Acceptance of mobile learning by German nurses in elderly care. Mathilde Hackmann, MSc Katharina Buske, BA Prof. Dr.

Transcription

1 Acceptance of mobile learning by German nurses in elderly care Mathilde Hackmann, MSc Katharina Buske, BA Prof. Dr. Birgitt Höldke

2 Overview learning experience acceptance of mobile learning design of evaluation institutions involved, nurses involved results survey of learning nurses results interviews with managers discussion and conclusion

3 DAA (Deutsche Angestellten Akademie) educational institution: developing and testing of 7 mobile learning modules for nurses in elderly care HFH (Hamburger Fern-Hochschule, Hamburg Distance University of Applied Sciences): evaluation of the learning experience funded by BMBF and ESF

4 Acceptance dssd Technology acceptance model (Davis et al. 1989: 985) Framework for the Rational Analysis of Mobile Learning (Koole 2009)

5 Evaluation managers Summer 2013 personal interview December 2013 survey After the learning experience personal interview learning nurses survey survey DAA regional coordinators DAA technical support personal interview telephone interview telephone interview telephone interview personal interview telephone interview

6 Elderly Care Institutions 15 elderly care institutions 5 home care institustions, 9 nursing homes, 1 institution offering home care and nursing home care 10 based in cities or towns, 5 based in rural areas different in size, privately run and by charities specifics purposefully selected by DAA all institutions provided placements for nursing students all institutions had low staff turnover rates

7 Nurses involved (learners) At the start 176 learners were enrolled into the programme Results from the questionnaires of 134 nurses: leraning conditions in the institutions good or very good computer skills good attitudes toward studying positive nearly half of the learners had a managing role or another special role

8 Results learners Only 64 nurses were working with the material: nearly half of them were not released from work to work with the learning material two third (n = 43) attended the introductory lesson nurses preferred to learn at home, sometimes at work, but not en route nearly half (n = 28) reported technical problems

9 Results learners Learning experiences

10 Results learners Acceptance - AWCL (Liang et al. 2011, Hackmann et al. 2015)

11 Managers involved Before the start of the project: interviews with 15 managers high expectations: transfer theory into practice, better nursing documentation, less organistion of in-house learning At the end of the project: interviews with 12 managers influencing factors on the part of managers and institutions, on the part of the learners and on the part of DAA were described

12 Results managers I Influencing factors due to managers and institutions precise negotioating for learning between managers and learners had a positive effect on acceptance lack of support by managers hat a negative effect unpredictable work load had a negative effect lack in technical equipment had a negative effect

13 Results managers II Influencing factors due to the nurses computer skills had a positive effect, the age of the nurses was less important High motivated nurses used the learning material more frequentlly Nurses critisised the lack of communication among each other

14 Results managers III Influencing factors due to DAA technical problems resulted in frustrated nurses contents of the learning material was assessed in a great variance lack of information before the start had a negative effect continuing support by the regional coordinator had a positive effect

15 Discussion high motivation at the start, but only one third of the nurses used the material discrepancy between reported technical problems and use of technical support barriers and lack of acceptance are described in the international literature as well (Doyle 2013, Glogowska et al 2011, Lahti et al 2014)

16 Conclusion To support mobile learning in German elderly care nursing: develop high quality written information before inventing a new educational method analyse the working environment and the computer skills of nurses integrate mobile learning into the human resources development

17 Literature Davis, F. D, Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of two Theoretical Models. Management Science, 35(8), Glogowska, M.; Young, P.; Lockyer, L.; Moule, P. (2011). How blended is blended learning?: Students' perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context. Nurse Educ Today, 31(8), doi: /j.nedt Hackmann, M., Buske, K., & Höldke, B. (2015). Lernplattformgestütztes Lernen von Pflegefachpersonen. Erhebung der Akzeptanz mittels eines standardisierten Instruments. PADUA, 10(4), Koole, M. L. (2009). A Model for Framing Mobile Learning, from Lahti, M., Hätönen, H., & Välimäki, M. (2014). Impact of e-learning on nurses' and student nurses knowledge, skills and satisfaction: A systematic review and meta-analysis. International Journal of Nursing Studies, 51, Liang, J.-C., Wu, S.-H., & Tsai, C.-C. (2011). Nurses' Internet self-efficacy and attitudes toward web-based continuing learning. Nurse Educ Today, 31(8), doi: /j.nedt