Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies

Aim To report on the relationship between competence and confidence in nursing students as users of information and communication technologies, using principal components analysis. Design In nurse education, learning about and learning using information and communication technologies is well established. Nursing students are one of the undergraduate populations in higher education required to use these resources for academic work and practice learning. Previous studies showing mixed experiences influenced the choice of an exploratory study to find out about information and communication technologies competence and confidence. A 48‐item survey questionnaire was administered to a volunteer sample of first‐ and second‐year nursing students between July 2008–April 2009. The cohort ( N  =   375) represented 18·75% of first‐ and second‐year undergraduates. A comparison between this work and subsequent studies reveal some similar ongoing issues and ways to address them. Methods A principal components analysis ( PCA ) was carried out to determine the strength of the correlation between information and communication technologies competence and confidence. The aim was to show the presence of any underlying dimensions in the transformed data that would explain any variations in information and communication technologies competence and confidence. Cronbach's alpha values showed fair to good internal consistency. Results The five component structure gave medium to high results and explained 44·7% of the variance in the original data. Confidence had a high representation. The findings emphasized the shift towards social learning approaches for information and communication technologies. Informal social collaboration found favour with nursing students. Learning through talking, watching and listening all play a crucial role in the development of computing skills.