Nursing Faculty’s Evaluations of Technology Integration into the Instructional Setting

Weichieh Wayne Yu, Jenny Wang, Chunfu Charlie Lin


A descriptive and correctional research was conducted to assess teachers’ perceived expertise in using word processing, spreadsheet, and presentation software applications to facilitate instruction in various nursing subjects. The participants were 313 full- and part-time teachers who taught primarily undergraduate classes and possessed necessary knowledge and skills in seven (7) specialized areas in nursing practices, including Fundamental Nursing, Clinical Medicine, Internal Medicine/Surgery, Intensive Care, Public Health/Palliative Care, Psychiatrics, and Obstetrics, Gynecology & Pediatrics. The findings indicated that the majority of the participants indicated that they did not feel competent in using word processing, spreadsheet, and presentation applications to facilitate instruction on daily basis. Teachers also expressed that they felt some competence in the word processing area, but little competence in presentation and spreadsheet applications. The weaknesses identified areas where professional training might be beneficial. In addition, the significant differences in perceived skill competence based on age suggested that any training should accommodate and address the impact of age as related to technology training. It is recommended that training which involves peer-to-peer learning, collaborative activities, a variety of training materials, and a skilled trainer can provide a learning environment in which individual differences can be accommodated.

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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