ArticleJournal of education and health promotion2025
Bridging the gap between technology and nursing education: Assessing student perspectives on Blackboard integration.
Article in Journal of education and health promotion, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
11 authors.
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Abstract
backgroundThe use of Blackboard as a learning management system (LMS) has transformed nursing education globally by providing flexibility, increasing student involvement, and improving learning outcomes. This study aimed to assess nursing students' perceptions of Blackboard in Saudi Arabia. MATERIALS AND
methodsThe study used the descriptive correlational method as its research design, which involved 264 nursing students in their second, third, and fourth years, taken as a sample through convenience sampling.
resultsThe study showed that in nursing education, Blackboard is seen as a valuable resource because it can always be reached and is user-friendly. This indicated that 80.3% of the students were between the ages of 35 and 50 years, while 87.9% were female. Most participants (57.1%) used tablets or iPads to access Blackboard. The median for "Technology Acceptance" was 4, with a standard deviation of 0.86, which means that there were quite different answers to this question. "Instruction Method in Nursing Courses" had a median score of 5 without any standard deviation, meaning all participants found it effective unanimously. On average, people rated facilities, accessibility, and time spent at 4 points, with very little response variation (0.05). Chi-square tests supported a significant relationship between technology acceptance and age, gender, and device used to access Blackboard, but not location.
conclusionsThis study demonstrates the significance of digital justice in e-learning and emphasizes the need for continuous feedback mechanisms that can pinpoint areas of improvement to guarantee and foster students' optimal learning experiences.
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