看護職者のe-learning受講希望に関する因子の特定とその構造

A Study of Factor and Causal Model Structure Analyses Related to E-Learning Neeeds of Professional Nurses

要旨

　看護大学における高等教育･継続教育としてのe-learning(以下ELと称す)は，時間的・物理的制約を解消する有用な手段である．今回，国内の保健医療福祉機関に勤務する看護職計1,270名(有効回答率36.6％)を分析対象としてELに関するニーズ調査を行った．その結果の一部を参考に仮説を立て，因果モデルを想定し，因子分析・共分散構造分析を用いて説明を試みた．

　結果：①「直接交流がないことへの不安」，「ELの内容や費用への不安」，「1人で学習することによる不安」といったEL受講への不安がなければ「ELの受講希望」は高くなり，中でも「直接交流がないことへの不安」が「EL受講希望」に最も強く影響していた．さらに，②大学の単位や認定看護師の教育単位といった「単位取得が可能」であれば「EL受講希望」は高くなることも明らかとなった．

　以上のことから，看護高等教育･卒後教育におけるEL導入は，スクーリングや対面式講義など直接交流の機会がもてること，大学や認定看護師の講義単位が取得できることが重要であることが示唆された．

Abstract

　E-learning (EL)is expected to provide a useful means of resolving existing time and physicalrelated restrictions imposed on the delivery of Master's level and continuing professional nursing education within Japanese colleges. Based on a recent needs survey of 1,270nurses working at domestic health,medical care and welfare facilities,we developed a hypothesis and model of EL causal relationships. Factor analysis and covariance structure analysis were used to explain the hypothesis and model. The following results were obtained：

　1. The desire to utilize EL will increase if concerns are reduced about lack of direct communications between participants, students learning by themselves in the absence of other students, curriculum and cost.

　2. The desire to utilize EL will increase if credits toward college degrees and nursing certifications can be earned through EL.

　These results suggest that when introducing EL as a means for Master's level and continuing professional nursing education, it is essential to provide opportunities for direct communications among and between students and faculty (e.g., occasional sessions at facilities and interactive education)；and allow students to receive credits towards college degrees and nursing certifications.