Christopher J Stevens1, Judith Horrigan2, Roberta Heale3, Irene Koren4. 1. 255 Charland Drive, North Bay, Ontario P1A 1S3, Canada. Electronic address: cstevens2@laurentian.ca. 2. Laurentian University, 935 Ramsey Lake Road, Sudbury, Ontario P3E 2C6, Canada. Electronic address: jhorrigan@laurentian.ca. 3. Laurentian University, 935 Ramsey Lake Road, Sudbury, Ontario P3E 2C6, Canada. Electronic address: rheale@laurentian.ca. 4. Laurentian University, 935 Ramsey Lake Road, Sudbury, Ontario P3E 2C6, Canada. Electronic address: ikoren@laurentian.ca.
Abstract
BACKGROUND: E-learning is a common method of continuing education for nurses that supports professional competencies and learning needs. However, variations in setting, information technology, and quality of the e-learning may impact these experiences. OBJECTIVE: To explore registered nurses' perceptions of e-learning in a hospital setting. DESIGN: A qualitative study using an Interpretive Description methodology. SETTING: A small urban Northeastern Ontario hospital. PARTICIPANTS: Ten registered nursing staff from acute medical and surgical inpatient departments. METHOD: Face-to-face semi-structured interviews were conducted to explore nurses' e-learning perceptions. Interview transcripts were analyzed for themes. RESULTS: Three key themes were found that described the participants' perceptions of e-learning and how it related to their continuing education: Unsatisfactory, Meaningful, and Enhancing learning experiences. CONCLUSION: E-learning can be a useful method of continuing education for registered nurses; however, there are challenges in the delivery of e-learning and an ongoing need for quality development.
BACKGROUND: E-learning is a common method of continuing education for nurses that supports professional competencies and learning needs. However, variations in setting, information technology, and quality of the e-learning may impact these experiences. OBJECTIVE: To explore registered nurses' perceptions of e-learning in a hospital setting. DESIGN: A qualitative study using an Interpretive Description methodology. SETTING: A small urban Northeastern Ontario hospital. PARTICIPANTS: Ten registered nursing staff from acute medical and surgical inpatient departments. METHOD: Face-to-face semi-structured interviews were conducted to explore nurses' e-learning perceptions. Interview transcripts were analyzed for themes. RESULTS: Three key themes were found that described the participants' perceptions of e-learning and how it related to their continuing education: Unsatisfactory, Meaningful, and Enhancing learning experiences. CONCLUSION: E-learning can be a useful method of continuing education for registered nurses; however, there are challenges in the delivery of e-learning and an ongoing need for quality development.