The roles of social factor and internet self-efficacy in nurses' web-based continuing learning

Online learning readiness and online learning system success in Vietnamese higher education

Purpose

The article aims examine an integrated model of the technology acceptance model (TAM), the unified theory of acceptance and use of technology (UTAUT) and DeLone and McLean information systems (D&M IS) success model to determine the effects of online learning readiness (OLR) on learners' online learning system (OLS) usage and their satisfaction. The authors also investigate the relationship between performance expectancy, effort expectancy, social influence and OLR of students. Moreover, this work examines the mediate role of learner satisfaction in the linking of OLS usage and performance in Vietnamese higher education.

Design/methodology/approach

A total of 558 valid questionnaires were collected from students at five large universities in Vietnam to test the fit of proposed model, measurement model and structural relationships between constructs by using partial least squares (PLS) path analytics.

Findings

Performance expectancy, effort expectancy and social influence have significant positive effects on OLR of students in online learning context. OLR has a positive impact on both learner satisfaction and OLS usage. The learner performance is significantly influenced by satisfaction while it is indirectly affected by OLS usage via satisfaction. In addition, OLS usage plays as a partial mediation variable in the relationship between OLR and satisfaction. The path model could explain 56% of variance of the learner performance.

Research limitations/implications

This study has a few limitations. First, this study is cross-sectional, which allows the elaboration of correlations between variables but lacks confidence in causality exploration. Second, the self-reported data are inherently subjective, which might generate biased results in measuring learner performance.

Practical implications

This research has implications for instructors and higher education organizations. The findings provide insights for instructors to manage efficiently the OLS adoption of students. Higher education organizations should understand and identify factors in terms of OLR, OLS usage, learner satisfaction and learner performance when OLSs are implemented in university. Performance expectancy, effort expectancy and social influence have been criticized for considering OLR.

Originality/value

This is the first empirical study to determine relationship between performance expectancy, effort expectancy, social influence, OLR, OLS usage, satisfaction and performance in the context of online learning environment in Vietnam.

Integrating Social Presence With Social Learning to Promote Purchase Intention: Based on Social Cognitive Theory

Consumers mainly acquire information through social learning in online shopping environment, and social presence as a media attribute generated by real-time interactions in live streaming commerce is more conducive for consumers’ social learning. Therefore, it is worth investigating the roles of social presence and social learning on consumers’ purchase intention (PI) in the strong interactive environment. Based on social cognitive theory (SCT) framework and drawing on social presence theory and social learning theory, this study investigates the relationships among social presence, social learning process, and PI. Social presence is operationalized into social presence of others (SPO) and social presence of interactions (SPI), whereas social learning process contains external interaction process [exploitative learning (ETL) and exploratory learning (ERL)] and internal psychological process [cognitive appraisal (CAP) and affective appraisal AAP)]. The results from a survey of 372 consumers of live streaming commerce indicate that SPO and SPI positively affect ETL and ERL and then contribute significantly to the building of CAP and AAP, which can lead to PI. The findings also provide guidance for brand managers and retailers in building more effective interactive atmosphere and promoting consumers’ positive attitude toward brands in live streaming marketing.

Transitioning to online learning in higher education: Influence of Awareness of COVID-19 and Self-Efficacy on Perceived Net Benefits and Intention

The COVID-19 pandemic has disrupted existing educational systems worldwide. Due to lockdowns in several countries, the educational institutions have been directed by governments to move towards online learning. The challenge for educational institutions and faculty members is to assess the influence of various factors that would enable adoption of online learning by students in higher education. This study investigates the influence of awareness of COVID-19 (AOC19), computer & internet self-efficacy (CISE), and online communication self-efficacy (OCSE) on perceived net benefits (NB) of the students and their intention towards the online learning (INT). The study further analyzes the mediating role of students' attitude towards online learning (ATOL). Data of 1023 students of higher education across multiple universities in India were collected and analyzed using structural equation modelling through AMOS 24 and mediation analysis through 'PROCESS' macro for SPSS. The findings revealed that, AOC19 positively influenced students' NB and INT; CISE had a significant inverse relationship with NB, and partially significant positive relationship with INT; OCSE was observed to be a significant predictor of NB with positive direct relationship; ATOL had a significant full mediation among CISE and NB, and acted as significant partial mediator between CISE and INT, AOC19 and NB, AO19 and INT, OCSE and NB, and OCSE and INT. This paper would be useful for the faculty members, institutions and education technology companies in the higher education domain by enabling an understanding of the attitude, perception and intention of the students towards online learning during the COVID-19 scenario.

Factors influencing university teachers' use of a mobile technology-enhanced teaching (MTT) platform

The main purpose of this study was to examine the critical factors influencing university teachers' use of a mobile technology-enhanced teaching (MTT) platform during the new coronavirus (COVID-19) epidemic. An integrated model with multiple factors drawing from the theoretical models and learning theories was proposed in this study to examine university teachers' intentions to use an MTT platform. The multiple factors included the individual factor (e.g., growth mindset, help seeking, and self-efficacy), the social factor (e.g., social norms), and the technological acceptance factor (e.g., perceived usefulness and perceived ease of use). The survey method was used to collect data on university teachers' perceptions of the MTT platform use, and a two-step structural equation modeling approach was used for the data analysis. Based on the path analysis of a total of 214 valid responses, the results identified that growth mindset, help seeking, and self-efficacy from the individual factor, as well as perceived usefulness from the technology acceptance factor were the significant determinants of university teachers' intentions to adopt the MTT. The contributions of this study are twofold. First, the proposed model was derived from multiple literature sources, providing a sound theoretical foundation to understand MTT platform use from an academic angle. Second, university teachers' viewpoints are a unique observation of their actual platform use, providing practical insights into the improvement and maintenance of MTT-related platforms for all educators. The findings are especially valuable during the post-COVID-19 era.

University students’ attitudes towards ubiquitous library-supported learning: an empirical investigation in the context of the Line@Library

Purpose

This study aims to investigate the influences of task-technology fit on university students’ attitudes towards ubiquitous library-supported learning when they use a mobile library app, Line@Library.

Design/methodology/approach

In this study, structural equation modelling to examine 158 valid questionnaires are used. The study aims to examine the effects of task-technology fit (TTF) on university students’ attitudes towards mobile learning (AML) when using Line@Library.

Findings

The results show that task-technology fit is an important role that influences the students’ attitudes towards mobile learning. The factor “technology characteristics” is considered when the students attempted to use the mobile app to solve problems or complete tasks. This study also found that the students responded with positive perceptions of the task-technology fit and had positive perceptions of its ease of use. Furthermore, usefulness, ease of use and affection of AML were found to be the most influential predictors of mobile library adoption intention.

Originality/value

From the perspective of learners, this study investigates the relationships of the combination of social media and a mobile library between TTF and AML. This study further found that not only ease of use, usefulness and affection but also task-technology fit can be a predictor that influences students’ attitudes towards mobile learning.

Internet-Specific Epistemic Beliefs in Medicine and Intention to Use Evidence-Based Online Medical Databases Among Health Care Professionals: Cross-sectional Survey

Background

Evidence-based medicine has been regarded as a prerequisite for ensuring health care quality. The increase in health care professionals’ adoption of web-based medical information and the lack of awareness of alternative access to evidence-based online resources suggest the need for an investigation of their information-searching behaviors of using evidence-based online medical databases.

Objective

The main purposes of this study were to (1) modify and validate the internet-specific epistemic beliefs in medicine (ISEBM) questionnaire and (2) explore the associations between health care professionals’ demographics, ISEBM, and intention to use evidence-based online medical databases for clinical practice.

Methods

Health care professionals in a university-affiliated teaching hospital were surveyed using the ISEBM questionnaire. The partial least squares-structural equation modeling was conducted to analyze the reliability and validity of ISEBM. Furthermore, the structural model was analyzed to examine the possible linkages between health professionals’ demographics, ISEBM, and intention to utilize the evidence-based online medical databases for clinical practice.

Results

A total of 273 health care professionals with clinical working experience were surveyed. The results of the measurement model analysis indicated that all items had significant loadings ranging from 0.71 to 0.92 with satisfactory composite reliability values ranging from 0.87 to 0.94 and average variance explained values ranging from 0.70 to 0.84. The results of the structural relationship analysis revealed that the source of internet-based medical knowledge (path coefficient –0.26, P=.01) and justification of internet-based knowing in medicine (path coefficient 0.21, P=.001) were correlated with the intention to use evidence-based online medical databases. However, certainty and simplicity of internet-based medical knowledge were not. In addition, gender (path coefficient 0.12, P=.04) and academic degree (path coefficient 0.15, P=.004) were associated with intention to use evidence-based online medical databases for clinical practice.

Conclusions

Advancing health care professionals’ ISEBM regarding source and justification may encourage them to retrieve valid medical information through evidence-based medical databases. Moreover, providing support for specific health care professionals (ie, females, without a master’s degree) may promote their intention to use certain databases for clinical practice.

A Clinical Teaching Blended Learning Program to Enhance Registered Nurse Preceptors' Teaching Competencies: Pretest and Posttest Study

Background

Clinical nursing education provides opportunities for students to learn in multiple patient care settings, receive appropriate guidance, and foster the development of clinical competence and professionalism. Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competencies, and enhance problem-solving and critical thinking skills. Previous research has indicated that the teaching competencies of nurse preceptors can be transferred to students’ clinical learning to enhance their clinical competencies.

Objective

This study aimed to develop a clinical teaching blended learning (CTBL) program with the aid of web-based clinical pedagogy (WCP) and case-based learning for nurse preceptors and to examine the effectiveness of the CTBL program on nurse preceptors’ clinical teaching competencies, self-efficacies, attitudes toward web-based learning, and blended learning outcomes.

Methods

A quasi-experimental single-group pretest and posttest design was adopted. A total of 150 nurse preceptors participated in the CTBL program, which was conducted from September 2019 to December 2019. A set of questionnaires, including the clinical teaching competence inventory, preceptor self-efficacy questionnaire, attitudes toward web-based continuing learning survey, and e-learning experience questionnaire, was used to assess the outcomes before and after the CTBL program.

Results

Compared with the baseline, the participants had significantly higher total mean scores and subdomain scores for clinical teaching competence (mean 129.95, SD 16.38; P<.001), self-efficacy (mean 70.40, SD 9.35; P<.001), attitudes toward web-based continuing learning (mean 84.68, SD 14.76; P<.001), and blended learning outcomes (mean 122.13, SD 14.86; P<.001) after the CTBL program.

Conclusions

The CTBL program provides a comprehensive coverage of clinical teaching pedagogy and assessment strategies. The combination of the WCP and case-based approach provides a variety of learning modes to fit into the diverse learning needs of the preceptors. The CTBL program allows the preceptors to receive direct feedback from the facilitators during face-to-face sessions. Preceptors also gave feedback that the web-based workload is manageable. This study provides evidence that the CTBL program increases the clinical teaching competencies and self-efficacies of the preceptors and promotes positive attitudes toward web-based learning and better blended learning outcomes. The health care organization can consider the integration of flexible learning and intellect platforms for preceptorship education.

Understanding the use of YouTube as a learning resource: a social cognitive perspective

Purpose

Drawing from social cognitive theory, the purpose of this study is to examine how personal, environmental and behavioral factors can interplay to influence people's use of YouTube as a learning resource.

Design/methodology/approach

This study proposed a conceptual model, which was then tested with data collected from a survey with 150 participants who had the experience of using YouTube for learning. The bootstrap method was employed to test the direct and mediation hypotheses in the model.

Findings

The results revealed that personal factors, i.e. learning outcome expectations and attitude, had direct effects on using YouTube as a learning resource (person → behavior). The environmental factor, i.e. the sociability of YouTube, influenced the attitude (environment → person), while the behavioral factor, i.e. prior experience of learning on YouTube, affected learning outcome expectations (behavior → person). Moreover, the two personal factors fully mediated the influences of sociability and prior experience on YouTube usage for learning.

Practical implications

The factors and their relationships identified in this study provide important implications for individual learners, platform designers, educators and other stakeholders who encourage the use of YouTube as a learning resource.

Originality/value

This study draws on a comprehensive theoretical perspective (i.e. social cognitive theory) to investigate the interplay of critical components (i.e. individual, environment and behavior) in YouTube's learning ecosystem. Personal factors not only directly influenced the extent to which people use YouTube as a learning resource but also mediated the effects of environmental and behavioral factors on the usage behavior.

Characterizing Consumer Behavior in Leveraging Social Media for E-Patient and Health-Related Activities

The emergence of e-patients has encouraged consumers, people who are non-medical experts, to be more engaged in healthcare needs by utilizing online sources via social media. However, the nature of social media and regulation issues have caused concerns for the reliability and validity of the shared information. These phenomena shape consumers behavior in leveraging social media for e-patient activities. This study investigates consumer behavior using an integrated model based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Protection Motivation Theory (PMT). The data collected from the participants (N = 312) was analyzed using partial least square structural equation modelling. The results showed that behavioral intention to use social media for e-patient activities was significantly affected by performance expectancy, effort expectancy, perceived severity, perceived susceptibility, and response efficacy; and that behavioral intention corresponded positively to usage intention. In addition, the results also indicate that the intention to use social media for health-related purposes is driven by awareness of preventing health problems and attempts to reduce the risk of developing an illness. Based on findings, this study recommends strategies and initiatives to optimize social media for promoting a healthy lifestyle and educating society about public health and healthcare management.

Nurses' perceptions about a web-based learning intervention concerning supportive family conversations in home health care

Aims and objectives

To describe the perceptions that municipal primary healthcare nurses and municipal registered nurses had about a web‐based learning intervention concerning supportive family health conversations in municipal home health care.

Background

Even though family health conversations are well grounded in theory with several reported benefits for patients and families, most working nurses have little or no training in practising family systems nursing including family health conversations. Continued learning is necessary for nurses, where web‐based learning may be one answer of updating the professional skills and knowledge of nurses regarding supporting families.

Design

The study used a descriptive design and followed the “Consolidated criteria for reporting qualitative research” (COREQ) checklist.

Methods

Twenty‐one nurses participated in an educational intervention that consisted of web‐based learning and two face‐to‐face seminars about family systems nursing including family health conversations. The nurses were interviewed after completion, and the audio‐recorded interviews were transcribed verbatim and analysed using qualitative content analysis.

Results

The findings consist of nurses’ perceptions regarding the disposition of instruction, the prerequisites for learning and a changed approach when working with families. The findings are further reflected on through Illeris’ theory concerning learning triangle.

Conclusions

The findings are encouraging for educating nurses in family health conversations at their workplace, with the purpose of supporting patients and families. However, it is important to be aware of the different dimensions of learning, in addition to the appraisal of social aspects and organisational circumstances when educating nurses as they influence the utilisation of the knowledge.

Relevance to clinical practice

This web‐based learning intervention seems to be suitable for educating nurses in family health conversations and could be an appropriate step towards implementing these conversations in home health care with the purpose of supporting families.

Nurses' Attitudes toward, and Needs for Online Learning: Differences between Rural and Urban Hospitals in Shanghai, East China

Health professionals need continuing education to maintain their qualifications and competency. Online learning increases the accessibility and flexibility of continuing education. Assessment of nurses' attitudes toward, and needs for, online learning can provide suggestions regarding learning program design and delivery. This study aimed to evaluate Chinese nurses' attitudes toward, and needs for, online learning, and to explore the differences in attitudes and needs between nurses working in rural and urban hospitals. This work is a secondary analysis of a multicenter cross-sectional study conducted in Shanghai in 2015 (n = 550). Multiple regression techniques were used to determine the factors associated with nurses' attitudes toward, and needs for, online learning. Results showed that nurses in rural hospitals had more positive attitudes toward online learning (102.7 ± 14.2) than those in urban hospitals (98.3 ± 12.9) (p < 0.001). For rural hospitals, nurses who could use computers and access the internet in their workplace reported more positive attitudes than those who could not. For urban hospitals, nurse educators showed significantly more positive attitudes than others. Communication skills (86.5%) and patient education (86.3%) were the most commonly-reported learning needs for nurses regardless of their working settings. Chinese nurses were willing to adopt online learning as a continuing education method. Nurses working in rural hospitals displayed more positive attitudes toward, and needs for, online learning than those working in urban hospitals. Nursing educators and managers should develop online learning programs and provide appropriate support to fulfill nurses' learning needs, especially for those working in rural healthcare settings.

E-health tools in oncology nursing: Perceptions of nurses and contributions to patient care and advanced practice

As oncology nurses confront a rapidly evolving field with increased workplace pressure, the integration of evidence-based connected health platforms within practice presents promise. This study explores nurses' perceptions regarding the utility of e-health tools, with a focus on the Oncology Interactive Navigator (OIN^TM), as a potential contributor to their practice and interactions with patients. Focus groups with oncology nurses were conducted at two time points: prior to exposure to the OIN^TM (T1, n=8) and four weeks post unrestricted tool access (T2, n=7). Using qualitative constant comparison analysis, three themes emerged: (1) Key factors driving e-health use are multidimensional and evolving; (2) Dual role of e-health in meeting patient needs and supporting practice; (3) E-health as a catalyst for professional development and networking. E-health is appealing to oncology nurses, as it serves to advance practice and support patient care. Future research should explore best practices for optimal clinical implementation among all stakeholders involved.

"There's Not Enough Knowledge Out There": Examining Older Adults' Perceptions of Digital Technology Use and Digital Inclusion Classes

Older adults' definitions of digital technology, and experiences of digital inclusion sessions, were examined using qualitative approaches. Seventeen older adults (aged between 54 and 85 years) participated in two focus groups that each lasted approximately 90 min to explore how older adults understood technology within their lived experience. Interpretative phenomenological analysis yielded two main themes: thirst for knowledge and a wish list for digital technology sessions. A separate content analysis was performed to identify what technology older adults identified as digital technology. This analysis revealed that the older adults most frequently defined digital technology as computers and telephones. The findings support the conclusions that this group of older adults, some of whom were "successful users," have a wide knowledge of digital technology, are interested in gaining more skills, and desire knowledge acquisition through personalized one-to-one learning sessions.

Analysis of the technology acceptance model in examining hospital nurses' behavioral intentions toward the use of bar code medication administration

Serious medication errors continue to exist in hospitals, even though there is technology that could potentially eliminate them such as bar code medication administration. Little is known about the degree to which the culture of patient safety is associated with behavioral intention to use bar code medication administration. Based on the Technology Acceptance Model, this study evaluated the relationships among patient safety culture and perceived usefulness and perceived ease of use, and behavioral intention to use bar code medication administration technology among nurses in hospitals. Cross-sectional surveys with a convenience sample of 163 nurses using bar code medication administration were conducted. Feedback and communication about errors had a positive impact in predicting perceived usefulness (β=.26, P<.01) and perceived ease of use (β=.22, P<.05). In a multiple regression model predicting for behavioral intention, age had a negative impact (β=-.17, P<.05); however, teamwork within hospital units (β=.20, P<.05) and perceived usefulness (β=.35, P<.01) both had a positive impact on behavioral intention. The overall bar code medication administration behavioral intention model explained 24% (P<.001) of the variance. Identified factors influencing bar code medication administration behavioral intention can help inform hospitals to develop tailored interventions for RNs to reduce medication administration errors and increase patient safety by using this technology.

Improving Health Care Providers' Capacity for Self-Regulated Learning in Online Continuing Pharmacy Education: The Role of Internet Self-Efficacy

INTRODUCTION

Although Internet-based learning is widely used to improve health professionals' knowledge and skills, the self-regulated learning (SRL) activities of online continuing education in pharmacy are seldom discussed. The main purpose of this study was to explore the relationships between pharmacists' Internet self-efficacy (ISE) and their SRL in online continuing education.

METHODS

A total of 164 in-service pharmacists in Taiwan were surveyed with the Internet Self-Efficacy Survey, including basic ISE (B-ISE), advanced ISE (A-ISE) and professional ISE (P-ISE), as well as the Self-Regulated Learning Questionnaire consisting of preparatory SRL (P-SRL) and enactment SRL (E-SRL).

RESULTS

Results of a 1-by-3 (educational levels: junior college versus bachelor versus master) analysis of variance and a 1-by-4 (institutions: community-based versus hospital versus clinic versus company) analysis of variance revealed that there were differences in ISE and SRL among different education levels and working institutions. The hierarchical regression analyses indicated that B-ISE and P-ISE were significant predictors of P-SRL, whereas P-ISE was a critical predictor of E-SRL. Moreover, the interaction of P-ISE × age was linked to E-SRL, implying that P-ISE has a stronger influence on E-SRL for older pharmacists than for younger pharmacists. However, the interactions between age and ISE (A-ISE, B-ISE, and P-ISE) were not related to P-SRL.

DISCUSSION

This study highlighted the importance of ISE and age for increasing pharmacists' SRL in online continuing education.

The moderating effects of demographic and individual characteristics on nurses' acceptance of information systems: A canadian study

OBJECTIVES

The purpose of this study was to educate on the moderating effects of demographic (i.e., educational level and age) and individual characteristics (i.e., years of nursing experience and computer knowledge) on nurses' acceptance of information systems (IS). The technology acceptance model (TAM) with its constituent variables such as perceived usefulness (PUSS) and perceived ease of use (PEOU) was the theoretical framework used for this study.

METHODS

A cross-sectional study was conducted in Nova Scotia, Canada. Usable data was collected from 197 registered nurses (RNs). Relevant hypotheses were formulated and the partial least squares (PLS) technique was used for data analysis.

RESULTS

The results of the hypothesized relationships showed that education and computer knowledge have positive moderating effects on the influences of PEOU and PUSS on nurses' attitudes toward IS (ATTI). The factors of nurses' years of nursing experience and age did not yield meaningful results. ATTI impacted behavioral intentions to use IS, which positively impacted nurses' use of IS. The nurses sampled in the study have positive IS use behaviors.

CONCLUSIONS

This study demonstrates that relevant demographic factors and individual characteristics, if incorporated into frameworks used for investigating nurses' acceptance of IS, could permit the emergence of useful insights for practitioners and researchers. Specifically, this study showed that nurses with higher educational attainments and more basic computer knowledge readily accept implemented IS at work. Hospital administrators benefit from insights such as the one presented in this study.

Extending the expectation-confirmation model with quality and flow to explore nurses’ continued blended e-learning intention

Purpose

– The purpose of this paper is to propose a hybrid model based on the expectation-confirmation model (ECM), flow theory, and updated DeLone and McLean information system (IS) success model to examine whether quality factors as the antecedents to nurse beliefs affected nurses’ intention to continue using the blended electronic learning (e-learning) system.

Design/methodology/approach

– Sample data for this study were collected from nurses at five hospitals in Taiwan. A total of 500 questionnaires were distributed, 396 (79.2 percent) questionnaires were returned. Consequently, 378 usable questionnaires were analyzed in this study, with a usable response rate of 75.6 percent. Collected data were analyzed using structural equation modeling.

Findings

– Information quality, system quality, support service quality, and instructor quality contribute significantly to perceived usefulness (PU), confirmation, and flow, which together explain nurses’ satisfaction with the usage of the blended e-learning system, and this in turn leads to their continued system usage intention.

Originality/value

– First, the application of the ECM with the view of updated DeLone and McLean IS success model reveals deep insights into quality evaluation (including information quality, system quality, and support service quality) in the field of nurses’ e-learning continuance intention. Especially, this study additionally contributes to the identification of instructor quality that may lead to nurses’ continued blended e-learning usage intention. Next, the empirical evidence on capturing both extrinsic motivator (i.e. PU) and intrinsic motivator (i.e. flow) for completely explaining quality antecedents of nurses’ blended e-learning continuance intention is well documented.