Web-based teaching in undergraduate nursing programs.

This study examined faculty perspectives of teaching undergraduate nursing courses entirely online via the World Wide Web. More than 80% of the 171 faculty completing the online survey indicated spending more time planning and implementing a Web course than a traditional course. Forty-seven percent preferred online teaching to traditional instruction, and described the experience as a success beyond expectation. This positive reaction supports the ongoing viability of Web-based instruction in nursing education.

Adoption of assistive technology for computer access among college students with disabilities.

PURPOSE: Fourteen college students with disabilities identified factors that influenced them to adopt or reject Assistive Technology (AT) for the personal computer in order to assess the effectiveness of a college course on adapted computer use. METHOD: Forty-eight items were developed for a Q sort to represent both positive and negative statements in each of the three areas of Scherer's' model (milieu, person and technology). The model was modified to include specific statements about the training experience. A series of three interviews were administered to the students during the year following completion of the class. RESULTS: Factor analysis of the Q sorts indicated that the participants had a unanimously positive experience. Three factors ('a positive experience', 'I'm OK, you're not OK', and 'support') emerged from the Q sort analysis. The training programme, the technology provided, and the characteristics of the individuals in the class all seemed to contribute to the success of the experience. Seventy-five percent of the students who took the class adopted at least some of the AT a year later. CONCLUSIONS: This study supports the need for specific training programmes and course work for college students with disabilities who are interested in improving computer access skills.