评估本科生护士接受和采用印度的mLearning在印度的评估
Christina Aggar1, Sudha Raddi2, Golam Sorwar1
1Faculty of Health, Southern Cross University, Queensland, Australia.
Journal of education and health promotion
|January 23, 2026
概括
移动学习 (mLearning) 可以提高印度的护理教育. 自我有效性和系统质量是学生采用的关键,而信息和服务质量的影响力较小. 大学应该提供培训,以提高学生对使用mLearning的信心.
科学领域:
- 护理教育 护理教育
- 医疗信息学 医疗信息学
- 教育技术的教育技术
背景情况:
- 创新的教育和培训对护理劳动力至关重要.
- 印度本科护理课程中移动学习 (mLearning) 的证据有限.
研究的目的:
- 评估印度本科护理学生对mLearning的接受和采用情况.
- 确定影响mLearning在护理教育中的成功因素.
主要方法:
- 一项观察性队列研究,涉及74名第三年本科护理学生.
- 使用扩展的Delone和McLean模型与自我有效性 (SE) 来评估mLearning的接受度.
- 采用部分最小平方结构方程建模来分析数据.
主要成果:
- 自我有效性 (SE),系统质量,使用意图/实际使用以及用户满意度对mLearning的接受度产生了重大影响.
- 信息质量和服务质量并不是采用的关键因素.
结论:
- 这是第一次研究印度护理学生接受mLearning的情况.
- 研究结果为开发和设计高等教育护理课程提供了宝贵的见解.
- 建议开展课程前研讨会,以提高学生对mLearning的自我效能 (SE).
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