DOI:
https://doi.org/10.63385/ipt.v2i2.329Keywords:
3D Technology, Mixed Methods, Practical Nursing Education, Technology Acceptance ModelAbstract
In the future, health care education will face challenges to adapt to multiple technological tools in teaching and learning. The aim of this study was to describe practical nursing students’ technology acceptance and possible change therein after implementing three-dimensional (3D) technology during a first aid course in the level of vocational education and training in Finland. In this qualitative dominant mixed method study, students used 3D images, 3D environments, and 3D printing during their first aid course. Students answered pre- (n = 30) and post-surveys (n = 28) and, after one month from the first aid course, participated in focus group interviews (n = 30) based on the theoretical framework of the Technology Acceptance Model (TAM). The data was analysed by means of descriptive statistical analysis and qualitative content analysis. As a result, students’ technology acceptance was positively oriented. Five main qualitative categories were identified: 1) Usefulness for education, 2) Usefulness for care work, 3) Benefits for individual role, 4) Preparedness for future technological solutions, and 5) Challenges with technological solutions. In addition, the quantitative results, although exploratory, indicated statistically significant changes in students’ technology acceptance. As a conclusion, the students reported that using 3D technology in practical nursing education may enhance their technology acceptance. They also stated that it may also prepare them to be more technologically oriented in working life. The promising elements of 3D technology can be taken into consideration when health care educators are planning their teaching.
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