Technology Use and Technological Self-Efficacy Among Undergraduate Nursing Faculty

Area of Science:

• Nursing Education
• Educational Technology
• Health Professions Education

Background:

• Limited understanding of faculty confidence and support for technology integration in nursing education.
• Need for research on technology adoption by nursing faculty.
• Importance of technology in modern healthcare education.

Purpose of the Study:

• To explore undergraduate nursing faculty's use of technology for teaching.
• To investigate the relationship between technology use and technological self-efficacy.
• To understand faculty responses to technology integration challenges.

Main Methods:

• Descriptive correlational design with 272 faculty from accredited nursing programs.
• Utilized sociodemographic questionnaire, Roney Technology Use Scale, and Technology Self-Efficacy Scale.
• Examined technology use patterns and self-efficacy levels.

Main Results:

• Faculty teaching didactic and clinical/laboratory content showed high technology use.
• Faculty teaching only didactic content demonstrated moderate technology use.
• A weak positive correlation was found between faculty age and technological self-efficacy (ρ = .127, p < .05).

Conclusions:

• This study provides initial insights into technology use among undergraduate nursing faculty.
• Findings highlight varying levels of technology integration based on teaching modalities.
• Further research is needed to support faculty in technology adoption for enhanced nursing education.