This study sought to investigate the course constructs that allied health and nursing faculty perceived as limiting their ability to implement technology in allied health field and nursing curricula. While technology is and has been a part of the higher education process, including allied health education, there are no hard and fast rules/guidelines that define the type or method of implementation of technology in higher education or allied health education. Instructional design for the implementation of technology in the fields of OT, PT, RN, and RT education is, at minimum, geared towards educating students in tools of the profession. The purpose of this study was to allow for greater understanding of the barriers in the allied health and nursing education to best address those barriers and inform and improve the instructional design and delivery of education in the allied health fields. A semi-structured interview was used to identify the course constructs that allied health and nursing faculty perceive as limiting their ability to implement technology into the curriculum. Sixteen allied health and nursing faculty members from a private, not-for-profit, multi-campus university participated in this study. The findings of this study showed that allied health and nursing faculty’s perception of barriers to technology implementation were not unlike those found in past research. This study did, however, reveal that while the barriers reported in this study resemble those in non-allied health and nursing profession education, the reasons that those barriers are important vary in the non-allied health and nursing professions.
|Commitee:||Robertson, Ashlee, Bubb, Terri|
|Department:||Keiser University Graduate School-Education|
|School Location:||United States -- Florida|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational technology, Health education|
|Keywords:||Allied health, Barriers to technology|
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