Motivation, Barriers, and Self-Efficacy in Digital Technology among Nurse Educators in Selected Higher Education Institutions in Calabarzon, Philippines

Abstract

This study determined the motivation, barriers, and self-efficacy on digital technology of the nurse educators in the selected HEIs in CALABARZON, Philippines. Varied aspects of socio-cultural, training and professional development, attitude, leadership and administration, and pedagogy influenced the motivation in digital technology among nurse educators. On the other hand, lack of internet service, requiring more time to fully integrate technology in teaching, lack of adequate and necessary training, unclear implication of technology in professional practice, and lack of competence in adopting technology hindered their digital technology integration. Self-efficacy is facilitated by easy access to resources from the online library, the capability to meet deadlines, the capacity to efficiently learn to use a new type of digital technology, and being able to carry out their ethico-legal responsibilities regarding their role as teachers. Motivation and barriers are interrelated variables that influence digital technology use and integration among nurse educators. Barriers and self-efficacy have a high positive relationship that when self-efficacy is low, a reduction of barriers is also noted. Thus, nurse educators must be provided with continued support and training as they adapt to the education landscape and as they embrace the instructional challenges brought about by digital technology in the 21st century classroom.