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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Nurse academics' attitudes towards technology: A mixed methods study.

Mark Browning¹, Simon Cooper², Lisa McKenna³

¹School of Nursing and Midwifery, Institute of Health and Wellbeing, Federation University, 100 Clyde Road Berwick, VIC 3806, Australia.

Nurse Education Today

|November 25, 2024

Summary

This summary is machine-generated.

Nurse academics

Keywords:

Education Lecture Nursing Technology eLearning

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Area of Science:

Nursing Education Technology Integration
Academic Attitudes Towards Educational Technology
Higher Education Pedagogy

Background:

Technology is increasingly integral to nursing education.
Nurse academics influence student technology engagement as gatekeepers and role models.
Understanding academic perspectives is crucial for effective technology adoption in nursing programs.

Purpose of the Study:

To investigate nurse academics' attitudes towards technology.
To determine how these attitudes impact technology use in teaching nursing students.
To identify barriers and enablers for technology integration in nursing higher education.

Main Methods:

Sequential exploratory mixed-methods design.
Quantitative survey using the Technology Readiness Index 2 (TRI 2) with 186 Australian nurse academics.
Qualitative interviews with 18 nurse academics, followed by statistical and thematic analysis.

Main Results:

Nurse academics' mean TRI 2 score was 3.28, categorizing them into Explorers, Sceptics, and Hesitators (90% of participants).
Thematic analysis revealed key themes: Openness to Technology, Aversion to Technology, Pedagogy and Technology, and Nursing and Technology.
Integration of quantitative and qualitative data identified three distinct attitude groups with varied motivations and influencing factors like workload and support.

Conclusions:

Nurse academics exhibit diverse attitudes towards technology, influenced by pedagogical approaches and professional context.
A student-centered focus and recognition of technology-rich work environments are common among academics.
Addressing workload and support are key to enhancing technology engagement and preparing nursing students for future practice.