Post-anaesthesia Care Unit, Sir Run Run Shaw Hospital, School of Medicine, Zhejiang University, Hangzhou, Zhejiang Province, China.
Gynecology Department, Sir Run Run Shaw Hospital, School of Medicine, Zhejiang University, Hangzhou, Zhejiang Province, China.
Nurse Educ Today. 2023 Mar;122:105726. doi: 10.1016/j.nedt.2023.105726. Epub 2023 Jan 21.
This study explores the influencing aspects of nurses' continuous interactive learning behaviour based on In-Service online network videos to facilitate their knowledge development and improve their engagement in online learning. Also, to provide a theoretical model for enhancing the quality of learning and teaching by promoting online nursing education.
The qualitative research design of grounded theory methodology (Glaser and Strauss, 1967) was used to develop a theory of clinical nurses' interactive continuous learning behaviours.
A grounded theory approach and qualitative research method were adopted in this research. A three-level coding technique was used to extract data, which involved collecting 16,018 pieces of "Synchronous online feedback data" original data from interactive online in-service learning videos. The synchronous online feedback data were analysed using a constant comparative method and then utilised to construct the theoretical model of influencing aspects for nurses' interactive continuous learning. There were 11,083 Synchronous online feedback data of Clinical Nurses (N = 132 participants) based on 32 interactive learning video series from a single centre. The sampling method was based on initial purposive and then theoretical sampling techniques. The data were analysed and extracted using a three-level coding technique with a constant comparison analysis method.
The study identified four major categories of influencing aspects for nurses' satisfaction in online learning. These categories include 1. individual aspects; 2. curriculum aspects; 3. teachers' aspects; and 4. nurses' interactive behaviour. These aspects were found to influence the learning satisfaction among nurses and nurses' interactive continuous learning behaviours.
The findings provide a reference for maximising the value of In-Service online video learning resources and the sustainable development of educational informatisation. In addition, interactive continuous learning behaviour can promote adherence to a positive learning attitude and build an excellent online learning ecology.
本研究旨在探讨基于在职网络视频的护士持续互动学习行为的影响因素，以促进其知识发展并提高其在线学习参与度。此外，通过促进在线护理教育，为提高学习和教学质量提供理论模型。
使用扎根理论方法（Glaser 和 Strauss，1967）的定性研究设计来发展临床护士互动持续学习行为理论。
本研究采用扎根理论方法和定性研究方法。使用三级编码技术提取数据，从互动在线在职学习视频中收集了 16018 条“同步在线反馈数据”原始数据。使用恒定比较法分析同步在线反馈数据，然后利用这些数据构建护士互动持续学习影响因素的理论模型。共有 11083 条来自单个中心的 32 个互动学习视频系列的临床护士同步在线反馈数据（N=132 名参与者）。抽样方法基于初始目的抽样和理论抽样技术。使用三级编码技术和恒定比较分析方法对数据进行分析和提取。
研究确定了影响护士在线学习满意度的四个主要影响因素类别。这些类别包括 1. 个人方面；2. 课程方面；3. 教师方面；4. 护士互动行为。这些方面被发现影响护士的学习满意度和护士的互动持续学习行为。
研究结果为最大化在职网络视频学习资源的价值和教育信息化的可持续发展提供了参考。此外，互动持续学习行为可以促进积极的学习态度的坚持，并建立优秀的在线学习生态系统。
