Technostress in Nursing Education: A Scoping Review

Area of Science:

• Nursing Education
• Higher Education Technology
• Digital Pedagogy

Background:

• Higher education faces rapid technological change, demanding faculty adaptation.
• Fear of Missing Out (FoMO) is linked to negative emotional states like technostress.
• Technostress, stress from technology use, is a growing concern in academia.

Purpose of the Study:

• To systematically map existing scientific evidence on technostress among nursing faculty in higher education.
• To provide a comprehensive overview of the phenomenon using a scoping review methodology.
• To identify key factors and impacts of technostress in this specific academic population.

Main Methods:

• A scoping review was conducted following Joanna Briggs Institute (JBI) methodology.
• Literature search across eight major academic databases, including Medline, CINAHL Complete, and Scopus.
• Inclusion criteria were applied to 266 identified studies, resulting in 3 eligible articles.

Main Results:

• Technostress levels vary among nursing educators, with older faculty reporting higher levels.
• Limited technical and administrative support are associated with increased technostress.
• While not significantly impacting job satisfaction, anxiety from technology use and FoMO-driven updating affects daily academic life.

Conclusions:

• Technostress is a relevant issue for nursing faculty, particularly concerning older educators and those with inadequate support.
• The constant need for professional updating, fueled by FoMO, contributes to anxiety and impacts academic routines.
• Institutional interventions are crucial to prevent technostress and promote a sustainable technological integration in higher education.