Abstract

Nursing students have to learn how to critically think and pass a licensure examination to practice their profession. Current students seem to be bored by lecture strategies most commonly applied by seasoned nurse educators. A gap in the literature regarding lived experiences of seasoned nursing faculty members applying technological applications when teaching nursing topics. The purpose of this phenomenological interpretative study was to understand the lived experiences of seasoned nursing educators using technology in nursing classrooms. Seventeen seasoned nurse educators participated in semistructured interviews. The interviews were transcribed and analyzed with the NVIVO 11™ software. During the interpretative analysis, eight themes emerged. Themes identified included that (1) nurse educators are altruistic, (2) generational learning differs, (3) students need various teaching strategies, (4) technology engage students, (5) technology is good when it works, (6) educators need to be knowledgeable on technology, (7) questioning increases critical thinking, and (8) technology is challenging. This study has implications for nursing educators and administrators as well as publishers. Limitations to the study included design limitations, participant diversity limitation, and sampling limitations. Numerous recommendations were identified for further studies, as well as for nursing program administrators and educators, and publishers.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10260444; ProQuest document ID: 1883370350. The author still retains copyright.

Author Details

Ose G. Martinez, EdD, MSN, RN

Sigma Membership

Unknown

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Phenomenology

Research Approach

Qualitative Research

Keywords:

Nursing Education, Nursing Faculty, Technological Applications

Advisor

Toni Buchsbaum Greif

Second Advisor

Lee St. John

Third Advisor

Kecia Edwards

Degree

Doctoral-Other

Degree Grantor

University of Phoenix

Degree Year

2016

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2023-07-26

Full Text of Presentation

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