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How NGDLES affect nursing students' empowering outcomes and professional identity: a cross-sectional study
Marwa Samir Sorour1, Sara Mohamed Ahmed El-Gamal2, Omnya Sobhy Mohamad El-Ayari3
1Nursing Administration, Faculty of Nursing, Tanta University, Tanta, Egypt. marwa_serour@nursing.tanta.edu.eg.
Aim Of The Study:
Explore how the next-generation digital learning environment affects nursing students' learning, psychological empowerment, and professional identity.
Background:
The future of the nursing profession depends on leading the next generation of professional nurses, so it is imperative to empower students academically and psychologically to maintain and advance their professional identity. Nursing students will be more confident in their abilities and knowledge and more fulfilled in their roles if they feel empowered.
Design:
Descriptive, correlational, and cross-sectional research designs were utilized in this study.
Methods:
384 nursing students, using the following instruments: the next-generation digital learning environment scale (NGDLES), the learning empowering outcomes scale (LEOS), and the nursing students' professional identity questionnaire (NSPIQ).
Results:
A significant positive correlation between NGDLES and LEOS as p ≤ .001. Also, there is a significant positive correlation between NGDLES and NSPIQ, as p ≤ .001.
Conclusions:
There were statistically significant positive correlations between the next-generation digital learning environment, learning and psychologically empowering outcomes, and professional identity among nursing students, so providing faculties with professional development in technology skills and improving the work environment for digital learning can improve nursing students' adaptability to digital learning.
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