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Darci J. Harland


High-fidelity simulation-based learning (SBL) is used in occupational therapy (OT) to immerse students in realistic clinical situations using advanced technology to better prepares health care professionals for the workplace. However, researchers have not explored OT graduate faculty technology acceptance using high-fidelity simulation (HFS) as a learning and instructional tool. The purpose of this basic qualitative study was to explore OT graduate faculty members' beliefs related to technology acceptance of high-fidelity SBL at a multicampus university. To accomplish this purpose, research questions were developed to examine faculty beliefs of high-fidelity SBL using Gu et al.'s four key constructs (outcome expectancy, task technology fit [TTF], social influence, and personal factors) as a conceptual framework. Purposeful sampling strategies were used to identify 10 OT faculty who had taught a course with high-fidelity SBL for at least two trimesters and had attended simulation training. Data sources were interviews that were analyzed using thematic analysis. Key findings of this qualitative study included that OT faculty believed that their acceptance of HFS was influenced by (a) outcome expectancy factors such as perceived ease of use and usefulness, (b) TTF factors such as perceived task outcomes and effectiveness, (c) social influence factors such as university culture and peer/colleague influence, and (d) personal factors such as personal technology self-efficacy and innovativeness. The findings may be used to promote positive social change as stakeholders learn about the beliefs OT faculty have in order to make modifications to the technology implementation process.

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