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Nursing students' learning dynamics with clinical information and communication technology: A constructive grounded
Jung Jae Lee1, Maggie N Carson2, Charlotte L Clarke2
1School of Nursing, The University of Hong Kong, 4/F, William M.W. Mong Block, 21 Sassoon Road, Pokfulam, Hong Kong.
Nurse Education Today
|December 4, 2018
Summary
This study developed a model to understand how nursing students learn with clinical information and communication technology. It identifies interpersonal, organizational, and emotional factors influencing their technology use in clinical settings.
Area of Science:
- Nursing Education
- Health Informatics
- Technology Adoption in Healthcare
Background:
- Nursing students' learning is enhanced by clinical information and communication technology (CICT).
- Students face challenges using CICT for learning in clinical placements.
- The dynamics of nursing students' technology-assisted learning in clinical settings are not well understood.
Purpose of the Study:
- To develop a theoretical model of nursing students' learning dynamics with CICT.
- To identify factors influencing these learning dynamics.
Main Methods:
- A constructivist grounded theory approach was used.
- Qualitative data were collected from 16 fourth-year nursing students across four South Korean universities.
- Semi-structured interviews (23 total) were conducted and analyzed using initial, focused, and theoretical coding.
Main Results:
- A theoretical model of nursing students' learning dynamics with CICT was developed.
- The model highlights three key dynamics: interpersonal, organizational, and emotional.
- It explains how these dynamics influence students' responses and learning in clinical contexts.
Conclusions:
- The developed model provides insights for nursing educators.
- It can guide educators in supporting students' competency with CICT in clinical environments.