Petit dit Dariel Odessa, Wharrad Heather, Windle Richard
School of Nursing, Midwifery and Physiotherapy, University of Nottingham, UK.
Nurse Res. 2010;18(1):58-71. doi: 10.7748/nr2010.10.18.1.58.c8048.
Technology in education is moving quickly in terms of the hardware and software applications available, but also due to the expectations of an increasingly digitally competent student population. Academics have to rethink their pedagogy in relation to these changes. Nurse educators, in particular, must face the challenge of effectively integrating technology into what is essentially a hands-on, people-centred profession. To date, the factors most commonly cited as barriers to the adoption of e-learning by academics have focused on explicit and tangible ('hard') issues. Less frequently mentioned are the implicit and tacit ('soft') factors which are harder to identify. This article describes a pilot study using Q-methodology to explore the limitations of commonly used research methods in identifying how these hard and soft issues are prioritised by individuals, through the voices of nurse educators.
教育技术在可用的硬件和软件应用方面发展迅速，同时也因为学生群体对数字技术的能力要求日益提高。学者们必须重新思考与这些变化相关的教学方法。尤其是护理教育工作者，必须面对将技术有效融入本质上是实践性、以人为主的职业中的挑战。迄今为止，被学者们最常提及的阻碍采用电子学习的因素集中在明确和有形的（“硬”）问题上。较少被提及的是那些难以识别的隐性和默会的（“软”）因素。本文描述了一项使用Q方法的试点研究，旨在通过护理教育工作者的声音，探索常用研究方法在确定个体如何对这些硬问题和软问题进行优先级排序方面的局限性。
