Relationship Between Nursing Students Innovativeness Characteristics and Online Learning Systems Acceptance

Abstract

Purpose: This study was aimed to determine the relationship between undergraduate nursing students’ individual innovativeness characteristics and technology acceptance during emergency distance learning due to the COVID-19 pandemic. Methods: The cross-sectional study was conducted with 350 nursing students. Personal information form, individual innovativeness scale (IIS), and online learning systems acceptance scale (OLSAS) were used for data collection. The data were analyzed by independent samples t-test, One-way ANOVA, Duncan test, Pearson's correlation analysis. Results: Most of the nursing students were at a traditionalist and skeptical innovativeness characteristic level. Perceived ease of use, perceived usefulness sub-dimensions, and total OLSAS mean scores were 9.67 ± 3.21, 16.26 ± 6.92, and 25.92 ± 9.26, respectively. A statistically significant, weak positive correlation was found between the total IIS, opinion leadership, and risk-taking scores and the total OLSAS, OLSAS-PEU, and OLSAS-PU scores. Students with high OLSAS, perceived ease of use, and perceived usefulness scores expressed positive opinions toward the lesson in all dimensions, such as interest, adaptation, success, perceived benefit from the lesson, and motivation. Conclusion: It can be said that technology acceptance is important in nursing education and as the perceived ease of use and perceived usefulness increases, a positive effect is seen on outcomes, such as interest, adaptation, motivation, and success. When designing online learning systems to be used in nursing education, recommended taking into account innovativeness, the perceived usefulness, ease of use.