This exploratory qualitative study aimed to explore nursing students' experiences and perspectives regarding collaborative technology-based assignments included in the "technology use in nursing" course, as well as their perceived contributions to personal and academic development.
Abstract
Changes and transformations in the field of technology significantly affect nursing education. Nursing students are expected to actively engage with a variety of advanced technological tools throughout their education to develop technological competence. This exploratory qualitative study aimed to explore nursing students' experiences and perspectives regarding collaborative technology-based assignments included in the "technology use in nursing" course, as well as their perceived contributions to personal and academic development. The study was conducted with 22 nursing students selected using purposive sampling. The findings revealed 3 main themes reflecting students' experiences: "Personal and academic development through technology-supported learning," "Enhanced awareness and integration of technology into nursing education and practice," and "Opportunities and challenges of AI use." In addition, a total of 10 subthemes were identified. Participants perceived that collaborative technology-based assignments supported their active engagement, experiential learning, technological awareness, and personal and academic development.
BACKGROUND
The integration of information technologies into nursing education has increased significantly, particularly in the teaching of psychomotor skills. Although these technologies provide important learning opportunities, students' attitudes toward their use play a critical role in the effectiveness of technology-enhanced education. However, there is a lack of valid and reliable instruments specifically designed to assess nursing students' attitudes toward the use of information technologies in psychomotor skill learning.
AIM
This study aimed to examine nursing students' attitudes toward the use of information technologies in psychomotor skill learning and to develop and validate a measurement tool for this purpose.
METHODS
An exploratory sequential mixed-methods design was employed. In the qualitative phase, semi-structured interviews were conducted with 20 nursing students, and data were analysed using content analysis. Based on qualitative findings and a literature review, an initial item pool was generated. In the quantitative phase, data were collected from 891 nursing students. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to examine construct validity, and reliability was assessed using Cronbach's alpha and McDonald's omega coefficients.
RESULTS
Qualitative findings identified four subthemes regarding students' attitudes toward the use of information technologies in psychomotor skill learning. Factor analyses supported a 33-item scale with four dimensions. The CFA results indicated an acceptable level of model fit (CFI = 0.907, TLI = 0.900, RMSEA = 0.080, SRMR = 0.048). The overall Cronbach's alpha coefficient was 0.94, indicating high internal consistency.
CONCLUSION
The developed scale is a valid and reliable instrument for assessing nursing students' attitudes toward the use of information technologies in psychomotor skill learning. The findings suggest that information technologies are perceived not only as instructional tools but also as multidimensional learning environments that support learning processes, clinical practice, and professional development. This scale may contribute to the evaluation and improvement of technology-enhanced nursing education practices.
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Traditional nursing education is discipline-centered, and a gap persists between students’ clinical competencies and the requirements of professional practice. Outcome-Based Education (OBE), which is oriented toward learning outcomes, provides a new perspective for addressing the disconnection between theory and practice. Integrating OBE into nursing education contributes to cultivating high-quality nursing professionals who meet clinical demands. This study first examines the impact of the OBE concept on nursing education in four dimensions: educational objectives, curriculum system, teaching models, and assessment methods. It further analyzes its design value in enhancing professional competency and promoting precision in instructional design and implementation. Subsequently, the study proposes several instructional strategies, including backward design of learning objectives, creation of clinically situated task scenarios, development of representative case-based resources, strengthening of virtual simulation training, and organization of collaborative group learning. These strategies provide a systematic framework for nursing education reform.
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