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Technology Use and Technological Self-Efficacy Among Undergraduate Nursing Faculty

Roney, Linda N.; Westrick, Susan J.; Acri, Mary C.; Aronson, Barbara S.; Rebeschi, Lisa M.

doi: 10.1097/01.NEP.0000000000000141
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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 (ρ = .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.

About the Authors Linda N. Roney, EdD, RN-BC, CPEN, is an assistant professor, Fairfield University Marion Peckham Egan School of Nursing and Health Studies, Fairfield, Connecticut. Susan J. Westrick, JD, MS, RN, CNE, is a professor, Southern Connecticut State University Department of Nursing, New Haven. Mary C. Acri, PhD, is a senior research scientist, McSilver Institute for Poverty Policy, and an adjunct assistant professor, Department of Child and Adolescent Psychiatry, New York University School of Medicine, New York. Barbara S. Aronson, PhD, RN, CNE, is a professor, Southern Connecticut State University Department of Nursing. Lisa Rebeschi, PhD, RN, CNE, is chairperson and associate professor, Southern Connecticut State University Department of Nursing. This research was funded by a Fairfield University Egan School of Nursing and Health Studies Faculty Research Grant. The authors acknowledge the following individuals for their unwavering support for this project: Dr. Joyce Fitzpatrick, Dr. Meredith Kazer, Jay Rozgonyi, Matt Bernstein, Dr. Christine Denhup, and Dr. Pina Violano. For more information, write to Dr. Roney at

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s web site (

The authors declare no conflict of interest.

© 2017 Lippincott Williams & Wilkins, Inc.
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