Registered nurses’ attitudes towards e-learning and technology in healthcare: a cross-sectional survey

Background: Online learning, also known as e-learning, has increased considerably during the COVID-19 pandemic and is now an important feature of nursing education globally. An understanding of registered nurses’ online self-regulated learning, attitudes to e-learning and the relationship of these to attitudes to Information and Communication Technology (ICT) in healthcare facilitates successful educational outcomes.

Objective: To explore the association between registered nurses’ attitudes to e-learning and self-regulated online learning skills on their attitudes towards the use of ICT in healthcare.

Design: A quantitative study employing a cross-sectional survey.

Settings and participants: A convenience sample of registered nurses (n = 120) enrolled in a nursing degree conversion program delivered in Singapore.

Methods: Participants (n = 120) completed an online anonymous survey consisting of three validated instruments (Information Technology Attitude Scale for Health (ITASH), Attitudes towards e-learning and, Online Self-regulated Learning Questionnaire. Descriptive and inferential statistics analyses were conducted.

Results: Participant’s levels of online self-regulated learning were positively correlated with attitudes to e-learning (r = 0.663, p < 0.001). Attitudes to e-learning (70.4, SD 11.5) were also positively predictive of ITASH (R² = 0.306, p < 0.001), but online self-regulated learning was not contributory to the prediction of attitudes to ICT in healthcare.

Conclusions: It is recommended that educators involved in online learning focus on strategies aimed at promoting positive attitudes to e-learning and ICT prior to employing those aimed at developing online self-regulation skills. Further research exploring online learning and ICT needs in the workplace are required.