IT exposure, training and support

Items related to the respondents’ IT exposure, training and support were analysed using frequency distribution, the binomial test, and chi-square goodness-of-fit test.

4.3.3.1 Interactive video conferencing

4.3.3.1.1 Respondents’ participation in interactive video conferencing

Of the respondents, 50% (n=122) reported having been part of an interactive video conference via the Smartboard. The NEI in the study held various video conferencing sessions via the Smartboard. Student nurses were invited to attend but numbers were often restricted due to venue capacity. This might explain the 50% exposure rate.

4.3.3.1.2 Respondents’ rating of experience of interactive video conferencing

Table 4.7 lists the respondents’ rating of their experience of interactive video conferencing via Smartboard.

Table 4.7 Respondents’ frequency rating of experience of interactive video conferencing via Smartboard (n=122)

Rating Frequency Percent

Poor 13 10.7

Average 72 59

Good 37 30.3

TOTAL 122 100

Table 4.7 indicates that of the respondents who had participated in interactive video conferencing, 59% (n=72) rated the experience average; 30.3% (n=37) rated the experience good, and 10.7% (n=13) rated the experience poor.

The chi-square goodness-of-fit test compares sets of data in the form of frequencies. The chi-square goodness-of-fit test was applied to test whether any option was selected significantly more than others. In the null hypothesis, it is assumed that all responses are equally selected (Botma et al 2010:148-149). The chi-square goodness-of-fit test revealed that of the respondents, 59% (n=72) rated the interactive video conference experience average, χ2 (2)=43.295, p<.0005. It should be noted that the quality of an interactive video conference is often dependent on the capability of the devices, visual and audio clarity, good uninterrupted connections, number of participating persons, and adherence to rules of conduct. Video conferencing offers a virtual learning space which may appeal to digital era students. Video conferencing transforms traditional nursing

pedagogies to more interactive and engaging learning methodologies (Clark et al 2017:94).

4.3.3.2 Simulation devices and/or manikins

This section describes the respondents’ exposure to and rating of simulation devices and/or manikins.

4.3.3.2.1 Respondents’ exposure to simulation devices and/or manikins

Of the respondents, 71% (n=173) reported having been exposed to simulation devices and/or manikins. Simulations and manikins provide opportunities for student nurses to develop clinical decision-making skills in a “safe” environment. IT affords students the opportunity to enact difficult situations to trial responses and test solutions that may not be possible in clinical practice (Johnson, Hickey, Scopa-Goldman, Andrews, Boerem, Covec & Larson 2014:10).

4.3.3.2.2 Respondents’ rating of exposure to simulation devices and/or manikins

The respondents were asked to rate their exposure to simulation devices and/or manikins (see table 4.8).

Table 4.8 Respondents’ frequency rating of exposure to simulation devices and/or manikins (n=173)

Rating Frequency Percent

Poor 1 0.6

Average 71 41

Good 101 58.4

TOTAL 173 100.0

Table 4.8 indicates that of the respondents who were exposed to simulation devices and/or manikins, 58.4% (n=101) rated the experience good; 41% (n=71) rated it average, and 0.6% (n=1) rated it poor.

The chi goodness-of-fit test revealed that a significant 99.4% (n=172) of the 173 respondents that were exposed to simulation and/or manikins rated the experience as at least average, χ2 (2)=91.329, p<.0005. 41% (n=71) rated the experience as average while the remaining 58.4% (n=102) rated the experience as good. Simulators and/or manikins must be functional and of good quality in order to create useful positive experiences that facilitate learning in nursing education.

4.3.3.3 In-house IT training

The respondents were asked to rate the quality of the in-house training by choosing poor, average or good. The respondents rated the in-house training good (M=3.38, SD=1.156), t (242)=5.161, p<.0005. It was difficult to make direct comparisons to findings from other studies since the content of the IT training programmes may have differed. In-house training is often used to best prepare personnel for specific IT use to meet job requirements. Ricks, Benjamin and Williams (2015:[4-6]) found that many registered nurses in primary healthcare facilities received IT training in order to use mobile computing devices enabling them to access information necessary for patient diagnosis, treatment and education. In contrast, nursing students rated the short computer course offered at a Turkish university as insufficient in the nursing programme (Akman et al 2014:422-423).

4.3.3.4 Support in IT

The respondents were asked whether they received ongoing support in IT (see table 4.9).

Table 4.9 Respondents’ binomial results of ongoing support in IT (N=244) Frequency (%) YES Frequency (%) NO Total p-value Do you receive ongoing support in IT throughout your course? 142 (58) 102 (42) 244 .012

Table 4.9 indicates that of the respondents, 58% (n=142) indicated having received ongoing support in IT throughout the nursing course while 42% (n=102) felt

unsupported. This was of concern in the light of the fact that continuous IT support was available to the respondents. Continuous IT support is pivotal to reduce frustration and IT anxiety. Samarkandi et al (2015:54-55) emphasise that IT anxiety creates fear and resistance to learn and use IT. Continuous support and refresher courses may improve IT competency. In their study conducted at healthcare facilities in Ethiopia, Alwan et al (2015:[3]) found that 75.5% of the participants had received basic IT training previously yet less than 20% demonstrated good IT knowledge and less than 30% demonstrated good IT utilisation.

4.3.3.5 Encouragement to use IT and training on IT-enabled equipment in the nursing programmes

Frequency distribution and one-sample t-test were used to analyse the respondents’ agreement or disagreement regarding encouragement to use IT and the provision of training on IT-enabled equipment in the nursing programmes.

Figure 4.8 illustrates that the respondents indicated significant agreement that they were encouraged to use IT in the nursing programmes, (M=4.21, SD=0.837), t (243)=22.556, p<.0005. Compulsory IT-related activities have been found to motivate utilisation of IT in nursing education. Alwan et al (2015:[6]) found that IT-based tasks in education ensured higher levels of IT utilisation among Ethiopian healthcare practitioners.

The respondents reported significant agreement that they received adequate training on IT-enabled equipment (e.g., medical devices, such as monitors, infusion pumps, and ventilators) at the hospital (M=3.86, SD=1.089), t (243)=12.291, p<.0005. Adequate training on IT-enabled equipment in clinical facilities is vital since accurate and safe nursing interventions include effective and efficient utilisation of medical equipment. Samarkandi et al (2015:67) found that student nurses who were encouraged to use IT in education and training were better prepared for IT use in clinical environments, including continuous professional development.