Motivation and Technological Readiness in the Use of High-Fidelity Simulation: A Descriptive Comparative Study of Nurse Educators

Thursday, 25 July 2013: 3:55 PM

Judy Duvall, EdD, RN
Whitson-Hester School of Nursing, Tennessee Technological University, Cookeville, TN

Learning Objective 1: describe the overall technological readiness and the two primary motivators of nurse educators in the use of HFS.

Learning Objective 2: discuss the three issues that contribute to the importance of mentors in the development of novice users of HFS


The purpose of this study is to address the significant gaps in the literature in the nurse educators’ perspective of the use of HFS, technological readiness and the motivational factors that may influence the incorporation of this technology into curricula. 


 A national survey of nurse educators was completed with 662 participants; however, only 576 completed the entire survey.  In addition to demographic information, participants were asked to complete the Revised Motivation at Work Survey (R-MAWS) and the Technological Readiness Index (TRI).  Information was also obtained regarding the self-identified level of expertise in using HFS and the training to use this technology.


Findings included perceptions of barriers and facilitators to the use of HFS, which corresponded closely with published literature.  Self-identified novices had higher amotivation levels than those who did not use HFS, those identified as competent or expert. Nurse educators are most highly motivated by the value they place on their work, as well as the intrinsic pleasure obtained from the work.  Nurse educators have a high level of technological readiness; however neither technological readiness nor work motivation appear to play a large role in the use of HFS.  The findings also provided a snapshot of the nurse educator who currently uses HFS, icluding demographics, training and self-perceived level of expertise.


Recommendations for further study include research to determine what other factors play a role in the use of HFS,  studies to determine if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment, as well as the significance of motivators for nurse educators.  Motivation of nurse educators has increased significance, since many nurse educators are approaching retirement.