Available online at www.sciencedirect.

com

Procedia - Social and Behavioral Sciences 46 (2012) 1371 1374

WCES 2012

Assessing nursing students' knowledge and attitudes about

computers and the internet
Leila Jamshidia *, Ali Gholami Mehrdad b, Saeid Jamshidi
Department of Nursing, Hamedan branch, Islamic Azad University, Hamedan, Iran.
Department of English, Hamedan branch, Islamic Azad University, Hamedan, Iran
Department of computer, Hamedan branch, Islamic Azad University, Hamedan, Iran

Abstract
Problem statement: Quick access to the knowledge of modern sciences which are being developed every day is one of the
necessities of Medical Education. In this regard, the use of computers as a valuable tool plays an important role in teaching
medical students. This can increase the learners use of their different senses in education which may enhance their knowledge
and lifelong learning Purpose of study: The purpose of the present study is to measure the nursing students' attitudes and
knowledge about the computers and the Internet. Methods: In this descriptive and cross-sectional study a questionnaire was
administered to a group of 300 nursing students randomly selected from different levels. Finding and results: The results of data
analysis through showed that; 86.8percent of students had access to the computers and 63.5 percent to the Internet. The rates of
access include the home access and the University. 73.2 percent of students were not adequately informed of the procedures of
professional searching and 59.8 did not have enough information about specialized sites in their field. Conclusion and
discussion: Levels of student s achievement and attitudes toward computers and the internet is good but providing different
forms of professional training to use this tool seem necessary.
2012 Published by Elsevier Ltd.

2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hseyin Uzunboylu
Open access under CC BY-NC-ND license.

Keywords: Nursing Students, knowledge, Attitudes, Internet;Computer

1. Introduction
Nursing practice in the 21st century faces a number of challenges including a growing population of hospitalized
patients who are older and more acutely ill, increasing healthcare costs, and the need to stay current with rapid
advances in medical knowledge and technology. These challenges are complicated by an existing shortage of nurses,
an aging nurse workforce, and prospects of a worsening nurse shortage. In addition, new models of overall
healthcare delivery are being developed to address a range of challenges in healthcare and impact the structure of the
workforce and care delivery. The Internet Society (2002).
The medical knowledge base, currently doubling every 5 to 8 years, is reliably predicted to begin doubling every
year; medical schools, healthcare institutions, practitioners, and students will all need to develop strategies for
* Jamshidi Leila. Tel: +98-9356577517
E-mail address: Jamshidi.leila@gmail.com

1877-0428 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hseyin Uzunboylu
Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2012.05.304

1372

Leila Jamshidi et al. / Procedia - Social and Behavioral Sciences 46 (2012) 1371 1374

coping with the sheer volume of information, concepts, and skills .Distlehorst, Dunnington, & Folse (2000).
Technology will assist nurses in providing safer patient care environments but will also require them to manage
greater amounts of information for their patients. The nurse of the future will require an expanded skill set that will
include knowledge of the science and medical technology to function in and manage a highly complex patient-care
environment. The Internet Society (2002).
Advances in telecommunication technology in the last two decades have led to the development of computer
networks that allow access to vast amount of information and services .Ajuwon (2003). Of the many computer
networks that have been developed, the most prominent and widespread is the Internet, a global network of
networks that enables computers of all kinds to directly and transparently communicate throughout the world. This
'global network of networks' has been described as the 'Information Super-highway' or 'Infobahn' because it
constitutes a shared global resource of knowledge, and means of collaboration and co-operation in diverse
communities .The Internet Society (2002). It is an open and unregulated community of people who communicate
freely across an international electronic computer network. During the past decade, information technology (IT) has
been rapidly integrated into healthcare. Consequently, nursing programs have had to meet the challenge of educating
students to deal with advancing technology, from clinical information systems to computerized medical equipments.
ation of computer
science, information science and nursing science designed to assist in the management and process of nursing data,
information and knowledge to
evolving specialty in nursing. McDowell (2007). Despite the requests and efforts, the incorporation of nursing
informatics (NI) into nursing education has increased at a relatively slow pace. Although increasing numbers of
nursing programs are joining the trend to incorporate NI into their nursing education curricula, few have reported
statistical evaluation of the performance of the students or the program in this context. However, for nursing
programs, it is important not only to incorporate NI into the curricula, but also to evaluate the NI competencies of
students at graduation. This allows the programs to be adjusted with regard to teaching method or content based on
the changing needs of the students and new technology (McDowell, 2007). The following study is attempted to
measure the nursing students' attitudes and knowledge about the computers and the Internet.
1.1. Problem statement
Quick access to the knowledge of modern sciences which are being developed every day is one of the necessities
of Medical Education. In this regard, the use of computers as a valuable tool plays an important role in teaching
medical students. This can increase the learner s use of their different senses in education which may enhance their
knowledge and Lifelong learning
1.2. Purpose of study
The study aimed at measuring the nursing students' attitudes and knowledge about the computers and the
Internet.
2. Methods
In this descriptive and cross-sectional study a questionnaire was administered to a group of over 300 nursing
students randomly selected from different academic levels.

Leila Jamshidi et al. / Procedia - Social and Behavioral Sciences 46 (2012) 1371 1374

1373

3. Finding
86.8percent of students had access to the computers and 63.5 percent to the Internet. The rates of access include
the home access and the university. 73.2 percent of students were not adequately informed of the procedures of a
professional searching and 59.8 did not have enough information about specialized site in their field.
Among participants (48%) reportedly had received some form of computer training while the remaining (52%)
had no training. Only (32%) respondents owned a computer while the remaining (68%) had no computer. In spite of
this a total of (18.9%) respondents demonstrated a good knowledge of computers while (19.3%) had average
knowledge.
Only (61.8%) showed poor knowledge. (44.9%) respondents demonstrated a good attitude and good utilization
habits, while in (38.7%) respondent's attitude and utilization habits were average and in (16.4%) they were poor.
While 18.9% of students had good computer knowledge (P=.04), 42% of students showed good utilization habits
and attitudes (P=.001).
4. Conclusion and Discussion
The use of technology has become a central part of the practice of professional nursing. Graduates of nursing
programs today must be able to use IT tools, such as clinical information systems.
The study reported that computer possession and utilization among nursing students were low. Only 32% of
respondents owned a computer and 18.9% had good knowledge and utilization habits respectively. Ajuwon (2003)
found that only 42.6% of medical and nursing students could use a computer while about 60% had used the Internet.
Ogunyade and Oyibo (2003) discovered that 52% of the 250 students studied were aware of Medline on CD-ROM
while only 24% had used it. In sharp contrast to our findings Odusanya and Bamgbala( 2002) in Lagos reported that
80% of their final year medical and dental students had used the computer, but the use of software applications was
very poor (19%). Bello et al (2004) found that 18.9% demonstrated a good knowledge of computers while 87
(58.8%) had average knowledge. Only 33 (22.3%) showed poor knowledge. respondents (39.9%) demonstrated a
good attitude and good utilization habits, while in 50 respondents (33.8%) attitude and utilization habits were
average and in 39 (26.4%) they were poor. Which, both graduate and undergraduate nursing students continue to
possess low levels of computer literacy skills. Since many students come into nursing programs without the
capability of using information technology in practice, schools need to continue providing a way for students to
obtain computer literacy skills.
It is our belief that a structured training, which forms part of the curriculum, would likely have more impact on
the target population than ad hoc arrangements. The introduction of a structured computer training course, which
includes the applicability of IT to medicine, into the curriculum of medical students, health record students,
residency and continuous medical education training (CME) programs for all practicing physicians and health
workers would certainly assist in ensuring maximal utilization of the innumerable advantages offered by IT
Medicine is an ever-evolving and information-based discipline, and as such the provision of structured computer
and IT training for all members of the health team would equip them with the skills they need to practice up-to-date
and evidence-based medicine, which is essential to improving the quality of medical care
Further research should focus on designing and evaluating computer and IT training for students and staff in
developing countries
References
Ajuwon, G.A. (2003). Computer and internet use by first year clinical and nursing students in a Nigerian teaching hospital. Medical
Informatics and Decision Making, 3(10).online.
Bello, I.S. (2004). Knowledge and Utilization of Information Technology among Health Care Professionals and Students in Ile-Ife, Nigeria:
A Case Study of a University Teaching Hospital. Med Internet Resc, 6(4), e45.

1374

Leila Jamshidi et al. / Procedia - Social and Behavioral Sciences 46 (2012) 1371 1374
Distlehorst, L. H., Dunnington, G., & Folse, J. R. (2000). Teaching and learning in medical and surgical education: Lessons learned for the
21st century. Mahwah, NJ: Lawrence Erlbaum Associates.
McDowell. E.D., (2007). Computer Literacy in Baccalaureate Nursing Students during the Last 8 Years, CIN: Computers, Informatics,
Nursing; 25(1), 30 36.
Odusanya, O.O., Bamgbala. O.A., (2002). Computing and information technology skills of final year medical and dental students at the
College of Medicine University of Lagos. Niger Post grad Med J, 9(4), 189-93.
Taiwo, O., Wellington. O., Oyibo.A. (2003). Use of CD-ROM MEDLINE by Medical Students of the College of Medicine, University of
Lagos, Nigeria, J Med Internet Res, 5(1), e7.
The Internet Society. (2002). What is the Internet? [http:// www.isoc.org/internet/]. To the Secretary of the U.S. department of health and
human services and the U.S. Congress. (2010). Addressing new challenges facing nursing education:
Healthcare environment addressing. national advisory council on nurse Education and practice eighth. Pp: 2.

solutions for a transforming