夸祖鲁-纳塔尔省护理学院护理教育工作者对技术教育的看法

IF 0.5 Q4 NURSING

African Journal of Nursing and Midwifery Pub Date : 2023-05-30 DOI:10.25159/2520-5293/12358

Siyabonga Ziqubu, Penelope Margaret Orton

{"title":"夸祖鲁-纳塔尔省护理学院护理教育工作者对技术教育的看法","authors":"Siyabonga Ziqubu, Penelope Margaret Orton","doi":"10.25159/2520-5293/12358","DOIUrl":null,"url":null,"abstract":"Technology-centred education aims to create an interactive teaching and learning environment based on the use of computers and the Internet. It also promotes the workability of instructional processes and enables connections between academic staff and upcoming professional nurses. Academic staff has to be at the forefront of the latest transforming technology. Despite many types of technologies being accessible, lecturers at the KwaZulu-Natal College of Nursing campuses are not embracing technology-based education. The aim of this study was to describe nurse educators’ attitudes and forecasts towards technology-based education in KwaZulu-Natal. A quantitative, descriptive, cross-sectional survey research design was used. Data were collected via self-administered questionnaires from nurse educators and clinical facilitators on 10 KwaZulu-Natal College of Nursing campuses using non-probability, purposive sampling. The Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse the data. Descriptive statistics utilising percentages, frequencies and means were also used to analyse data. Statistical tests included t-test and/or ANOVA, Pearson’s correlation analysis as well as regression analysis. Study results indicated that mean scores for attitudes to using technology ranged from 2.76 to 6.34, while the forecast to use technology in future mean scores ranged from 6.20 to 6.45. The study results highlighted that nurse educators in KwaZulu-Natal intend to employ technology to support teaching and learning, and they have positive attitudes towards technology-based education. It is recommended that nurse educators be provided with technical support and mentorship to enable them to adopt technology-based education.","PeriodicalId":42453,"journal":{"name":"African Journal of Nursing and Midwifery","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Perspectives of Nurse Educators Towards Technology-based Education in Selected KwaZulu-Natal Nursing Colleges\",\"authors\":\"Siyabonga Ziqubu, Penelope Margaret Orton\",\"doi\":\"10.25159/2520-5293/12358\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Technology-centred education aims to create an interactive teaching and learning environment based on the use of computers and the Internet. It also promotes the workability of instructional processes and enables connections between academic staff and upcoming professional nurses. Academic staff has to be at the forefront of the latest transforming technology. Despite many types of technologies being accessible, lecturers at the KwaZulu-Natal College of Nursing campuses are not embracing technology-based education. The aim of this study was to describe nurse educators’ attitudes and forecasts towards technology-based education in KwaZulu-Natal. A quantitative, descriptive, cross-sectional survey research design was used. Data were collected via self-administered questionnaires from nurse educators and clinical facilitators on 10 KwaZulu-Natal College of Nursing campuses using non-probability, purposive sampling. The Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse the data. Descriptive statistics utilising percentages, frequencies and means were also used to analyse data. Statistical tests included t-test and/or ANOVA, Pearson’s correlation analysis as well as regression analysis. Study results indicated that mean scores for attitudes to using technology ranged from 2.76 to 6.34, while the forecast to use technology in future mean scores ranged from 6.20 to 6.45. The study results highlighted that nurse educators in KwaZulu-Natal intend to employ technology to support teaching and learning, and they have positive attitudes towards technology-based education. It is recommended that nurse educators be provided with technical support and mentorship to enable them to adopt technology-based education.\",\"PeriodicalId\":42453,\"journal\":{\"name\":\"African Journal of Nursing and Midwifery\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.5000,\"publicationDate\":\"2023-05-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Nursing and Midwifery\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.25159/2520-5293/12358\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Nursing and Midwifery","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.25159/2520-5293/12358","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

摘要

以科技为中心的教育旨在利用电脑和互联网，创造一种互动式的教学环境。它还促进了教学过程的可操作性，并使学术人员和即将到来的专业护士之间建立了联系。学术人员必须站在最新变革技术的最前沿。尽管许多类型的技术都是可以获得的，但夸祖鲁-纳塔尔护理学院校园的讲师并不接受基于技术的教育。本研究的目的是描述护士教育工作者对夸祖鲁-纳塔尔省技术教育的态度和预测。采用定量、描述性、横断面调查研究设计。采用非概率、目的抽样的方法，对夸祖鲁-纳塔尔护理学院10个校区的护士教育工作者和临床辅导员进行问卷调查。使用社会科学统计软件包(SPSS)第25版对数据进行分析。利用百分比、频率和平均数的描述性统计也用于分析数据。统计检验包括t检验和/或方差分析、Pearson相关分析和回归分析。研究结果表明，对使用技术的态度的平均得分为2.76至6.34，而对未来使用技术的预测的平均得分为6.20至6.45。研究结果强调，夸祖鲁-纳塔尔省的护士教育工作者打算利用技术来支持教学，他们对基于技术的教育持积极态度。建议为护理教育工作者提供技术支持和指导，使他们能够采用技术教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Perspectives of Nurse Educators Towards Technology-based Education in Selected KwaZulu-Natal Nursing Colleges

Technology-centred education aims to create an interactive teaching and learning environment based on the use of computers and the Internet. It also promotes the workability of instructional processes and enables connections between academic staff and upcoming professional nurses. Academic staff has to be at the forefront of the latest transforming technology. Despite many types of technologies being accessible, lecturers at the KwaZulu-Natal College of Nursing campuses are not embracing technology-based education. The aim of this study was to describe nurse educators’ attitudes and forecasts towards technology-based education in KwaZulu-Natal. A quantitative, descriptive, cross-sectional survey research design was used. Data were collected via self-administered questionnaires from nurse educators and clinical facilitators on 10 KwaZulu-Natal College of Nursing campuses using non-probability, purposive sampling. The Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse the data. Descriptive statistics utilising percentages, frequencies and means were also used to analyse data. Statistical tests included t-test and/or ANOVA, Pearson’s correlation analysis as well as regression analysis. Study results indicated that mean scores for attitudes to using technology ranged from 2.76 to 6.34, while the forecast to use technology in future mean scores ranged from 6.20 to 6.45. The study results highlighted that nurse educators in KwaZulu-Natal intend to employ technology to support teaching and learning, and they have positive attitudes towards technology-based education. It is recommended that nurse educators be provided with technical support and mentorship to enable them to adopt technology-based education.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

African Journal of Nursing and Midwifery NURSING-

CiteScore

0.80

自引率

0.00%

发文量

期刊介绍： Africa Journal of Nursing and Midwifery is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current nursing and health-related issues. It encourages debate, both theoretical and practical, on a wide range of topics that represent a variety of cross-disciplinary interests. Africa Journal of Nursing and Midwifery is interested in attracting submissions that exhibit innovative qualitative and quantitative research methods and approaches. What is of particular interest to the journal is research that supports high-level research learning and teaching, which is fresh, exciting, analytical, critical, controversial, stimulating and creative.