探討護理人員在職教育使用數位學習的障礙因子與動機因子

本研究目的在探討護理人員參與在職教育時，使用數位學習的障礙與動機因子，並了解影響數位學習的動機與未來繼續使用數位學習課程的預測因子。本研究方法為橫斷式立意研究，以南部某醫學中心的護理人員為研究對象，採隨機抽樣方式完成247份問卷收集。以結構性問卷調查法，收集社會人口學、「使用數位學習動機量表」、「使用學習障礙量表」和「了解電腦使用方法量表」等資料，並以SPSS for Window 14.0版軟體統計分析。結果發現：(1)最能影響使用數位學習動機前三名因素依序為「自主學習」、「求知興趣」和「職業進展」，而以未婚、內科單位和較了解電腦使用方法的護理人員，動機較高。(2)最能影響使用學習障礙的因素由高而低依序為「機構障礙」、「意向障礙」、「情境障礙」和「社會障礙」，以已婚、有子女、接觸網路時間短、每週上網時數少和不了解電腦使用方法的護理人員，使用數位學習障礙較高。(3)了解電腦使用方法得分越高，使用數位學習動機越強，分數越低其使用數位學習障礙越高。(4)使用數位學習動機的預測因子為「了解電腦使用方法」、「擁有子女數」和「單位屬性」者，可解釋變異量7.4%；未來再繼續使用數位學習課程的預測因子為進階層級(B= -.88, OR= .42, 95% CI= .22~ .78)、曾參加數位學習時數(B= .53, OR= 1.70, 95% CI= 1.02~ 2.84)和使用數位學習動機(B= .03, OR= 1.03, 95% CI= 1.00~ 1.06)。根據結果可提供護理實務上推動數位學習的方法，了解護理人員使用數位學習的障礙與動機，作為日後護理人員在職教育的規劃的參考，提升護理人員使用數位學習課程的成效。

關鍵字

數位學習；使用動機；使用障礙；繼續教育

並列摘要

This study aimed at exploring the e-learning deterrents and motivating factors in continue education for nurses and the predictors of their motivation and the future to use e-learning. This cross-sectional study recruited 247 nurses by random sampling from a medical center of Southern Taiwan. In addition to demographic form, three structured questionnaires were used to collect data including e-learning motivation, e-learning deterrents, and comprehension level of using computer. Data were analyzed by SPSS 14.0 version.The main results are as follows. First, the top three motivating factors influencing the use of e-learning were "independent learning", "knowledge interest" and "career progress"; nurses who were unmarried, working in medical unit or higher comprehension level of using computer had a higher motivation to use e-learning. Second, the top three deterrents in using e-learning included "institution barrier", "intention barrier," "situation barrier" and "social barrier "; nurses who were married, had children, shorter time in accessing internet, fewer hours in using internet per week, or lower comprehension level of using computer had a higher deterrent to use e-learning. Third, nurses who were higher comprehension level of using computer had higher motivation to use e-learning; nurses who were lower comprehension level of using computer had higher deterrent to use e-learning. Fourth, the best subsets to predict the criterion variable of motivation to use e-learning were "comprehension level of using computer," "number of children" and "working unit", 7.4% of the variance could be explained by these three variables; the best subsets to predict the future to use e-learning were clinical ladder (B= -.88, OR= .42, 95% CI= .22~ .78); number of hours participating in e-learning (B= .53, OR= 1.70, 95% CI= 1.02~ 2.84) and motivation to use e- learning (B= .03, OR= 1.03, 95% CI= 1.00~ 1.06).Based don the results, strategies can be developed to promote e-learning in nursing practice, future reference for designing in-service education, therefore enhancing the effects of e-learning courses for nurses.