Nursing Students’ Acceptance Intention of a Smart Device, Information Literacy, and Problem-Solving Confidence

Choi, Eun-Jin; Park, Jeong Hye; Kang, Sewon

doi:10.3390/healthcare9091157

Cited by 3 publications

(2 citation statements)

References 31 publications

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“…The TAM for model learning has not yet been tested in ICU nurses' education during the COVID-19 pandemic [53,54]. According to Choi et al [55], nurses must be trained in problem-solving skills and this should include information literacy training in future nursing courses, especially with increasing technological advancements in health care. This also affects the responsibilities of medical education managers who should employ innovative teaching and learning strategies using mobile elearning systems to shape clinical digital learning environments and healthcare education settings.…”

Section: Discussionmentioning

confidence: 99%

Factors influencing nurses' satisfaction to online learning approach: A cross ICU analysis

Lee,

Chang

2024

Preprint

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Background Given the increasing complexity of illnesses and rapid pace of technological advancements in professional training, it is vital to offer nurses ample opportunities to hone their clinical expertise and skills, particularly in ensuring the delivery of premier medical care. This study aimed to determine the factors and predictors influencing nurses’ satisfaction with adopting mobile learning approaches in intensive care unit healthcare settings. Additionally, it sought to investigate the applicability of the technology acceptance model in explaining their inclinations and validating the measurement scales employed in the research. Methods The study's research design entailed a cross-sectional survey, involving 222 individuals from 6 intensive care unit departments, and utilised a technology acceptance survey as the primary instrument. Rigorous assessments were conducted to establish the content validity and ensure instrument reliability. Results The findings demonstrated that perceived usefulness was the most influential factor affecting nurses’ intentions to embrace mobile learning approaches, with perceived ease of use emerging as the principal determinant of perceived usefulness. Conclusions Incorporating mobile learning methodologies is paramount to increasing the calibration of professional nursing education programs. By effectively integrating digital information technology and tools, nursing educators can overcome teaching challenges, deliver innovative clinical nursing education content through mobile learning approaches, and foster optimal development in the field.

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Section: Discussionmentioning

confidence: 99%

Factors influencing nurses' satisfaction to online learning approach: A cross ICU analysis

Lee,

Chang

2024

Preprint

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“…There was no significant change in the scores of nursing staff in the two groups before and after the training in information support, which may be related to the fact that the hospital's information support did not change in a short time. It could be popularized and applied around China to comprehensively improve the information literacy of nursing staff, improve the quality of nursing, provide reference for information training of clinical nurses, and promote the development of nursing disciplines [44,45].…”

Section: Discussionmentioning

confidence: 99%

Construction and application on the training course of information literacy for clinical nurses

Wu,

Zhang,

et al. 2023

BMC Med Educ

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Design A two-round Delphi survey was conducted to seek opinions from experts about the index system for the evaluation of training courses of clinical nursing staff’s information literacy. Besides, a non-randomized controlled experimental study was adopted to check the application effect of the training courses. Aims This study intended to construct a training course of information literacy for clinical nurses, train nurses in order to improve their information literacy level and provide theoretical reference for the training of information literacy courses for clinical nurses. Methods Two rounds of Delphi study were conducted for the study among 26 clinical medical and nursing experts as well as educational experts from 5 different provinces and cities in China. From July 2022 to October 2022, a total of 84 clinical nurses from two hospitals were selected by the convenience sampling method, of which the nurses in one hospital were the control group and the nurses in the other hospital were the observation group. 42 nurses in the observation group were trained by the constructed information literacy training course. Questionnaire evaluation was used to compare the differences in the level of information literacy of nurses and the training effect between the two groups. Results The results of the Delphi consultation showed that the expert’s judgment coefficient was 0.958, the expert’s familiarity was 0.946, and the expert’s authority coefficient was 0.952. Finally, a training course of information literacy for clinical nurses with 4 course categories and 45 specific course contents was formed. Among them, nursing information awareness included 7 courses, nursing information knowledge 15 courses, nursing information ability 19 courses, and nursing information ethics 4 courses. The results of the empirical study showed that the information literacy level of the nurses in the observation group after the training of the information literacy course was improved, and the scores in nursing information awareness, nursing information knowledge, nursing information ability, and information ethics were significantly higher than those in the control group after training (P < 0.05). Conclusions The constructed information literacy training courses for clinical nurses were clearly targeted and systematic. Empirical research showed that the course contents were scientific and reasonable, which could provide reference for the training of clinical nurses’ information literacy.

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Factors influencing nurses’ satisfaction to online learning approach: a cross ICU analysis

Lee,

Chang

2024

BMC Nurs

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Background Given the increasing complexity of illnesses and rapid pace of technological advancements in professional training, it is vital to offer nurses ample opportunities to hone their clinical expertise and skills, particularly in ensuring the delivery of premier medical care. This study aimed to determine the factors and predictors influencing nurses’ satisfaction with adopting mobile learning approaches in intensive care unit healthcare settings. Additionally, it sought to investigate the applicability of the technology acceptance model in explaining their inclinations and validating the measurement scales employed in the research. Methods The study employed a cross-sectional survey research design, utilizing a technology acceptance questionnaire and a learning satisfaction questionnaire. The survey was conducted in six intensive care unit departments. A total of 212 participants completed the survey as the primary instrument. Rigorous assessments were conducted to establish the content validity and ensure instrument reliability. Results The findings demonstrated that perceived usefulness was the most influential factor affecting nurses’ intentions to embrace mobile learning approaches, with perceived ease of use emerging as the principal determinant of perceived usefulness. Conclusions Incorporating mobile learning methodologies is paramount to increasing the calibration of professional nursing education programs. By effectively integrating digital information technology and tools, nursing educators can overcome teaching challenges, deliver innovative clinical nursing education content through mobile learning approaches, and foster optimal development in the field.

show abstract

Nursing Students’ Acceptance Intention of a Smart Device, Information Literacy, and Problem-Solving Confidence

Cited by 3 publications

References 31 publications

Factors influencing nurses' satisfaction to online learning approach: A cross ICU analysis

Factors influencing nurses' satisfaction to online learning approach: A cross ICU analysis

Construction and application on the training course of information literacy for clinical nurses

Factors influencing nurses’ satisfaction to online learning approach: a cross ICU analysis

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