic Press, 1995.
Znajdź pełny tekst źródłaX, Li, i Liu Zhiyong 1946-, red. Data management and Internet computing for image/pattern analysis. Boston: Kluwer Academic Publishers, 2001.
Znajdź pełny tekst źródłaE, Cohen M., red. Neural networks and artificial intelligence for biomedical engineering. New York: Institute of Electrical and Electronics Engineers, 2000.
Znajdź pełny tekst źródłaHudson, D. L. Neural networks and artificial intelligence for biomedical engineering. New York: Institute of Electrical and Electronics Engineers, 2000.
Znajdź pełny tekst źródłaCzęści książek na temat "Computer technology; nursing"
Lopez-Devine, Jacqueline, i Rose Sherman. "Computer Utilisation in Patient Care Systems". W Technology and Nursing, 109–24. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-01881-6_8.
Pełny tekst źródłaBrose, Carolyn H. "Computer Technology in Nursing: Revolution or Renaissance?" W Nursing and Computers, 359–65. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3622-1_36.
Pełny tekst źródłaHarsanyi, Bennie E., i Clyde E. Kelsey. "Attitudes Toward Computer Technology between Nursing and Medical Educators". W Nursing and Computers, 639–45. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_87.
Pełny tekst źródłaProkopczak, Donna. "The Role Of Nursing In Computer Automated O.R. Systems: Bridging The Gap From Technology To Implementation". W Nursing Informatics ’91, 145–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-95656-0_21.
Pełny tekst źródłaTotsuka, Yuya, Hayato Oiwa i Hiroshi Yajima. "Supportive Technology for Managing Relevant Information in the Medical and Nursing Care Field". W Human-Computer Interaction. Novel User Experiences, 580–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39513-5_54.
Pełny tekst źródłaSannes, Inger. "Will Computer Technology Lead to More and Better Nursing? May Nurses Direct this Development?" W Medical Informatics Europe 85, 736–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-93295-3_143.
Pełny tekst źródłaNagle, L. M., Judith Shamian i P. Catford. "Information Technology Developments: Issues for Nursing". W Nursing and Computers, 14–21. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_3.
Pełny tekst źródłaKing, Wendy. "Information Technology and the Management of Preventive Services". W Nursing and Computers, 214–18. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_26.
Pełny tekst źródłaProcter, Paula M. "Computers And Information Technology In Nurse Education — The English Experience". W Nursing Informatics ’91, 163–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-95656-0_24.
Pełny tekst źródłaPalmer, Barbara. "How to Harness the Power of Information Technology to Benefit Patient Care". W Nursing and Computers, 197–203. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_24.
Pełny tekst źródłaStreszczenia konferencji na temat "Computer technology; nursing"
Lou, Jennie Q., Elizabeth Oviawe i Wendy Thomson. "Intergration or information technology in nursing simulation training". W 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529190.
Pełny tekst źródłaLong, Sulan. "Study on Nursing Education Innovation and Strategies based on Computer Vision". W 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.210.
Pełny tekst źródłaLong, Sulan. "Discussion of Nursing Basic Teaching Reform under the Perspective of Computer Network Technology". W 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.350.
Pełny tekst źródłaZhan, Junqing. "Evaluating and Designing Smartphone Applications for Nursing Education". W 2014 International Conference on Computer, Communications and Information Technology (CCIT 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ccit-14.2014.56.
Pełny tekst źródłaShi-Yu, Luo. "Design and Implementation of Remote Medical Nursing Monitoring System Based on Computer Network". W 2015 Seventh International Conference on Measuring Technology and Mechatronics Automation (ICMTMA). IEEE, 2015. http://dx.doi.org/10.1109/icmtma.2015.89.
Pełny tekst źródłaZhao, Feng, Guifen Wu, Xueying Zhou, Mingming Zhu i Xiaoyan Bu. "Application of Computer Multimedia Technology in Training and Teaching of Nursing Staff in Operating Room". W CIPAE 2020: 2020 International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419635.3419641.
Pełny tekst źródła"Development of Thinking Mode and Decision-making System for Clinical Nursing Health Assessment Based on Internet+ and Evaluation of Its Application Effect". W 2020 4th International Conference on Computer Engineering, Information Science & Application Technology. Clausius Scientific Press, 2020. http://dx.doi.org/10.23977/iccia2020027.
Pełny tekst źródła