Exploring the use of information and communication technologies and social networks among university nursing faculty staff. An opinion survey

  1. José Luis Fernández Alemán
  2. Ana Belén Sánchez García
  3. María José López Montesinos
  4. María del Pilar Marqués Sánchez
  5. José Enrique Bayón-Darkistade
  6. Francisco Javier Pérez Rivera
Revista:
Investigación y educación en enfermería

ISSN: 0120-5307

Ano de publicación: 2014

Volume: 32

Número: 3

Páxinas: 438-450

Tipo: Artigo

DOI: 10.17533/UDEA.IEE.V32N3A09 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Investigación y educación en enfermería

Obxectivos de Desenvolvemento Sustentable

Resumo

Objective. This work sought to analyze the use of Information and Communication Technologies (ICTs) and social networks among the university nursing faculty staff in Spain. Methodology. This was a descriptive, cross-sectional study using a questionnaire on ICT skills designed to comply with the research objective, which was evaluated by experts and which was subjected to exploratory analysis of principal components; the reliability of this instrument measured with Cronbach’s alpha was 0.85. The information technology tool used to publish the questionnaire on line was Limesurvey. The sample comprised 165 professors from 25 Nursing Faculties and Schools from universities in Spain. Results. Seventy one percent of the total surveyed used internet services to look for information, 63% used the internet as a means for formation and learning, and 72% used it as a communication platform (e-mail and virtual platforms like Sakai and Moodle). Although 51% of the teaching staff surveyed had more than 120 students registered in their courses, hypothesis testing revealed that the number of students in class is not a determining factorfor the teaching staff to have greater interest to update its knowledge in ICTs. Younger professors use new technologies more profusely and the most-valued advantage of using ICTs was quick access to information. Professors perceive that after the Bologna Declaration, which requires modifying their teaching-learning processes through the new teaching methodologies, a drop has been produced in their performance and that of their peers in their area of knowledge. Conclusion. The nursing teaching staff is making strong efforts to confront the new challenges posed by ICTs to train the professionals of the 21st century. It is fundamental to pay special attention to improving the university teaching staff’s skills in managing ICTs, promoting the implementation of the knowledge acquired. 

Referencias bibliográficas

  • (1) Dante A, Petrucci C, Lancia L. European nursing students' academic success or failure: A post-Bologna Declaration systematic review. Nurs Educ Today. 2013; 33:46-52.
  • (2) Fernández-Alemán JL, Carrillo-de-Gea JM, Rodríguez-Mondéjar JJ. Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students. Nurse Educ Today. 2011; 31:866-71.
  • (3) Bonnie A, Abbie B. The Impact of Informatics on Nursing Education: A Review of the Literature. J Contin Educ Nursing. 2009; 40:228-32.
  • (4) Prendes MP, Gutiérrez I. Competencias tecnológicas del profesorado en las Universidades españolas. Rev Educ. 2013: 196-222.
  • (5) Imbernón F. La profesión docente en la globalización y la sociedad del conocimiento. In: Gómez AL, Escudero-Muñoz JM, editors. La formación del profesorado y la mejora de la educación para todos: políticas y prácticas. Barcelona: Octaedro; 2006.
  • (6) Fernández-Aleman JL. Automated Assessment in a Programming Tools Course. IEEE Trans Educ. 2011; 54:576-81.
  • (7) Sánchez-García AB, López-Montesinos MJ, Fernández-Alemán JL. Wireless devices in nursing education. Invest Educ Enferm. 2013;31(1):95-106.
  • (8) Pérez-Peña R. Top universities test the online appeal of free. [Internet]. 2012 [cited Aug 12 2013]. Available from: http://www.nytimes.com/2012/07/18/education/top-universities-test-the-online-appeal-of-free.html?_r=0.
  • (9) World Health Organization. eHealth Resolution, Resolution 21. 58th World Health Assembly, Geneva:WHO; 2005.
  • (10) Saigí Rubió F. Aprendizaje colaborativo en red: el caso del Laboratorio de Telemedicina. Gac Sanit. 2011; 25:254-6.
  • (11) Weert T. Education of the twenty-first century: New professionalism in lifelong learning, knowledge development and knowledge sharing. Educ Inform Technol. 2006; 11:217-37.
  • (12) Rodríguez-Mondéjar JJ, Sánchez-García AB, Fernández-Alemán JL. Experiencia piloto con la herramienta mooshak en un grupo de alumnos de enfermería: cuestionario de satisfacción. Enferm glob. 2010; 9:1-10.
  • (13) Castro Sánchez JJ, Chirino Alemán E. Teachers’ opinion survey on the use of ICT tools to support attendance-based teaching. Comput Educ. 2011; 56:911-5.
  • (14) Liaw S-S, Huang H-M, Chen G-D. Surveying instructor and learner attitudes toward e-learning. Comput Educ. 2007; 49:1066-80.
  • (15) Mahdizadeh H, Biemans H, Mulder M. Determining factors of the use of e-learning environments by university teachers. Comput Educ. 2008; 51:142-54.
  • (16) Crews TB, Miller JL, Brown CM. Assessing faculty's technology needs [Internet]. Educause Q [Internet]. 2009 [cited Aug 1 2014]; 32. Available from: http://www.educause.edu/ero/article/assessing-facultys-technology-needs
  • (17) Petit-dit-Dariel O, Wharrad H, Windle R. Using Bourdieu's theory of practice to understand ICT use amongst nurse educators. Nurse Educ Today. 2014 Feb 20. [Epub ahead of print].
  • (18) Blake H. Staff perceptions of e-learning for teaching delivery in healthcare. Learn Health Soc Care. 2009; 8:223-34.
  • (19) Nguyen D, Zierler B, Nguyen H. A Survey of Nursing Faculty Needs for Training in Use of New Technologies for Education and Practice. J Nurs Educ. 2011; 50:181-9.
  • (20) McNeil BJ, Elfrink VL, Pierce ST, Beyea SC, Bickford CJ, Averill C. Nursing informatics knowledge and competencies: A national survey of nursing education programs in the United States. International J Med Inform. 2005; 74:1021-30.
  • (21) Christianson L, Tiene D, Luft P. Examining Online Instruction in Undergraduate Nursing Education. Distance Educ. 2002; 23:213-29.
  • (22) Cooper C. A Study of Faculty Attitudes, Perceptions, Resistance and Expectations Toward Teaching Web-Based Learning Courses in Higher Education. In: McFerrin K, Weber R, Carlsen R, Willis DA, editors. Society for Information Technology & Teacher Education International Conference 2008. Las Vegas, Nevada, USA: AACE; 2008.
  • (23) National online survey of district technology directors exploring district use of Web 2.0 technologies. Safe Schools in a Web 2.0 World. New York: Interactive Educational Systems Design, Inc.; 2009.
  • (24) Ferro Soto C, Martínez Senra AI, Otero Neira MC. Ventajas del uso de las TICs en el proceso de enseñanza-aprendizaje desde la óptica de los docentes universitarios españoles. Re ElectronTec Educ [Internet]; Jul 2009 [cited Jul 30 2014]. Available from: http://edutec.rediris.es/Revelec2/revelec29/articulos_n29_pdf/5Edutec-E_Ferro-Martinez-Otero_n29.pdf
  • (25) Light D, Manso M, Rodríguez C. Encuesta internacional para docentes sobre el uso de la tecnología para la enseñanza: resultados preliminares de América Latina. In: Sánchez J, editor. Congreso Iberoamericano de Informática Educativa. Santiago de Chile; 2010.
  • (26) Guerra S, González N, García R. Utilización de las TIC por el profesorado universitario como recurso didáctico. Comunicar. 2010; XVIII:141-8.
  • (27) Granado de la Orden S, Rodríguez Rieiro C, Olmedo Lucerón MdC, Chacón García A, Vigil Escribano D, Rodríguez Pérez P. Diseño y validación de un cuestionario para evaluar la satisfacción de los pacientes atendidos en las consultas externas de un hospital de Madrid en 2006. Rev Esp Salud Pública. 2007; 81:637-45.
  • (28) Martínez Arribas MC. Diseño y validación de cuestionarios. Matronas Profesión. 2004; 5:23-9.
  • (29) Marqués Sánchez P, González Pérez M, Agra Varela Y, Vega Núñez J, Pinto Carral A, Quiroga Sánchez E. Social network analysis: a method to improve safety in healthcare organizations. Rev Esp Salud Pública. 2013; 87:209-19.
  • (30) Marqués Sánchez P, Fernández Peña R, Cabrera León A, Muñoz- Doyague MF, Llopis-Cañameras J, Arias Ramos N. La sostenibilidad del sistema sanitario desde una perspectiva de redes sociales: una propuesta para la promoción de hábitos saludables y apoyo social. Rev Esp Salud Pública. 2013; 87:307-15.
  • (31) Rodríguez-Miranda FP, Pozuelos-Estrada FJ, León-Jariego JC. The role of ICT coordinator. Priority and time dedicated to professional functions. Comput Educ. 2014; 72:262-70.
  • (32) Salinas J. Innovación docente y uso de las TIC en la enseñanza universitaria. Rev Univ Soc Conocimiento. 2004; 1:1-16.
  • (33) Lora-López P. Reflexiones sobre el grado y postgrado de Enfermería: la investigación en Enfermería. Index Enferm. 2008; 17:85-6.
  • (34) Bakker AR. Health care and ICT, partnership is a must. International J Med Inform. 2002; 66:51-7.
  • (35) Base de datos de Tesis Doctorales TESEO. Ministerio de Educación, Cultura y Deporte. [Internet]. 2014 [cited Aug 14 2014]. Available from: https://www.educacion.gob.es/teseo/.
  • (36) Miras T, Alzaga Ó, de Azcárraga J, Barberá S, Capmany J, Chulia E, et al. Propuestas para la reforma y mejora de la calidad y eficiencia del sistema universitario español [Internet]. 2013 [cited Aug 30 2013]. Available from: http://www.mecd.gob.es/prensa-mecd/actualidad/2013/02/20130215-comision-expertos.html.
  • (37) Parsons CV, DeLucia JM. Decision making in the process of making differentiation. Learn Leading Technol. 2005; 31:8-10.
  • (38) Hernández JM. Historia de la enfermería: un análisis histórico de los cuidados de enfemería. Madrid: McGraw-Hill Interamericana de España; 1995.
Fonte de datos: Dialnet