TECNOLOGIE DIDATTICHE NELLA FORMAZIONE PROFESSIONALE INFERMIERISTICA: IL CASO DEL CORSO PILOTA GRECO ENHANCE
Barra laterale dell'articolo
Pubblicato:
Oct 19, 2021
Parole chiave:
Formazione Professionale Infermieristica, Attività Didattiche Online, Open Online Tool, Soddisfazione degli Studenti, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
L’apprendimento potenziato dalla tecnologia viene utilizzato nell’istruzione e nella formazione degli infermieri allo scopo di promuovere attivamente lo sviluppo di conoscenze e abilità professionali tra gli studenti universitari e tra gli infermieri professionisti. Sebbene molti studi si siano concentrati sui facilitatori e sugli ostacoli all’e-learning nella formazione infermieristica, c’è ancora poca conoscenza riguardo alle funzionalità specifiche che consentono di istanziare attività di apprendimento flessibili ed efficaci così come alla soddisfazione dell’utente circa queste funzionalità. Questo studio esamina le opinioni degli studenti sull’utilità e la facilità d’uso delle funzionalità della piattaforma Open Online Tool (OOT) che è stata implementata e utilizzata per un’iniziativa online per la formazione professionale di infermieri di famiglia e comunità in Grecia. I risultati della ricerca hanno mostrato che la maggior parte delle funzionalità dell’OOT sono state ritenute da parte dei partecipanti facili da usare e allo stesso tempo utili nel contribuire in modo coerente alla loro formazione.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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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
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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
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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.
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.