Development and proposed evaluation of an eHealth learning tool for undergraduate university students in Ireland.

Undergraduate university students are at a critical stage of development in terms of their academic, social, psychological and behavioural health. Patterns established during these formative years can last a lifetime. eHealth tools have the potential to be engaging, convenient and accessible to a wide range of students by providing health information and enhancing the uptake of positive health behaviours. The 'Healthy Trinity Online Tool' (H-TOT) was developed in collaboration with students and a transdisciplinary team with decades of experience between them in terms of research, clinical responsibility and service delivery. Developmental steps undertaken included: a literature review to formulate the topic content choices; a survey of students to check the relevance and suitability of topics identified; and, the tacit experience of the development team. This co-design model led to the development of content encompassing academic life, healthy eating, physical activity, mood, financial matters, alcohol, tobacco, drugs and relaxation. Qualitative focus groups were subsequently conducted for in-depth exploration of the usage and functionality of H-TOT. The theoretical underpinnings include the locus of control and social cognitive theory. Evidence-based behavioural change techniques are embedded throughout. During early pre-piloting of H-TOT, the team identified and solved content functionality problems. The tone of the content was also revised to ensure it was non-judgemental. To make the H-TOT as interactive as possible, video scenarios were included and all content was audio-recorded to allow playback for students with visual or learning difficulties. Evaluation plans for the pilot year of H-TOT are outlined.

Critical thinking dispositions in undergraduate nursing students: A case study approach.

BACKGROUND: The transition of nurse education to the higher education sector in Ireland in autumn 2002 led to the development of a new curriculum for undergraduate nursing with critical thinking as an expected outcome. OBJECTIVES: To investigate critical thinking dispositions and the difference between first and third year nursing students. DESIGN: A single embedded case study approach incorporating a cross-sectional design. SETTING: Two similar university sites providing a new four year undergraduate honours degree programme in nursing. PARTICIPANTS: A cohort of first (n = 237) and a cohort of third year (n = 215) undergraduate nursing students. METHODS: Critical thinking provided the main case for this case study. The Delphi conceptualisation of critical thinking underpinned the study and critical thinking dispositions were measured using the California Critical Thinking Disposition Inventory. The data were analysed using descriptive statistics and an independent samples t-test was used to determine differences between the first and third year nursing students. RESULTS: First year nursing students scored strong while third year students scored weak in overall critical thinking disposition. Both first and third year nursing students revealed a strong score for inquisitiveness, open-minded, analyticity and maturity dispositions. They revealed weak scores for self-confidence, systematicity and truth-seeking dispositions. Inquisitiveness was the strongest while truth-seeking was the weakest disposition for both cohorts. Neither cohort reached the higher positive scores indicative of consistent endorsement of higher level thinking. CONCLUSIONS: Nurse educators need to develop their knowledge of critical thinking dispositions and foster these attributes throughout the pre-registration nursing degree programme. Clinically based scenarios which challenge nursing students and invoke questioning contribute to critical thinking development. Statutory bodies responsible for nurse education and nurse educators must continue to encourage critical thinking.