Open Education Faculty, Ataturk University, Erzurum, Turkey.
BMC Med Educ. 2011 Oct 20;11:86. doi: 10.1186/1472-6920-11-86.
There is increasing attention to online learning as a convenient way of getting professional training. The number and popularity of online nursing continuing education programs are increasing rapidly in many countries. Understanding these may contribute to designing these programs to maximize success. Also, knowing the perceptions and preferences in online learning aids development and orientation of online programs. The aims of this study are to show nurses' perceptions of online continuing education and to determine perceptions of various groups; area groups, working companies, frequency of computer usage and age.
The survey method was used in this quantitative study to reveal perception levels and relationship with related variables. Data were collected through an online instrument from a convenience sample of 1041 Registered Nurses (RNs) at an online bachelor's degree program. Descriptive and inferential analysis techniques were performed.
Nurses generally have positive perceptions about online learning (X = 3.86; SD = 0.48). A significant difference was seen between nurses who used computers least and those with the highest computer usage [F (3, 1033) = 3.040; P < .05]. Neither nurses' ages nor lengths of working experience are significantly related to perceptions of online programs (r = -.013; P > .05 and r = -.036; P > .05, respectively). Nurses' perceptions are significantly different depending on the settings where they work [F (3,989) = 3.193; P < .05]. The difference between perceptions of nurses living in urban areas (X = 3.82; SD = .51) and those living in rural areas (X = 3.88; SD = .47) was not significant [t (994) = -1.570, P > .05].
We found that nurses regard online learning opportunities as suitable for their working conditions and needs. Nurses should be provided with continued training through online learning alternatives, regardless of age, working experience or area of residence.
随着在线学习作为获取专业培训的便捷方式，越来越受到关注。在许多国家，在线护理继续教育课程的数量和受欢迎程度正在迅速增加。了解这些课程可能有助于设计这些课程以最大限度地提高成功率。此外，了解在线学习的认知和偏好有助于开发在线学习辅助工具，并为在线课程的发展提供方向。本研究的目的是展示护士对在线继续教育的认知，并确定不同群体的认知；地区群体、工作公司、计算机使用频率和年龄。
本研究采用问卷调查法，旨在揭示认知水平及其与相关变量的关系。数据是通过在线工具从在线学士学位项目的 1041 名注册护士（RN）的便利样本中收集的。采用描述性和推断性分析技术。
护士普遍对在线学习持积极态度（X = 3.86；SD = 0.48）。计算机使用最少的护士与计算机使用最多的护士之间存在显著差异[F（3，1033）= 3.040；P <.05]。护士的年龄和工作经验长短与对在线课程的认知均无显著相关性（r = -.013；P >.05 和 r = -.036；P >.05）。护士的认知因工作地点而异[F（3，989）= 3.193；P <.05]。居住在城市地区（X = 3.82；SD =.51）的护士和居住在农村地区（X = 3.88；SD =.47）的护士之间的认知差异不显著[t（994）= -1.570，P >.05]。
我们发现护士认为在线学习机会适合他们的工作条件和需求。无论年龄、工作经验或居住地区如何，都应为护士提供在线学习等继续教育机会。
