Technology Use, Technological Self-Efficacy and General Self-Efficacy Among Undergradute Nursing Faculty

2.50
Hdl Handle:
http://hdl.handle.net/10755/603831
Category:
Full-text
Type:
Poster
Title:
Technology Use, Technological Self-Efficacy and General Self-Efficacy Among Undergradute Nursing Faculty
Author(s):
Roney, Linda N.
Lead Author STTI Affiliation:
Mu Chi
Author Details:
Linda N. Roney, RN-BC, CPEN, lroney@fairfield.edu
Abstract:
Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Nursing faculty are expected to use technology in educational setting yet there is little knowledge about faculty’s confidence, use of this technology, or supports available to implement this expectation. A non-experimental, descriptive correlational design was used to describe and explore the relationship among technology use, technological self-efficacy and general self-efficacy in undergraduate nursing faculty who teach at a Commission on Collegiate Nursing Education (CCNE) accredited nursing program.  Undergraduate nursing faculty (N= 272) from a nationwide sample completed a sociodemographic questionnaire, the ***** Technology Use Scale (RTUS), the Technology Self- Efficacy Scale (TSES) and the General Self-Efficacy Scale (GSES) through online surveys. With a response rate of 14.5%, data analysis revealed that participants who taught didactic content had moderate technology use as compared to teaching didactic and clinical/laboratory who content had high levels of technology use. Correlations were strongest between how faculty rated their relationship with innovation utilizing the framework of Rogers’s Diffusion of Innovation Theory and general self-efficacy (P = .615, p < .01) and the perceived impact of technology on student learning and general self-efficacy (P =.333, p <.01). A weak relationship between age and technological self-efficacy (P =.127, p<.05) was also found.  This study adds the following points to this topic: (1) faculty should have access to a technology point person since many in this study state that they are on their own for learning and integrating technology in their teaching; (2) most faculty are not familiar with/have not taken the Technology Informatics Guiding Education Reform (TIGER) Initiative training; (3) nursing curriculum preparing students at the masters and doctoral levels need to increase the amount of training and education in the area of technology; and (4) despite being digital immigrants, faculty are using technology and an inverse relationship was noted between age and technological self-efficacy. It is clear that the information derived from this study and future research in this area can lead to improved support of undergraduate nursing faculty as they prepare tomorrow’s nurses. Undoubtedly, technology and innovation strategies that will be used in the near future to support learning for undergraduate nursing students have not yet been developed but will be coming in the near future.  The demands for faculty to continue to grow their repertoire of technology skills is important, however developing supports and infrastructures for faculty to develop these skills are essential.  The present study’s findings lends evidence that these supports need to be enhanced in order to continue these positive efforts.
Keywords:
Technological self-efficacy; Technology; Undergraduate nursing faculty
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16PST70
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleTechnology Use, Technological Self-Efficacy and General Self-Efficacy Among Undergradute Nursing Facultyen
dc.contributor.authorRoney, Linda N.en
dc.contributor.departmentMu Chien
dc.author.detailsLinda N. Roney, RN-BC, CPEN, lroney@fairfield.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603831en
dc.description.abstractSession presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Nursing faculty are expected to use technology in educational setting yet there is little knowledge about faculty’s confidence, use of this technology, or supports available to implement this expectation. A non-experimental, descriptive correlational design was used to describe and explore the relationship among technology use, technological self-efficacy and general self-efficacy in undergraduate nursing faculty who teach at a Commission on Collegiate Nursing Education (CCNE) accredited nursing program.  Undergraduate nursing faculty (N= 272) from a nationwide sample completed a sociodemographic questionnaire, the ***** Technology Use Scale (RTUS), the Technology Self- Efficacy Scale (TSES) and the General Self-Efficacy Scale (GSES) through online surveys. With a response rate of 14.5%, data analysis revealed that participants who taught didactic content had moderate technology use as compared to teaching didactic and clinical/laboratory who content had high levels of technology use. Correlations were strongest between how faculty rated their relationship with innovation utilizing the framework of Rogers’s Diffusion of Innovation Theory and general self-efficacy (P = .615, p < .01) and the perceived impact of technology on student learning and general self-efficacy (P =.333, p <.01). A weak relationship between age and technological self-efficacy (P =.127, p<.05) was also found.  This study adds the following points to this topic: (1) faculty should have access to a technology point person since many in this study state that they are on their own for learning and integrating technology in their teaching; (2) most faculty are not familiar with/have not taken the Technology Informatics Guiding Education Reform (TIGER) Initiative training; (3) nursing curriculum preparing students at the masters and doctoral levels need to increase the amount of training and education in the area of technology; and (4) despite being digital immigrants, faculty are using technology and an inverse relationship was noted between age and technological self-efficacy. It is clear that the information derived from this study and future research in this area can lead to improved support of undergraduate nursing faculty as they prepare tomorrow’s nurses. Undoubtedly, technology and innovation strategies that will be used in the near future to support learning for undergraduate nursing students have not yet been developed but will be coming in the near future.  The demands for faculty to continue to grow their repertoire of technology skills is important, however developing supports and infrastructures for faculty to develop these skills are essential.  The present study’s findings lends evidence that these supports need to be enhanced in order to continue these positive efforts.en
dc.subjectTechnological self-efficacyen
dc.subjectTechnologyen
dc.subjectUndergraduate nursing facultyen
dc.date.available2016-03-29T13:10:48Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:10:48Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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