Keywords
health technology
attitudes
training
How to Cite
Abstract
Introduction: The integration of computer technology into healthcare is inevitable, and nurses' involvement is crucial to its practical use. Nursing informatics is a relatively new profession that meaningfully enhances healthcare delivery but is not yet implemented globally, nor consistently within regions of the same country.
Objective: To examine nurses' attitudes toward training courses on the use of health technology in health institutions within the Shkodra Municipality.
Materials and Methods: A cross-sectional, quantitative study was conducted in February and March 2022. Nurses working in the Shkodra Regional Hospital (63%) and health centers within the municipality (37%) were involved. A focus group format was used to assess nurses' attitudes, preparedness, and willingness to adopt health information technology, herein defined as [insert definition or examples of health information technology]. Descriptive statistics were used to quantify demographic and professional information. Cronbach's α and composite reliability were used to assess internal consistency and construct validity.
Results: The questionnaire was completed predominantly by female respondents (63.9%), 61.4% of whom were aged 22–40 years. Most nurses (27.6%) had 1–5 years of work experience. Reliability testing confirmed good convergence validity and internal consistency (Cronbach's α > 0.7). Generally, nurses held positive attitudes toward the use of health technology, with a clear recognition of its potential to significantly enhance healthcare. However, the research also observed that technology applications were formally trained to a lesser extent, and their use in practice remained limited.
Conclusion: Shkodra nurses adopt an optimistic approach to the use of health technology in their daily practice, regardless of demographic and professional factors. The study, however, also highlights the urgency of curricular changes and regular professional development courses to bridge gaps in formal education and training.
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