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Exploring the underlying factors influencing e-learning adoption in nurse education
Odessa Petit dit Dariel1, Heather Wharrad, Richard Windle
1Département des Sciences Infirmières et Paramédicales, EHESP, Paris, France. odessa.petitditdariel@ehesp.fr
Journal of Advanced Nursing
|September 14, 2012
Summary
Nurse educators exhibit diverse views on e-learning adoption, moving beyond simple
Area of Science:
- Nursing Education
- Educational Technology
- Higher Education
Background:
- E-learning integration in nurse education remains limited despite its prominence.
- Previous research overlooked nuanced, 'soft' factors influencing adoption.
Purpose of the Study:
- To explore the underlying factors influencing e-learning adoption in nurse education.
- To identify diverse perspectives among nurse academics regarding e-learning.
Main Methods:
- Exploratory descriptive design utilizing Q-methodology.
- Factor analysis of Q-sort data from 38 participants in a UK Higher Education nursing division.
- Post-sort interviews coded to develop in-depth narratives.
Main Results:
- Four distinct factors emerged: 'E-learning advocates,' 'Humanists,' 'Sceptics,' and 'Pragmatics.'
- 'Advocates' saw potential for role preparation; 'Humanists' prioritized interaction; 'Sceptics' doubted efficacy; 'Pragmatics' used it minimally.
- Identified a spectrum of responses beyond 'early adopters' vs. 'laggards.'
Conclusions:
- Nurse academics display varied responses to e-learning integration.
- Findings reveal a broader range of views on educational technology than previously recognized.
- Acknowledging these diverse perspectives can refine e-learning strategies in nursing education.
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