Exploring Nursing E-Learning Systems Success Based on Information System Success Model

Chang, Hui-Chuan; Chen, Chia‐Jung; Hwang, Hsin‐Ginn

doi:10.1097/ncn.0b013e31821a1651

Cited by 16 publications

(11 citation statements)

References 17 publications

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“…E-learning is recognised as a type of training that gives great independence and flexibility for studying [18], and moreover, this study shows positive results in terms of the knowledge acquired and satisfaction. For these reasons, the implementation of this course is justified from economic and organisational points of view.…”

Section: Discussionmentioning

confidence: 68%

Online training course on critical appraisal for nurses: adaptation and assessment

et al. 2014

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BackgroundResearch is an essential activity for improving quality and efficiency in healthcare. The objective of this study was to train nurses from the public Basque Health Service (Osakidetza) in critical appraisal, promoting continuous training and the use of research in clinical practice.MethodsThis was a prospective pre-post test study. The InfoCritique course on critical appraisal was translated and adapted. A sample of 50 nurses and 3 tutors was recruited. Educational strategies and assessment instruments were established for the course. A course website was created that contained contact details of the teaching team and coordinator, as well as a course handbook and videos introducing the course. Assessment comprised the administration of questionnaires before and after the course, in order to explore the main intervention outcomes: knowledge acquired and self-learning readiness. Satisfaction was also measured at the end of the course.ResultsOf the 50 health professionals recruited, 3 did not complete the course for personal or work-related reasons. The mean score on the pre-course knowledge questionnaire was 70.5 out of 100, with a standard deviation of 11.96. In general, participants’ performance on the knowledge questionnaire improved after the course, as reflected in the notable increase of the mean score, to 86.6, with a standard deviation of 10.00. Further, analyses confirmed statistically significant differences between pre- and post-course results (p < 0.001). With regard to self-learning readiness, after the course, participants reported a greater readiness and ability for self-directed learning. Lastly, in terms of level of satisfaction with the course, the mean score was 7 out of 10.ConclusionsParticipants significantly improved their knowledge score and self-directed learning readiness after the educational intervention, and they were overall satisfied with the course. For the health system and nursing professionals, this type of course has the potential to provide methodological tools for research, promote a research culture, and encourage critical thinking for evidence-based decision making.

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Section: Discussionmentioning

confidence: 68%

Online training course on critical appraisal for nurses: adaptation and assessment

et al. 2014

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“…Budgets and policy statements should reflect commitment to the program. Seven authors agreed on the positive effect of planning, describing objectives and expectations, and placing these in a timeline to maximize efficiency [ 7 , 23 , 36 , 37 , 39 , 40 , 49 ]. Cook et al [ 50 ] identified potential barriers to implementation, and Olson et al [ 20 ] advised readers to develop a marketing plan for reaching end users.…”

Section: Resultsmentioning

confidence: 99%

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

Leeuw¹,

Westerman

Nelson

et al. 2016

BMC Med Educ

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BackgroundE-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.MethodsWe conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.ResultsUnique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.ConclusionThis review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

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“…This model measures the success of information systems by measuring six variables, including information quality, system quality, intention to use, user satisfaction, service quality and net benefits ( Figure 1 ). The success of a virtual medical education system is multidimensional and can be associated with system quality, information quality and service quality, which are the prerequisites of three other key structures, namely user satisfaction, intention to use and net benefits, which measure the effects of using the system after it is implemented 7 . The evaluation of the courses held is one of the most important tasks of any organization and this need is twice as important in universities as they are considered a hub for research.…”

Section: Introductionmentioning

confidence: 99%

The evaluation of a virtual education system based on the DeLone and McLean model: A path analysis

et al. 2017

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The Internet has dramatically influenced the introduction of Background virtual education. Virtual education is a term that involves online education and e-learning. This study was conducted to evaluate a virtual education system based on the DeLone and McLean model. : This descriptive analytical study was conducted using the census Methods method on all the students of the Nursing and Midwifery Department of Alborz University of Medical Sciences who had taken at least one online course in 2016-2017. Data were collected using a researcher-made questionnaire based on the DeLone and McLean model in six domains and then analyzed in SPSS-16 and LISREL-8.8 using the path analysis.: The goodness of fit indices (GFI) of the model represent the Results desirability and good fit of the model, and the rational nature of the adjusted relationships between the variables based on a conceptual model (GFI = 0.98; RMSEA = 0.014).The results showed that system quality has the greatest impact on the net benefits of the system through both direct and indirect paths (β=0.52), service quality through the indirect path (β=0.03) and user satisfaction through the direct path (β=0.73).: According to the results, system quality has the greatest overall Conclusions impact on the net benefits of the system, both directly and indirectly by affecting user satisfaction and the intention to use. System quality should therefore be further emphasized, to use these systems more efficiently.

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Exploring Nursing E-Learning Systems Success Based on Information System Success Model

Cited by 16 publications

References 17 publications

Online training course on critical appraisal for nurses: adaptation and assessment

Online training course on critical appraisal for nurses: adaptation and assessment

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

The evaluation of a virtual education system based on the DeLone and McLean model: A path analysis

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