CEC Theses and Dissertations

Date of Award

2016

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Computing Technology in Education (DCTE)

Department

College of Engineering and Computing

Advisor

Thomas MacFarland

Committee Member

Gertrude W. Abramson

Committee Member

Ling Wang

Abstract

There is an increasing demand for more baccalaureate- and graduate-prepared registered nurses in the United States, to face the healthcare challenges of the 21st century. As a strategy to meet this need, educational institutions are expanding electronic learning in nursing education; however, technology acceptance in education continues to be a concern for educational institutions. In this context, the goal of the study was to investigate factors that potentially influence registered nurses’ intentions to adopt e-learning systems. A theoretical model was used to determine whether perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses’ intentions to use e-learning systems. A web-based survey was used to assess the effect of the aforementioned constructs on registered nurses’ intentions to use e-learning systems. The web-survey instrument was developed as a multi-item questionnaire using Likert-type scales. A 35-item survey instrument was developed using previously validated measurable items. The target population of this study was registered nurses in South Florida. The sample for this study was 323 (over 21% response rate) registered nurses at two hospitals in South Florida. Multivariate analysis was conducted using structural equation modeling and robust standard errors with the Satorra-Bentler adjustment. The results revealed that perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses’ intentions to use e-learning systems. Findings from this investigation may be of interest to educational institutions preparing to make investments in e-learning systems. The information provided in the study will allow administrators in higher educational institutions to make decisions on ways to address the challenges that may be affecting e-learning acceptance by registered nurses.

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