BACKGROUND: This study aimed to examine nurses' preferences for and attitudes toward e-learning, identify factors that motivated or discouraged their e-learning participation, and also find the relationship between the nurse's attitude and their characteristics. METHOD: A total of 534 RNs from eight hospitals in Shanghai were recruited. Data were collected using a questionnaire that consisted of e-learning experiences, barriers, motivating factors, learning preferences, and attitudes toward e-learning. RESULTS: Flexibility was the most important motivating factor and lack of time was the most common barrier to their participating in e-learning. Participants who had no e-learning experiences reported more barriers about lack of familiarity with e-learning and e-learning platforms. Nearly half of the participants exhibited positive attitudes toward e-learning. Regression analysis identified that nurses who were married, used computers frequently, and worked in rural hospitals were associated with more positive attitudes toward e-learning. CONCLUSION: Nurse educators and managers could provide more opportunities for nurses to increase their familiarity with online education technology and develop more high-quality online courses to meet nurses' learning needs. [J Contin Educ Nurs. 2020;51(2):87-96.]. Copyright 2020, SLACK Incorporated.
BACKGROUND: This study aimed to examine nurses' preferences for and attitudes toward e-learning, identify factors that motivated or discouraged their e-learning participation, and also find the relationship between the nurse's attitude and their characteristics. METHOD: A total of 534 RNs from eight hospitals in Shanghai were recruited. Data were collected using a questionnaire that consisted of e-learning experiences, barriers, motivating factors, learning preferences, and attitudes toward e-learning. RESULTS: Flexibility was the most important motivating factor and lack of time was the most common barrier to their participating in e-learning. Participants who had no e-learning experiences reported more barriers about lack of familiarity with e-learning and e-learning platforms. Nearly half of the participants exhibited positive attitudes toward e-learning. Regression analysis identified that nurses who were married, used computers frequently, and worked in rural hospitals were associated with more positive attitudes toward e-learning. CONCLUSION: Nurse educators and managers could provide more opportunities for nurses to increase their familiarity with online education technology and develop more high-quality online courses to meet nurses' learning needs. [J Contin Educ Nurs. 2020;51(2):87-96.]. Copyright 2020, SLACK Incorporated.
Authors: Xi Vivien Wu; Yuchen Chi; Umadevi Panneer Selvam; M Kamala Devi; Wenru Wang; Yah Shih Chan; Fong Chi Wee; Shengdong Zhao; Vibhor Sehgal; Neo Kim Emily Ang Journal: J Med Internet Res Date: 2020-04-24 Impact factor: 5.428