Senior Students' Experiences, Perspectives, and Attitudes of Technological Competencies in Nursing Education

Abstract

Technological standards appear to be needed in undergraduate nursing education, as existing research has yet to establish technological standards for undergraduate nursing students. The purpose of this qualitative study was to examine the lived experiences of senior nursing students with respect to their perceptions regarding exposure to and abilities gained in the areas of information management, information literacy, and computer literacy. The framework of the study was based on Bandura's theory of self-efficacy and the Dreyfus model of skills acquisition. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposive sample to collect data about the technological competencies taught to 12 participants during their nursing education. The key research questions pertained to senior-level nursing students' perceptions regarding their educational exposure to technological skills, the level of competencies achieved, and technology's impact on patient care. A thematic analysis was done. The findings from this research study are that students' technological exposure appears to vary and that there is a need for uniform exposure during their nursing education. The results of this research revealed that most students were confident about computer literacy but needed to strengthen their knowledge related to information management and information literacy. Implications for social change is a better understanding of technological competencies offered, or still needing to be included, in undergraduate nursing syllabi. Further positive social change implications of the study for health services include the promotion of clear technological graduation standards for nursing graduates entering the health care workforce.