An exploration of technology acceptance among nursing faculty teaching online for the first time at the onset of the COVID-19 pandemic.

Abstract

BackgroundThe 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.PurposeThe 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.MethodsThis 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.ResultsFindings 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.ConclusionFindings 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.