Technology Use and Technological Self-Efficacy Among Undergraduate Nursing Faculty

Abstract

AIM This study explored faculty responses to a survey about using technology to teach undergraduate nursing students. BACKGROUND Little is known regarding faculty confidence, technology use, or supports for integrating technology into nursing education. METHOD A descriptive correlational design was utilized to explore the relationship between technology use and technological self-efficacy in faculty (N = 272) who teach at Commission on Collegiate Nursing Education–accredited nursing programs. Instruments used were a sociodemographic questionnaire, the Roney Technology Use Scale, and the Technology Self-Efficacy Scale. RESULTS Participants who taught didactic content had moderate technology use as compared to those teaching didactic and clinical/laboratory who reported high levels of technology use. A weak relationship between age and technological self-efficacy (ρ = .127, p < .05) was also found. CONLUSION This research was an initial step in understanding levels of technology use and responses to this challenge by undergraduate nursing faculty.

Satisfaction and usability of an information and communications technology in nursing education: a pilot study

“…This free-access, anonymous, and free-of-charge platform was the object of a preliminary study and is currently being implemented in a nursing school (Ângelo, 2017). Several studies have revealed benefits for the teaching-learning process, mainly the use of ICT, including virtual learning objects (Aredes, Góes, Silva, Gonçalves, & Fonseca, 2015;Kim et al, 2017;Tamashiro & Peres, 2014), that adapt to and respect the pace of every student (Rawson & Quinlan, 2002;Roney et al, 2017). Aredes et al (2015) add that resources allow respected the learning rhytm of each student and contribute to imprve his or her autonomy enhancement.…”

“…The technologies stimulate the autonomy and involvement of students, as they feel encouraged to establish an exchange of information and knowledge between peers and between themselves and the teacher (Kim, Park, & Shin, 2016). The students, then, become the main responsible person for the construction of their knowledge and will play a more active role in seeking solutions for their learning needs (Roney, Westrick, Acri, Aronson, & Rebeschi, 2017). A virtual learning object must be flexible, simple, easily upgradeable, and interoperable and facilitate its reuse without maintenance costs (Ministério da Educação, 2007).…”

Crowing About Confidence: Technological Self-Efficacy in Academic Libraries

“…In order to examine and improve the confidence library workers have in their technological capabilities, we can inquire about their technological self-efficacy. Researchers have measured technological self-efficacy in diverse fields, including nursing (Roney et al, 2017), telecommunication (McDonald & Siegall, 1992) and education (Al-Harthi, 2017;Doğru, 2014;Joo et al 2000). Some research investigates self-efficacy in LIS students (Malliari et al, 2012), but the focus is on methods for IT training.…”

Faculty and Student Technology Use to Enhance Student Learning

“…Professional development may remedy this outcome by building a learning community among the faculty in which they can share best practices and experiences (Johnson et al, 2012). The technological competencies of faculty remains a consistent scholarly inquiry since the generational constellation of students and faculty is an ever-changing phenomenon (Ajjan & Hartshorne, 2008;Allen, Seaman, Poulin, & Straut, 2016;Moule, Ward, & Lockyer, 2011;Roney, Westrick, Acri, Aronson, & Rebeschi, 2017).…”

“…The research described here provides a snapshot of technology adoption by faculty and students, upon which technology integration efforts can grow. Studies exist that assess various characteristics of the technology users and their self-efficacy (Roney et al, 2017). The goal of this investigation was to instill a spirit of monitoring and self-assessment to the technology integration process itself by keeping a pulse on the perceptions and practices of faculty and students regarding technology use over time.…”