Strategies for Motivating Nurses to access and complete online learning in Ghana: Enhancing Professional Development in a Digital Era

Abstract

Online learning has increased over the last decade, particularly during and after the COVID-19 pandemic. Studies indicated a 400% increase in online course enrollment among healthcare professionals between 2020 and 2022 (WHO, 2022). In Ghana, 100% of healthcare educational institutions adopted online learning as part of providing education and training. Anecdotal evidence suggests that most nurses complain of lack of engagement during online learning leading to incompletion of course. In the post-COVID era, there is a need to explore the motivation of nurses to complete registered online learning in Ghana to contextual strategies for engaging postgraduates in hospital-based learning to achieve learning goals. For nurses to provide safe and quality care, online learning provides an opportunity to get current and evidence-based information. This study aims to identify the motivations and challenges for professional nurses registering for and completing online learning.

The study employed mixed methods. A sample size of 166 respondents ensures a margin of error of approximately ±7.5% at a 95% confidence level, aligning with standard research methodologies. A survey was conducted using Qualtrics and was administered through the Nursing and Midwifery Platform for 4 months.  166 nurses responded. A convenient sampling method was used to recruit six nurses who consented to an interview. An interview with six nurses was conducted to gain deeper insight into the challenges and motivation for completing online learning. Survey data was analyzed from Qualtrics and was grouped into themes. Nurses identified challenges such as time constraints, poor quality digital devices, poor network access, inadequate and boring content, and no certificate after completion. Reasons for motivation were more extrinsic which included simple engaging content, affordable courses, flexible time, access to the internet, and certification on completion.

There was a correlation between intrinsic and extrinsic motivation as well as intrinsic and personal factors indicating that both intrinsic and extrinsic motivation significantly impact online learning engagement.

The research revealed a need for accredited nursing/midwifery institutions to introduce more appropriate online learning platforms and train nurses in their use, as well as improve digital skills. Clear standards for the duration and format of online courses are needed to enable sponsorship approval. A formal orientation program is needed for nurses to properly integrate into their online courses and support provided especially to nurses who are gradually learning innovative technologies. The course provider needs to promote online interactions among nurses, for example by setting up community discussion groups and providing feedback forms for evaluation.  Gamifying the courses was also helpful in achieving objectives and maintaining the interactions.