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Past literature has shown that nursing programs reported educators were at the novice or beginner level regarding use of technology and that there was a critical need for faculty development. There was a lack of current information on the perspectives of nurse faculty utilizing learning management systems. Learning management systems are being used within nursing education, faculty should be proficient implementing the technology, if not, students and faculty suffer. The purpose of this study was to understand how nursing faculty perceive the use and support for integrated online Learning Management System (LMS) technology, along with levels of self-efficacy, at the institution in which they work. The Bandura self-efficacy conceptual framework was used to explore nursing faculty perspectives on the use of LMS technology. A case study approach was used for this study to aid in identifying the perspective of nursing educators who have utilized LMS technology. Participants included 8 nursing faculty from 3 Southeastern Pennsylvania nursing program. Data sources consisted of online survey questions and telephone interviews. Survey data results were analyzed by means of central tendency. Transcriptions of interviews were analyzed using NVivo software for coding and identification of themes and patterns. The results revealed that nursing faculty did not seem to like their LMS platform; however, the majority of the faculty did consider the LMSs useful in providing materials to students and for posting grades, although faculty stated a desire for additional training and regular workshops on using LMSs. This research can contribute to positive social change by assisting stakeholders in best implementation of LMSs in student instructional practices.
Burling, Diane, "Nursing Faculty Perspectives on Support in Technology, Learning Management Systems, and Self-efficacy" (2018). Walden Dissertations and Doctoral Studies. 4777.