Objective: Nursing education is called for reform in the nursing curriculum to meet the complex health care system of the 21st century. The traditional teaching model is inadequate to meet the current nursing practice and requires innovation in education using technology. Lack of faculty and clinical sites has called for alternative teaching methods such as clinical simulation. Currently, up to 50% of clinicals hours can be replaced by simulation in the prelicensure core nursing courses. However, the readiness of faculty to use the technology as an innovation strategy is not well established. This study aims to assess the readiness of the nursing faculty to integrate clinical simulation into nursing education.
Methods: A non-experimental research study design was utilized for this study. A sample of 128 faculty was invited to participate in the survey, of which only 40 faculty consented to partake in the study. A survey questionnaire with demographic information and Technology readiness index (TRI) scale 2.0 by Parasuraman (2000) was utilized to collect the data. The link to the informed consent and survey questionnaire was sent to participants using the institutional email. The faculty had three weeks to complete the survey. The data was available immediately after the survey questionnaire was completed. The TRI index is composed of four subscales such as optimism, innovativeness, discomfort, and insecurity.
Results: TRI scale is used as an independent factor to determine the faculty's willingness to integrate HFS into nursing education. Three demographic variables, such as years of nursing experience, years of simulation experience, and participation in simulation workshops or training, are included as independent factors to predict the technology readiness index of the faculty. A binary logistic regression showed there was no significant increase in the odds of faculty's willingness to use HFS per unit of increase in TRI scale score OR = 1.881, 95%, CI: FACULTY READINESS TO INTEGRATE CLINICAL SIMULATION 2
[.502, 7.073] A Kruskal-Wallis test for comparisons of the years of nursing experience and its effect on the technology readiness, indicates there is no significant difference in the technology readiness index between the groups χ2(3) = .884, p = 0.829.
A Kruskal-Wallis test for comparisons of the years of simulation experience and its effect on the technology readiness indicates no significant difference in the technology readiness index between the groups χ2(2) = .3.27, p = 0.195. An independent sample t-test results showed there was no significant difference in the scores for faculty who participated (M = 3.3134) SD =. 45127 and faculty who did not participate (M = 3.2243, SD = 45127; t (38) = .523, p = 0.604. in the clinical simulation workshop or training.
Conclusion: The results from the study show that years of nursing or simulation experience and participation in clinical simulation workshops were not significant factors to affect the TRI among faculty. There is no significant association between, TRI scale score and the participants' willingness to use High-fidelity simulation in the future for nursing education. This study indicates that the level of technology readiness is not a definite indicator of faculty's motivation to use HFS in nursing education. A clear understanding of other factors that will affect the use of HFS among faculty should be an area for further investigation. Specifically, factors such as administration support, incentives, and personal motivation.
Murmu, Jercilla, "Faculty Readiness to Integrate Clinical Simulation" (2021). DNP Research Projects. 15.