Motivation and technological readiness in the use of high-fidelity simulation: a descriptive comparative study of nurse educators

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dc.contributorCarter, Melondie R.
dc.contributorNehring, Wendy M.
dc.contributorHouser, Rick
dc.contributorTomlinson, Stephen
dc.contributor.advisorCuellar, Norma G.
dc.contributor.authorDuvall, Judy Jo
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:35:28Z
dc.date.available2017-03-01T16:35:28Z
dc.date.issued2012
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThere are many driving forces to increase the use of high-fidelity simulation (HFS) in nursing education, as well as many factors that may influence the implementation of this teaching strategy. These include the motivation of nurse educators to use HFS, the technological readiness of nurse educators to use HFS and the changing demographics of the nurse educator workforce. The purpose of this study is to address the significant gaps in the literature in the nurse educators' perspective of the use of HFS, technological readiness and the motivational factors that may influence the incorporation of this technology into curricula. A national survey of nurse educators was completed with 662 participants; however, only 576 completed the entire survey. In addition to demographic information, participants were asked to complete the Revised Motivation at Work Survey (R-MAWS) and the Technological Readiness Index (TRI). Information was also obtained regarding the self-identified level of expertise in using HFS and the training to use this technology. Findings included perceptions of barriers and facilitators to the use of HFS, which corresponded closely with published literature. Self-identified novices had higher amotivation levels than those who did not use HFS, those identified as competent or expert. This finding supports the use of mentors to develop the skills of self-identified novices. Nurse educators are most highly motivated by the value they place on their work, as well as the intrinsic pleasure obtained from the work. Nurse educators have a high level of technological readiness; however neither technological readiness nor work motivation appear to play a large role in the use of HFS. Recommendations for further study include research to determine what other factors play a role in the use of HFS, studies to determine if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. Validated evaluation tools must be developed particularly if HFS is used for high-stakes evaluation.en_US
dc.format.extent114 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001074
dc.identifier.otherDuvall_alatus_0004D_11282
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1556
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectNursing
dc.subjectEducation
dc.titleMotivation and technological readiness in the use of high-fidelity simulation: a descriptive comparative study of nurse educatorsen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineInstructional Leadership
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.

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