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外文摘要
引文資料
題名:
臨床護理人員數位學習接受度認知之相關因素探討
書刊名:
醫療資訊雜誌
作者:
陳素芬
/
江彥逸
/
王惠玄
/
郭惠敏
/
林俊逸
作者(外文):
Chen, Su-feng
/
Chiang, Yen-i
/
Wang, Hui-hsuan
/
Guo, Sophie Huey-ming
/
Lin, Chun-yi
出版日期:
2012
卷期:
21:4
頁次:
頁53-70
主題關鍵詞:
數位學習
;
科技接受模型
;
電腦自我效能
;
臨床護理人員
;
E-learning
;
Technology acceptance model
;
Computer self-efficacy
;
Clinical nurses
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:
23
點閱:23
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。
以文找文
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.
以文找文
期刊論文
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Chu, R. J.、Tsai, C. C.(2009)。Self-directed learning readiness, Internet self-efficacy, and preferences for constructivist Internet-based learning environments among higher aged adults。Journal of Computer Assisted Learning,25,489-501。
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池文海、林育安、邱雅雯(20110900)。數位學習系統實際使用前置因素之研究--技術面觀點。行銷評論,8(3),331-350。
延伸查詢
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Liang, J. C.、Wu, S. H.(2010)。tcNurses motivations iorweb-based learning and the role of Internet self-efficacy。Innovations in Education and Teaching International,47(1),25-37。
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Tam, S. F.(1996)。Self-efficacy as a predictor of computer skills learning outcomes of individuals with physical disabilities。The Journal of Psychology,130(1),51-58。
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Cibulka, N. J.、Crane-Wider, L.(2011)。Introducing personal digital assistants to enhance nursing education in undergraduate and graduate nursing programs。Journal of Nursing Education,50(2),115-118。
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Robb, M.、Shellenbarger, T.(2012)。Using technology to promote mobile learning:Engaging students with cell phones in the classroom。Nurse Educator,37(6),258-261。
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Twomey, A.(2004)。Web-based teaching in nursing: Lessons from the literature。Nurse Education Today,24(6),452-458。
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Chang, W. Y.、Hsiao, S.、Chang, P. C.、Lee, P. H.(2008)。developing an e-leaming education programme for staff nurses: Processes and outcomes。Nurse Education Today,28,822-828。
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林璟淑、李亭亭(20051200)。網路教學於護理在職教育訓練之應用。長庚護理,16(4)=52,414-419。
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14.
Sunyaev, A.、Blohm, I.、Leimeister, J.、Krcmar, H.(2012)。Determinants of physicians technology acceptance for e-health in ambulatory care。International Journal of Medical Informatics,81(11),746-760。
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Hung, M. C.、Jen, W. Y.(2012)。The adoption of mobile health management services: An empirical study。Journal of Medical Systems,36(3),1381-1388。
16.
Chen, R.、Hsiao, J.(2012)。An empirical study of physicians’ acceptance of hospital information systems in Taiwan。Telemedicine & e-Health,18,120-125。
17.
Lin, Y.、Chen, R.、Guo, S.、Yu, C.、Chang, H.(2012)。Developing a Web 2.0 diabetes care support system with evaluation from care provider perspectives。Journal of Medical Systems,36(4),2085-2095。
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許秉瑜、申元洪、蕭文龍、莊芷萱、陳炫碩(20080600)。探討電腦自我效能對於ERP系統成功之影響。電子商務學報,10(2),379-402。
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Torkzadeh, G.、Chang, J. C. J.、Demirhan, D.(2006)。A contingency model of computer and Internet self-efficacy。Information & Management,43(4),541-550。
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林璟淑、林寬佳、江蔚文、李亭亭(20070300)。An Exploration of Nursing Informatics Competency and Satisfaction Related to Network Education。The Journal of Nursing Research,15(1),54-66。
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Wu, J. H.、Chen, Y. C.、Lin, L. M.(2007)。Empirical evaluation of the revised end user computing acceptance model。Computers in Human Behavior,23(1),162-174。
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Chu, R. J.、Chu, R.(2010)。Multi-level analysis of peer support, Internet self-efficacy and e-leaming outcomes--the contextual effects of collectivism and group potency。Computers & Education,55(1),145-154。
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Yu, P.、Li, H.、Gagnon, M.(2009)。Health IT acceptance factors in long-term care facilities: A cross-sectional survey。International Journal of Medical Informatics,7,219-229。
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Lim, Doo Hun、Kim, Hyunjoong(2003)。Motivation and learner characteristics affecting online learning and learning application。Journal of Educational Technology Systems,31(4),423-439。
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林傑毓、莊春蘭、郭莉雯、林漢瓊(20060600)。網路學習方式、學習評量方式與醫療人員網路學習成效之關係。人文暨社會科學期刊,2(1),41-50。
延伸查詢
26.
Wu, Y. T.、Tsai, C. C.(2006)。University Students' Internet Attitudes and Internet Self-Efficacy: A Study at Three Universities in Taiwan。CyberPsychology & Behavior,9(4),441-450。
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延伸查詢
29.
Tung, F. C.、Chang, S. C.(2008)。Nursing Students, behavioral intention to use online courses: A questionnaire survey。International Journal of Nursing Studies,45(9),1299-1309。
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Shih, Ya-Yueh(2006)。The effect of computer self-efficacy on enterprise resource planning usage。Behavior & Information Technology,25(5),407-411。
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學位論文
1.
姚登元(2008)。電腦自我效能對ERP系統使用績效之影響(碩士論文)。國立中央大學。
延伸查詢
2.
張雅評(2010)。探討養護機構護理人員資訊能力及其相關因素(碩士論文)。國立陽明大學。
延伸查詢
3.
游雅筑(2010)。電信員工對數位學習接受度之研究(碩士論文)。國立嘉義大學。
延伸查詢
4.
麥孟生(2000)。個人心理類型、自我效能及態度對電腦學習成效之影響(碩士論文)。國立中央大學。
延伸查詢
圖書
1.
Rosenberg, M. J.(2001)。E-leaming : strategies for delivering knowledge m the digital age。New York:McGraw-Hill。
2.
Clark, R. C.、Mayer, R. E.(2003)。e-Leaming and the science oi instruction: Proven guidelines for consumers and designers of multimedia learning。San Francisco:Jossey-Bass。
3.
Guilford, J. P.(1967)。The nature of human intelligence。McGraw-Hill。
4.
Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。
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