影响护士对在线学习方法满意度的因素:交叉ICU分析
Shu-Yen Lee1,2, Ching-Yi Chang3
1Department of Nursing, Tri-Service General Hospital, Taipei City, Taiwan.
BMC nursing
|August 12, 2024
概括
护士更满意移动学习,当它被认为是有用和易于使用. 这凸显了用户友好的技术对于提高护理教育和临床技能的重要性.
科学领域:
- 护理教育 护理教育
- 医疗信息学 医疗信息学
- 技术接受模型 技术接受模型
背景情况:
- 疾病复杂性和技术进步不断增加,需要提高护理技能.
- 移动学习 (m-learning) 为护士提供了发展临床专业知识的机会.
- 本研究探讨了影响护士对重症监护病房 (ICU) m-learning 满意度的因素.
研究的目的:
- 确定预测护士对ICU采用m-learning的满意度的因素.
- 在这种情况下,评估技术接受模型 (TAM) 的适用性.
- 验证技术接受和学习满意度的测量尺度.
主要方法:
- 横截面调查设计. 横截面调查设计.
- 使用技术接受度和学习满意度调查问卷.
- 调查了六个ICU部门的212名护士,使用了经过验证的仪器.
主要成果:
- 感知到的有用性是护士采用m-learning的意图的主要驱动因素.
- 感知到的易用性显著影响了感知到的有用性.
- 这些发现支持TAM在预测m-learning采用方面的相关性.
结论:
- 整合m-learning对于推进专业护理教育至关重要.
- 在护理教育中采用数字技术可以克服教学挑战.
- M-learning促进了创新的临床内容提供和专业发展.
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