| Although online continuing nursing education (CNE) is now available via the Internet, few published studies suggest nurse practitioner (NP) interest but a lack of participation. A needs assessment using a triangulated design was conducted to explore the factors involved in NP participation in online CNE. Rogers' (2003) Diffusion of Innovations Model served as the study's theoretical framework. A self-reported survey with a link to an online version of the survey was mailed to a random sample of 1000 RN/NPs in Massachusetts. A 42% response rate yielded n=411 of which 62% (n=253) expressed interest, while only 31% (n=129) had participated in online CNE. Lack of participation was attributed to a strong preference for face-to-face learning, the need for personal interaction in a learning situation, and a lack of time for CNE activities. Representing the early majority of adopters, online CNE participants had more experience with online learning in their NP programs, greater work-related use of technology, and an ability to figure out technical problems for themselves. Despite having fewer employer CNE benefits, they accrued more annual contact hours of continuing education and had greater diversity in program types. While online CNE appears unlikely to replace traditional CNE (e.g., the professional conference), it appears to be a valuable adjunct to site-based CNE that will continue to gain acceptance as more NPs experience online learning. Program planners must take measures to improve the quality and credibility of online CNE, and should consider a hybrid approach to future CNE program offerings. |
