ASSESSMENT OF THE IMPACT OF ICT LITERACY TRAINING ON NURSE EDUCATORS' INTEGRATION OF MULTIMEDIA TEACHING RESOURCES IN OGUN STATE SCHOOLS OF NURSING

ABSTRACT

Information and Communication Technology (ICT) has become an essential component of modern education, transforming instructional delivery and enhancing the teaching and learning process. The integration of multimedia teaching tools into classroom instruction has been shown to improve teaching effectiveness, increase learner engagement, and enhance knowledge retention. Despite these advantages, many nurse educators in Schools of Nursing (SON) continue to rely on conventional teaching approaches with limited integration of ICT-based instructional resources. Furthermore, there is limited empirical evidence regarding the impact of ICT literacy training on nurse educators' adoption and effective use of multimedia teaching aids. This study, therefore, evaluated the effect of ICT literacy training on the adoption and utilization of multimedia teaching tools among nurse educators in Ogun State, Nigeria.

A quasi-experimental research design was employed involving the four accredited Schools of Nursing in Ogun State. Through simple random sampling by balloting, Sacred Heart School of Nursing, Abeokuta, and the School of Nursing, Ilaro, were assigned to the experimental group (EG; n = 20), while the Schools of Nursing in Ijebu-Ode and Abeokuta constituted the control group (CG; n = 20). A total enumeration sampling technique was adopted. Data were collected using a structured questionnaire administered before and after the intervention. At baseline (pre-intervention), information on the availability of ICT facilities, perceived ICT skills, perceived ease of use, attitudes toward ICT, and the adoption and utilization of multimedia teaching aids was obtained from participants in both groups. The intervention consisted of a researcher-developed ICT literacy training programme comprising three instructional modules: Information Technology, Nursing Informatics, and Microsoft PowerPoint Presentation. The training was delivered to the experimental group once weekly over four consecutive weeks, while the control group received refresher sessions on conventional teaching methods during the same period. Post-intervention data were collected immediately after completion of the training. Descriptive statistics were used to summarize the data, while independent and paired Student's t-tests were employed to test the study hypotheses at a 5% level of significance.

The majority of participants were female (Experimental Group = 80%; Control Group = 85%), with most occupying nurse educator positions (Experimental Group = 65%; Control Group = 80%). Desktop computers and multimedia projectors were the most commonly available ICT facilities across the participating institutions, with computers available in 100% and 90% of the experimental and control schools, respectively, while projectors were available in 100% and 95% of the schools.

Following the intervention, participants in the experimental group demonstrated a marked improvement in ICT competency. Their mean perceived ICT skills score increased significantly from 24.5 ± 9.2 at baseline to 43.3 ± 5.5 after the training, whereas the control group recorded no meaningful improvement (24.9 ± 6.3 at baseline versus 22.3 ± 5.1 post-intervention). Similarly, the perceived ease of using multimedia teaching aids was significantly higher among participants in the experimental group after the intervention (9.6 ± 1.3) compared with the control group (6.1 ± 1.4). Positive changes in participants' attitudes toward ICT integration were also observed in both groups, although the improvement was greater among those who received the ICT training. Furthermore, adoption and utilization of multimedia teaching aids increased significantly in the experimental group, with mean scores rising from 7.5 ± 1.0 before the intervention to 10.5 ± 1.9 afterward, compared with a modest increase in the control group from 6.4 ± 1.8 to 7.2 ± 1.5.

The findings demonstrate that ICT literacy training substantially enhanced nurse educators' ICT competence, improved their confidence in using multimedia instructional technologies, and significantly increased the adoption and utilization of multimedia teaching aids in Schools of Nursing in Ogun State. The study highlights the importance of continuous ICT capacity-building programmes as a strategy for improving the quality of nursing education and promoting technology-driven teaching practices.