Transfer of ICT skills from the University to the Workplace. Implications for clinical supervision


Bembridge, Levett-Jones and Yeun-Sim Jeong (2011) explored whether information communication technology (ICT) skills that nursing students learnt at University are relevant and transferable to contemporary practice environments. Previous work by (Griffiths and Riddington 2001) on this subject has suggested that nurses have poor ICT skills; and that some nurses are resistant to using ICT. The authors of this study discussed that identificuation of ICT skills acquired whilst at University was necessary. Secondly, they suggested the ICT skills that were required in the clinical setting needed to also be identified. This information could be used to inform curriculum about the ICT skills that could be included prior to registration.  Additionally, there are currently no ICT  competency standards  for the registered nurse to provide guidance for educators and employers about levels of competence expected by new graduates. The findings of this study indicated that access to adequate ICT and training opportunities does influence new graduates work satisfaction and their future employment descisions.

The issues raised in the discussion of this paper regarding the study have implications for clinical facilitators or supervisors of students in practice. If there is a minimum level of competence required or expected by students, similarly students will have an expectation that their preceptors, mentors and supervisors will also have a minimum level of ICT competence. There is an onus on clinical supervisors to become upskilled in ICT and provide guidance to students about the ICT policy and procedures they will be expected to undertake while on work integrated learning.  Additionally, students may expect their clinical supervisors to provide tuition about specific software used to enter or retrieve data.

In workplaces where access to ICT in the workplace was limited, it was suggested by authors (cited in this paper), to impede skills transfer. Additionally, it also raises issues regarding patient safety and care in relation to therapeutic practice. Password and login issues were also raised as impediments to skills tranfer in the workplace.

Clinical supervisors do have a role in facilitating the appropriate use of ICT in the workplace regardless of the philosophy of the organisation. Students may also bring their mobile devices to the workplace and organisational policy needs to be clear about the use of ICT for educational or other purposes while undertaking professional experience. The ubiquity of ICT can create issues with students that will require managing by clinical supervisors. It may be worth ensuring that at orientation the expectation of its use by students is discussed.

Do you have any tips or ideas that can enhance clinical supervision of students that will facilitate the transference of ICT skills from the University to the workplace? You are welcome to comment below.

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