Johnson-Hofer P, Karasik S
SUNY New Paltz.
Nurs Outlook. 1988 Nov-Dec;36(6):293-4.
Although this first experience with computer content accomplished what the faculty had hoped for, it also raised questions that had to be answered. For example, is it feasible for a faculty member to be present at all computer practice sessions? Can a project be developed in one semester and implemented in another? Could computer technology be incorporated in all courses so that there is no time gap between its introduction and application? Should a separate course on computer use be incorporated into the curriculum? If faculty's objectives for student education in nursing include knowledge of computers in professional practice, should this also hold true for nursing educators? After evaluating the success of their efforts to incorporate computer technology into the curriculum, C. W. Post's nursing faculty believe that further planning can resolve the problems and concerns they identified and that they will be able to expand on what they have already accomplished.
尽管这首次使用计算机内容的经历实现了教员们的期望，但也引发了一些必须回答的问题。例如，教员是否有可能出席所有的计算机实践课程？一个项目能否在一个学期内开发出来并在另一个学期实施？计算机技术能否融入所有课程，以便在引入和应用之间不存在时间间隔？是否应该在课程中纳入一门单独的计算机使用课程？如果教员对护理专业学生教育的目标包括在专业实践中掌握计算机知识，那么这对护理教育工作者来说是否也同样适用？在评估了将计算机技术融入课程的努力取得的成功后，C.W. 波斯特的护理教员们认为，进一步的规划可以解决他们发现的问题和担忧，并且他们将能够在已取得的成果基础上进行拓展。
