COVID-19 限制措施对澳大利亚护士学者对技术态度的影响：对技术准备指数 2.0 的调查。

The impact of COVID 19 restrictions on Australian nurse academics attitudes to technology: A survey of Technology Readiness Index 2.0.

机构信息

School of Nursing and Midwifery, Institute of Health and Wellbeing, Federation University, 100 Clyde Road, Berwick, VIC 3806, Australia.

School of Public health, Institute of Health and Wellbeing, Federation University, 100 Clyde Road, Berwick, VIC 3806, Australia.

出版信息

Nurse Educ Pract. 2023 Aug;71:103719. doi: 10.1016/j.nepr.2023.103719. Epub 2023 Jul 10.

DOI:10.1016/j.nepr.2023.103719

PMID:37523997

Abstract

AIM

This study aimed to determine the attitude of Australian nursing lecturers to the use of technology applied to the teaching and learning of nursing students.

BACKGROUND

The use of technology in teaching was accelerated in reaction to the COVID-19 restrictions whereby measures, including social distancing and lockdowns, forced many higher education courses to transition online. Lecturers play a key role in the integration of technology in teaching, as it is the lecturer, not the technology, who facilitates the students' learning experience.

DESIGN

A cross sectional survey design was used for this study, distributed from April to June of 2022. The purpose of the survey was to gather technology readiness data (via the TRI 2 questions) and descriptive data representative of the nursing academic population in Australia.

RESULTS

There was no statistically significant differences between participants based on demographic data (such as gender or age). There was an association between TRI 2 score and: the sum of elearning technologies engaged with; the frequency of engagement with technology and self-rated confidence with elearning. Of note were statistically significant differences of TRI between states/territories. Finally, there was an inverse relationship between the impact of COVID-19 restrictions and TRI 2 score.

CONCLUSION

The study found that there was significant variation between states/territories and self-reported impact of TRI. Given that increased frequency and increased number of technologies engaged with are associated with technology readiness the variation between states/territories lockdowns which required engagement with technology, may have had an impact on the nursing academics attitude to technology. Importantly, this study found those who were highly technology ready found COVID-19 restrictions had less impact on them, suggesting that technology readiness may have assisted their transition to online learning.

摘要

目的

本研究旨在确定澳大利亚护理讲师对将技术应用于护理学生教学的态度。

背景

由于 COVID-19 限制措施，包括社交距离和封锁，迫使许多高等教育课程转为在线教学，因此教学中使用技术的速度加快。讲师在技术融入教学中起着关键作用，因为是讲师而不是技术，为学生的学习体验提供便利。

设计

本研究采用横断面调查设计，于 2022 年 4 月至 6 月进行。调查的目的是收集技术准备数据（通过 TRI 2 问题）和代表澳大利亚护理学术人群的描述性数据。

结果

参与者在人口统计学数据（如性别或年龄）方面没有统计学上的显著差异。TRI 2 评分与以下方面存在关联：参与的电子学习技术总和；技术参与的频率以及自我评估的电子学习信心。值得注意的是，各州/地区之间的 TRI 存在统计学上的显著差异。最后，COVID-19 限制措施的影响与 TRI 2 评分呈反比。

结论

研究发现各州/地区之间存在显著差异，且自我报告的 TRI 影响也存在差异。鉴于参与技术的频率增加和数量增加与技术准备相关，各州/地区因封锁而需要参与技术，这可能对护理学术人员对技术的态度产生了影响。重要的是，本研究发现那些技术准备程度较高的人发现 COVID-19 限制对他们的影响较小，这表明技术准备程度可能有助于他们向在线学习的过渡。