Below is the abstract of my 1995 Unpublished MA Education Dissertation "The teaching of Information Management and Technology (I.M.&T.) to pre-registration nursing students". South Bank University.

Copies of the dissertation are lodged in the libraries of; South Bank University, Royal College of Nursing (Steinberg Collection), and the University of the West of England (Bath Site).


This study examines the teaching of the first part of an Information Technology (I.T.) and Information Management (I.M.) course, to one cohort of pre-registration student nurses, for the first five months of their "Project 2000" Diploma in Applied Health Studies course.

The first chapter provides an introduction to the area, and places changes related to Information Management and Technology (I.M.&T.) in a wider social and political context. Then there is a particular focus on developments within the NHS and the implications for nurses. Chapter 2 then concentrates on Nursing Informatics and tries to highlight some of the underlying assumptions in its use. Chapter 3 examines some of the research which has been undertaken into nurses' use of I.T. (primarily in the U.K.), and the reactions of nurses when new information systems are put in place.

In the light of the previous sections, chapter 4 attempts to explore the place of I.M.&T. in the nurse education curriculum. A range of sources are cited to identify appropriate content and methods for this component of the curriculum. Chapter 5 seeks to explain the rationale for the present study, taking into account the researchers own experience and biases.

The next chapter (6) considers the methodology selected for the study based on the complex aims of the research, and explores the underlying philosophy of the investigation. The intention was to investigate a wide range of factors which impinge on the delivery of this component of the pre-registration diploma in nursing course. To do this the seven basic beliefs in Lincoln & Guba's (1985, p 51-55) research model, are discussed with explanation of how they informed this study. In an attempt to use an evaluative method which valued the experience of all participants, Focus Groups were used. The rationale and use of these are considered with a concentration on the role of the facilitator. The use of questionnaires to students in support of data gained in focus groups is also described.

The next chapter (7) sets out the key points from an advisors focus group, using the comments made by participants to illustrate the 5 themes which emerged. The themes were; The information chain, Basic skills, Feelings, Teaching & learning methods and the Nurses' role in relation to I.M.&T. The next chapter (8) describes the discussions which occurred in the student focus groups, and their close relationship to the taught sessions which made up the students course.

Chapter 9 describes the results from student questionnaires, and graphically represents students attitudes towards, and experience of IT use, which became more positive during the period studied, with the greatest change among those who had been least experienced at the outset. Initial anxieties had been reduced with increasing exposure and competence.

The discussion chapter (10) draws the threads together, examining the methods used, and attempting to collate the data from the various data collection methods. Throughout the study, the complex relationship between Information Technology (I.T.) and Information Management (I.M.) emerged. The final part of the chapter explores some of the implications and makes tentative suggestions for the incorporation of I.M.&T. into the pre-registration nursing curriculum.

In the final chapter (11), my own personal development is briefly described, and an attempt made to draw some conclusions from the study and make recommendations for improvements in the teaching of I.M.&T. both within this college and beyond. In addition, some areas which have been identified in this study as requiring further research are outlined.

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This page last updated 3.9.03