Influencing aspects of clinical nurses' interactive continuous learning behaviour based on in-service online network videos: A grounded theory approach

Abstract

ObjectivesThis study explores the influencing aspects of nurses' continuous interactive learning behaviour based on In-Service online network videos to facilitate their knowledge development and improve their engagement in online learning. Also, to provide a theoretical model for enhancing the quality of learning and teaching by promoting online nursing education. DesignThe qualitative research design of grounded theory methodology (Glaser and Strauss, 1967) was used to develop a theory of clinical nurses' interactive continuous learning behaviours. MethodA grounded theory approach and qualitative research method were adopted in this research. A three-level coding technique was used to extract data, which involved collecting 16,018 pieces of “Synchronous online feedback data” original data from interactive online in-service learning videos. The synchronous online feedback data were analysed using a constant comparative method and then utilised to construct the theoretical model of influencing aspects for nurses' interactive continuous learning. There were 11,083 Synchronous online feedback data of Clinical Nurses (N = 132 participants) based on 32 interactive learning video series from a single centre. The sampling method was based on initial purposive and then theoretical sampling techniques. The data were analysed and extracted using a three-level coding technique with a constant comparison analysis method. ResultsThe study identified four major categories of influencing aspects for nurses' satisfaction in online learning. These categories include 1. individual aspects; 2. curriculum aspects; 3. teachers' aspects; and 4. nurses' interactive behaviour. These aspects were found to influence the learning satisfaction among nurses and nurses' interactive continuous learning behaviours. ConclusionThe findings provide a reference for maximising the value of In-Service online video learning resources and the sustainable development of educational informatisation. In addition, interactive continuous learning behaviour can promote adherence to a positive learning attitude and build an excellent online learning ecology.