Abstract
This capstone project examined nursing students' technology acceptance of podcasting as a tool for nursing skill acquisition. Technology acceptance was determined by measuring the students' perceived competence of the skill along with the perceived usefulness and ease of use of the provided podcasts. A convenience sample of 49 first semester nursing students from an associate degree and practical nursing program participated in the project. Perceived competence of the three nursing skills: obtaining vital signs, inserting a Foley catheter, and performing a sterile dressing change was examined and compared from pre-podcast availability to post-podcast availability. The overall means of the nursing students' perceived usefulness and ease of use of the provided podcasts were also examined to determine their technology acceptance. The overall mean scores for both nursing student groups determined there was a significant increase of perceived competence from pre-podcast to post-podcast utilization with all three nursing skill podcasts offered. In addition, both nursing student groups were found to perceive the podcasts as both useful and easy to use.
Sigma Membership
Beta Nu
Type
DNP Capstone Project
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Podcasting, Student Skills, Technology Acceptance in Students
Advisor
Janie M. Carlton
Degree
DNP
Degree Grantor
Gardner-Webb University
Degree Year
2015
Recommended Citation
Barnes, Lisa Mesmer, "Perceived ease of use and usefulness of podcasting in nursing skills competence" (2020). Dissertations. 1348.
https://www.sigmarepository.org/dissertations/1348
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2020-05-18
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10023275; ProQuest document ID: 1768694417. The author still retains copyright.