Alexis Harerimana1, Ntombifikile Gloria Mtshali2. 1. Nursing and Midwifery, College of Healthcare Sciences, Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland, Australia; Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa. Electronic address: alexis.harerimana@my.jcu.edu.au. 2. Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa.
Abstract
AIM: The study aimed to establish the role played by technology in nursing education through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). METHODS: 150 student nurses participated, with data being collected using a structured questionnaire with 14 items on a 5-point Likert scale. Parallel Analysis (PA) and Exploratory Factor Analysis (EFA) were conducted to identify the factors for the role of technology in nursing education, Confirmatory Factor analysis (CFA) was used to ascertain the model fit. ANOVA, t-test and binary regression analysis were used to identify among the factors the differences within the level of the study, and perceived abilities to use the computer. RESULTS: The EFA identified five factors from 14 items, and through the CFA, the results indicated that the model was supported by the following indices: Comparative Fit Index (CFI) = 0.968 (>0.95); Incremental Fit Index (IFI) = 0.969 (>0.95); Tucker-Lewis Index (TLI) = 0.957 (>0.95); Root Mean Squared Error of Approximation (RMSEA) = 0.077 (<0.080); and SRMR = 0.0396 (<0.08). These results were within acceptable ranges, which indicated that the five factors obtained from EFA were validated. However, Chi-square goodness of fit statistics was not statistically significant (χ2 = 126.312, d.f = 67, p = .000). Overall, 89.3% (n = 134) nursing students had a positive perception of the role of technology in nursing education. Binary regression analysis indicated that 1st year nursing students positively perceived the role of technology 6.7 times more than other levels (OR = 6.710, 95% CI: 1.33-33.63, p = .021). Students with good ability to use the computers (92.9%) were 5.3 more likely to have a positive perception towards the role of technology in nursing than those with the poor ability (OR = 5.35, 95%CI = 1.76-16.26, p = .003). CONCLUSION: Using innovative teaching strategies and ensuring that nursing students are skilled is essential to the future of the nursing profession. The five-factor model would be a useful tool to assess the perception of students towards the role of technology in nursing education.
AIM: The study aimed to establish the role played by technology in nursing education through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). METHODS: 150 student nurses participated, with data being collected using a structured questionnaire with 14 items on a 5-point Likert scale. Parallel Analysis (PA) and Exploratory Factor Analysis (EFA) were conducted to identify the factors for the role of technology in nursing education, Confirmatory Factor analysis (CFA) was used to ascertain the model fit. ANOVA, t-test and binary regression analysis were used to identify among the factors the differences within the level of the study, and perceived abilities to use the computer. RESULTS: The EFA identified five factors from 14 items, and through the CFA, the results indicated that the model was supported by the following indices: Comparative Fit Index (CFI) = 0.968 (>0.95); Incremental Fit Index (IFI) = 0.969 (>0.95); Tucker-Lewis Index (TLI) = 0.957 (>0.95); Root Mean Squared Error of Approximation (RMSEA) = 0.077 (<0.080); and SRMR = 0.0396 (<0.08). These results were within acceptable ranges, which indicated that the five factors obtained from EFA were validated. However, Chi-square goodness of fit statistics was not statistically significant (χ2 = 126.312, d.f = 67, p = .000). Overall, 89.3% (n = 134) nursing students had a positive perception of the role of technology in nursing education. Binary regression analysis indicated that 1st year nursing students positively perceived the role of technology 6.7 times more than other levels (OR = 6.710, 95% CI: 1.33-33.63, p = .021). Students with good ability to use the computers (92.9%) were 5.3 more likely to have a positive perception towards the role of technology in nursing than those with the poor ability (OR = 5.35, 95%CI = 1.76-16.26, p = .003). CONCLUSION: Using innovative teaching strategies and ensuring that nursing students are skilled is essential to the future of the nursing profession. The five-factor model would be a useful tool to assess the perception of students towards the role of technology in nursing education.