Département des Sciences Infirmières et Paramédicales, EHESP, Paris, France.
J Adv Nurs. 2013 Jun;69(6):1289-300. doi: 10.1111/j.1365-2648.2012.06120.x. Epub 2012 Sep 12.
To report a study undertaken to explore the underlying factors influencing e-learning adoption in nurse education.
Despite e-learning's high profile it has not been readily integrated into teaching practice in nurse education. Previous research has identified generic, cross-disciplinary factors but has left out 'soft' factors.
The study adopted an exploratory descriptive design.
Q-methodology was used to explore e-learning adoption in a Division of Nursing located in an institution of Higher Education in the UK. Between September-December 2009, 38 participants were recruited to participate in Q-sorts and post-sort interviews. The Q-sort data were factor analysed and the interviews were coded to their respective factors to develop in-depth narratives.
Four factors were identified: 'E-learning advocates' saw e-learning's potential to improve nurse education and prepare future nurses for their evolving role; the 'Humanists' had avoided e-learning because they valued human interaction; the 'Sceptics' doubted that technology could improve learning outcomes; and the 'Pragmatics,' only used e-learning as a tool to post lecture notes online to supplement what they covered in class.
The findings point to the variety of responses existing among nurse academics faced with integrating e-learning into their teaching. Moving beyond the binary labels commonly attributed to those considered either 'early adopters' or 'laggards,' the findings contribute to the literature by revealing a wider breadth of views and responses towards technology. Acknowledging these views can inform future e-learning strategies and lead to improvement in e-learning use in nurse education.
报告一项旨在探索影响护理教育中电子学习采用的潜在因素的研究。
尽管电子学习备受关注，但它并未在护理教育的教学实践中得到广泛应用。先前的研究已经确定了通用的、跨学科的因素，但忽略了“软性”因素。
该研究采用了探索性描述性设计。
Q 方法学用于探索英国一所高等教育机构的护理系中的电子学习采用情况。在 2009 年 9 月至 12 月期间，招募了 38 名参与者参与 Q 分类和排序后访谈。对 Q 分类数据进行因子分析，并对访谈进行编码，以了解各自的因素，从而形成深入的叙述。
确定了四个因素：“电子学习倡导者”看到了电子学习在改善护理教育和为未来护士准备不断发展的角色方面的潜力；“人文主义者”因为重视人际互动而避免了电子学习；“怀疑论者”怀疑技术是否能提高学习成果；而“实用主义者”仅将电子学习用作在线发布讲座笔记的工具，以补充他们在课堂上所涵盖的内容。
这些发现表明，面对将电子学习融入教学的挑战，护理教育者存在着各种各样的反应。除了通常归因于那些被认为是“早期采用者”或“落后者”的二元标签之外，这些发现通过揭示对技术的更广泛的观点和反应，为文献做出了贡献。承认这些观点可以为未来的电子学习策略提供信息，并导致电子学习在护理教育中的使用得到改善。
