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 ([rho] = .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.