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The internet and nurse education

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Aasbrenn, Martin ; Raustøl, Anne ; Bingen, Hanne Maria. / The internet and nurse education. In: Nurse Education in Practice. 2018 ; Vol. 26. pp. A1-A3.

Bibtex

@article{2bcb5477036d42b492dad282ae034afb,
title = "The internet and nurse education",
abstract = "Participation in a community of practice through asynchronous writing is useful for learning in higher education. We argue that such computer-mediated communication via the internet is valuable in nurse education, but that it often should take place at sites protected from search with access restricted to a limited group to make the students confident and enable learning. We further argue why we think discussion of patient stories in educational settings often should be done without computers. Reflection around patient stories is a fundamental part of the education of a clinician, but should be done either with fictional cases or as face-to-face activities to protect patient confidentiality.",
keywords = "Confidentiality/standards, Curriculum/standards, Education, Nursing/methods, Humans, Internet, Teaching/standards, Writing",
author = "Martin Aasbrenn and Anne Raust{\o}l and Bingen, {Hanne Maria}",
note = "Copyright {\textcopyright} 2017 Elsevier Ltd. All rights reserved.",
year = "2018",
doi = "10.1016/j.nepr.2017.08.010",
language = "English",
volume = "26",
pages = "A1--A3",
journal = "Nurse Education in Practice",
issn = "1471-5953",
publisher = "Churchill Livingstone",

}

RIS

TY - JOUR

T1 - The internet and nurse education

AU - Aasbrenn, Martin

AU - Raustøl, Anne

AU - Bingen, Hanne Maria

N1 - Copyright © 2017 Elsevier Ltd. All rights reserved.

PY - 2018

Y1 - 2018

N2 - Participation in a community of practice through asynchronous writing is useful for learning in higher education. We argue that such computer-mediated communication via the internet is valuable in nurse education, but that it often should take place at sites protected from search with access restricted to a limited group to make the students confident and enable learning. We further argue why we think discussion of patient stories in educational settings often should be done without computers. Reflection around patient stories is a fundamental part of the education of a clinician, but should be done either with fictional cases or as face-to-face activities to protect patient confidentiality.

AB - Participation in a community of practice through asynchronous writing is useful for learning in higher education. We argue that such computer-mediated communication via the internet is valuable in nurse education, but that it often should take place at sites protected from search with access restricted to a limited group to make the students confident and enable learning. We further argue why we think discussion of patient stories in educational settings often should be done without computers. Reflection around patient stories is a fundamental part of the education of a clinician, but should be done either with fictional cases or as face-to-face activities to protect patient confidentiality.

KW - Confidentiality/standards

KW - Curriculum/standards

KW - Education, Nursing/methods

KW - Humans

KW - Internet

KW - Teaching/standards

KW - Writing

U2 - 10.1016/j.nepr.2017.08.010

DO - 10.1016/j.nepr.2017.08.010

M3 - Journal article

C2 - 28802671

VL - 26

SP - A1-A3

JO - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

ER -

ID: 56705332