Faculty Perspectives on Barriers to Technology Integration in Nursing Education: A Qualitative Study

Abstract

Objective: The study examines the challenges that nursing faculty encounter in integrating technology in nursing in Dubai. Knowledge of these barriers from the faculty’s perspective can be useful in developing ways of integrating and implementing technology in nursing education.

Methods: A quantitative study design was used; interviews were conducted with nursing faculty through purposive sampling. The interviews centred on the perceived barriers to the integration of educational technologies. After codifying the data, manual thematic analysis was conducted, and the findings regarding institutional, technical, and pedagogical themes were compiled. Ethical considerations included informed consent, confidentiality, and institutional review board approval.

Results: Thematic analysis revealed five main barriers: (1) institutional limitations, such as inadequate infrastructure and training, (2) technical skill gaps among faculty, (3) concerns about the pedagogical effectiveness of technology in skill-based learning, (4) resistance to change, particularly among senior faculty, and (5) perceived impacts on student engagement. Direct quotations from participants illustrated the complexity of these challenges.

Conclusions: Overcoming the barriers requires multifaceted assistance with professional development, technological advancements of facilities, and balanced instructional integration of technologies. These results indicate that the faculty’s insights should be taken into account when developing strategies for technology integration and the role of a constructive organizational context regarding the successful implementation of technologies. Subsequent studies should examine these barriers in different regions and incorporate students’ experiences as well to gain a more holistic understanding.