Mrs Donna Wilson

Introduction
A capstone of nursing education occurs in the Work-integrated Learning (WIL) setting, where nursing students consolidate theoretical constructs learnt on campus with real-world skill development in clinical environments. The body of research exploring the use of mobile technology in education is increasing; however, there is little evidence indicating how this mobile technology is received by undergraduate student nurses to support their learning in the WIL setting. Therefore, this research was undertaken to evaluate the key predictors for acceptance and adoption of a mobile technology-based learning program specifically designed to support WIL.

Methods
First-year nursing students enrolled in a Bachelor of Nursing degree at a regional Australian University were invited to participate in pre and post-WIL online surveys. Data was collected using a modified version of the extended DeLone and McLean information system success model. The data were analysed using the Partial Least Squares method, a statistical analysis technique based upon Structural Equation Modelling.

Results
Student nurses had good acceptance and adoption of mobile technology as a support for WIL, albeit COVID was a confounding variable. Perceived Usefulness (p<0.05) was found to positively affect User Satisfaction, and User Satisfaction (p<0.05) positively affected Perceived Net Benefits in both pre and post-WIL stages. Self-Efficacy was not found to be a key factor for User Satisfaction in the pre or post results.

Discussion
This research adds knowledge regarding acceptance and adoption of mobile technology to support undergraduate nursing student programs in the Work Integrated Learning setting. Understanding acceptance and adoption of mobile technology in education is essential to understanding value, efficacy and future investment decisions in nursing education.