Kimberly Ethington and Dr. Lynn Callister, Nursing
Computer usage is constantly increasing, both in nursing education and in nursing practice. From the computerized equipment in the critical care unit to the data-based computer terminals that are replacing charting, nurses need to have skills in order to adapt to the continually growing technology (1). Since beginning the nursing program, I have found many classmates frustrated in trying to complete assignments. Many had a difficult time participating in discussion groups through Internet News Groups, sending assignments by e-mail, and even using their password to log onto computers in the nursing computer lab. Each semester the Associate Dean of Curriculum meets with focus groups of core students, and the students often complain about frustration regarding computer-based assignments.
The purpose of my study was to determine the prevalence and severity of computer anxiety in baccalaureate nursing students at Brigham Young University. I compared two groups of nursing students: those registered in their first clinical course (Nursing 290), and those registered in their last clinical course (Nursing 490). Students were asked to participate in the study and to complete the Computer Anxiety Index (CAIN) (2) as well as complete a demographic form where they could add written narrative comments. The CAIN uses 26 statements to assess the level of computer anxiety in an individual. Twelve of the 26 items state an appreciation of usefulness of computers, which is a positive response, an anxiety absent factor(Factor 1). Five items state the intimidating nature of computers which is a negative response based on fear(Factor 2). The remaining nine items state mistrust and dislike of computers which is also a negative response (Factor 3). Refer to Figure 1.
As a result of my research I found that although there is anxiety present among nursing students, there was a great appreciation level of computers as shown in Figure 1. Among the two groups, the beginning student’s N290, had an anxiety level of 35% whereas the students who were about to complete the nursing program, N490, had a level of 31%. It was found that N290 students spent an average of 7 hours on the computer a week, whereas the N490 students spent an average of 5.5 hours on the computer a week. All students indicated some experience with computers. However, of the N290 class 73% indicated they had access to a computer while growing up, of the N490 class only 58% had access to a computer while growing up. There seemed to be no relationship between previous experience and access in relationship to those who showed higher anxiety. Refer to Figure 2 & 3.
The students were asked what would help them learn more about computers to help decrease frustration and anxiety. Most students felt offering optional classes or seminars on programs for presentations, spreadsheets, databases, Internet, e-mail and news groups. Others felt having a specific lab for nursing students with up-to-date computers and a lab assistant who could help with problems or give one-on-one training. Others felt assignments that forced them to use the computer would also be helpful. In addition to the students’ suggestions, a literature review was done and will be provided to the College of Nursing on strategies that others have used to solve this problem.
References
- Rambo, A. (1994). The use of computers as cognitive tools to facilitate higher order thinking skills in nurse education. Computers in Nursing, 16 (4), 221-228.
- Wilson, B.A. (1991). Computer anxiety in nursing students. Journal of Nursing Education, 30(2), 52-60.