The Effects of the Course on Technology Use in Nursing

The Effects of the Course on Technology Use in Nursing on Students' Self-directed Learning Readiness and Attitudes Toward Technology: A Quasi-experimental Study

This study aimed to examine the effect of the course on technology use in nursing on students' readiness for self-directed learning (SDLR) and attitudes toward technology. Research hypotheses are as follows:

• H1-1: The course on technology use in nursing affects nursing students' SDLR.
• H1-2: The course on technology use in nursing affects nursing students' attitudes toward technology.

Study Overview

• Status: Completed
• Conditions: Technology; Nursing Student; Self Directed Learning
• Intervention / Treatment: Other: The course on technology use in nursing

Detailed Description

The study has a quasi-experimental design. In the study, the intervention group participated in a 14-week course titled "Technology Use in Nursing," consisting of 2-hour weekly sessions. On the other hand, the control group attended a 14-week course titled "Health Assessment," also consisting of 2-hour sessions per week. Participants in the intervention group were given various tasks to enhance integration with technology. Students used various digital tools (such as Edpuzzle, artificial intelligence programs, mobile health applications, etc.). In the control group, participants were assigned the task of conducting interviews based on the Functional Health Patterns model in group work settings. No tasks involving digital tools were assigned to students in the control group.

Students were invited to participate in the study, and assignments to groups were made. After the group assignments, pre-tests were administered using the "Self-Directed Learning Readiness Scale" and the "Attitudes Toward Technology Survey." Post-tests were collected using the same scales at the end of the courses (week 14).

• Study Type: Interventional
• Enrollment (Actual): 109
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey
  • Antalya, Turkey, 07070
    • Akdeniz University

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Voluntary participation in the study
• Enrollment in one of the elective courses: 'Technology use in nursing' or 'health assessment'
• Taking elective courses for the first time

Exclusion Criteria:

• Refusal to participate in the study at any stage of the research process
• Incomplete completion of the data collection forms

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Basic Science
• Allocation: Non-Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: The course on technology use in nursing; Students attended in the course technology use in nursing. The course consisted of 2 hours per week over 14 weeks. The course aims to provide students with an understanding of fundamental technological developments in nursing, highlighting the importance and impact of technology in nursing education and practice.Theoretical lessons were delivered by two nurse educators over 8 weeks through PowerPoint presentations and interactive discussions. For the remaining five weeks, students were given some assignments to increase their interaction with digital technological tools. Three assignments were planned for each of the students. In this context, microsoft teams, canva, microsoft powerpoint, kahoot, mentimeter, quizlet, ed-puzzle, capcut, mobile health applications, google classroom, discord and artificial intelligence applications were used for assignments.	Other: The course on technology use in nursing; Students attended in the course technology use in nursing. The course consisted of 2 hours per week over 14 weeks. The course aims to provide students with an understanding of fundamental technological developments in nursing, highlighting the importance and impact of technology in nursing education and practice.Theoretical lessons were delivered by two nurse educators over 8 weeks through PowerPoint presentations and interactive discussions. For the remaining five weeks, students were given some assignments to increase their interaction with digital technological tools. Three assignments were planned for each of the students. In this context, microsoft teams, canva, microsoft powerpoint, kahoot, mentimeter, quizlet, ed-puzzle, capcut, mobile health applications, google classroom, discord and artificial intelligence applications were used for assignments.
No Intervention: Control; Students in the control group attended the 'Health Assessment' course, which is based on the Functional Health Patterns Model. Various assignments were given to students within the scope of this course. Students were divided into groups, prepared patient interview questions for each pattern, and conducted role-play interviews. Students did not use any digital tools within the scope of the course assignments.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Self-directed Learning Readiness	The self-directed learning readiness was measured with Self-Directed Learning Readiness Scale (SDLR) . The SDLRS consists of 40 items and uses a five-point Likert scale. The scale includes three sub-dimensions: self-management, willingness to learn, and self-control. The total score ranges from a minimum of 40 to 200 points. A total score 150 is recommended as the cut-off point for determining SDLR. As the total score increases, it is assumed that the student's SDL ability also increases.	Data were collected at two different time points in the study: first after students agreed to participate in the study (week 2 of the course), and second at the end of the course (week 14).
Attitudes toward technology	The technology attitudes of students was measured with Technology Attitude Scale. The scale consists of 15 items and uses a 6-point Likert scale. The scale includes two sub-dimensions: confidence in and the benefits of using technology and lack of self-efficacy in the use of technology. The total score ranges from a minimum of 15 to a maximum of 90 points. As the total score increases, it is assumed that the student's positive attitudes toward technology also increases.	Data were collected at two different time points in the study: first after students agreed to participate in the study (week 2 of the course), and second at the end of the course (week 14).

Collaborators and Investigators

• Sponsor: Akdeniz University
• Investigators: Principal Investigator: FATMA Dursun Ergezen, PhD, Akdeniz University

Study record dates

Study Major Dates

• Study Start (Actual): March 1, 2024
• Primary Completion (Actual): May 30, 2024
• Study Completion (Actual): May 30, 2024

Study Registration Dates

• First Submitted: January 14, 2025
• First Submitted That Met QC Criteria: January 23, 2025
• First Posted (Actual): March 25, 2025

Study Record Updates

• Last Update Posted (Actual): March 25, 2025
• Last Update Submitted That Met QC Criteria: January 23, 2025
• Last Verified: January 1, 2025

More Information

Terms related to this study

• Other Study ID Numbers: FatmaErgezen

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: YES
• IPD Sharing Supporting Information Type: STUDY_PROTOCOL

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No