Preparedness for eHealth: Health sciences students' knowledge, skills, and confidence

Lam, MK; Hines, M; Lowe, R; Nagarajan, S; Keep, M; Penman, M; Power, E

Preparedness for eHealth: Health sciences students' knowledge, skills, and confidence

Lam, MK

Hines, M Lowe, R

Nagarajan, S Keep, M Penman, M Power, E

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Publication Type:: Journal Article
Citation:: Journal of Information Technology Education: Research, 2016, 15 (2016), pp. 305 - 334
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Lam, MK https://orcid.org/0000-0001-9451-8203	en_US
dc.contributor.author	Hines, M	en_US
dc.contributor.author	Lowe, R https://orcid.org/0000-0003-3826-5306	en_US
dc.contributor.author	Nagarajan, S	en_US
dc.contributor.author	Keep, M	en_US
dc.contributor.author	Penman, M	en_US
dc.contributor.author	Power, E https://orcid.org/0000-0002-2638-0406	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	Journal of Information Technology Education: Research, 2016, 15 (2016), pp. 305 - 334	en_US
dc.identifier.issn	1547-9714	en_US
dc.identifier.uri	http://hdl.handle.net/10453/116508
dc.description.abstract	There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT) to new contexts. This study explored health sciences students' preparedness for working, and leading change, in eHealth-enabled environments. Using a cross-sectional study design, 420 undergraduate and postgraduate students participated in an online survey investigating their understanding of and attitude towards eHealth, frequency of online activities and software usage, confidence learning and using ICTs, and perceived learning needs. Although students reported that they regularly engaged with a wide range of online activities and software and were confident learning new ICT skills especially where they have sufficient time or support, their understanding of eHealth was uncertain or limited. Poor understanding of and difficulty translating skills learned in personal contexts to the professional context may impair graduates ability to confidently engage in the eHealth-enabled workplace. These results suggest educators need to scaf-fold the learning experience to ensure students build on their ICT knowledge to transfer this to their future workplaces.	en_US
dc.relation.ispartof	Journal of Information Technology Education: Research	en_US
dc.title	Preparedness for eHealth: Health sciences students' knowledge, skills, and confidence	en_US
dc.type	Journal Article
utslib.citation.volume	2016	en_US
utslib.citation.volume	15	en_US
utslib.for	0899 Other Information and Computing Sciences	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
pubs.organisational-group	/University of Technology Sydney/Strength - ASRC Australian Stuttering Research Centre
utslib.copyright.status	open_access
pubs.issue	2016	en_US
pubs.publication-status	Published	en_US
pubs.volume	15	en_US

Abstract:

There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT) to new contexts. This study explored health sciences students' preparedness for working, and leading change, in eHealth-enabled environments. Using a cross-sectional study design, 420 undergraduate and postgraduate students participated in an online survey investigating their understanding of and attitude towards eHealth, frequency of online activities and software usage, confidence learning and using ICTs, and perceived learning needs. Although students reported that they regularly engaged with a wide range of online activities and software and were confident learning new ICT skills especially where they have sufficient time or support, their understanding of eHealth was uncertain or limited. Poor understanding of and difficulty translating skills learned in personal contexts to the professional context may impair graduates ability to confidently engage in the eHealth-enabled workplace. These results suggest educators need to scaf-fold the learning experience to ensure students build on their ICT knowledge to transfer this to their future workplaces.

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http://hdl.handle.net/10453/116508