Understanding the Effects of Technology Acceptance in Nursing Faculty: A Hierarchical Regression

• Published in: Online journal of nursing informatics 2016-07, Vol.20 (2)
• Main Authors: Tacy, Joseph W, Sarah (Sally) Northam, Wieck, K Lynn
• Format: Article
• Language: English
• Subjects: Distance learning; Online instruction; Perceptions; Teaching
• ISSN: 1089-9758; 1089-9758

Problem: Technology is widely used in nursing academia, but little is known about the effects of technostress on technology acceptance among nurse educators. Purpose: This study examined the effects of nurse faculty technostress, perceived usefulness, ease of use, and attitude toward using technology on use, job satisfaction, and intent to leave teaching. Method: A survey design of 1,017 online nursing faculty tested the Davis’ Technology Acceptance Model adapted with permission to include the variables of technostress, job satisfaction, and intent to leave teaching. Hierarchical regression was used to test the model. Results: Technostress, perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention to use technology explained 80% (R2) of technology use. Technostress, perceived usefulness, attitude toward using, and use of technology explained 9.8% of the variance in job satisfaction although neither ease of use or behavioral intent made significant contributions to job satisfaction. Perceived usefulness, perceived ease of use, use of technology, and job satisfaction explained 4.2% of the variance in intent to stay in the profession. Nursing faculty prepare nurses to work in complex, technological environments (Axley, 2008). This creates an urgency to integrate new clinical technology into curricula quickly (VanVooren, Devore, & Ambriz-Galaviz, 2011). Faculty are also expected to use technology in teaching to stimulate and facilitate learning. Pressure for faculty to teach traditional courses in non-traditional ways has increased in response to student demand (Axley, 2008). In 2011, 6.7 million US students, or 32% of the total student population, enrolled in at least one online course (Allen & Seaman, 2011). Substantial enrollment increases in baccalaureate, masters, and doctoral degree programs are attributed to the availability of electronic learning (American Association of Colleges of Nursing, 2011). Thus, increasing enrollments, diverse teaching methods, and rapidly changing technology have outpaced awareness of the factors influencing technology acceptance and use. While many nurse educators use strategies, like electronic learning and simulation, further use of technology is anticipated (Benner, Sutphen, Leonard, & Day, 2010; Institute of Medicine [IOM], 2010) so understanding the impacts of burgeoning technology on nursing faculty is needed. Technology and its integration can create stress, called technostress, whic