臨床護理人員數位學習接受度認知之相關因素探討

Exploring Factors of Cognitive e-Learning Acceptance by Clinical Nurses

臨床醫療人員必須及時更新大量之專業知識，但工作時間漫長而不穩定。集中訓練之傳統課堂教育方式不僅不易施行，且對感染管制形成挑戰，使得數位學習成為健康照護組織教育訓練之有利工具；因此探究醫療人員數位學習接受度相關因素，成為重要管理課題。本研究以科技接受模式理論為基礎，探討護理人員數位學習接受度認知與個人特性、電腦自我效能之關聯。研究工具運用具信效度之結構式問卷，以北部某區域醫院全體臨床護理人員為對象，於2012年5月進行調查，共計313位回覆，回收率100％。所得資料採用描述性分析瞭解變項分佈，並運用變異數分析、t檢定、卡方檢定、薛費氏事後比較法、皮爾森積差相關及多元迴歸，分析各變項間之可能關聯並驗證研究假說。差異性檢定發現，年齡、學歷、護理年資、及每天使用電腦時數，與其自我評價電腦效能差異有關；迴歸分析控制相關變項後，顯示大專以上學歷及每天使用電腦時數越長者，其自評電腦效能越高。數位學習接受度差異則與學歷、護理人員職階、每天使用電腦時數、及電腦自我效能有關。迴歸分析顯示，大學以上學歷、每天使用電腦時數越長、電腦自我效能評價越高、以及服務於健檢中心之護理人員，其數位學習接受度較高。研究結果驗證臨床護理人員數位學習接受度與其電腦自我效能及個人特質相關。建議管理者因應護理人員學歷及電腦使用時間差異，建構不同強度與深度之電腦技能教育訓練課程；並鼓勵護理人員參與學位學程教育訓練，取得更高學歷。另一方面，則可透過強制或自主性質之活動，加強並鼓勵護理人員使用並熟習資訊科技相關技能，進而提升其數位學習接受度。

Clinical staffs need to keep updated with immense amounts of professional knowledge, yet their works are characterized of long and unstable work hours. Collective learning through traditional classroom teaching becomes not only infeasible, but also poses great threats to infection control. Subsequently, e-learning turns out to be an attractive training tool for healthcare organizations. Understanding the factors of e-learning acceptance becomes an important management issue. Based on Technology Acceptance Model, this study aims to explore the relationship between personal characteristics, computer self-efficacy, and e-learning acceptance by clinical nurses. Using questionnaires with acceptable validity and reliability as the tool, the researchers surveyed all clinical nurses of a regional hospital in northern Taiwan during May of 2012. A total of 313 nurses responded, with 100% response rate. Descriptive analyses were utilized to understand the distribution characteristics of all collected data, while ANOVA, t-test, chi-square, Scheffe's test, Person correlation analyses and multiple regressions were employed to verify the research hypotheses. Variance analyses found that age, educational degree, years in nursing practices, and daily computer utilization hours were associated with differences in self-evaluated computer efficacy. Controlling for all relevant variables, regression analyses found that clinical nurses with an educational degree higher than college and those spending more hours on computers, were more likely to have higher self-evaluated computer efficacy. Differences in e-learning acceptance were associated with educational degree, nursing competency rankings, daily computer utilization hours, and self-evaluated computer efficacy. Regression analyses found that clinical nurses with an educational degree higher than college, and those spending more hours on computers, having higher self-evaluated computer efficacy, working at the physical examination department, were more likely to have higher e-learning acceptance. The research results verified that personal characteristics, computer self-efficacy are associated with e-learning acceptance for clinical nurses. Managers are advised to organize computer training programs pertaining to clinical nurses' characteristics by intensity and difficulty. Nurses could be encouraged to attend degree programs to achieve higher educational levels. On the other hand, voluntary and involuntary activities could be devised to facilitate and encourage clinical nurses in using, as well as being familiarized with information technology relevant skills, and subsequently enhance their e-learning acceptance.