Knowledge, Use and Attitude of Information and Communication Technologies (ICTs) in Graduate Nursing Students: A Correlational Cross-Sectional Study
Abstract
:1. Introduction
- Leadership (with high integration of ICTs, regular teaching practice and driving leadership in ICTs).
- Cooperation (with high integration of ICTs, less presence in continuous training, skepticism in vocational matters and driving leadership).
- Self-sufficiency (with discreet integration of ICTs, teaching skepticism and lack of driving leadership).
- Skepticism (with no integration of ICTs, skeptical teachers and absence of driving leadership).
- Undertaking improvement actions to achieve a high integration of ICTs, therefore, improves training processes and teaching practices together with institutional support [2].
2. Materials and Methods
2.1. Sample
2.2. Evaluation Questionnaire
- A self-created recording sheet, where questions about sociodemographic variables and those related to the Nursing Degree were collected. We established the profile of the sample, i.e., the age, sex, marital status, province, city, profession, campus, course, subject and the system through which they were granted access to the university.
- The LASSI questionnaire [20] assessed the motivation of students towards learning. It was developed as part of the Cognitive Project of Strategy Learning at the University of Texas, Austin, and consists of 10 subscales with a total of 77 items. Its reliability and validity have been verified in the Spanish population [21]. Similarly, it shows good psychometric properties, obtaining a Cronbach’s Alpha coefficient of 0.72. The “Motivation” scale measures the degree to which students accept their responsibility to perform specific tasks related to academic success, as well as the desire and energy displayed when carrying out a specific study task.
- 3.
- The validated questionnaire Relationship between Learning Styles and Information and Communication Technologies [22] was also applied. This questionnaire was created at the Faculty of Educational Sciences of Albacete, to assess the knowledge, use and attitude that students have towards ICT and for how ICT is used by ICT students according to their learning style. After the final review, the Relationship between Learning Styles and Information and Communication Technologies questionnaire was sent to a group of experts for validation and a pilot test, showing a high reliability with a Cronbach’s Alpha of 0.852.
2.3. Data Collection
2.4. Statistical Analysis
3. Results
4. Discussion
4.1. Motivation
4.2. Knowledge
4.3. Use
4.4. Attitude
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Variables | It Is Not My Characteristic | It Is Not a Very Common Feature in Me | It Is Either Partly or a Little Characteristic of Me | It Is Often a Characteristic of Mine | It Is Something Very Characteristic in Me | Rank 1–5 | Mean (SD) | Correlation Coefficient (p-Value) |
---|---|---|---|---|---|---|---|---|
I’m up to date on my academic assignments | 9 (3.7%) | 23 (9.5%) | 40 (16.5%) | 108 (44.6%) | 62 (25.6%) | 1–5 | 3.79 (1.047) | −0.088 (0.171) |
Even when the study materials are boring and without interest, I try to continue studying until the end | 2 (0.8%) | 11 (4.5%) | 45 (18.6%) | 107 (44.2%) | 77 (31.8%) | 1–5 | 4.02 (0.874) | −0.118 (0.067) |
I come to class without preparing for it | 21 (8.7%) | 41 (16.9%) | 77 (31.8%) | 59 (24.4%) | 44 (18.2%) | 1–5 | 3.26 (1.193) | −0.002 (0.980) |
I study hard to get good qualifications, even if I do not like the subject | 6 (2.5%) | 50 (20.7%) | 100 (41.3%) | 86 (35.5%) | 2–5 | 4.10 (0.809) | −0.161 (0.012) | |
I often give some excuse for not doing the academic tasks | 81 (33.5%) | 76 (31.4%) | 51 (21.1%) | 24 (9.9%) | 10 (4.1%) | 1–5 | 2.20 (1.131) | −0.156 (0.015) |
I set very high goals in my studies | 14 (5.8%) | 30 (12.4%) | 45 (18.6%) | 81 (33.5%) | 72 (29.8%) | 1–5 | 3.69 (1.187) | −0.150 (0.019) |
When the study is difficult, I stop doing it or study only the easy parts | 100 (41.3%) | 76 (31.4%) | 43 (17.8%) | 18 (7.4%) | 5 (2.1%) | 1–5 | 1.98 (1.038) | −0.081 (0.208) |
I read the textbooks indicated by the Professor | 65 (26.9%) | 80 (33.1%) | 66 (27.3%) | 22 (9.1%) | 9 (3.7%) | 1–5 | 2.30 (1.075) | 0.007 (0.909) |
Items | Nothing | Something | Quite | A Lot | Rank 1–4 | Mean (SD) |
---|---|---|---|---|---|---|
Basic programs such as word processors (Word), spreadsheet (Excel), slide presentation (PowerPoint) | 1 (0.4%) | 30 (12.4%) | 109 (45.0%) | 102 (42.1%) | 1–4 | 3.29 (0.693) |
Personal interrelation programs (messenger, email, Tuenti, Facebook, Hi5) | 4 (1.7%) | 16 (6.7%) | 84 (35.0%) | 136 (56.7%) | 1–4 | 3.47 (0.696) |
What is a blog, a chat, a forum | 12 (5.0%) | 58 (24.1%) | 93 (38.6%) | 78 (32.4%) | 1–4 | 2.98 (0.875) |
Educational portals (RedCampus, Moodle, Webct) | 45 (18.6%) | 81 (33.5%) | 78 (32.2%) | 38 (15.7%) | 1–4 | 2.45 (0.968) |
Image editing programs (Paint, PhotoShop), video (Windows Media Maker, Pinnacle, Adobe Premier), audio (Windows Media, Winamp) | 32 (13.3%) | 84 (34.9%) | 75 (31.1%) | 50 (20.7%) | 1–4 | 2.59 (0.962) |
Online search programs (Google, Yahoo, Altavista) | 6 (2.5%) | 23 (9.5%) | 96 (39.7%) | 117 (48.3%) | 1–4 | 3.34 (0.752) |
Online translators (elmundo.es) | 9 (3.7%) | 43 (17.8%) | 94 (39.0%) | 95 (39.4%) | 1–4 | 3.14 (0.840) |
Online video portals (YouTube) | 4 (1.7%) | 18 (7.5%) | 73 (30.3%) | 146 (60.6%) | 1–4 | 3.50 (0.708) |
Libraries and virtual encyclopedias (Wikipedia, Encarta, Royal Academy of Language, Miguel de Cervantes) | 6 (2.5%) | 57 (23.7%) | 108 (44.8%) | 70 (29.0%) | 1–4 | 3.00 (0.793) |
Editors to make web pages (Frontpage, Dreamweaver) | 134 (55.6%) | 64 (26.6%) | 34 (14.1%) | 9 (3.7%) | 1–4 | 1.66 (0.857) |
Some web browsers (Explorer, Mozilla, Firefox, Netscape) | 7 (2.9%) | 49 (20.5%) | 106 (44.4%) | 77 (32.2%) | 1–4 | 3.06 (0.802) |
Author’s educational programs (Clic, JClic, Hot Potatoes, Neobook) | 120 (50.2%) | 83 (34.7%) | 30 (12.6%) | 6 (2.5%) | 1–4 | 1.67 (0.790) |
Guided internet search activities (Webquest, Miniwebquest, Hunt treasure) | 131 (54.4%) | 83 (34.4%) | 22 (9.1%) | 5 (2.1%) | 1–4 | 1.59 (0.743) |
Multimedia devices (PC, projector, Pda, scanner, Webcam) | 39 (16.2%) | 68 (28.2%) | 84 (34.9%) | 50 (20.7%) | 1–4 | 2.60 (0.991) |
Items | Nothing | Something | Quite | A Lot | Rank | Mean (SD) |
---|---|---|---|---|---|---|
Basic programs such as word processors (Word), spreadsheets (Excel), slide presentations (PowerPoint) | 20 (8.3%) | 92 (38.0%) | 130 (53.7%) | 2–4 | 3.45 (0.644) | |
Personal interrelation programs (messenger, email, Tuenti, Facebook, Hi5) | 3 (1.2%) | 17 (7.1%) | 73 (30.3%) | 148 (61.4%) | 1–4 | 3.52 (0.684) |
Educational portals (RedCampus, Moodle, Webct) | 46 (19.0%) | 82 (33.9%) | 70 (28.9%) | 44 (18.2%) | 1–4 | 2.46 (0.998) |
Image editing programs (Paint, Photoshop), video (Windows Media Maker, Pinnacle, Adobe Premier), audio (Windows Media, Winamp) | 45 (18.8%) | 90 (37.7%) | 67 (28.0%) | 37 (15.5%) | 1–4 | 2.40 (0.965) |
Online search programs (Google, Yahoo, Altavista) | 2 (0.8%) | 31 (12.8%) | 86 (35.5%) | 123 (50.8%) | 1–4 | 3.36 (0.734) |
Online translators (elmundo.es) | 21 (8.8%) | 66 (27.5%) | 87 (36.3%) | 66 (27.5%) | 1–4 | 2.83 (0.934) |
Online video portals (YouTube) | 2 (0.8%) | 31 (12.9%) | 60 (25.0%) | 147 (61.3%) | 1–4 | 3.47 (0.748) |
Libraries and virtual encyclopedias (Wikipedia, Encarta, Royal Academy of Language, Miguel de Cervantes) | 10 (4.1%) | 65 (26.9%) | 109 (45.0%) | 58 (24.0%) | 1–4 | 2.89 (0.815) |
Editors to make web pages (Frontpage, Dreamweaver) | 147 (61.0%) | 62 (25.7%) | 23 (9.5%) | 9 (3.7%) | 1–4 | 1.56 (0.815) |
Some web browsers (Explorer, Mozilla, Fire Fox, Netscape) | 22 (9.1%) | 63 (26.0%) | 80 (33.1%) | 77 (31.8%) | 1–4 | 2.88 (0.965) |
Author’s educational programs (Clic, JClic, Hot Potatoes, Neobook) | 142 (58.7%) | 71 (29.3%) | 21 (8.7%) | 8 (3.3%) | 1–4 | 1.57 (0.787) |
Guided internet search activities (Webquest, Miniwebquest, Hunt treasure) | 141 (58.5%) | 75 (31.1%) | 16 (6.6%) | 9 (3.7%) | 1–4 | 1.56 (0.779) |
Multimedia devices (PC, projector, Pda, scanner, Webcam) | 43 (17.8%) | 70 (28.9%) | 78 (32.2%) | 51 (21.1%) | 1–4 | 2.57 (1.013) |
Items | Nothing | Something | Quite | A Lot | Rank | Mean (SD) | Correlation Coefficient (p-Value) |
---|---|---|---|---|---|---|---|
ICTs are an important element in my academic training | 35 (14.5%) | 104 (43.2%) | 102 (42.3%) | 2–4 | 3.28 (0.702) | −0.040 (0.475) | |
ICTs help me in my learning process | 2 (0.8%) | 41 (17.1%) | 97 (40.4%) | 100 (41.7%) | 1–4 | 3.23 (0.755) | −0.079 (0.223) |
ICTs hurt me more than help me in my academic training | 93 (38.9%) | 92 (38.5%) | 38 (15.9%) | 16 (6.7%) | 1–4 | 1.90 (0.900) | −0.137 (0.035) |
ICTs are important for their educational application | 1 (0.4%) | 44 (18.2%) | 125 (51.7%) | 72 (29.8%) | 1–4 | 3.11 (0.697) | −0.045 (0.487) |
ICTs helps me improve my academic results | 8 (3.4%) | 63 (26.8%) | 96 (40.9%) | 68 (28.9%) | 1–4 | 2.95 (0.833) | −0.090 (0.169) |
ICTs are a means to encourage personal relationships among my classmates | 18 (7.5%) | 64 (26.6%) | 85 (35.3%) | 74 (30.7%) | 1–4 | 2.89 (0.929) | −0.130 (0.045) |
ICTs are difficult to understand and use | 53 (21.9%) | 129 (53.3%) | 46 (19.0%) | 14 (5.8%) | 1–4 | 2.09 (0.797) | 0.010 (0.871) |
ICTs are a support to complete my academic and formative knowledge | 2 (0.8%) | 36 (14.9%) | 129 (53.3%) | 75 (31.0%) | 1–4 | 3.14 (0.688) | −0.161 (0.012) |
ICTs do not offer me enough security in my privacy | 51 (21.3%) | 128 (53.3%) | 46 (19.2%) | 15 (6.3%) | 1–4 | 2.10 (0.804) | −0.118 (0.067) |
ICTs make me lose a lot of time | 36 (14.9%) | 133 (55.2%) | 50 (20.7%) | 22 (9.1%) | 1–4 | 2.24 (0.817) | 0.003 (0.969) |
ICTs are not a substitute for traditional educational resources | 28 (10.9%) | 110 (46.0%) | 76 (31.8%) | 27 (11.3%) | 1–4 | 2.44 (0.832) | −0.099 (0.128) |
ICTs are essential in today’s society | 4 (1.7%) | 47 (19.4%) | 99 (40.9%) | 92 (38.0%) | 1–4 | 3.15 (0.787) | −0.087 (0.176) |
ICTs are a help to seek information | 28 (11.7%) | 99 (41.3%) | 113 (47.1%) | 2–4 | 3.35 (0.681) | −0.026 (0.685) | |
ICTs are a useful tool for the preparation of homework | 2 (0.8%) | 29 (12.1%) | 89 (37.2%) | 119 (49.8%) | 1–4 | 3.36 (0.725) | −0.051 (0.436) |
ICTs are not fully reliable in the information they provide | 9 (3.7%) | 135 (56.0%) | 73 (30.3%) | 24 (10.0%) | 1–4 | 2.46 (0.724) | −0.101 (0.116) |
ICTs help me to occupy my leisure and free time | 19 (7.9%) | 65 (26.9%) | 83 (34.3%) | 75 (31.0%) | 1–4 | 2.88 (0.940) | −0.140 (0.030) |
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Cruz-Barrientos, A.; Carmona-Barrientos, I.; De-la-Fuente-Rodriguez, J.M.; Perez-Cabezas, V.; Gonzalez-Medina, G.; Sainz-Otero, A.M. Knowledge, Use and Attitude of Information and Communication Technologies (ICTs) in Graduate Nursing Students: A Correlational Cross-Sectional Study. Healthcare 2023, 11, 1989. https://doi.org/10.3390/healthcare11141989
Cruz-Barrientos A, Carmona-Barrientos I, De-la-Fuente-Rodriguez JM, Perez-Cabezas V, Gonzalez-Medina G, Sainz-Otero AM. Knowledge, Use and Attitude of Information and Communication Technologies (ICTs) in Graduate Nursing Students: A Correlational Cross-Sectional Study. Healthcare. 2023; 11(14):1989. https://doi.org/10.3390/healthcare11141989
Chicago/Turabian StyleCruz-Barrientos, Alberto, Ines Carmona-Barrientos, Jose Manuel De-la-Fuente-Rodriguez, Veronica Perez-Cabezas, Gloria Gonzalez-Medina, and Ana Maria Sainz-Otero. 2023. "Knowledge, Use and Attitude of Information and Communication Technologies (ICTs) in Graduate Nursing Students: A Correlational Cross-Sectional Study" Healthcare 11, no. 14: 1989. https://doi.org/10.3390/healthcare11141989