TECHNOLOGY-ENHANCED LEARNING IN NURSE PROFESSIONAL TRAINING: THE CASE OF THE ENHANCE GREEK PILOT COURSE
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Oct 19, 2021
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Abstract
Technology-enhanced learning is being used in nurse education and training to promote active development of professional knowledge and skills among university students as well as among professional nurses. Although many studies have focused on enablers and barriers to e-learning in nursing education, there is still little knowledge regarding the specific functionalities that allow to instantiate flexible and effective learning activities as well as the user satisfaction of these functionalities. This study examines the students’ opinions about the ease of use and usefulness of the functionalities of the Open Online Tool (OOT) platform that was implemented and used for an online initiative for professional training on Family and Community Nursing (FCN) in Greece. The results of the research showed that most of the features of the OOT were considered by the participants to be easy to use and at the same time useful in contributing consistently to their training.
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References
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Uprichard, K. (2020). E-learning in a new era: enablers and barriers to its implementation in nursing. British Journal of Community Nursing, 25(6), 272-275. doi: 10.12968/bjcn.2020.25.6.272
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. doi: 10.1111/j.1540-5915.2008.00192.x
Wingard, R. (2005). Patient education and the nursing process: meeting the patient’s needs. Nephrology Nursing Journal, 32(2), 211-214.
Zhang, J., & Cui, Q. (2018). Collaborative learning in higher nursing education: A systematic review. Journal of Professional Nursing, 34(5), 378-388. doi: 10.1016/j.profnurs.2018.07.007
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. London, UK: Routledge.
Amandu, G. M., Muliira, J. K., & Fronda, D. C. (2013). Using Moodle e-learning platform to foster student self-directed learning: Experiences with utilization of the software in undergraduate nursing courses in a Middle Eastern university. Procedia-Social and Behavioral Sciences, 93, 677-683.
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323.
Boczkowska, K., Bakalarski, P., Sviatoslav, M., & Leszczyński, P. (2018). The importance of e-learning in professional improvement of emergency nurses. Critical Care Innovation, 1(1), 16-24. doi: 10.32114/CCI.2018.1.1.16.24
Boyd, M. R., Baliko, B., & Polyakova-Norwood, V. (2015). Using debates to teach evidence-based practice in large online courses. Journal of Nursing Education, 54(10), 578-582. doi: 10.3928/01484834-20150916-06
Breen, H. (2015). Assessing online collaborative discourse. Nursing Forum, 50(4), 218-227. Retrieved from https://onlinelibrary.wiley.com/doi/pdf/10.1111/nuf.12091
Callinan, J. (2020). Barriers and facilitators to e-learning in palliative care. International Journal of Palliative Nursing, 26(8), 394-402. doi: 10.12968/ijpn.2020.26.8.394
Cheng, Y. M. (2013). Exploring the roles of interaction and flow in explaining nurses’ e-learning acceptance. Nurse Education Today, 33(1), 73-80. doi: 10.1016/j.nedt.2012.02.005
D’Souza, M. S., Karkada, S. N., & Castro, R. (2014). Exploring e-learning among nurse educators in undergraduate nursing. Journal of Nursing Education and Practice, 4(7), 73-84.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. doi: 10.2307/249008
Foster, S. (2007). Developing a continuing competence learning plan. Nursing BC, 39(5), 13-14.
Gonçalves, M. B. B., Rabeh, S. A. N., & Terçariol, C. A. S. (2015). The contribution of distance learning to the knowledge of nursing lecturers regarding assessment of chronic wounds. Revista Latino-Americana de Enfermagem, 23(1), 122-129. doi: 10.1590/0104-1169.3606.2533
Karaman S. (2011). Nurses’ perceptions of online continuing education. BMC Medical Education, 11(1), 86. doi: 10.1186/1472-6920-11-86
Lau, A. S. (2011). Hospital-based nurses’ perceptions of the adoption of Web 2.0 tools for knowledge sharing, learning, social interaction and the production of collective intelligence. Journal of Medical Internet Research, 13(4), e92. doi: 10.2196/jmir.1398
Littlejohn, A., Milligan, C., & Margaryan, A. (2012). Charting collective knowledge: supporting self‐regulated learning in the workplace. Journal of Workplace Learning, 24(3), 226-238. doi: 10.1108/13665621211209285
Malicki, A., Vergara, F. H., Van de Castle, B., Goyeneche, P., Mann, S., Preston Scott, M., ... & Whalen, M. (2020). Gamification in Nursing Education: An integrative literature review. The Journal of Continuing Education in Nursing, 51(11), 509-515. doi: 10.3928/00220124-20201014-07
Manganello, F., & Vassilakis, K. (2019). ENhANCE project – D4.1.2 (Annex). The Open Online Tool (OOT). Release Notes. Retrieved from https://www.enhance-fcn.eu/download/3566
Manganello, F., Papadakis, N., & Vassilakis, K. (2019). ENhANCE project – D4.1.1 - Analysis of the existing tools and definition of the users’ requirements. Release Notes. Retrieved from https://www.enhance-fcn.eu/project-outcomes-and-deliverables
Manganello, F., Pozzi, F., Passarelli, M., Persico, D., & Dagnino, F. M. (2021). A dashboard to monitor Self-Regulated Learning behaviours in online professional development. International Journal of Distance Education Technologies (IJDET), 19(1), 18-34. doi: 10.4018/IJDET.2021010102
Jimoyiannis, A., Tsiotakis, P., Roussinos, D., & Siorenta, A. (2013). Preparing teachers to integrate web 2.0 in school practice: Toward a framework for pedagogy 2.0. Australasian Journal of Educational Technology, 29(2), 248-267. doi: 10.14742/ajet.157
Pawlyn, J. (2012). The use of e-learning in continuing professional development. Learning Disability Practice, 15(1). doi: 10.7748/ldp.15.1.33.s9
Persico, D., & Steffens, K. (2017). Self-regulated learning in technology enhanced learning environments. In E. Duval, M. Sharples, R. Sutherland (Eds.), Technology Enhanced Learning (pp. 115-126). Cham, CH: Springer. doi: 10.1007/978-3-319-02600-8_11
Pozzi, F., Manganello, F., Passarelli, M., Dagnino, F., Persico, D., Romagnoli, M., … Papathanasiou, I. (2020). An innovative e-learning approach to nurse training. In D. Remenyi (Ed.), 6th e-Learning Excellence Awards 2020: An anthology of case histories (pp. 207-222). Reading, UK: Academic Conferences International Limited.
Regmi, K., & Jones, L. (2020). A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC Medical Education, 20(1), 1-18. doi: 10.1186/s12909-020-02007-6
Ross, J. G., & Myers, S. M. (2017). The current use of social media in undergraduate nursing education: A review of the literature. CIN: Computers, Informatics, Nursing, 35(7), 338-344. doi: 10.1097/CIN.0000000000000342
Sasso, L., Bagnasco, A. M., Aleo, G., Zanini, M., Pozzi, F., Rodrigues, C., … Stavropoulos, K. (2018). ENhANCE project – D2.2 - Report on the definition of a Professional Profile for the Family and Community Nurse (FCN). Retrieved from https://www.enhance-fcn.eu/download/2602
Skiba, D. J., Connors, H. R., & Jeffries, P. R. (2008). Information technologies and the transformation of nursing education. Nursing Outlook, 56(5), 225-230. doi: 10.1016/j.outlook.2008.06.012
Uprichard, K. (2020). E-learning in a new era: enablers and barriers to its implementation in nursing. British Journal of Community Nursing, 25(6), 272-275. doi: 10.12968/bjcn.2020.25.6.272
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. doi: 10.1111/j.1540-5915.2008.00192.x
Wingard, R. (2005). Patient education and the nursing process: meeting the patient’s needs. Nephrology Nursing Journal, 32(2), 211-214.
Zhang, J., & Cui, Q. (2018). Collaborative learning in higher nursing education: A systematic review. Journal of Professional Nursing, 34(5), 378-388. doi: 10.1016/j.profnurs.2018.07.007
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. London, UK: Routledge.