Determinants of the nursing campuses' readiness to use a computerised adaptation training tool

Abstract

The use of information and communication technologies and computerised training tools in nursing education has gained traction globally and locally. Nursing campuses in KwaZulu-Natal are yet to explore this avenue despite the existence of numerous challenges with conventional methods of teaching and learning, and Integrated Management of Childhood Illness (IMCI) pre-service training. Integrated Management of Childhood Illness Computerised Adaptation and Training Tool (ICATT), an e-learning tool has been identified as an innovative technology that has the potential to strengthen IMCI pre-service training and increase training coverage at nursing campuses. The aim of this study is to investigate the nursing campuses’ readiness for the use of ICATT, and to develop guidelines and a model for improving the use of ICATT at the nursing campuses. This study adopted a sequential exploratory mixed methods design and was conducted in three phases at ten nursing campuses in KwaZulu-Natal. In phases one and two, data was collected sequentially using a semi-structured interview schedule and self-administered questionnaires. The qualitative component involved seven individual administered questionnaires. The qualitative component involved seven individual interviews with campus principals, eight focus groups of nurse educators and eight focus groups of learners. The Interpretative Phenomenological Analysis framework was used to identify themes. In the quantitative component, data was collected from nine campus principals, 35 nurse educators and 235 learners and analysed using SPSS 23. Findings from phases one and two revealed that campus principals, nurse educators and learners had positive attitudes and identified enabling factors regarding ICATT use. Additional findings revealed that pre-existing barriers related to human, material, infrastructural and financial resources could impact on the nursing campuses, nurse educators and learners’ readiness to implement and use ICATT. Findings from phases one and two led to the development of guidelines and a model for ICATT implementation at nursing campuses. Phase three employed the Delphi method to obtain consensus opinion from 11 experts for the refinement of the guidelines. The readiness for ICATT use model and the guidelines can facilitate the successful implementation and use of ICATT.