Kartal Dr. Lutfi Kirdar City Hospital, Burn Center, D-100 Güney Yanyol No:47 Cevizli, 34865 Kartal, Istanbul, Turkiye.
Koç University School of Nursing, Davutpaşa cad. No:4, 34010 Topkapı, Istanbul, Turkiye.
Nurse Educ Today. 2024 Jan;132:106029. doi: 10.1016/j.nedt.2023.106029. Epub 2023 Nov 11.
When compared to face-to-face education, nursing students in online education should be highly motivated and self-disciplined. Therefore, revealing the factors associated with the online learning self-efficacy of nursing students is fundamental.
This descriptive cross-sectional study examined nursing students' online learning self-efficacy levels and associated factors.
This study was conducted with a total of 632 undergraduate nursing students and took place between February and April of the 2020-2021 academic year in Turkey. A questionnaire including sociodemographic characteristics, features of online learning, and the "Online Learning Self-Efficacy Scale" was used to collect data. Data were analyzed using descriptive statistical methods, t-tests in independent groups to test for differences between groups, Pearson Correlation, One-Way Variance (ANOVA), Tukey, and multiple linear regression analysis.
The mean score of nursing students in the Online Learning Self-Efficacy Scale was 74.54 ± 14.42 (min-max: 22-105). Factors associated with the online self-efficacy level of nursing students were: being female, using computers/tablets or more than one technological device in online education, the belief that online education offers the advantage of more study time, the belief that online education prevents time lost by commuting, frequency of attending online courses, satisfaction level with online education, and technology usage skill level. These factors explained 55 % of variance.
Some factors related to students studying in different disciplines affect students' self-efficacy in online education.
Nursing students' online learning self-efficacy skills can be enhanced by creating positive learning online environments and offering support in the use of online technologies.
与面授教育相比，护理专业的学生在网络教育中应具有更高的积极性和自律性。因此，揭示与护理学生在线学习自我效能相关的因素至关重要。
本描述性横断面研究旨在调查护理学生的在线学习自我效能水平及其相关因素。
本研究共纳入 632 名本科护理学生，于 2020-2021 学年 2 月至 4 月在土耳其进行。采用问卷调查收集数据，内容包括人口统计学特征、在线学习特征以及“在线学习自我效能感量表”。采用描述性统计方法、独立样本 t 检验、Pearson 相关分析、单因素方差分析（ANOVA）、Tukey 检验和多元线性回归分析进行数据分析。
护理学生在线学习自我效能感量表的平均得分为 74.54±14.42（最小值-最大值：22-105）。与护理学生在线自我效能水平相关的因素包括：女性、在在线教育中使用计算机/平板电脑或多种技术设备、认为在线教育提供更多学习时间的优势、认为在线教育可避免通勤时间损失、在线课程的出勤率、对在线教育的满意度以及技术使用技能水平。这些因素解释了 55%的方差。
与学生在不同学科学习相关的一些因素会影响学生的在线教育自我效能感。
通过创建积极的在线学习环境并提供在线技术使用支持，可以提高护理学生的在线学习自我效能感技能。
