Mbombi Masenyani Oupa, Bopape Mamare Adelaide, Ravele Tshililo, Ntho Tshepo Albert, Muthelo Livhuwani, Phukubye Thabo Arthur, Mothiba Tebogo Maria
Department of Nursing Science, School of Healthcare Sciences, Faculty of Health Sciences, University of Limpopo, Polokwane, Republic of South Africa.
PLoS One. 2025 Mar 18;20(3):e0312681. doi: 10.1371/journal.pone.0312681. eCollection 2025.
Technological platforms provide online support systems for teaching and learning colleges and universities. However, some colleges seem to be not benefiting from these online support systems. The current paper explores the use of technological platforms in nursing education colleges by incorporating the e-learning Context Design Delivery and Outcomes (el-CDDO) framework to demonstrate the benefit of applying the technological platforms. The e-learning Context Design Delivery and Outcomes (el-CDDO) framework has been applied and is beneficial in non-nursing disciplines; however, there has been little scholarly attention paid to the use of this framework to support the delivery of information and communication technology (ICT) platforms in nursing education.
To adopt the el-CDDO framework in exploring the perceptions of learner nurses and nurse educators about information and communication technology platforms at the Limpopo College of Nursing.
The exploratory-descriptive qualitative research design was adopted to explore the perceptions of learner nurses and nurse educators regarding ICT platforms that support teaching, learning, and assessment in the colleges of nursing within Limpopo Province. Focus group discussions were held with purposively selected learner nurses and nurse educators to collect qualitative data. Thematic qualitative data analysis was used to make sense of collected data according to the five dimensions of the el-CDDO framework.
Six dimensions of the framework highlighted the perceptions of learner nurses and nurse educators about the use of ICT platforms. The perceptions are summarised as the learning context, benefits, enabling and barriers as influencing factors. Benefits include enhanced skills, knowledge, and quick thinking necessary for academic progress and patient care. Enabling factors include the willingness of learner nurses and nurse educators to use ICT platforms. Barriers include insufficient training on ICT platforms, lack of a structured ICT-integrated curriculum, and inadequate ICT skills among lecturers.
The el-CDDO framework proved effective in exploring the perceptions of learner nurses and nurse educators about the use of ICT platforms in nursing education institutions. We recommend using the framework to assess the state of ICT platforms in nursing education institutions.
技术平台为高校教学和学习提供在线支持系统。然而，一些学院似乎并未从这些在线支持系统中受益。本文通过纳入电子学习情境设计交付与成果（el-CDDO）框架，探讨技术平台在护理教育学院中的应用，以证明应用技术平台的益处。电子学习情境设计交付与成果（el-CDDO）框架已在非护理学科中得到应用且有益；然而，对于使用该框架来支持护理教育中信息通信技术（ICT）平台的交付，学术关注较少。
采用el-CDDO框架，探索林波波护理学院的实习护士和护士教育工作者对信息通信技术平台的看法。
采用探索性描述性定性研究设计，以探讨实习护士和护士教育工作者对支持林波波省护理学院教学、学习和评估的ICT平台的看法。与有目的地挑选出的实习护士和护士教育工作者进行焦点小组讨论，以收集定性数据。根据el-CDDO框架的五个维度，采用主题定性数据分析来理解收集到的数据。
该框架的六个维度突出了实习护士和护士教育工作者对ICT平台使用的看法。这些看法概括为学习情境、益处、促成因素和障碍等影响因素。益处包括提升学术进步和患者护理所需的技能、知识和快速思维能力。促成因素包括实习护士和护士教育工作者使用ICT平台的意愿。障碍包括ICT平台培训不足、缺乏结构化的ICT整合课程以及讲师的ICT技能不足。
el-CDDO框架在探索实习护士和护士教育工作者对护理教育机构中ICT平台使用的看法方面被证明是有效的。我们建议使用该框架来评估护理教育机构中ICT平台的状况。
