The use of computers as cognitive tools to facilitate higher order thinking skills in nurse education.
Much of what has been written about computer use in nursing has been technocentric in nature. Nursing literature has focused on the intricacies of the technology, computer literacy, nurses' attitudes to computers and information systems, the implementation of these systems and, to a lesser degree, nursing information and its application in a computerized environment. Little, if any, attention has been given to the underlying cognitive processes required to use information technologies effectively. Can nursing stand accused of concentrating too heavily on the technology of information rather than on the cognitive processes involved in the acquisition, management, and use of information? This discussion will focus on the utilization of cognitive tools to facilitate the higher order thinking skills required for the effective use of information technologies. The concept of cognitive tools and cognitive residues will be defined. The role of these concepts within the broader context of nursing informatics will be illustrated using examples of how computer-based cognitive tools have been implemented in one undergraduate nursing program.
School of Nursing, Monash University, Frankston, Victoria, Australia. Bob.Ribbons@Nursing.monash.edu.au
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D003071:Cognition; D003194:Computer-Assisted Instruction; D004508:Education, Nursing, Baccalaureate; D006801:Humans; D018794:Problem-Based Learning; D014947:Wounds and Injuries / Q000451:nursing