NB: This submission has been withdrawn from the programme 25.6.18
Nursing Students’ Internet Self-Efficacy
Sharon Harvey Associate Professor
College of Human and Health Sciences
Swansea university offers three pre-registration nursing programmes; BSc Nursing (full-time), BSc Nursing (part-time) and MSc Nursing. All three programmes use blended learning with varying degrees of success. Much of this blended learning is delivered via the internet. In the development of these programmes, there has been an assumption that student nurses are confident using the internet. The aim of this study is to explore pre-registration nursing students’ internet self-efficacy using a validated questionnaire designed by Eastin & LaRose (2000).
Referring to individuals’ beliefs, confidence, and expectations in their ability to accomplish a specific task (Bandura, 1977), self-efficacy has been shown to impact motivation and learning outcomes (Liang & Tsai, 2008; Tsai, 2012). Self-efficacy toward diverse tasks has been found to influence academic achievement (Pajares, 1996; Pintrich & De Groot, 1990; Schunk, 1989) and teaching performance (Kao, Wu, & Tsai, 2011; Tella, 2011). Internet self-efficacy (ISE) refers to self-assessment of the ability to organize and execute Internet-related activities that elicit the desired results (Eastin & LaRose, 2000). With the growth of online education, it is increasingly important to consider Internet self-efficacy as a predictor of success in online education (Liang & Tsai, 2008; Tsai et al., 2011).
Learners who have higher internet self-efficacy are more likely to succeed in internet-based learning tasks (Tsai & Tsai, 2003). Liang & Wu (2010) and Liang, Wu & Tsai (2011) found that nurses with higher internet self-efficacy are generally more motivated to use internet-based learning. However, there is evidence that some registered nurses reject internet-based learning task due to the perceived lack of competence (Yu, Chen, Yang, Wang, Yen, 2006). Despite the need for nursing students to have sound internet skills there are very few studies on student nurse internet self-efficacy. Bond (2004; 2010) found that nursing students’ internet skills had improved in the six years between her studies; however this was limited to basic internet skills rather than more complex information literacy tasks.
The initial findings from the study suggest that nursing students do not feel confident with the internet suggesting that further support is required. Further analysis is required to understand the full impact of the findings of the research. The presentation will detail the final analysis of the results of the study.
This presentation will begin with a description and demonstration of how blended learning is incorporated into the pre-registration nursing programmes. The description of the study methodology will be presented using Prezi. Group interaction will be encouraged by using a discussion forum on the support student receive for internet use. The results of the study will be presented using Prezi before ending with a discussion about the impact this study will have on the development of the new pre-registration nursing programmes.
Internet, self-efficacy, confidence, blended learning
Embed support for internet use within programmes when using a blended learning approach. Never assume that students regardless of their age, or gender, are confident with using the internet.