Browning Mark, Cooper Simon, McKenna Lisa
School of Nursing and Midwifery, Institute of Health and Wellbeing, Federation University, 100 Clyde Road Berwick, VIC 3806, Australia.
School of Nursing and Midwifery, Edith Cowan University, Perth, Western Australia, Australia; Director of the National Placement Evaluation Centre, Australia.
Nurse Educ Today. 2025 Feb;145:106490. doi: 10.1016/j.nedt.2024.106490. Epub 2024 Nov 19.
Technology is being increasing used in education of nursing students. Nurse academics act both as gatekeepers to technology within their classes and as an example of technology attitudes. Therefore, understanding the attitude of academics to technology from the academic's perspective is necessary to understand barriers and enablers of technology engagement.
To explore nurse academics' attitudes to technology and the influence attitude has on their use of technologies in teaching.
Sequential exploratory mixed method design.
Academics who taught into the undergraduate Bachelor of Nursing courses in higher education institutes (n = 186) based in Australia.
Phase one data were collected with a survey based on the Technology Readiness Index 2 (TRI 2). Phase two Qualitative interviews were conducted with 18 nurse academics sampled from the phase one survey. Statistical analysis was performed on the survey to determine factors that influence attitudes to technology. Thematic analysis was performed for qualitative data.
The mean score of the TRI 2 was 3.28 (SD = 0.55). Segmental analysis of the TRI score resulted there being three groups representing 90 % of participants: Explorers, Sceptics, and Hesitators. Thematic analysis resulted in four themes. The focus of this paper is the theme Attitudes towards Technology with the subthemes Openness to Technology; Aversion to Technology; Pedagogy and Technology; and Nursing and Technology. Phase one and phase two were integrated to discuss three attitude groups that emerged.
From integration of the results, three groups emerged with complementary and contrasting reasons for their attitudes to technology. Additional factors were also identified such as workload and support. Common across the groups was a student-centred focus of teaching and an acknowledgement that nursing education must prepare students for technology rich work environments.
技术在护理专业学生教育中的应用日益广泛。护理专业学者既是课堂上技术的把关者，又是技术态度的典范。因此，从学者的角度了解他们对技术的态度，对于理解技术应用的障碍和促进因素至关重要。
探讨护理专业学者对技术的态度以及态度对其在教学中使用技术的影响。
序贯探索性混合方法设计。
澳大利亚高等教育机构中教授本科护理学士学位课程的学者（n = 186）。
第一阶段通过基于技术准备指数2（TRI 2）的调查收集数据。第二阶段对从第一阶段调查中抽取的18名护理专业学者进行定性访谈。对调查数据进行统计分析，以确定影响技术态度的因素。对定性数据进行主题分析。
TRI 2的平均得分为3.28（标准差 = 0.55）。对TRI得分的分段分析结果显示，90%的参与者分为三组：探索者、怀疑者和犹豫者。主题分析得出四个主题。本文重点关注“对技术的态度”这一主题，其包含以下子主题：对技术的开放性；对技术的厌恶；教学法与技术；护理与技术。将第一阶段和第二阶段的结果整合起来，讨论出现的三种态度类型。
综合结果显示，出现了三组对技术态度各异但互补的群体。还确定了其他因素，如工作量和支持。这些群体的共同之处在于以学生为中心的教学重点，以及认识到护理教育必须使学生为技术丰富的工作环境做好准备。
