Perspectives of Nurse Educators Towards Technology-based Education in Selected KwaZulu-Natal Nursing Colleges

Abstract

Technology-centred education aims to create an interactive teaching and learning environment based on the use of computers and the Internet. It also promotes the workability of instructional processes and enables connections between academic staff and upcoming professional nurses. Academic staff has to be at the forefront of the latest transforming technology. Despite many types of technologies being accessible, lecturers at the KwaZulu-Natal College of Nursing campuses are not embracing technology-based education. The aim of this study was to describe nurse educators’ attitudes and forecasts towards technology-based education in KwaZulu-Natal. A quantitative, descriptive, cross-sectional survey research design was used. Data were collected via self-administered questionnaires from nurse educators and clinical facilitators on 10 KwaZulu-Natal College of Nursing campuses using non-probability, purposive sampling. The Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse the data. Descriptive statistics utilising percentages, frequencies and means were also used to analyse data. Statistical tests included t-test and/or ANOVA, Pearson’s correlation analysis as well as regression analysis. Study results indicated that mean scores for attitudes to using technology ranged from 2.76 to 6.34, while the forecast to use technology in future mean scores ranged from 6.20 to 6.45. The study results highlighted that nurse educators in KwaZulu-Natal intend to employ technology to support teaching and learning, and they have positive attitudes towards technology-based education. It is recommended that nurse educators be provided with technical support and mentorship to enable them to adopt technology-based education.