Education in a Technology Based World In Nursing Education With the rapid growth of personal computing and smart technologies, healthcare education has evolved significantly. In this technology-based world, nurses must assess patients’ familiarity with technology before initiating a teaching session. It is crucial to determine whether the patient has accessed web-based information prior to the session and whether they can leverage online resources following the session. Despite the widespread use of computers in society, not everyone has access to or an interest in using computers. Historically, groups like individuals over the age of 65, African Americans, those with less than a high school education, and individuals without children in the home have been less likely to engage with the Internet (Fox & Madden, 2005; Horrigan, 2009).
Although these gaps still exist in some areas, they are gradually closing. About one-third of adults over the age of 65 report never using the Internet, with another third lacking broadband access. However, older adults are increasingly adopting digital tools. For instance, smartphone ownership among older adults has quadrupled in recent years, and Internet usage has increased by 55% in the last two decades. These trends suggest that web-based learning will be increasingly important for this demographic. However, it’s essential to note that as age increases, especially beyond 75 years, technology use decreases (Anderson & Perrin, 2017).
Another concern is the digital divide affecting African Americans, who are less likely than white Americans to use the Internet or have broadband access. Despite this, African Americans are making progress in adopting mobile technologies (Smith, 2014a). Additionally, people with disabilities are three times less likely to use the Internet than those without disabilities (Anderson & Perrin, 2017). This makes it essential for healthcare professionals to determine if patients have a computer or mobile device, access to the Internet, knowledge of how to use a computer, and an interest in using technology for healthcare purposes.
If patients lack a computer but are interested in accessing web-based resources, nurses can guide them to places like libraries or community centers, where public computers with Internet access are often available.
Web Users’ Needs in Nursing Education
Given the growing reliance on online resources for healthcare information, nurses must ask patients about their web usage during consultations. Studies by the Pew Research Center show that many web users in the U.S. find information on the Internet that influences their healthcare decisions. Such information may lead them to ask more informed questions, seek second opinions, or even decide whether to seek medical help (Fox, 2006).
Given the potential impact of this information, it is crucial to ensure that the data patients find online is accurate, complete, and understandable. Unfortunately, only 15% of web users check the source and date of the information they access. Many report feeling overwhelmed or confused by the sheer volume and complexity of the information they encounter (Fox, 2006; USDHHS, 2017). This is particularly problematic, as much of the information available on the web is aimed at professional audiences, not healthcare consumers.
Even consumer-friendly websites may present information at a higher reading level than the general public can comprehend. For example, a study of 25 menopause-related websites found that the average reading level was grade 10, far higher than the recommended sixth-grade level for health information (Charbonneau, 2012).
The Internet is also rife with misinformation, bias, and misleading content. Many health websites are sponsored by companies trying to sell products, while others feature information posted by nonprofessionals. Websites and social media platforms are full of stories about misdiagnoses, complications, and medical errors, which can be frightening for patients.
Given these concerns, nurses must actively ask patients if they are using the Internet for healthcare information and explore the types of content they have encountered. This dialogue is essential to help patients differentiate between reliable and unreliable information. It is also important for nurses to maintain an open, non-judgmental attitude, so patients feel comfortable discussing the information they have found online.
Competencies Needed for Web Users
Reviewing websites with patients during consultations can serve several purposes, including assessing the quality of information patients have been exposed to and teaching them how to evaluate information online. Information literacy skills are key in this process, which encompass the ability to:
- Identify the information needed.
- Access relevant information efficiently.
- Evaluate the reliability and validity of the information.
- Apply the information appropriately.
It is essential for healthcare consumers to develop these skills to effectively use the vast array of online information. Information literacy differs from computer literacy, which pertains to the technical skills required to use computers and software.
Literacy and Skills Needed for Nursing Students
Healthcare consumers, including nursing students, may not have the expertise required to evaluate healthcare information critically. However, they can be taught basic steps to improve their information literacy, such as:
- Narrowing down search queries: Clients should be able to condense their health concerns into searchable terms. For example, using “asthma and children” as search terms will yield more specific results than broader terms.
- Identifying the purpose of websites: Patients should assess whether the website they are using is for marketing, advocacy, or education. This helps to identify potential biases.
- Evaluating the accuracy of information: Teaching clients to examine the credentials of authors and search for consistent claims across multiple sources is vital for accuracy.
- Assessing completeness and currency: Clients should review several sources to ensure information is comprehensive and up-to-date.
- Verifying with professionals: Nurses can help patients understand when to consult healthcare providers to verify online information or assumptions made from websites.
In years past, healthcare consumers were expected to rely solely on their healthcare providers for information. However, today’s healthcare environment encourages patients to be active participants in their healthcare. Nurses play a critical role in guiding patients through the vast resources available on the Internet. Healthcare providers can compile lists of trustworthy websites for different patient populations, ensuring that patients are accessing high-quality information.
Healthcare Education Resources on the Web
Given concerns about the accuracy of online health information, several professional organizations have developed trustworthy websites for specific patient populations. For example, Healthfinder (http://www.healthfinder.gov) is a government site offering a directory of credible health resources for consumers.
Furthermore, nurses can create their own websites to disseminate healthcare information. There are several examples of such sites, including Band Aides and Blackboards and Net Wellness, which provide patient education from different perspectives. Nurses can collaborate with web designers to create user-friendly, accurate, and informative websites.
Conclusion
The World Wide Web presents a powerful tool for both patient and professional education in healthcare. However, for nurses and patients to use it effectively, it is essential to possess information literacy skills. Nurses must actively engage patients in discussions about their online research, guide them to reliable sources, and correct misinformation. As technology continues to evolve, the role of the Internet in healthcare will only grow, making it critical for nurses to stay updated on the best practices for online education and patient engagement.