nsuring that technologies on which nursing students are trained while in baccalaureate programs are equivalent to the technologies with which they will be working in clinical practice settings. Many nursing schools do face financial shortfalls which make it difficult at times to provide student nurses with access to state-of-the-art technologies that they will later use. Overcoming these deficits can perhaps be approached by expanding clinical practice opportunities for student n ruses in teaching hospitals. Holmes (2004) recommends that technology training be inclusive both of administrative systems and of technological tools that will be used in the actual care of patients or other nursing interventions.
Additionally, Holmes (2004) believes that nursing programs must also provide nursing studen
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