Date of Conferral







Edna Hull


Research to date on faculty use of technology in the classroom has largely focused on student perceptions of technology, technology use in higher education, and benefits of technology use in teaching and learning. A critical factor in integrating technology relates to nursing faculty members’ mobile technology (MT) experience. The aim of this descriptive phenomenological study was to explore the experiences of nursing faculty when integrating MT in the face-to-face classroom. More precisely, this study was designed to explore the reasons for inconsistencies among faculty in the integration of MT in the face-to-face classroom in baccalaureate nursing education programs. Experiences of Bachelor of Science in Nursing (BSN) faculty with MT use in the face-to-face classroom were viewed through the conceptual framework of Davis’s technology acceptance model. Semistructured one-on-one interviews were conducted via Zoom with 10 BSN program faculty on their experiences using MT in the face-to-face classroom setting in central Pennsylvania. Using Creswell’s six steps for qualitative data analysis, the following major themes were generated from the data: the shift to permitting MT in the classroom, the use of MT to promote student learning, and challenges and opportunities in using MT in the classroom. Lasting social change may result from greater awareness of the challenges that nursing faculty experience when using MT in the classroom. Furthermore, the study findings may assist academic leaders in supporting nursing faculty through the provision of time, education, and ongoing training to better prepare nursing students for practice in an increasingly complex, technologically rich health care environment.