Harerimana, Alexis, Duma, Sinegugu Evidence, and Mtshali, Ntombifikile Gloria (2023) Measuring perceived learning gains of undergraduate nursing students in ICT skills: One group pre-test and post-test design. Contemporary Nurse, 59. pp. 114-131.

Preview

PDF (Publisher Accepted Version) - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) | Preview

Abstract

Purpose: This study aimed to measure learning gains during an ICT training intervention in first-year students completing a four-year undergraduate nursing degree.

Methodology: This study adopted a quasi-experimental, one group pre-test and post-test design. The intervention effectiveness was measured using individual single-student normalised gains, g; class average normalised gain, 〈g〉; and average single-student normalised gain, g(ave).

Results: In this study, the class average normalised gains, 〈g〉 ranged from 34.4% to 58.2%, and the average of single student normalised gains, g(ave) ranged from 32.4% to 50.7%. The overall class average normalised gain 〈g〉 was 44.8%, and the average of the single student normalised gain was 44.5%, with 68% of students having a normalised gain of 30% and above, indicating that the intervention was effective.

Conclusion: Similar interventions and measurements are recommended to all health professional students during their first academic year to pave a foundation for ICT usage for academic purposes.

Item ID:	79301
Item Type:	Article (Research - C1)
ISSN:	1839-3535
Keywords:	digital literacy, ICT skills, learning gains, nursing students, pre-test and post-test, technology
Copyright Information:	© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Funders:	University Capacity Development Programme (UCDP) at the University of KwaZulu-Natal
Projects and Grants:	ICT capacity building
Date Deposited:	18 Jul 2023 01:51
FoR Codes:	39 EDUCATION > 3901 Curriculum and pedagogy > 390110 Medicine, nursing and health curriculum and pedagogy @ 35% 39 EDUCATION > 3903 Education systems > 390305 Professional education and training @ 35% 42 HEALTH SCIENCES > 4205 Nursing > 420599 Nursing not elsewhere classified @ 30%
SEO Codes:	16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160301 Assessment, development and evaluation of curriculum @ 30% 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160304 Teaching and instruction technologies @ 40% 20 HEALTH > 2003 Provision of health and support services > 200307 Nursing @ 30%
Downloads:	Total: 68 Last 12 Months: 5
	More Statistics