ArticleBMC nursing2026
Nursing students' attitudes toward technology-enhanced psychomotor skill learning: scale development and validation using a mixed-methods approach.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe integration of information technologies into nursing education has increased significantly, particularly in the teaching of psychomotor skills. Although these technologies provide important learning opportunities, students' attitudes toward their use play a critical role in the effectiveness of technology-enhanced education. However, there is a lack of valid and reliable instruments specifically designed to assess nursing students' attitudes toward the use of information technologies in psychomotor skill learning.
aimThis study aimed to examine nursing students' attitudes toward the use of information technologies in psychomotor skill learning and to develop and validate a measurement tool for this purpose.
methodsAn exploratory sequential mixed-methods design was employed. In the qualitative phase, semi-structured interviews were conducted with 20 nursing students, and data were analysed using content analysis. Based on qualitative findings and a literature review, an initial item pool was generated. In the quantitative phase, data were collected from 891 nursing students. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to examine construct validity, and reliability was assessed using Cronbach's alpha and McDonald's omega coefficients.
resultsQualitative findings identified four subthemes regarding students' attitudes toward the use of information technologies in psychomotor skill learning. Factor analyses supported a 33-item scale with four dimensions. The CFA results indicated an acceptable level of model fit (CFI = 0.907, TLI = 0.900, RMSEA = 0.080, SRMR = 0.048). The overall Cronbach's alpha coefficient was 0.94, indicating high internal consistency.
conclusionThe developed scale is a valid and reliable instrument for assessing nursing students' attitudes toward the use of information technologies in psychomotor skill learning. The findings suggest that information technologies are perceived not only as instructional tools but also as multidimensional learning environments that support learning processes, clinical practice, and professional development. This scale may contribute to the evaluation and improvement of technology-enhanced nursing education practices.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.