Kim Riley1, David Schmidt2. 1. Hunter New England Local Health District, Scone Health Campus, Scone, New South Wales, Australia. 2. Health Education and Training Institute, Bega District Hospital, Bega, New South Wales, Australia.
Abstract
OBJECTIVE: To explore the factors that influence rural nurses engagement with online learning within a rural health district in New Sound Wales (NSW), Australia. DESIGN: This qualitative study based on appreciative inquiry methodology used semi-structured interviews with managers and nurses. Purposive sampling methods were used to recruit facility managers, whereas convenience sampling was used to recruit nurses in 2012-2013. SETTING: Three public health facilities in rural NSW. PARTICIPANTS: Fourteen nurses were involved in the study, including Health Service Managers (n = 3), Nurse Unit Manager (n = 1), Clinical Nurse Specialists (n = 3), Registered Nurses (n = 2), Enrolled Nurses (n = 2) and Assistant in Nursing (n = 3). MAIN OUTCOME MEASURE: The research found that online learning works well when there is accountability for education being undertaken by linking to organisational goals and protected time. Nurses in this study valued the ability to access and revisit online learning at any time. However, systems that are hard to access or navigate and module design that did not provide a mechanism for users to seek feedback negatively affected their use and engagement. CONCLUSION: This study demonstrates that rural nurses' engagement with online learning would be enhanced by a whole of system redesign in order to deliver a learning environment that will increase satisfaction, engagement and learning outcomes.
OBJECTIVE: To explore the factors that influence rural nurses engagement with online learning within a rural health district in New Sound Wales (NSW), Australia. DESIGN: This qualitative study based on appreciative inquiry methodology used semi-structured interviews with managers and nurses. Purposive sampling methods were used to recruit facility managers, whereas convenience sampling was used to recruit nurses in 2012-2013. SETTING: Three public health facilities in rural NSW. PARTICIPANTS: Fourteen nurses were involved in the study, including Health Service Managers (n = 3), Nurse Unit Manager (n = 1), Clinical Nurse Specialists (n = 3), Registered Nurses (n = 2), Enrolled Nurses (n = 2) and Assistant in Nursing (n = 3). MAIN OUTCOME MEASURE: The research found that online learning works well when there is accountability for education being undertaken by linking to organisational goals and protected time. Nurses in this study valued the ability to access and revisit online learning at any time. However, systems that are hard to access or navigate and module design that did not provide a mechanism for users to seek feedback negatively affected their use and engagement. CONCLUSION: This study demonstrates that rural nurses' engagement with online learning would be enhanced by a whole of system redesign in order to deliver a learning environment that will increase satisfaction, engagement and learning outcomes.
Authors: Weijie Xing; Linjun Ao; Huiting Xiao; Li Cheng; Yan Liang; Junqiao Wang Journal: Int J Environ Res Public Health Date: 2018-07-15 Impact factor: 3.390