The substantial increase in online nursing program enrollment demands that nurse educators be adept in the delivery of online education; however, a significant challenge exists in how to deliver practice-based nursing education in the online environment. Teaching online requires a change in the traditional role of the educator accompanied by the effective use of online learning technologies. Some studies suggest that faculties remain pessimistic to online delivery of education and do not participate, yet few objectively examine variables that influence resistance or use. Included in this dissertation are two manuscripts. The first manuscript defines resistance and addresses prominent concerns associated with teaching online: technology skills and competencies, faculty preparation and training, workload, and quality. The second manuscript is a research study report that utilized multiple regression to test the Unified Theory of Acceptance and Use of Technology (UTAUT) among a population of 940 southern U.S. nurse educators. The study revealed several causal connections associated with nurse faculty use of online education. Experience, performance expectancy, social influence, attitude, voluntariness, anxiety, and facilitating conditions significantly contributed to the UTAUT model, explaining 36% (R2) of the variance in usage behavior. Effort expectancy and self-efficacy variables did not significantly contribute to the model.
Date of publication
Sally Northam, Danita Alfred, Belinda Deal, Kevin Gosselin
Doctor of Philosophy in Nursing
Harless, Lisa M., "Exploration of Factors Affecting Nurse Faculty Use or Resistance to Online Education" (2016). Nursing Theses and Dissertations. Paper 62.