Thesis (MCur)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Registered professional nurses are expected to maintain competence. Organisations are
employing computer-assisted learning to fulfil this requirement. It was observed that staff
experienced challenges such as technical difficulties, insufficient computer literacy, lack of
opportunity and access to complete computer-assisted learning activities in a private
healthcare organisation. These challenges may have implications for the effective learning
and development of registered professional nurses.
The aim of the study was to explore the experiences of registered professional nurses in
computer-assisted learning at a private healthcare organisation. The research question was:
“What are the experiences of registered professional nurses in computer-assisted learning at
a private healthcare organisation?” The following objectives were set to:
Explore the experiences of registered professional nurses in computer-assisted
learning related to
o Organisational support
o Human interaction
o Programme design
o Computer literacy
A qualitative approach with a descriptive, exploratory design was applied. A purposive
sample of seven (n=7) participants from a population of thirty five (N=35) were recruited. A
pre-test was completed. Ethical principles were adhered to. A semi structured interview guide
based on the objectives of the study was developed by the researcher and validated by a
panel of experts in research methodology and nursing education. Data was collected in the
form of individual interviews and a demographic questionnaire by the researcher and one
research assistant. Content analysis was applied to analyse the data, with six themes
emerging. These were access, opportunity, applied support, programme content and design,
social learning and computers.
The findings demonstrated that registered professional nurses experienced inadequate
access and opportunity to computer-assisted learning activities. The lack of computer literacy
and human interaction affected the learning experience of some, but not all participants.
Technical problems and disturbances in the learning environment were major contributors to
the negative experiences in computer-assisted learning. Positive experiences included the
convenience and ease of use of intranet-based computer-assisted learning activities. The conceptual framework of Knowles’ Andragogy supported the findings of the study.
Recommendations were to provide intranet access at work and home, internet access at
work and also formalised opportunity to complete computer-assisted learning activities.
Technical problems should be minimised. Learning environments should be separate from
work environments. / AFRIKAANSE OPSOMMING: Daar word van geregistreerde professionele verpleegkundiges verwag om vaardigheid te
behou en organisasies wend rekenaar-ondersteunde leer aan om die vereiste te vervul. Dit
was waargeneem dat personeel uitdagings ervaar soos tegniese probleme, onvoldoende
rekenaargeletterdheid en ’n tekort aan geleentheid en toegang om rekenaar-ondersteunde
aktiwiteite te voltooi by ’n privaat gesondheidsorg organisasie. Hierdie uitdagings mag
implikasies inhou vir effektiewe leer en ontwikkeling van geregistreerde professionele
verpleegkundiges.
Die doel van die studie was om die ervaringe van geregistreerde professionele
verpleegkundiges in rekenaar-ondersteunde leer, by ’n privaat gesondheidsorg organisasie
te ondersoek. Die navorsingsvraag was: “Wat is die ervaringe van geregistreerde
profesionele verpleegkundiges in rekenaar-ondersteunde leer by ’n privaat gesondheidsorg
organisasie?” Die volgende doelwitte was gestel om:
Die ervaringe van geregistreerde professionele verpleegkundiges in rekenaarondersteunde
leer te ondersoek in verband met
o Organisasie ondersteuning
o Menslike interaksie
o Program ontwerp
o Rekenaargeletterdheid
’n Kwalitatiewe benadering met ’n beskrywende, ondersoekende ontwerp was toegepas. ’n
Steekproefgroep van sewe (n=7) deelnemers is doelbewus geselekteer vanuit ’n populasie
van vyf en dertig (N=35). ’n Voortoets is voltooi. Etiese beginsels is nagevolg. ’n Semigestruktureerde
onderhoudsgids gebaseer op die doelwitte van die studie is ontwikkel deur
die navorser en bekragtig deur ’n paneel deskundiges in navorsingsmetodiek en
verpleegonderrig.
Data was ingesamel deur middel van individuele onderhoude en ’n demografiese vraelys
deur die navorser en een navorsingsassistent. Inhoudsanalise was toegepas om die data te
analiseer met ses temas wat na vore gekom het. Hierdie was toegang, geleentheid,
toegepaste ondersteuning, program ontwerp en inhoud, sosiale leer en rekenaars.
Die bevindinge het daarop gedui dat geregistreerde professionele verpleegkundiges
onvoldoende toegang en geleentheid tot rekenaar-ondersteunde leer aktiwiteite ervaar het.
Die gebrek aan rekenaargeltterdheid en menslike interaksie het sommige, alhoewel nie alle deelnemers se leerervaring geaffekteer. Tegniese probleme en versteurings in die
leeromgewing het hoofsaaklik bygedra tot negatiewe ervarings in rekenaar-ondersteunde
leer. Positiewe ervaringe het ingesluit die gerieflikheid en bruikbaarheid van intranetgebaseerde
rekenaar-ondersteunde leer aktiwiteite.
Die konseptuele raamwerk van Knowles se Andragogie ondersteun die bevindinge van die
studie. Aanbevelings is om internet toegang by die werk, intranet toegang tuis en by die werk
te voorsien asook formele geleenthede te skep om rekenaar-ondersteunde leer te voltooi.
Tegniese probleme behoort tot die minmum beperk te word. Leeromgewings behoort apart te
wees van werksomgewings.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/96900 |
| Date | 04 1900 |
| Creators | Louw, Celeste |
| Contributors | Terblanche, L., Stellenberg, E. L., Stellenbosch University. Faculty of Health Sciences. Interdisciplinary Health Sciences. Nursing. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 101 pages |
| Rights | Stellenbosch University |
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