Exploring Barriers to Technology Integration in Nursing Education: An Unveiling through a Qualitative Study

Exploring Barriers to Technology Integration in Nursing Education: An Unveiling through a Qualitative Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring Barriers to Technology Integration in Nursing Education: An Unveiling through a Qualitative Study Rashed Ahmed This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6443341/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version 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. Nursing Integrative & Complementary Medicine Health Law Health Economics & Outcomes Research Health Policy Technology integration nursing education faculty perspectives barriers institutional support pedagogical challenges qualitative study Dubai 1. Introduction Over the past decade, the delivery of courses in higher education has been revolutionised by technology, and nursing education is no exception(Ahmed, 2024af). The use of technology in clinical nursing education can significantly improve the overall learning outcomes of the students and help prepare nurses to work in current complex, technology-rich healthcare settings (Gause, Mokgaola and Rakhudu, 2022). Contemporary technologies, including model simulations, e-learning modules, virtual reality, and digital patient care systems, are now crucial tools in cultivating critical thinking, decisive clinical reasoning, and real-life skills within a nursing student (Penaflor-Espinosa, 2016). A significant shift has been witnessed in the healthcare domain as more technologically based solutions are developed that must be correlated to progress in nursing education, so graduates have enough skills to address current and future patient requirements (O’Connor and Andrews, 2015). Nevertheless, there are a number of challenges present to significantly integrate technology into nursing education that is both multifaceted and complex (Harris, 2022). One of the inherent challenges in the adoption of technology in nursing education is the belief among faculty members in change and prior practice(Ahmed, 2024ae). Faculty members have a critical role in designing and delivering nursing education, and their perspectives, knowledge, and skills can affect its adoption among students (Wingo et al., 2016). Faculty members can show hesitation or resistance in this process due to different factors, including inadequate training, lack of organisational support, time limitations and inadequate confidence in the appropriate use of technological tools (Watty, McKay and Ngo, 2016). There is the need to understand faculty perception about these barriers in order to address problems hindering effective integration of technology in nursing education to boost the effectiveness for students (O’Doherty et al., 2018). Current literature regarding technology integration in nursing education is mainly focused on student perceptions and experiences, overlooking the barriers experienced by faculty members. Evidence indicates that students have a positive attitude toward using digital learning tools(Ahmed, n.d.-f). Nevertheless, faculty encounter specific difficulties which may impede the adoption of technology-enhanced teaching (Stec, Smith and Jacox, 2019; Thanaraj and Williams, 2016). For example, some faculty members may be willing to incorporate educational technology into teaching practices. Alternatively, others can find this faster technological shift complex or insufficient technical skills needed for technology integration (Christopoulos and Sprangers, 2021). Indeed, technical challenges, as well as administrative challenges such as budget constraints and the need for more technical assistance in their adoption, make it difficult (Reich, 2020). Nevertheless, the literature still overlooks the faculty aspects in the sphere of nursing education and the understanding of the barriers they face when incorporating technologies into their work(Ahmed, 2024x). The primary objective of this qualitative research is to explore and analyse how barriers to technology integration affect the nursing faculty(Ahmed, 2024m). The study will use nursing educators’ perceptions to analyse these factors, which, on the whole, have an adverse influence on the implementation of educational technology(Ahmed, 2024ai). Such findings will be useful in designing support structures, materials, and professional development programmes to accommodate faculty transition to incorporating technology into nursing curricula in increments (Crawford and Jenkins, 2016). Faculty perspectives and insights could also be important to academic institutions in building a supportive environment for technology adoption in their teaching practices as a means of staff empowerment(Ahmed, 2024g). The central research question guiding this study is: "What barriers are perceived by faculty in integrating technology into nursing education?" The study adopted a qualitative approach to comprehensively explore the faculty perspectives, leading to an in-depth analysis of the factors influencing technology-oriented nursing education(Ahmed, 2025f). This study's approach fills the gap and disseminates it with the aim of promoting strategies to support the successful adoption of technology by faculty members, ultimately improving nursing education quality and relevance(Ahmed & Tamim, 2025c). 2. METHODOLOGY 2.1. Study Design This study sought to identify barriers experienced by the nursing faculty in incorporating technology into nursing education in Duba(Ahmed, 2025d)i. A qualitative research design was used since the study aimed at eliciting rich information from the faculty. Purposive sampling was used since the participants were required to be involved in nursing education and teaching experience in the use of technology(Ahmed, 2025h). This sampling technique was applied to make sure that the participants were capable of yielding good data insights into the study area of interest. The sample was comprised of nursing faculty from various universities in Dubai, showing different teaching experiences, roles, and previous exposure to educational technologies(Ahmed, 2024a). 2.2. PARTICIPANTS Through purposive sampling, participants were chosen based on certain background knowledge in nursing education and their familiarity with technology integration. The research involved a total of 12 nursing faculty members. The criteria for inclusion were as follows: Included criteria are ( 1 ) The faculty member has taught nursing students for at least a year ( 2 ) The faculty member has employed or encountered some form of educational technology in their course, for example, e-learning platforms, simulation software, or digital patient care ( 3 ) The faculty member has agreed to share their experience, both positive aspects and difficulties and their perceptions of how technology affects nursing education. Participants were selected to represent various academic ranks, such as lecturers, senior lecturers, and associate professors, so as to get a variety of viewpoints. The participants were contacted electronically through e-mail and requested to participate in the study after being informed about the research's goals and significance. 2.3. DATA COLLECTION Semi-structured interviews were used to collect data, helping the researchers to explore the rich experiences of faculty members. The interviews were selected for this study because of their ability to elicit subjective experiences and complex opinions (Smith, Flowers and Larkin, 2009). The interview guide was created from present literature considering technology integration in nursing education, and then its clarity and compatibility were reviewed by experts(Article & Ahmed, 2024). It included open-ended questions such as: “What issues do you encounter when incorporating technological advances in your classroom teaching?” and “In what ways do you think your institution supports the integration of technology in the teaching and learning process?” These questions were used in such a way that participants were prompted to discuss about barriers based on institutional support, experience, technology, and concerns as educators(Ahmed, 2024ag). The interviews took 45–60 minutes and were conducted in English since the courses in most nursing institutions in Dubai are conducted in English. The interviews were conducted in a quiet environment at the participant's workplace or through video links, depending on the participant's schedule. Each interview was recorded with permission from the participants for easy transcription and analysis. Participants were given an information sheet detailing the purpose of the study, voluntary participation, and the right to withdraw from the study at any time without explication. 2.4. DATA ANALYSIS The data was analyzed using a thematic analysis approach, which is popular in qualitative data research to determine patterns or themes (Braun and Clarke, 2006). This approach was used because it is flexible and enables the examination of participants' perceptions in detail. The data analysis was a step-by-step process. First, the audiotaped interviews were transcribed verbatim. The researcher then reviewed the transcripts to ascertain familiarity with the content of the interview(Ahmed, n.d.-g). The following step was the manual coding of the data. An initial code set was developed considering the recurring phrases, words, and subjects in the interviews. For example, codes like 'lack of training', 'technical difficulties', and 'institutional support' are initially determined from the data(Ahmed, n.d.-a). These initial codes were then aggregated into more encompassing broader code groups in order to capture main themes. The main themes concerned the barriers, such as a need for more technical competencies among the faculty, inadequate institutional support, resource constraints, and resistance to change(Ahmed, n.d.-b). As the process progressed, the researcher reviewed and redefined the codes and themes back to the data using an iterative process so that they accurately reflected the data. This was then succeeded by the development of sub-themes within the main themes, which offered a deeper appreciation of the participants' experience(Ahmed, 2025i). Thematic analysis was highly appropriate for this study as it involves the identification of themes in the data without reference to prior theories and frameworks. Data analysis was done manually, with the researcher using pen and paper to write notes, categorize, and refine codes. The review process was more reflective, which in turn gave a more personalized view of the data's results. Finally, after interpreting the last themes, an analysis was done from the perspective of the research question and of the literature reviewed to conclude on barriers to the use of technology in nursing education(Ahmed, 2024h). 2.5. ETHICAL CONSIDERATIONS Ethical considerations were key principles in this study, such as participants' rights and confidentiality being taken into account during the research process(Ahmed, 2024b). Before data were collected on this study, the proposed study was presented for ethical review and approval to the institutional review board (IRB) of the universities where the study was carried out. The IRB and the Declaration of Helsinki (World Medical Association, 2013) were taken into account in the study, respecting beneficence and justice. Each participant electronically signed an informed consent document to participate in the study. They were also given an information sheet that outlined the study’s aims, their rights, details stating that participation had been voluntary, and possible harms and benefits(Ahmed, 2024v). In addition, the participants were given pseudonyms to ensure confidentiality, and all collected information was saved in a password-protected file. The researcher manually transcribed the responses retrieved from the audio recordings, and the data of the participants’ identities were anonymized(Ahmed & Article, 2024a). 3. RESULTS During the semi-structured interviews, certain barriers unique to nursing faculty in Dubai in the use of technology in their teaching came out clearly(Ahmed, 2024c). The findings highlighted barriers related to institutional support, technical and pedagogical issues, personal attitudes toward technology, and perceived impacts on student engagement. Several main themes were identified in the interviews, and each of them describes certain issues and gives the view of the faculty members(Ahmed & Article, 2024b). 3.1. Theme 1: Institutional Barriers One of the major emergent themes was the perceived lack of adequate institutional support. Faculty members indicated that their institutions needed to offer adequate support to implement the technology properly in their teaching practices. Participants cited training, resources, and support as major challenges in adopting technology due to their restricted access(Ahmed, n.d.-h). One participant expressed frustration, saying, "We are encouraged to use technology, but there’s no follow-up support or training. I feel lost when I encounter technical issues, and there’s no one to help." Another participant echoed similar concerns, explaining that "without proper training and resources, technology just becomes a burden instead of a tool." Faculty members mentioned the challenge of incompatible or outdated technological infrastructure, which hindered the efficient adoption of technology-enhanced approaches. "Our computers and software are outdated," one participant said. "Even if I want to use a new platform, it doesn’t work because our systems can’t support it." 3.2. Theme 2: Technical Skills and Confidence The second theme was dedicated to the technology competencies and confidence levels in using technology by the faculty members. One of the major issues included low technical proficiency and, thus, minimal understanding of digital tools. Many participants expressed their concern over the preparedness to effectively incorporate technologies into their teaching, developing anxiety and reluctance to use new tools(Ahmed, 2024s). "I know the basics of using a computer, but I feel overwhelmed with more advanced technology," admitted one participant. "Sometimes, I’m afraid to try new tools because I don’t want to make mistakes in front of my students." Another participant suggested the need for professional training to develop better digital skills, stating, "We had a short introductory workshop on technology a few years ago, but that’s not enough. Technology is constantly evolving, and without regular training, it’s hard to keep up." Many faculty members pointed out that only extensive and sustained training interventions can enhance their self-confidence in using digital technologies and their general teaching efficacy(Ahmed, n.d.-i). 3.3. Theme 3: Pedagogical Concerns Faculty members also articulated some issues regarding the possibility of technology-augmented learning outcomes within nursing education. They wondered whether technology enhances the teaching-learning processes or hinders the traditional, hands-on techniques that are essential in nursing education(Ahmed, 2024ah). One participant said, "Nursing is a practical field. I wonder how much technology can really contribute to skills like patient care, which require face-to-face interaction and empathy." One of the participants noted that the emergence of technology raises some concerns about how teachers interact directly with their students, remarking, "I worry that too much reliance on digital tools might make our teaching less personal. Students need that one-on-one interaction, especially in nursing." Even with the above concerns, a number of the faculty members understood that the use of technology could enhance conventional approaches to learning, though not necessarily directly(Ahmed, 2024q). However, they reported needing more clearly provided pedagogical strategies for integrating technology into their teaching practices. "If we had more support on how to use technology in a way that enhances, rather than replaces, traditional methods, I think we’d see better results," explained one participant. 3.4. Theme 4: Resistance to Change Another theme identified from the interviews was the faculty's resistance to change. Some faculty members expressed reluctance to embrace new technological practices due to complexity, time constraints, or simply sticking to traditional ways(Ahmed, n.d.-c). One participant stated, "I’ve been teaching the same way for over a decade. Introducing technology feels like a huge shift, and I’m not sure it’s necessary." Another faculty member mentioned, "There’s a reluctance, especially among senior faculty, to adopt new methods. We’re comfortable with what we know, and change feels daunting." This was primarily due to the belief that technological integration would increase their workload instead of easing it. "Learning a new platform takes time. With our busy schedules, it’s hard to commit to something that feels more complicated," expressed one participant(Ahmed, n.d.-d). 3.5. Theme 5: Impact on Student Engagement and Learning Outcomes The last theme gathered from the interviews looked at how learning with the use of technology was deemed to affect students' learning and performance. Some faculty respondents developed mixed opinions about whether information technology positively impacted the students. Some of them pointed out that it appeared the students were even more passive or distracted whenever digital tools were incorporated into the class(Ahmed & Tamim, 2025b). "Sometimes I feel students are more focused on the screen than on the content," remarked one participant. "It’s difficult to gauge their understanding when they’re just clicking through slides or watching videos(Ahmed, 2024ak)." Another participant added, "While technology can make content more accessible, I’m not sure it fully engages students in the learning process. Nursing requires critical thinking, and I worry that too much technology might hinder that(Ahmed, 2024r)." Nevertheless, few faculty members pointed out that technology could enhance student's learning and performance if utilized properly(Ahmed, 2024y). "I think there’s potential, but it has to be balanced. Technology can’t replace critical thinking exercises or clinical practice," stated one participant(Ahmed, 2024ac). Table 1 Emerging Themes and Sub-Themes from Semi-Structured Interviews Theme Sub-Themes Example Quotations Institutional Barriers Lack of training, inadequate support, outdated infrastructure "We are encouraged to use technology, but there’s no follow-up support." Technical Skills and Confidence Insufficient expertise, lack of confidence, need for regular training "I feel overwhelmed with more advanced technology." Pedagogical Concerns Value of technology in nursing education, balancing traditional methods "Nursing is a practical field. I wonder how much technology can contribute." Resistance to Change Preference for traditional methods, time constraints "There’s a reluctance, especially among senior faculty, to adopt new methods." Impact on Student Engagement and Learning Outcomes Mixed effects on engagement, potential for passive learning "It’s difficult to gauge their understanding when they’re just clicking through slides." 4. DISCUSSION 4.1. Summary of the Results The results reveal major barriers that nursing faculty encounter in integrating technology into the teaching-learning process(Ahmed, 2024aj). Several difficulties were cited, including training needs, outdated structures, and inadequate support(Ahmed, 2024z). The faculty also cites a lack of confidence in their technical skills as a reason why they do not readily incorporate digital tools into their teaching(Ahmed, 2024n). However, there were doubts about whether technology integration would really improve nursing education, especially given the practical nature of nursing, which relies heavily on hands-on learning(Ahmed, 2024f). Finally, resistance to change and doubts about the effectiveness of technology-mediated engagement for students were reported as significant issues(Ahmed, 2025g). 4.2. Interpretation of the Findings The findings agree with other studies on technology integration in education(Ahmed, 2024aa). A lack of institutional support and training, identified as a primary barrier in this study(Ahmed & Tamim, 2025a), is consistent with findings from research in other regions (Castro, 2021). Faculty also feel reluctant to use technology if they need more institutional support, proving that while financial investment is important, technology implementation and integration need constant support(Ahmed, 2024u). The concerns faculty had about the impact of technology on student engagement reflect a common critique where failure to incorporate technology leads to passive learning (Schindler et al., 2017). This is especially significant in the field of nursing education, where face-to-face teaching and practical approaches are applied to clinical skills and interpersonal communication, which is particularly challenging to teach digitally(Ahmed, 2024i). The study also reveals the issue of resistance to change, especially among the faculties who are so used to their conventional teaching methods(Ahmed & TANZIMUR RAHMAN TAMIM, 2025). This conforms to the Technology Acceptance Model, which states that perceived ease and usefulness impact the level of technology acceptance (Chau, 1996). Faculty members who find digital tools complex are less likely to integrate them into their teaching practices(Ahmed, 2025e). Thus, solutions to these problems have to involve training and reconstruction of the concepts that institutions employ when considering the purpose of technology within pedagogical goals(Ahmed & Article, 2024c). 4.3. Implications of the Results Based on the study findings, it is clear that current nursing education institutions have to reconsider their strategies regarding technology integration(Ahmed, 2025a). As for recommendations, the study suggests that institutions should opt for frequent hands-on training that would increase confidence among faculty, specifically in using advanced applications in nursing education, including simulation software(Ahmed, 2030). Institutions should also address the infrastructural insufficiencies that faculty complained of by upgrading equipment and ensuring those systems are relevant to modern learning systems(Ahmed, 2024ab). Furthermore, institutions should promote the view of technology as supplementing and adding value to conventional approaches rather than directly replacing them, helping faculty to address resistance to change(Ahmed, n.d.-e). Regarding policymakers, these findings show that the mere provision of technological tools is not sufficient; (Ahmed, 2024w)appropriate support and capacity-building measures must be available in parallel with such instruments. Implementing policies that encourage the preparation of faculties that are conversant with the technologies and creating follow-up support programs may aid in maintaining the continued use of the technologies in nursing education(Ahmed, n.d.-j). 4.4. Limitations of the Project Some limitations in the study need consideration. Initially, the study in Dubai, as such, may need to be more generalizable to other regions that may have different rules regarding education and institutions(Ahmed, 2025j). The findings that relate to the supposed negative attitudes by the faculty of technology and innovation may actually be a result of cultural and organizational factors that exist in the country or the present university(Ahmed, 2024o); however, research that may be conducted in other universities may produce different results(Ahmed, 2024j). Further, the sample size of the participants was small, and this might reduce the variation in respondents’ answers. Only qualitative data were collected for this study(Ahmed, 2024t); therefore, no quantitative data or a broader trend on technology integration among faculty was conducted(Ahmed, 2024k). Last but not least, this study was restricted to the faculty responses only but did not include the views of the student community, which could have offered the larger picture of technology integration(Ahmed, 2025b). 4.5. Recommendations for Future Work To extend these findings, research should determine faculty perceptions toward technology integration across a variety of educational contexts and areas(Ahmed, 2024ad). A comparative study could reveal common obstacles across different educational systems and unique challenges in specific cultural or institutional contexts(Ahmed, 2024l). The addition of quantitative and qualitative data and a large sample size would also give a better picture of the challenges concerning technology integration(Ahmed, 2024d). In addition, literature that features students’ views could provide useful information on how technology affects learning outcomes, particularly in fields such as nursing(Ahmed, 2024p). Examining the effectiveness of certain training programs and institutional support arrangements could also prove useful in understanding effective approaches to stimulating technology integration(Ahmed, 2024e). Last, a longitudinal study could be conducted to evaluate the changes in faculty attitudes and behaviours and assess the long-term impact of sustained support and training on technology adoption in nursing education(Ahmed, 2025c). References Ahmed, R. (n.d.-a). Breaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future . https://www.rjupublisher.com/ojs/index.php/RJSLR Ahmed, R. (n.d.-b). Breaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future . https://www.rjupublisher.com/ojs/index.php/RJSLR Ahmed, R. 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Radinka Journal of Science and Systematic Literature Review , 2 (3). https://www.rjupublisher.com/ojs/index.php/RJSLR Ahmed, R. (2024ag). RADINKA JOURNAL OF SCIENCE AND SYSTEMATIC LITERATURE REVIEW Cyber Harassment in the Digital Age: Trends, Challenges, and Countermeasures. Radinka Journal of Science and Systematic Literature Review , 2 (3). https://www.rjupublisher.com/ojs/index.php/RJSLR Ahmed, R. (2024ah). RADINKA JOURNAL OF SCIENCE AND SYSTEMATIC LITERATURE REVIEW Cyber Harassment in the Digital Age: Trends, Challenges, and Countermeasures. Radinka Journal of Science and Systematic Literature Review , 2 (3). https://www.rjupublisher.com/ojs/index.php/RJSLR Ahmed, R. (2024ai). The Role of cGMP in the Manufacturing Unit of a Pharmaceutical Industry. Radinka Journal of Health Science , 2 (2). https://www.rjupublisher.com/ojs/index.php/RJHS Ahmed, R. (2024aj). The Role of cGMP in the Manufacturing Unit of a Pharmaceutical Industry. RADINKA JOURNAL OF HEALTH SCIENCE , 2 (2), 242–253. https://doi.org/10.56778/rjhs.v2i2.361 Ahmed, R. (2024ak). The Role of Two-Dimensional NMR Spectroscopy( 2D NMR Spectroscopy )in Pharmaceutical Research: Applications, Advancements, and Future Directions . https://doi.org/10.20944/preprints202410.0969.v1 Ahmed, R. (2025a). Brain Drain: Out of Bound Mobility of International Students in Bangladesh. JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION , 3 (10), 1319–1326. https://doi.org/10.56778/jdlde.v3i10.454 Ahmed, R. (2025b). Cross-Viral Study of COVID-19 Strains XEC, HKU5-CoV-2 and HMPV: From Molecular Structure to Clinical Implications . https://doi.org/10.22541/au.174284069.90789245/v1 Ahmed, R. (2025c). Eco-Friendly Shrimp Farming: Balancing Economic Growth and Environmental Sustainability in Agriculture. International Journal of Science Education and Science , 2 (1), 61–68. https://doi.org/10.56566/ijses.v2i1.326 Ahmed, R. (2025d). Harnessing Tandem Mass Spectrometry for Rational Medication Use in Pharmaceutical Sciences. Radinka Journal of Health Science , 2 (3). https://www.rjupublisher.com/ojs/index.php/RJHS Ahmed, R. (2025e). Harnessing Tandem Mass Spectrometry for Rational Medication Use in Pharmaceutical Sciences. RADINKA JOURNAL OF HEALTH SCIENCE , 2 (3), 356–365. https://doi.org/10.56778/rjhs.v2i3.419 Ahmed, R. (2025f). Human Metapneumovirus (HMPV): Epidemiology, Pathophysiology, Clinical Management, and Future Prospects in Treatment and Prevention. Radinka Journal of Health Science , 2 (3). https://www.rjupublisher.com/ojs/index.php/RJHS Ahmed, R. (2025g). Human Metapneumovirus (HMPV): Epidemiology, Pathophysiology, Clinical Management, and Future Prospects in Treatment and Prevention. RADINKA JOURNAL OF HEALTH SCIENCE , 2 (3), 312–327. https://doi.org/10.56778/rjhs.v2i3.417 Ahmed, R. (2025h). The Role of Two-Dimensional nmr Spectroscopy (2dnmr Spectroscopy) in Pharmaceutical Research: Applications, Advancements and Future Directions. In Medical Emergency: Case Studies & Reports, Research Article (Vol. 1, Issue 1). Ahmed, R. (2025i). The Role of Two-Dimensional nmr Spectroscopy (2dnmr Spectroscopy) in Pharmaceutical Research: Applications, Advancements and Future Directions. In Medical Emergency: Case Studies & Reports, Research Article (Vol. 1, Issue 1). https://www.researchgate.net/publication/387906157 Ahmed, R. (2025j). The Role of Two-Dimensional nmr Spectroscopy (2dnmr Spectroscopy) in Pharmaceutical Research: Applications, Advancements and Future Directions. In Medical Emergency: Case Studies & Reports, Research Article (Vol. 1, Issue 1). https://www.researchgate.net/publication/387906157 Ahmed, R. (2030). Fostering Sustainable Growth through the Blue Economy: Balancing Prosperity and Marine Conservation. Article in International Journal of Energy and Environment . https://doi.org/10.18178/IJSEE.2025.2.1.10-14 Ahmed, R., & Article, R. (2024a). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. In Article in International Internal Medicine Journal (Vol. 2, Issue 9). https://www.researchgate.net/publication/387494602 Ahmed, R., & Article, R. (2024b). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. In Article in International Internal Medicine Journal (Vol. 2, Issue 9). https://www.researchgate.net/publication/387494602 Ahmed, R., & Article, R. (2024c). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. In Article in International Internal Medicine Journal (Vol. 2, Issue 9). https://www.researchgate.net/publication/387494602 Ahmed, R., & Tamim, Md. T. R. (2025a). Marine and Coastal Environments: Challenges, Impacts, and Strategies for a Sustainable Future. International Journal of Science Education and Science , 2 (1), 53–60. https://doi.org/10.56566/ijses.v2i1.325 Ahmed, R., & Tamim, Md. T. R. (2025b). Understanding Down Syndrome: Global Perspectives, Advances, and Challenges in the Context of Bangladesh. THRIVE Health Science Journal , 2 (1), 16–28. https://doi.org/10.56566/thrive.v2i1.316 Ahmed, R., & Tamim, R. (2025c). Enhancing Medication Safety: The Role of Community and Hospital Pharmacists in Modern Healthcare Systems. Radinka Journal of Health Science , 2 (3). https://www.rjupublisher.com/ojs/index.php/RJHS Ahmed, R., & TANZIMUR RAHMAN TAMIM. (2025). Enhancing Medication Safety: The Role of Community and Hospital Pharmacists in Modern Healthcare Systems. RADINKA JOURNAL OF HEALTH SCIENCE , 2 (3), 328–355. https://doi.org/10.56778/rjhs.v2i3.418 Article, R., & Ahmed, R. (2024). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. In Int Internal Med J (Vol. 2, Issue 9). https://zipurl.eu/jCxob Braun, V. and Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, [online] 3(2), pp.77–101. doi:https://doi.org/10.1191/1478088706qp063oa. Castro, W. (2021). Challenges of Professional Development for Technology Integration in Higher Education. 12(2). doi:https://doi.org/10.18861/cied.2021.12.2.3090. Chau, P.Y.K. (1996). An Empirical Assessment of a Modified Technology Acceptance Model. Journal of Management Information Systems, 13(2), pp.185–204. doi:https://doi.org/10.1080/07421222.1996.11518128. Christopoulos, A., & Sprangers, P. (2021). Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1), 1964690. Doi: https://doi.org/10.1080/2331186X.2021.1964690. Crawford, R. and Jenkins, L. (2016). Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment. Australasian Journal of Educational Technology, 33(2). doi:https://doi.org/10.14742/ajet.2924. Gause, G., Mokgaola, I.O. and Rakhudu, M.A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis, [online] 45(1). doi:https://doi.org/10.4102/curationis.v45i1.2261. Harris, T.B. (2022). Digital Transformation in Education: Emerging Trends and Best Practices Across Borders. Jurnal Ar Ro’is Mandalika (Armada), 2(3), pp.171–180. doi:https://doi.org/10.59613/armada.v2i3.2871. O’Connor, S. and Andrews, T. (2015). Mobile Technology and Its Use in Clinical Nursing Education: A Literature Review. Journal of Nursing Education, [online] 54(3), pp.137–144. doi:https://doi.org/10.3928/01484834-20150218-01. O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018). Barriers and solutions to online learning in medical education–an integrative review. BMC medical education, 18, 1-11. Doi: https://doi.org/10.1186/s12909-018-1240-0. Penaflor-Espinosa, M.J.B. (2016). Technology Integration in Nursing Education: Its Implications to Colleges of Nursing in Western Visayas, Philippines. International Journal of Hybrid Information Technology, 9(9), pp.375–392. doi:https://doi.org/10.14257/ijhit.2016.9.9.35. Reich, J. (2020). Failure to disrupt: Why technology alone can’t transform education. Harvard University Press. Schindler, L.A., Burkholder, G.J., Morad, O.A. and Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, [online] 14(1). doi:https://doi.org/10.1186/s41239-017-0063-0. Smith, J.A., Flowers, P. and Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method and Research. London: SAGE Publications Ltd. Stec, M., Smith, C. and Jacox, E. (2019). Technology Enhanced Teaching and Learning: Exploration of Faculty Adaptation to iPad Delivered Curriculum. Technology, Knowledge and Learning. doi:https://doi.org/10.1007/s10758-019-09401-0. Thanaraj, A. and Williams, S. (2016). Supporting the Adoption of Technology Enhanced Learning by Academics at Universities. Journal of Teaching and Learning with Technology, 5(1), pp.59–86. doi:https://doi.org/10.14434/jotlt.v5n1.18985. Watty, K., McKay, J. and Ngo, L. (2016). Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education. Journal of Accounting Education, 36, pp.1–15. doi:https://doi.org/10.1016/j.jaccedu.2016.03.003. Wingo, N.P., Peters, G.B., Ivankova, N.V. and Gurley, D.K. (2016). Benefits and Challenges of Teaching Nursing Online: Exploring Perspectives of Different Stakeholders. Journal of Nursing Education, 55(8), pp.433–440. doi:https://doi.org/10.3928/01484834-20160715-03. World Medical Association (2013). World Medical Association Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects. JAMA, 310(20), pp.2191–2194. doi:https://doi.org/10.1001/jama.2013.281053. Additional Declarations The authors declare no competing interests. Supplementary Files SEMISTRUCTUREDINTERVIEWQUESTIONS.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6443341","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":442548663,"identity":"bbd4ea47-1864-45b4-8136-91a51d816c35","order_by":0,"name":"Rashed Ahmed","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABFUlEQVRIiWNgGAWjYHACNjAyALIkPoD4EmDRA0CcQFiL5AwgwQPWkkCkFmkeYrSYtx9/9uBDGYO8udjhg7dtd9jk20u3P3zM++MOAz97jgE2LTJncswNZ5xjMNw5Oy3ZOvdMmmWPzBljY56EZwySPW+wapFgyGGT5m1jYNxwO8dMOrftsAGPBFCEJ+Ewg8EN7LZI8D9/Jv23jcF+w+38b9KWYC3pz8Ba7HFpkUgwk2ZsY0gE2sIGZIC0AEXAtkjg0vLGTLLnnETyhttpxpa9bWkGPDdyjA3npB3mkTjzrAC7w9KfSfwos7HdcDv54Y2fbTYG7DPSHz54Y3NYjr89eQPWUIaFAgbgwaN8FIyCUTAKRgEBAABdslyqtvtLsQAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0009-0000-7170-2200","institution":"North South University","correspondingAuthor":true,"prefix":"","firstName":"Rashed","middleName":"","lastName":"Ahmed","suffix":""}],"badges":[],"createdAt":"2025-04-14 07:20:17","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6443341/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6443341/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":80599214,"identity":"b66cc247-7b3e-461b-9f01-8510756891f8","added_by":"auto","created_at":"2025-04-15 04:58:59","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":650449,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6443341/v1/077b867d-0bf6-4a06-81fb-562a3be119b8.pdf"},{"id":80598751,"identity":"dbda424a-ae4b-49c4-90b5-1f064ffff343","added_by":"auto","created_at":"2025-04-15 04:42:59","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":16007,"visible":true,"origin":"","legend":"","description":"","filename":"SEMISTRUCTUREDINTERVIEWQUESTIONS.docx","url":"https://assets-eu.researchsquare.com/files/rs-6443341/v1/1141153be028353bd6d5dc51.docx"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eExploring Barriers to Technology Integration in Nursing Education: An Unveiling through a Qualitative Study\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eOver the past decade, the delivery of courses in higher education has been revolutionised by technology, and nursing education is no exception(Ahmed, 2024af). The use of technology in clinical nursing education can significantly improve the overall learning outcomes of the students and help prepare nurses to work in current complex, technology-rich healthcare settings (Gause, Mokgaola and Rakhudu, 2022). Contemporary technologies, including model simulations, e-learning modules, virtual reality, and digital patient care systems, are now crucial tools in cultivating critical thinking, decisive clinical reasoning, and real-life skills within a nursing student (Penaflor-Espinosa, 2016). A significant shift has been witnessed in the healthcare domain as more technologically based solutions are developed that must be correlated to progress in nursing education, so graduates have enough skills to address current and future patient requirements (O\u0026rsquo;Connor and Andrews, 2015). Nevertheless, there are a number of challenges present to significantly integrate technology into nursing education that is both multifaceted and complex (Harris, 2022).\u003c/p\u003e \u003cp\u003eOne of the inherent challenges in the adoption of technology in nursing education is the belief among faculty members in change and prior practice(Ahmed, 2024ae). Faculty members have a critical role in designing and delivering nursing education, and their perspectives, knowledge, and skills can affect its adoption among students (Wingo et al., 2016). Faculty members can show hesitation or resistance in this process due to different factors, including inadequate training, lack of organisational support, time limitations and inadequate confidence in the appropriate use of technological tools (Watty, McKay and Ngo, 2016). There is the need to understand faculty perception about these barriers in order to address problems hindering effective integration of technology in nursing education to boost the effectiveness for students (O\u0026rsquo;Doherty et al., 2018).\u003c/p\u003e \u003cp\u003eCurrent literature regarding technology integration in nursing education is mainly focused on student perceptions and experiences, overlooking the barriers experienced by faculty members. Evidence indicates that students have a positive attitude toward using digital learning tools(Ahmed, n.d.-f). Nevertheless, faculty encounter specific difficulties which may impede the adoption of technology-enhanced teaching (Stec, Smith and Jacox, 2019; Thanaraj and Williams, 2016). For example, some faculty members may be willing to incorporate educational technology into teaching practices. Alternatively, others can find this faster technological shift complex or insufficient technical skills needed for technology integration (Christopoulos and Sprangers, 2021). Indeed, technical challenges, as well as administrative challenges such as budget constraints and the need for more technical assistance in their adoption, make it difficult (Reich, 2020). Nevertheless, the literature still overlooks the faculty aspects in the sphere of nursing education and the understanding of the barriers they face when incorporating technologies into their work(Ahmed, 2024x).\u003c/p\u003e \u003cp\u003eThe primary objective of this qualitative research is to explore and analyse how barriers to technology integration affect the nursing faculty(Ahmed, 2024m). The study will use nursing educators\u0026rsquo; perceptions to analyse these factors, which, on the whole, have an adverse influence on the implementation of educational technology(Ahmed, 2024ai). Such findings will be useful in designing support structures, materials, and professional development programmes to accommodate faculty transition to incorporating technology into nursing curricula in increments (Crawford and Jenkins, 2016). Faculty perspectives and insights could also be important to academic institutions in building a supportive environment for technology adoption in their teaching practices as a means of staff empowerment(Ahmed, 2024g).\u003c/p\u003e \u003cp\u003eThe central research question guiding this study is: \"What barriers are perceived by faculty in integrating technology into nursing education?\" The study adopted a qualitative approach to comprehensively explore the faculty perspectives, leading to an in-depth analysis of the factors influencing technology-oriented nursing education(Ahmed, 2025f). This study's approach fills the gap and disseminates it with the aim of promoting strategies to support the successful adoption of technology by faculty members, ultimately improving nursing education quality and relevance(Ahmed \u0026amp; Tamim, 2025c).\u003c/p\u003e"},{"header":"2. METHODOLOGY","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Study Design\u003c/h2\u003e \u003cp\u003eThis study sought to identify barriers experienced by the nursing faculty in incorporating technology into nursing education in Duba(Ahmed, 2025d)i. A qualitative research design was used since the study aimed at eliciting rich information from the faculty. Purposive sampling was used since the participants were required to be involved in nursing education and teaching experience in the use of technology(Ahmed, 2025h). This sampling technique was applied to make sure that the participants were capable of yielding good data insights into the study area of interest. The sample was comprised of nursing faculty from various universities in Dubai, showing different teaching experiences, roles, and previous exposure to educational technologies(Ahmed, 2024a).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. PARTICIPANTS\u003c/h2\u003e \u003cp\u003eThrough purposive sampling, participants were chosen based on certain background knowledge in nursing education and their familiarity with technology integration. The research involved a total of 12 nursing faculty members. The criteria for inclusion were as follows: Included criteria are\u003c/p\u003e \u003cp\u003e(\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) The faculty member has taught nursing students for at least a year\u003c/p\u003e \u003cp\u003e(\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) The faculty member has employed or encountered some form of educational technology in their course, for example, e-learning platforms, simulation software, or digital patient care\u003c/p\u003e \u003cp\u003e(\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e3\u003c/span\u003e) The faculty member has agreed to share their experience, both positive aspects and difficulties and their perceptions of how technology affects nursing education. Participants were selected to represent various academic ranks, such as lecturers, senior lecturers, and associate professors, so as to get a variety of viewpoints. The participants were contacted electronically through e-mail and requested to participate in the study after being informed about the research's goals and significance.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3. DATA COLLECTION\u003c/h2\u003e \u003cp\u003eSemi-structured interviews were used to collect data, helping the researchers to explore the rich experiences of faculty members. The interviews were selected for this study because of their ability to elicit subjective experiences and complex opinions (Smith, Flowers and Larkin, 2009). The interview guide was created from present literature considering technology integration in nursing education, and then its clarity and compatibility were reviewed by experts(Article \u0026amp; Ahmed, 2024). It included open-ended questions such as: \u0026ldquo;What issues do you encounter when incorporating technological advances in your classroom teaching?\u0026rdquo; and \u0026ldquo;In what ways do you think your institution supports the integration of technology in the teaching and learning process?\u0026rdquo; These questions were used in such a way that participants were prompted to discuss about barriers based on institutional support, experience, technology, and concerns as educators(Ahmed, 2024ag).\u003c/p\u003e \u003cp\u003eThe interviews took 45\u0026ndash;60 minutes and were conducted in English since the courses in most nursing institutions in Dubai are conducted in English. The interviews were conducted in a quiet environment at the participant's workplace or through video links, depending on the participant's schedule. Each interview was recorded with permission from the participants for easy transcription and analysis. Participants were given an information sheet detailing the purpose of the study, voluntary participation, and the right to withdraw from the study at any time without explication.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4. DATA ANALYSIS\u003c/h2\u003e \u003cp\u003eThe data was analyzed using a thematic analysis approach, which is popular in qualitative data research to determine patterns or themes (Braun and Clarke, 2006). This approach was used because it is flexible and enables the examination of participants' perceptions in detail. The data analysis was a step-by-step process. First, the audiotaped interviews were transcribed verbatim. The researcher then reviewed the transcripts to ascertain familiarity with the content of the interview(Ahmed, n.d.-g).\u003c/p\u003e \u003cp\u003eThe following step was the manual coding of the data. An initial code set was developed considering the recurring phrases, words, and subjects in the interviews. For example, codes like 'lack of training', 'technical difficulties', and 'institutional support' are initially determined from the data(Ahmed, n.d.-a). These initial codes were then aggregated into more encompassing broader code groups in order to capture main themes. The main themes concerned the barriers, such as a need for more technical competencies among the faculty, inadequate institutional support, resource constraints, and resistance to change(Ahmed, n.d.-b). As the process progressed, the researcher reviewed and redefined the codes and themes back to the data using an iterative process so that they accurately reflected the data. This was then succeeded by the development of sub-themes within the main themes, which offered a deeper appreciation of the participants' experience(Ahmed, 2025i).\u003c/p\u003e \u003cp\u003eThematic analysis was highly appropriate for this study as it involves the identification of themes in the data without reference to prior theories and frameworks. Data analysis was done manually, with the researcher using pen and paper to write notes, categorize, and refine codes. The review process was more reflective, which in turn gave a more personalized view of the data's results. Finally, after interpreting the last themes, an analysis was done from the perspective of the research question and of the literature reviewed to conclude on barriers to the use of technology in nursing education(Ahmed, 2024h).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.5. ETHICAL CONSIDERATIONS\u003c/h2\u003e \u003cp\u003e Ethical considerations were key principles in this study, such as participants' rights and confidentiality being taken into account during the research process(Ahmed, 2024b). Before data were collected on this study, the proposed study was presented for ethical review and approval to the institutional review board (IRB) of the universities where the study was carried out. The IRB and the Declaration of Helsinki (World Medical Association, 2013) were taken into account in the study, respecting beneficence and justice.\u003c/p\u003e \u003cp\u003e Each participant electronically signed an informed consent document to participate in the study. They were also given an information sheet that outlined the study\u0026rsquo;s aims, their rights, details stating that participation had been voluntary, and possible harms and benefits(Ahmed, 2024v). In addition, the participants were given pseudonyms to ensure confidentiality, and all collected information was saved in a password-protected file. The researcher manually transcribed the responses retrieved from the audio recordings, and the data of the participants\u0026rsquo; identities were anonymized(Ahmed \u0026amp; Article, 2024a).\u003c/p\u003e \u003c/div\u003e"},{"header":"3. RESULTS","content":"\u003cp\u003eDuring the semi-structured interviews, certain barriers unique to nursing faculty in Dubai in the use of technology in their teaching came out clearly(Ahmed, 2024c). The findings highlighted barriers related to institutional support, technical and pedagogical issues, personal attitudes toward technology, and perceived impacts on student engagement. Several main themes were identified in the interviews, and each of them describes certain issues and gives the view of the faculty members(Ahmed \u0026amp; Article, 2024b).\u003c/p\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Theme 1: Institutional Barriers\u003c/h2\u003e \u003cp\u003eOne of the major emergent themes was the perceived lack of adequate institutional support. Faculty members indicated that their institutions needed to offer adequate support to implement the technology properly in their teaching practices. Participants cited training, resources, and support as major challenges in adopting technology due to their restricted access(Ahmed, n.d.-h).\u003c/p\u003e \u003cp\u003eOne participant expressed frustration, saying, \"We are encouraged to use technology, but there\u0026rsquo;s no follow-up support or training. I feel lost when I encounter technical issues, and there\u0026rsquo;s no one to help.\" Another participant echoed similar concerns, explaining that \"without proper training and resources, technology just becomes a burden instead of a tool.\"\u003c/p\u003e \u003cp\u003eFaculty members mentioned the challenge of incompatible or outdated technological infrastructure, which hindered the efficient adoption of technology-enhanced approaches. \"Our computers and software are outdated,\" one participant said. \"Even if I want to use a new platform, it doesn\u0026rsquo;t work because our systems can\u0026rsquo;t support it.\"\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Theme 2: Technical Skills and Confidence\u003c/h2\u003e \u003cp\u003eThe second theme was dedicated to the technology competencies and confidence levels in using technology by the faculty members. One of the major issues included low technical proficiency and, thus, minimal understanding of digital tools. Many participants expressed their concern over the preparedness to effectively incorporate technologies into their teaching, developing anxiety and reluctance to use new tools(Ahmed, 2024s).\u003c/p\u003e \u003cp\u003e\"I know the basics of using a computer, but I feel overwhelmed with more advanced technology,\" admitted one participant. \"Sometimes, I\u0026rsquo;m afraid to try new tools because I don\u0026rsquo;t want to make mistakes in front of my students.\"\u003c/p\u003e \u003cp\u003eAnother participant suggested the need for professional training to develop better digital skills, stating, \"We had a short introductory workshop on technology a few years ago, but that\u0026rsquo;s not enough. Technology is constantly evolving, and without regular training, it\u0026rsquo;s hard to keep up.\" Many faculty members pointed out that only extensive and sustained training interventions can enhance their self-confidence in using digital technologies and their general teaching efficacy(Ahmed, n.d.-i).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.3. Theme 3: Pedagogical Concerns\u003c/h2\u003e \u003cp\u003eFaculty members also articulated some issues regarding the possibility of technology-augmented learning outcomes within nursing education. They wondered whether technology enhances the teaching-learning processes or hinders the traditional, hands-on techniques that are essential in nursing education(Ahmed, 2024ah).\u003c/p\u003e \u003cp\u003eOne participant said, \"Nursing is a practical field. I wonder how much technology can really contribute to skills like patient care, which require face-to-face interaction and empathy.\" One of the participants noted that the emergence of technology raises some concerns about how teachers interact directly with their students, remarking, \"I worry that too much reliance on digital tools might make our teaching less personal. Students need that one-on-one interaction, especially in nursing.\"\u003c/p\u003e \u003cp\u003eEven with the above concerns, a number of the faculty members understood that the use of technology could enhance conventional approaches to learning, though not necessarily directly(Ahmed, 2024q). However, they reported needing more clearly provided pedagogical strategies for integrating technology into their teaching practices. \"If we had more support on how to use technology in a way that enhances, rather than replaces, traditional methods, I think we\u0026rsquo;d see better results,\" explained one participant.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e3.4. Theme 4: Resistance to Change\u003c/h2\u003e \u003cp\u003eAnother theme identified from the interviews was the faculty's resistance to change. Some faculty members expressed reluctance to embrace new technological practices due to complexity, time constraints, or simply sticking to traditional ways(Ahmed, n.d.-c).\u003c/p\u003e \u003cp\u003eOne participant stated, \"I\u0026rsquo;ve been teaching the same way for over a decade. Introducing technology feels like a huge shift, and I\u0026rsquo;m not sure it\u0026rsquo;s necessary.\" Another faculty member mentioned, \"There\u0026rsquo;s a reluctance, especially among senior faculty, to adopt new methods. We\u0026rsquo;re comfortable with what we know, and change feels daunting.\" This was primarily due to the belief that technological integration would increase their workload instead of easing it. \"Learning a new platform takes time. With our busy schedules, it\u0026rsquo;s hard to commit to something that feels more complicated,\" expressed one participant(Ahmed, n.d.-d).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.5. Theme 5: Impact on Student Engagement and Learning Outcomes\u003c/h2\u003e \u003cp\u003eThe last theme gathered from the interviews looked at how learning with the use of technology was deemed to affect students' learning and performance. Some faculty respondents developed mixed opinions about whether information technology positively impacted the students. Some of them pointed out that it appeared the students were even more passive or distracted whenever digital tools were incorporated into the class(Ahmed \u0026amp; Tamim, 2025b).\u003c/p\u003e \u003cp\u003e\"Sometimes I feel students are more focused on the screen than on the content,\" remarked one participant. \"It\u0026rsquo;s difficult to gauge their understanding when they\u0026rsquo;re just clicking through slides or watching videos(Ahmed, 2024ak).\" Another participant added, \"While technology can make content more accessible, I\u0026rsquo;m not sure it fully engages students in the learning process. Nursing requires critical thinking, and I worry that too much technology might hinder that(Ahmed, 2024r).\"\u003c/p\u003e \u003cp\u003eNevertheless, few faculty members pointed out that technology could enhance student's learning and performance if utilized properly(Ahmed, 2024y). \"I think there\u0026rsquo;s potential, but it has to be balanced. Technology can\u0026rsquo;t replace critical thinking exercises or clinical practice,\" stated one participant(Ahmed, 2024ac).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eEmerging Themes and Sub-Themes from Semi-Structured Interviews\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSub-Themes\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExample Quotations\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eInstitutional Barriers\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of training, inadequate support, outdated infrastructure\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\"We are encouraged to use technology, but there\u0026rsquo;s no follow-up support.\"\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTechnical Skills and Confidence\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInsufficient expertise, lack of confidence, need for regular training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\"I feel overwhelmed with more advanced technology.\"\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePedagogical Concerns\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eValue of technology in nursing education, balancing traditional methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\"Nursing is a practical field. I wonder how much technology can contribute.\"\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResistance to Change\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePreference for traditional methods, time constraints\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\"There\u0026rsquo;s a reluctance, especially among senior faculty, to adopt new methods.\"\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eImpact on Student Engagement and Learning Outcomes\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMixed effects on engagement, potential for passive learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\"It\u0026rsquo;s difficult to gauge their understanding when they\u0026rsquo;re just clicking through slides.\"\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"4. DISCUSSION","content":"\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e4.1. Summary of the Results\u003c/h2\u003e \u003cp\u003eThe results reveal major barriers that nursing faculty encounter in integrating technology into the teaching-learning process(Ahmed, 2024aj). Several difficulties were cited, including training needs, outdated structures, and inadequate support(Ahmed, 2024z). The faculty also cites a lack of confidence in their technical skills as a reason why they do not readily incorporate digital tools into their teaching(Ahmed, 2024n). However, there were doubts about whether technology integration would really improve nursing education, especially given the practical nature of nursing, which relies heavily on hands-on learning(Ahmed, 2024f). Finally, resistance to change and doubts about the effectiveness of technology-mediated engagement for students were reported as significant issues(Ahmed, 2025g).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e4.2. Interpretation of the Findings\u003c/h2\u003e \u003cp\u003eThe findings agree with other studies on technology integration in education(Ahmed, 2024aa). A lack of institutional support and training, identified as a primary barrier in this study(Ahmed \u0026amp; Tamim, 2025a), is consistent with findings from research in other regions (Castro, 2021). Faculty also feel reluctant to use technology if they need more institutional support, proving that while financial investment is important, technology implementation and integration need constant support(Ahmed, 2024u). The concerns faculty had about the impact of technology on student engagement reflect a common critique where failure to incorporate technology leads to passive learning (Schindler et al., 2017). This is especially significant in the field of nursing education, where face-to-face teaching and practical approaches are applied to clinical skills and interpersonal communication, which is particularly challenging to teach digitally(Ahmed, 2024i).\u003c/p\u003e \u003cp\u003eThe study also reveals the issue of resistance to change, especially among the faculties who are so used to their conventional teaching methods(Ahmed \u0026amp; TANZIMUR RAHMAN TAMIM, 2025). This conforms to the Technology Acceptance Model, which states that perceived ease and usefulness impact the level of technology acceptance (Chau, 1996). Faculty members who find digital tools complex are less likely to integrate them into their teaching practices(Ahmed, 2025e). Thus, solutions to these problems have to involve training and reconstruction of the concepts that institutions employ when considering the purpose of technology within pedagogical goals(Ahmed \u0026amp; Article, 2024c).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e4.3. Implications of the Results\u003c/h2\u003e \u003cp\u003eBased on the study findings, it is clear that current nursing education institutions have to reconsider their strategies regarding technology integration(Ahmed, 2025a). As for recommendations, the study suggests that institutions should opt for frequent hands-on training that would increase confidence among faculty, specifically in using advanced applications in nursing education, including simulation software(Ahmed, 2030). Institutions should also address the infrastructural insufficiencies that faculty complained of by upgrading equipment and ensuring those systems are relevant to modern learning systems(Ahmed, 2024ab). Furthermore, institutions should promote the view of technology as supplementing and adding value to conventional approaches rather than directly replacing them, helping faculty to address resistance to change(Ahmed, n.d.-e).\u003c/p\u003e \u003cp\u003eRegarding policymakers, these findings show that the mere provision of technological tools is not sufficient; (Ahmed, 2024w)appropriate support and capacity-building measures must be available in parallel with such instruments. Implementing policies that encourage the preparation of faculties that are conversant with the technologies and creating follow-up support programs may aid in maintaining the continued use of the technologies in nursing education(Ahmed, n.d.-j).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e4.4. Limitations of the Project\u003c/h2\u003e \u003cp\u003eSome limitations in the study need consideration. Initially, the study in Dubai, as such, may need to be more generalizable to other regions that may have different rules regarding education and institutions(Ahmed, 2025j). The findings that relate to the supposed negative attitudes by the faculty of technology and innovation may actually be a result of cultural and organizational factors that exist in the country or the present university(Ahmed, 2024o); however, research that may be conducted in other universities may produce different results(Ahmed, 2024j). Further, the sample size of the participants was small, and this might reduce the variation in respondents\u0026rsquo; answers. Only qualitative data were collected for this study(Ahmed, 2024t); therefore, no quantitative data or a broader trend on technology integration among faculty was conducted(Ahmed, 2024k). Last but not least, this study was restricted to the faculty responses only but did not include the views of the student community, which could have offered the larger picture of technology integration(Ahmed, 2025b).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e4.5. Recommendations for Future Work\u003c/h2\u003e \u003cp\u003eTo extend these findings, research should determine faculty perceptions toward technology integration across a variety of educational contexts and areas(Ahmed, 2024ad). A comparative study could reveal common obstacles across different educational systems and unique challenges in specific cultural or institutional contexts(Ahmed, 2024l). The addition of quantitative and qualitative data and a large sample size would also give a better picture of the challenges concerning technology integration(Ahmed, 2024d).\u003c/p\u003e \u003cp\u003eIn addition, literature that features students\u0026rsquo; views could provide useful information on how technology affects learning outcomes, particularly in fields such as nursing(Ahmed, 2024p). Examining the effectiveness of certain training programs and institutional support arrangements could also prove useful in understanding effective approaches to stimulating technology integration(Ahmed, 2024e). Last, a longitudinal study could be conducted to evaluate the changes in faculty attitudes and behaviours and assess the long-term impact of sustained support and training on technology adoption in nursing education(Ahmed, 2025c).\u003c/p\u003e \u003c/div\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAhmed, R. (n.d.-a). \u003cem\u003eBreaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future\u003c/em\u003e. https://www.rjupublisher.com/ojs/index.php/RJSLR\u003c/li\u003e\n \u003cli\u003eAhmed, R. (n.d.-b). \u003cem\u003eBreaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future\u003c/em\u003e. https://www.rjupublisher.com/ojs/index.php/RJSLR\u003c/li\u003e\n \u003cli\u003eAhmed, R. (n.d.-c). \u003cem\u003eBreaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future\u003c/em\u003e. https://www.rjupublisher.com/ojs/index.php/RJSLR\u003c/li\u003e\n \u003cli\u003eAhmed, R. (n.d.-d). \u003cem\u003eBreaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future\u003c/em\u003e. https://www.rjupublisher.com/ojs/index.php/RJSLR\u003c/li\u003e\n \u003cli\u003eAhmed, R. (n.d.-e). \u003cem\u003eCyber Harassment in the Digital Age: Trends, Challenges, and Countermeasures\u003c/em\u003e. https://doi.org/10.51386/25816659/ijles-v7i4p103\u003c/li\u003e\n \u003cli\u003eAhmed, R. (n.d.-f). \u003cem\u003eEnsuring Quality Medicine is not a Single Event Rather Combine Effects of a Pharmaceutical Company\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eAhmed, R. (n.d.-g). \u003cem\u003eEnsuring Quality Medicine is not a Single Event Rather Combine Effects of a Pharmaceutical Company\u003c/em\u003e. https://www.researchgate.net/publication/387906062\u003c/li\u003e\n \u003cli\u003eAhmed, R. (n.d.-h). \u003cem\u003eEnsuring Quality Medicine is not a Single Event Rather Combine Effects of a Pharmaceutical Company\u003c/em\u003e. https://www.researchgate.net/publication/387906062\u003c/li\u003e\n \u003cli\u003eAhmed, R. (n.d.-i). \u003cem\u003eEnsuring Quality Medicine is not a Single Event Rather Combine Effects of a Pharmaceutical Company\u003c/em\u003e. https://www.researchgate.net/publication/387906062\u003c/li\u003e\n \u003cli\u003eAhmed, R. (n.d.-j). \u003cem\u003eImmunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response\u003c/em\u003e. https://doi.org/10.1016/j.jaci.2009.09.046C\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024a). Breaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future. In \u003cem\u003eCurr Trends Mass Comm\u003c/em\u003e (Vol. 3, Issue 1).\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024b). Breaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future. In \u003cem\u003eCurr Trends Mass Comm\u003c/em\u003e (Vol. 3, Issue 1).\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024c). Breaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future. In \u003cem\u003eCurr Trends Mass Comm\u003c/em\u003e (Vol. 3, Issue 1).\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024d). Breaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future. In \u003cem\u003eCurr Trends Mass Comm\u003c/em\u003e (Vol. 3, Issue 1).\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024e). \u003cem\u003eBreaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future\u003c/em\u003e. https://doi.org/10.20944/preprints202408.0089.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024f). \u003cem\u003eCyber Harassment in the Digital Age: Trends, Challenges, and Countermeasures\u003c/em\u003e. https://doi.org/10.20944/preprints202409.1882.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024g). Ensuring Quality Medicine: A Comprehensive Overview of EMA and DGDA\u0026rsquo;s History, Structure, and Functions. \u003cem\u003eRadinka Journal of Health Science\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2). https://www.rjupublisher.com/ojs/index.php/RJHS\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024h). Ensuring Quality Medicine: A Comprehensive Overview of EMA and DGDA\u0026rsquo;s History, Structure, and Functions. In \u003cem\u003eWord Jour of Molecule Medicine\u003c/em\u003e (Vol. 1, Issue 4). www.mkscienceset.com\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024i). Ensuring Quality Medicine: A Comprehensive Overview of EMA and DGDA\u0026rsquo;s History, Structure, and Functions. \u003cem\u003eRADINKA JOURNAL OF HEALTH SCIENCE\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2), 254\u0026ndash;266. https://doi.org/10.56778/rjhs.v2i2.362\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024j). Ensuring Quality Medicine: A Comprehensive Overview of EMA and DGDA\u0026rsquo;s History, Structure, and Functions. In \u003cem\u003eWord Jour of Molecule Medicine\u003c/em\u003e (Vol. 1, Issue 4). www.mkscienceset.com\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024k). \u003cem\u003eEnsuring Quality Medicine: A Comprehensive Overview of EMA and DGDA\u0026rsquo;s History, Structure, and Functions.\u003c/em\u003e https://doi.org/10.20944/preprints202408.0031.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024l). Ensuring Quality Medicine: A Comprehensive Overview of EMA and DGDA\u0026rsquo;s History, Structure and Functions. \u003cem\u003eArticle in Journal of Chemical and Pharmaceutical Research\u003c/em\u003e. https://doi.org/10.37532/0975-7384.2024.16(10).209\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024m). Ensuring Quality Medicine is not a Single Event but Rather Combines Effects of a Pharmaceutical Company. \u003cem\u003eRadinka Journal of Health Science\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2). https://www.rjupublisher.com/ojs/index.php/RJHS\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024n). Ensuring Quality Medicine is not a Single Event but Rather Combines Effects of a Pharmaceutical Company. \u003cem\u003eRADINKA JOURNAL OF HEALTH SCIENCE\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2), 226\u0026ndash;241. https://doi.org/10.56778/rjhs.v2i2.360\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024o). \u003cem\u003eEnsuring Quality Medicine is not a Single Event Rather Combine Effects of a Pharmaceutical Company\u003c/em\u003e. https://doi.org/10.20944/preprints202407.1336.v2\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024p). \u003cem\u003eEnsuring Quality Medicine is not a Single Event Rather Combine Effects of a Pharmaceutical Company.\u003c/em\u003e https://doi.org/10.20944/preprints202407.1336.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024q). Evolution of Educational Reforms in Bangladesh: A Comparative Study of National Education Commissions (1972-2009). \u003cem\u003eJOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(6), 1141\u0026ndash;1153. https://doi.org/10.56778/jdlde.v3i6.364\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024r). \u003cem\u003eEvolution of Educational Reforms in Bangladesh: A Comparative Study of National Education Commissions (1972\u0026ndash;2009)\u003c/em\u003e. https://doi.org/10.20944/preprints202411.2263.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024s). Exploring ChatGPT Usage in Higher Education: Patterns, Perceptions, and Ethical Implications Among University Students. \u003cem\u003eJOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(6), 1122\u0026ndash;1131. https://doi.org/10.56778/jdlde.v3i6.363\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024t). \u003cem\u003eFostering Sustainable Growth through the Blue Economy: Balancing Prosperity and Marine Conservation\u003c/em\u003e. https://doi.org/10.20944/preprints202407.2584.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024u). \u003cem\u003eHigh-Performance Liquid Chromatography (HPLC): Principles, Applications, Versatality, Efficiency, Innovation and Comparative Analysis in Modern Analytical Chemistry and In Pharmaceutical Sciences\u003c/em\u003e. https://doi.org/10.20944/preprints202409.0057.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024v). highperformance-liquid-chromatography-hplc-principles-applications-versatality-efficiency-innovation-and-comparative-a. \u003cem\u003eClin. Invest\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e, 524\u0026ndash;535. https://www.researchgate.net/publication/385619827\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024w). highperformance-liquid-chromatography-hplc-principles-applications-versatality-efficiency-innovation-and-comparative-a. \u003cem\u003eClin. Invest\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e, 524\u0026ndash;535. https://www.researchgate.net/publication/385619827\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024x). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. \u003cem\u003eRadinka Journal of Health Science\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2). https://www.rjupublisher.com/ojs/index.php/RJHS\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024y). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. \u003cem\u003eRADINKA JOURNAL OF HEALTH SCIENCE\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2), 220\u0026ndash;225. https://doi.org/10.56778/rjhs.v2i2.359\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024z). \u003cem\u003eImmunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response\u003c/em\u003e. https://doi.org/10.20944/preprints202410.0760.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024aa). \u003cem\u003eInnovative Waste Management Solutions: A Global Perspective Challenges and Opportunities and the Bangladesh Context\u003c/em\u003e. https://doi.org/10.20944/preprints202407.2617.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024ab). Innovative Waste Management Solutions: A Global Perspective Challenges and Opportunities and the Bangladesh Context. \u003cem\u003eArticle in International Journal of Sustainable Energy and Environmental Research\u003c/em\u003e. https://doi.org/10.18178/IJSEE.2024.1.2.32-39\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024ac). \u003cem\u003e\u0026amp;lt;strong\u0026amp;gt;Harnessing Tandem Mass Spectrometry for Rational Medication Use in Pharmaceutical Sciences\u0026amp;lt;/strong\u0026amp;gt;\u003c/em\u003e https://doi.org/10.20944/preprints202410.0810.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024ad). Major Current Problems Faced by Students in Dhaka: Causes, Implications, and Citizen Solutions. \u003cem\u003eJOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(3), 1015\u0026ndash;1023. https://doi.org/10.56778/jdlde.v3i3.336\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024ae). RADINKA JOURNAL OF SCIENCE AND SYSTEMATIC LITERATURE REVIEW Breaking Barriers: Women Empowerment Transforming Societies in Modern Times Building a Better Future. \u003cem\u003eRadinka Journal of Science and Systematic Literature Review\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3). https://www.rjupublisher.com/ojs/index.php/RJSLR\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024af). RADINKA JOURNAL OF SCIENCE AND SYSTEMATIC LITERATURE REVIEW Cyber Harassment in the Digital Age: Trends, Challenges, and Countermeasures. \u003cem\u003eRadinka Journal of Science and Systematic Literature Review\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3). https://www.rjupublisher.com/ojs/index.php/RJSLR\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024ag). RADINKA JOURNAL OF SCIENCE AND SYSTEMATIC LITERATURE REVIEW Cyber Harassment in the Digital Age: Trends, Challenges, and Countermeasures. \u003cem\u003eRadinka Journal of Science and Systematic Literature Review\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3). https://www.rjupublisher.com/ojs/index.php/RJSLR\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024ah). RADINKA JOURNAL OF SCIENCE AND SYSTEMATIC LITERATURE REVIEW Cyber Harassment in the Digital Age: Trends, Challenges, and Countermeasures. \u003cem\u003eRadinka Journal of Science and Systematic Literature Review\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3). https://www.rjupublisher.com/ojs/index.php/RJSLR\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024ai). The Role of cGMP in the Manufacturing Unit of a Pharmaceutical Industry. \u003cem\u003eRadinka Journal of Health Science\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2). https://www.rjupublisher.com/ojs/index.php/RJHS\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024aj). The Role of cGMP in the Manufacturing Unit of a Pharmaceutical Industry. \u003cem\u003eRADINKA JOURNAL OF HEALTH SCIENCE\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(2), 242\u0026ndash;253. https://doi.org/10.56778/rjhs.v2i2.361\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2024ak). \u003cem\u003eThe Role of Two-Dimensional NMR Spectroscopy( 2D NMR Spectroscopy )in Pharmaceutical Research: Applications, Advancements, and Future Directions\u003c/em\u003e. https://doi.org/10.20944/preprints202410.0969.v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025a). Brain Drain: Out of Bound Mobility of International Students in Bangladesh. \u003cem\u003eJOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(10), 1319\u0026ndash;1326. https://doi.org/10.56778/jdlde.v3i10.454\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025b). \u003cem\u003eCross-Viral Study of COVID-19 Strains XEC, HKU5-CoV-2 and HMPV: From Molecular Structure to Clinical Implications\u003c/em\u003e. https://doi.org/10.22541/au.174284069.90789245/v1\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025c). Eco-Friendly Shrimp Farming: Balancing Economic Growth and Environmental Sustainability in Agriculture. \u003cem\u003eInternational Journal of Science Education and Science\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(1), 61\u0026ndash;68. https://doi.org/10.56566/ijses.v2i1.326\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025d). Harnessing Tandem Mass Spectrometry for Rational Medication Use in Pharmaceutical Sciences. \u003cem\u003eRadinka Journal of Health Science\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3). https://www.rjupublisher.com/ojs/index.php/RJHS\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025e). Harnessing Tandem Mass Spectrometry for Rational Medication Use in Pharmaceutical Sciences. \u003cem\u003eRADINKA JOURNAL OF HEALTH SCIENCE\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3), 356\u0026ndash;365. https://doi.org/10.56778/rjhs.v2i3.419\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025f). Human Metapneumovirus (HMPV): Epidemiology, Pathophysiology, Clinical Management, and Future Prospects in Treatment and Prevention. \u003cem\u003eRadinka Journal of Health Science\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3). https://www.rjupublisher.com/ojs/index.php/RJHS\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025g). Human Metapneumovirus (HMPV): Epidemiology, Pathophysiology, Clinical Management, and Future Prospects in Treatment and Prevention. \u003cem\u003eRADINKA JOURNAL OF HEALTH SCIENCE\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3), 312\u0026ndash;327. https://doi.org/10.56778/rjhs.v2i3.417\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025h). The Role of Two-Dimensional nmr Spectroscopy (2dnmr Spectroscopy) in Pharmaceutical Research: Applications, Advancements and Future Directions. In \u003cem\u003eMedical Emergency: Case Studies \u0026amp; Reports, Research Article\u003c/em\u003e (Vol. 1, Issue 1).\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025i). The Role of Two-Dimensional nmr Spectroscopy (2dnmr Spectroscopy) in Pharmaceutical Research: Applications, Advancements and Future Directions. In \u003cem\u003eMedical Emergency: Case Studies \u0026amp; Reports, Research Article\u003c/em\u003e (Vol. 1, Issue 1). https://www.researchgate.net/publication/387906157\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2025j). The Role of Two-Dimensional nmr Spectroscopy (2dnmr Spectroscopy) in Pharmaceutical Research: Applications, Advancements and Future Directions. In \u003cem\u003eMedical Emergency: Case Studies \u0026amp; Reports, Research Article\u003c/em\u003e (Vol. 1, Issue 1). https://www.researchgate.net/publication/387906157\u003c/li\u003e\n \u003cli\u003eAhmed, R. (2030). Fostering Sustainable Growth through the Blue Economy: Balancing Prosperity and Marine Conservation. \u003cem\u003eArticle in International Journal of Energy and Environment\u003c/em\u003e. https://doi.org/10.18178/IJSEE.2025.2.1.10-14\u003c/li\u003e\n \u003cli\u003eAhmed, R., \u0026amp; Article, R. (2024a). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. In \u003cem\u003eArticle in International Internal Medicine Journal\u003c/em\u003e (Vol. 2, Issue 9). https://www.researchgate.net/publication/387494602\u003c/li\u003e\n \u003cli\u003eAhmed, R., \u0026amp; Article, R. (2024b). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. In \u003cem\u003eArticle in International Internal Medicine Journal\u003c/em\u003e (Vol. 2, Issue 9). https://www.researchgate.net/publication/387494602\u003c/li\u003e\n \u003cli\u003eAhmed, R., \u0026amp; Article, R. (2024c). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. In \u003cem\u003eArticle in International Internal Medicine Journal\u003c/em\u003e (Vol. 2, Issue 9). https://www.researchgate.net/publication/387494602\u003c/li\u003e\n \u003cli\u003eAhmed, R., \u0026amp; Tamim, Md. T. R. (2025a). Marine and Coastal Environments: Challenges, Impacts, and Strategies for a Sustainable Future. \u003cem\u003eInternational Journal of Science Education and Science\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(1), 53\u0026ndash;60. https://doi.org/10.56566/ijses.v2i1.325\u003c/li\u003e\n \u003cli\u003eAhmed, R., \u0026amp; Tamim, Md. T. R. (2025b). Understanding Down Syndrome: Global Perspectives, Advances, and Challenges in the Context of Bangladesh. \u003cem\u003eTHRIVE Health Science\u0026nbsp;Journal\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(1), 16\u0026ndash;28. https://doi.org/10.56566/thrive.v2i1.316\u003c/li\u003e\n \u003cli\u003eAhmed, R., \u0026amp; Tamim, R. (2025c). Enhancing Medication Safety: The Role of Community and Hospital Pharmacists in Modern Healthcare Systems. \u003cem\u003eRadinka Journal of Health Science\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3). https://www.rjupublisher.com/ojs/index.php/RJHS\u003c/li\u003e\n \u003cli\u003eAhmed, R., \u0026amp; TANZIMUR RAHMAN TAMIM. (2025). Enhancing Medication Safety: The Role of Community and Hospital Pharmacists in Modern Healthcare Systems. \u003cem\u003eRADINKA JOURNAL OF HEALTH SCIENCE\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(3), 328\u0026ndash;355. https://doi.org/10.56778/rjhs.v2i3.418\u003c/li\u003e\n \u003cli\u003eArticle, R., \u0026amp; Ahmed, R. (2024). Immunoglobulins: Structure, Function, and Therapeutic Applications in Immune Response. In \u003cem\u003eInt Internal Med J\u003c/em\u003e (Vol. 2, Issue 9). https://zipurl.eu/jCxob\u003c/li\u003e\n \u003cli\u003eBraun, V. and Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, [online] 3(2), pp.77\u0026ndash;101. doi:https://doi.org/10.1191/1478088706qp063oa.\u003c/li\u003e\n \u003cli\u003eCastro, W. (2021). Challenges of Professional Development for Technology Integration in Higher Education. 12(2). doi:https://doi.org/10.18861/cied.2021.12.2.3090.\u003c/li\u003e\n \u003cli\u003eChau, P.Y.K. (1996). An Empirical Assessment of a Modified Technology Acceptance Model. Journal of Management Information Systems, 13(2), pp.185\u0026ndash;204. doi:https://doi.org/10.1080/07421222.1996.11518128.\u003c/li\u003e\n \u003cli\u003eChristopoulos, A., \u0026amp; Sprangers, P. (2021). Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1), 1964690. Doi: https://doi.org/10.1080/2331186X.2021.1964690.\u003c/li\u003e\n \u003cli\u003eCrawford, R. and Jenkins, L. (2016). Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment. Australasian Journal of Educational Technology, 33(2). doi:https://doi.org/10.14742/ajet.2924.\u003c/li\u003e\n \u003cli\u003eGause, G., Mokgaola, I.O. and Rakhudu, M.A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis, [online] 45(1). doi:https://doi.org/10.4102/curationis.v45i1.2261.\u003c/li\u003e\n \u003cli\u003eHarris, T.B. (2022). Digital Transformation in Education: Emerging Trends and Best Practices Across Borders. Jurnal Ar Ro\u0026rsquo;is Mandalika (Armada), 2(3), pp.171\u0026ndash;180. doi:https://doi.org/10.59613/armada.v2i3.2871.\u003c/li\u003e\n \u003cli\u003eO\u0026rsquo;Connor, S. and Andrews, T. (2015). Mobile Technology and Its Use in Clinical Nursing Education: A Literature Review. Journal of Nursing Education, [online] 54(3), pp.137\u0026ndash;144. doi:https://doi.org/10.3928/01484834-20150218-01.\u003c/li\u003e\n \u003cli\u003eO\u0026rsquo;Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., \u0026amp; McGrath, D. (2018). Barriers and solutions to online learning in medical education\u0026ndash;an integrative review. BMC medical education, 18, 1-11. Doi: https://doi.org/10.1186/s12909-018-1240-0.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003ePenaflor-Espinosa, M.J.B. (2016). Technology Integration in Nursing Education: Its Implications to Colleges of Nursing in Western Visayas, Philippines. International Journal of Hybrid Information Technology, 9(9), pp.375\u0026ndash;392. doi:https://doi.org/10.14257/ijhit.2016.9.9.35.\u003c/li\u003e\n \u003cli\u003eReich, J. (2020). Failure to disrupt: Why technology alone can\u0026rsquo;t transform education. Harvard University Press.\u003c/li\u003e\n \u003cli\u003eSchindler, L.A., Burkholder, G.J., Morad, O.A. and Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, [online] 14(1). doi:https://doi.org/10.1186/s41239-017-0063-0.\u003c/li\u003e\n \u003cli\u003eSmith, J.A., Flowers, P. and Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method and Research. London: SAGE Publications Ltd.\u003c/li\u003e\n \u003cli\u003eStec, M., Smith, C. and Jacox, E. (2019). Technology Enhanced Teaching and Learning: Exploration of Faculty Adaptation to iPad Delivered Curriculum. Technology, Knowledge and Learning. doi:https://doi.org/10.1007/s10758-019-09401-0.\u003c/li\u003e\n \u003cli\u003eThanaraj, A. and Williams, S. (2016). Supporting the Adoption of Technology Enhanced Learning by Academics at Universities. Journal of Teaching and Learning with Technology, 5(1), pp.59\u0026ndash;86. doi:https://doi.org/10.14434/jotlt.v5n1.18985.\u003c/li\u003e\n \u003cli\u003eWatty, K., McKay, J. and Ngo, L. (2016). Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education. Journal of Accounting Education, 36, pp.1\u0026ndash;15. doi:https://doi.org/10.1016/j.jaccedu.2016.03.003.\u003c/li\u003e\n \u003cli\u003eWingo, N.P., Peters, G.B., Ivankova, N.V. and Gurley, D.K. (2016). Benefits and Challenges of Teaching Nursing Online: Exploring Perspectives of Different Stakeholders. Journal of Nursing Education, 55(8), pp.433\u0026ndash;440. doi:https://doi.org/10.3928/01484834-20160715-03.\u003c/li\u003e\n \u003cli\u003eWorld Medical Association (2013). World Medical Association Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects. JAMA, 310(20), pp.2191\u0026ndash;2194. doi:https://doi.org/10.1001/jama.2013.281053.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"North South University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Technology integration, nursing education, faculty perspectives, barriers, institutional support, pedagogical challenges, qualitative study, Dubai","lastPublishedDoi":"10.21203/rs.3.rs-6443341/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6443341/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eObjective:\u003c/strong\u003e 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions:\u003c/strong\u003e 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.\u003c/p\u003e","manuscriptTitle":"Exploring Barriers to Technology Integration in Nursing Education: An Unveiling through a Qualitative Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-15 04:42:54","doi":"10.21203/rs.3.rs-6443341/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"52f4f8f8-e596-43f4-bd6d-68aa97042308","owner":[],"postedDate":"April 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":47163969,"name":"Nursing"},{"id":47163970,"name":"Integrative \u0026 Complementary Medicine"},{"id":47163971,"name":"Health Law"},{"id":47163972,"name":"Health Economics \u0026 Outcomes Research"},{"id":47163973,"name":"Health Policy"}],"tags":[],"updatedAt":"2025-04-15T04:42:54+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-15 04:42:54","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6443341","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6443341","identity":"rs-6443341","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}