Applying an E-Learning framework to explore learner nurses' and nurse educators' perceptions about technology platforms in nursing.

BACKGROUND

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.

AIM

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.

METHOD

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.

RESULTS

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.

CONCLUSION

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.