title: Exploring the information and communication technology competence and confidence of nursing students and their perception of its relevance to clinical practice.
abstract: OBJECTIVE
  This paper profiles a study that explored nursing students' information and communication technology competence and confidence. It presents selected findings that focus on students' attitudes towards information and communication technology as an educational methodology and their perceptions of its relevance to clinical practice.
  
  
  BACKGROUND
  Information and communication technology is integral to contemporary nursing practice. Development of these skills is important to ensure that graduates are 'work ready' and adequately prepared to practice in increasingly technological healthcare environments.
  
  
  METHODS
  This was a mixed methods study. Students (n=971) from three Australian universities were surveyed using an instrument designed specifically for the study, and 24 students participated in focus groups.
  
  
  RESULTS
  The focus group data revealed that a number of students were resistant to the use of information and communication technology as an educational methodology and lacked the requisite skills and confidence to engage successfully with this educational approach. Survey results indicated that 26 per cent of students were unsure about the relevance of information and communication technology to clinical practice and only 50 per cent felt 'very confident' using a computer.
  
  
  CONCLUSIONS
  While the importance of information and communication technology to student's learning and to their preparedness for practice has been established, it is evident that students' motivation is influenced by their level of confidence and competence, and their understanding of the relevance of information and communication technology to their future careers.
authors.affiliation: School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia. Tracy.Levett-jones@newcastle.edu.au
authors.forename: Tracy
authors.initials: T
authors.lastname: Levett-Jones
authors.forename: Raelene
authors.initials: R
authors.lastname: Kenny
authors.forename: Pamela
authors.initials: P
authors.lastname: Van der Riet
authors.forename: Michael
authors.initials: M
authors.lastname: Hazelton
authors.forename: Ashley
authors.initials: A
authors.lastname: Kable
authors.forename: Sharon
authors.initials: S
authors.lastname: Bourgeois
authors.forename: Yoni
authors.initials: Y
authors.lastname: Luxford
mesh_terms: D000293:Adolescent; D000328:Adult; D001315:Australia; D003194:Computer-Assisted Instruction / Q000706:statistics & numerical data; D003430:Cross-Sectional Studies; D004508:Education, Nursing, Baccalaureate / Q000379:methods* / Q000706:statistics & numerical data; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008875:Middle Aged; D015402:Nursing Education Research; D010865:Pilot Projects; D011361:Professional Competence / Q000706:statistics & numerical data; D036301:Qualitative Research; D013338:Students, Nursing / Q000706:statistics & numerical data; D055815:Young Adult