ICT: A social justice approach to exploring user issues?

Moule, Pam

Abstract

Amidst the current imperatives to embrace technology as a teaching and learning medium within higher education, this paper considers the introduction of information and communication technology (ICT) within an undergraduate nursing programme from a social justice perspective, assuming ethical principles in accessing, constructing and developing knowledge. An interpretive paradigm position was taken to access the student voice, using open interviewing with a sample of six undergraduate nurses. A process of data reduction and display identified four themes. First, students described a stage of initial intimidation in the process of using the computer for learning. Second, students needed motivation to learn, demonstrating a lack of time and inclination to experiment with computers. Third, computer ownership was seen as crucial to developing ICT skills and also overcame problems with use of the university system. Finally, students felt they had had limited access to computer use in clinical practice, though they were enthusiastic to learn more about their clinical application. Recommendations identified the need to support students in developing ICT skills throughout the undergraduate programme, requiring curriculum development and a cultural shift. There is an additional need to consider strategies for increasing the flexibility and reliability of computer provision. © 2003 Elsevier Science Ltd. All rights reserved.

Citation

Moule, P. (2003). ICT: A social justice approach to exploring user issues?. Nurse Education Today, 23(7), 530-536. https://doi.org/10.1016/S0260-6917%2803%2900085-6

• Journal Article Type: Article
• Publication Date: Jan 1, 2003
• Journal: Nurse Education Today
• Print ISSN: 0260-6917
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 23
• Issue: 7
• Pages: 530-536
• DOI: https://doi.org/10.1016/S0260-6917%2803%2900085-6
• Keywords: ICT, nursing, social justice, user issues
• Public URL: https://uwe-repository.worktribe.com/output/1067474
• Publisher URL: http://dx.doi.org/10.1016/S0260-6917(03)00085-6