A case study exploration of the influences on how and why nurse academics use digital technology within pre-registration nursing education

Introduction/Background There are multi-faceted contexts that nurse academics must engage with in higher education, including the ubiquitous nature of digital technology. Whilst adapting to the demands of higher education and trying to create an identity for themselves as an academic, nurse academics are also expected to engage and use digital technology in all its formats. This research explores what influences how and why nurse academics use digital technology in pre-registration nursing at one university. Philosophy A relative ontology with a social constructionist epistemology (Burger and Luckmann, 1966) is adopted alongside a conceptual framework of Nurse Academic Digital Technology Identity (NADTI). Methodology and Research Methods An instrumental (Stake, 1995) and explorative (Yin, 2018) qualitative case study design was utilised with discourse analysis methodology as espoused by Fairclough (2003 – modified) to guide the research process. Ethics approval was gained and sampling included rival and deviant cases within a bounded case across three phases (containing multiple sub-units of analysis) of data collection. The phases included documentary analysis, a cross-disciplinary dyadic interview, a management focus group interview and eight individual nurse academic interviews. Data was aggregated and converged to create categorical aggregation and subsequently, analytical generalisations. A bespoke reflexive model was also developed and integrated. Findings Five categories (Influencing Drivers; Infrastructure and Investment; Collaboration and Support; Everywhere and Nowhere and Nurse Academic Digital Technology Identity) and twenty sub-categories were identified as influences on nurse academics using digital technology, and are explored against historical and contemporary literature. Twelve recommendations are generated, six based on contributions to what is currently known and six on unique and original contributions to knowledge. The need to synchronise systems to facilitate working practices and develop strategies and policies to include more context of digital technology, with investment and nurse academics being involved in decisions that affect them builds on existing literature. This also includes developing nurse academics digital capabilities and making some aspects of digital technology training mandatory. It is argued that the philosophy, design and methodology adopted within context, including the use of a bespoke reflexive model and case study design being effective for participant reflections is not published elsewhere, with further exploration of this recommended. The need to raise digital technology awareness in nurse academics is evident and should include the realisation that there are unrealistic expectations placed on nurse academics from technological and administrative perspectives. Finally, Nurse Academic Digital Technology Identities (NADTI) are suggested and should be utilised when developing nurse academics across a range of social practices. Conclusions Multiple influences were identified and suggestions made including building on existing knowledge, and what is considered original contributions to knowledge for this phenomenon. Influences on nurse academics use of digital technology is multi-faceted and needs consideration of macro/meso/micro individual and collective contexts if nurse academics are to use digital technology more effectively and efficiently across pedagogical and administrative contexts.

Citation

Bellis, M. A. (2025). A case study exploration of the influences on how and why nurse academics use digital technology within pre-registration nursing education [Unpublished doctoral thesis]. University of Chester.

Publisher

University of Chester

URI

https://chesterrep.openrepository.com/handle/10034/629924

Type

Thesis or dissertation

Language

en