Implementation of a course on disruptive technologies for nursing students in Chile

Abstract

Several institutions and countries have recognized the need to integrate disruptive technologies in the training of health professionals. An elective course on disruptive technologies in health for nursing was developed, structured in 5 units: a) innovation in health and nursing, b) creation of apps and virtual environments, c) digital manufacturing for nursing, d) sensors and internet of things, and e) data science in health. For its implementation, the didactic model proposed by Jorba and Sanmartí was considered; and for the evaluation of the units and the impact of the course, Urquidi's extended model of technological adoption was used. Forty-four students participated (39 women and 5 men), with an average age of 23 years. According to the technology acceptance model, statistically significant differences were found between the pre- and post-intervention groups in all dimensions of the model (Wilcoxon test, p < 0.05). In addition, a positive correlation was found between ease of use, subjective norm and intention to use the technologies taught. The implementation of the disruptive technologies course proved to be effective in the development of technological skills among nursing students in Chile.