Date
5-22-2024
Department
School of Nursing
Degree
Doctor of Philosophy
Chair
Martha Baker
Keywords
Perceptions, digital technology, nursing faculty, Uganda
Disciplines
Education | Nursing
Recommended Citation
Nankanja, Catherine, "The Experience of Nursing Faculty in Uganda Integrating Technology in the Classroom: A Phenomenology Study" (2024). Doctoral Dissertations and Projects. 5616.
https://digitalcommons.liberty.edu/doctoral/5616
Abstract
The purpose of this transcendental phenomenological study was to understand the lived experiences of nursing faculty in integrating digital technology in the classroom in Uganda. Technology penetration in Uganda, a developing country, is still minimal and as a result little is known about impact of digital technology integration in the nursing education. This study was guided by this central research question: What is the experience of nursing faculty in Uganda in integrating digital technology in the classroom? There were four other sub-questions. The study was founded on the connectivism learning theory, which emphasizes leveraging digital technology in education. However, to answer the question, the transcendental phenomenology research study design was adopted, which enabled in-depth exploration of Uganda’s nursing faculty’s lived experiences in integrating digital technology. Fourteen nursing faculty from ten nursing schools from all regions of Uganda were recruited through purposive and snowball sampling. Data was collected through interviews supplemented by researcher field notes then was recorded and transcribed. Data was analyzed using the Moustakas’ phenomenological reduction data analysis method. Eighteen themes emerged. Some of Uganda’s nursing faculty have a fulfilling experience with digital technology, some are perseverant, and some have a challenging experience. Benefits and drawbacks of digital technology were identified. Facilitators and hindrances of digital technology integration are influenced by either nursing faculty’s attitude towards digital technology or its availability. Similarly, intervention initiatives should focus on faculty’s attitude towards digital technology or its availability. Future studies need to involve more stakeholders including parents, students, administration, and policy makers.
