Lehman College, City University of New York, 250 Bedford Park Boulevard, Bronx, NY 10468, United States of America.
J Prof Nurs. 2022 Jul-Aug;41:8-18. doi: 10.1016/j.profnurs.2022.04.002. Epub 2022 Apr 20.
The COVID-19 pandemic has brought to the forefront the importance for schools of nursing to use creative and innovative tools that are of high quality and accessible to learners. Faculty who may have been resistant to teaching online prior to the pandemic, no longer had the option to teach face-to-face and were mandated to teach online despite any apprehensions they may have had.
The purpose of this study was to learn more about faculty attitudes and acceptance of teaching online by applying the Technology Acceptance Model to nursing faculty teaching online for the first time during the COVID-19 pandemic.
This descriptive-correlational study used an online survey tool to explore factors related to technology acceptance among nursing faculty teaching online for the first time during the COVID-19 pandemic. A sample of 87 full-time and part-time nursing faculty completed an adapted version of the Faculty Acceptance Survey.
Findings from this study revealed an overall enjoyment of teaching online, confidence in online teaching skills and comfort with technology. However, findings also indicated struggles with workload balance, inferior interactions with students and the need for additional support.
Findings from this study demonstrate that nursing faculty are generally accepting of technology and positive outcomes are possible if identified concerns are addressed and positive feelings are fostered and supported.
新冠疫情使护理学校认识到必须使用高质量且易于学习者获取的创新工具。在疫情之前，可能抗拒在线教学的教师不再有面对面教学的选择，而是被迫进行在线教学，无论他们有何顾虑。
本研究旨在通过首次将技术接受模型应用于护理教师在新冠疫情期间的在线教学，更深入地了解教师对在线教学的态度和接受程度。
本描述性相关性研究使用在线调查工具，探讨了与首次在新冠疫情期间在线教学的护理教师的技术接受度相关的因素。87 名全职和兼职护理教师完成了教师接受度调查的改编版。
本研究的结果表明，教师总体上享受在线教学，对在线教学技能有信心，对技术感到舒适。然而，研究结果也表明，教师在工作量平衡、与学生互动的质量以及对额外支持的需求方面存在困难。
本研究的结果表明，护理教师普遍接受技术，如果解决了已确定的问题，培养和支持积极的感觉，那么在线教学是可行的。
