Abstract
Computer competency is crucial to student success in higher education. Assessment of student knowledge related to specific computer competencies can provide faculty with important information about the strengths and weaknesses of their students’ computer competency skills. The purpose of this study was to identify the competency level of two groups of nursing students (registered nurses [RNs; n = 236] and traditional nursing students [ n = 407]) over a 7-year period to assess which computer competencies need the most support and to determine how computer competencies varied with successive groups of students. Results indicated that the competency of students increased with each successive group of students. Results also showed that there were significant differences in computer competency levels between the RN and traditional student groups. Competency varied across technological functions, with students having the lowest competency levels in the Data Inquiry competency dimension.
Highlights
Due to the vast amount of knowledge available via technology, higher education is inextricably linked with computer usage and access
This study explored the computer competency of undergraduate students enrolled at a college of nursing in the southwestern United States and compared two different groups of nursing students who were completing a Bachelor of Science in Nursing (BSN) degree
One group consisted of traditional students in their junior year of a 4-year undergraduate baccalaureate program who had not worked as registered nurses (RNs)
Summary
Due to the vast amount of knowledge available via technology, higher education is inextricably linked with computer usage and access. This study explored the computer competency of undergraduate students enrolled at a college of nursing in the southwestern United States and compared two different groups of nursing students who were completing a Bachelor of Science in Nursing (BSN) degree. A significant number of courses in the RN to BSN program were either offered completely online or were Web-enhanced via the learning platform of WebCT. Both programs used distance education to deliver the curriculum. Computer competency varies greatly between these groups related to student age, the amount of time since enrollment in a college program, societal advances, geographical location in a largely rural state, and general life experiences
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