Many authors declare that ejournals represent a paradigm shift. We would question what the prevailing paradigm is that is shifting. Certainly, a change in thinking has occurred with ejournals regarding boundaries of knowledge acquisition, however, does a change in thinking of the process of gathering knowledge represent a change in world view about knowledge? Does it represent a change in view about what knowledge is or the essence of knowledge? Does it represent a change in view about what science is, or what knowledge is and how that knowledge is used in practice? Have we developed new theories surrounding knowledge?

The answer appears to be that our fundamental worldview has not changed.

Ejournals change the way we educate, focus our practice, get jobs, share knowledge, and conduct scholarly communication with others in our profession. However, in ejournals currently we are only changing formats, there is no change in ideas of what is scholarship and what is not. It is a change in method, not thought or worldview, just an evolution of the existing paradigm of scholarship and dissemination of knowledge from traditional methods of publishing to more non-traditional methods. We may be in Kuhn's stage of disorganization leading to a change in paradigm, however, this change will have to be much broader than current ejournals to represent a true paradigm shift. Ejournals as currently used and evaluated do not in themselves present new ideas or new ways to structure knowledge that justify a paradigm shift. It is just a rearrangement of how we present information.

Ejournals will be demanded by nurses and clients in our society and are an economical necessity in today's world. Although ejournals may only represent a change in delivery method and not a true paradigm shift, they are necessary for current and future health care needs. Patients are currently accessing health information via the Internet as are nurse researchers, theorists, and clinicians. It is essential to be computer savvy for nurse researchers to keep in pace in knowledge areas, get grant applications, databases, and communicate with others. Nurse clinicians must be computer savvy in order to access the same knowledge bases as their clients in terms of current health knowledge and to expand their own learning. We need to continue to look at what this knowledge delivery methodology is capable of in terms of future directions of care and scholarship.