| This descriptive cross-sectional survey research was designed to collect data from nurse educators in regard to factors related to the use of online electronic resources for scholarly pursuits. Data were received from 489 respondents who were faculty members currently teaching in one of nineteen private or nineteen publicly funded, listed in the American Association of Colleges of Nursing, colleges or universities offering a minimum of a baccalaureate degree.; Previous research into factors affecting the use of computers has found that training, technical support, access to hardware/software and time to learn to use were important in the decision to use computers, and technology in general (Austin, 1997, 1999; Gilbert & Geoghegan, 1995; Hardy, 1996; Hughes, 1998; Mackowiak, 1991; Wilson, et al, 1996). Each of these factors has also been shown to be important in ones' decision to accept an innovation and in its implementation (Ely, 1999; Horsley & Loucks-Horsley, 1998; Rogers, 1995). Additionally issues of stress and frustration have been shown to affect computer use, as well as demographic/situational factors. A review of the literature revealed that little has been written regarding the affect of these same factors on the use of online resources.; A total of 720 surveys were mailed to nurse educators in the 38 schools of nursing, forty surveys were returned as no longer being at the institution or not eligible (not nurse educators) giving an actual population of 680. At the termination of the survey 489 respondents had returned their questionnaires, representing a 72% response rate.; Data analyses revealed the same issues, which have been previously reported as deterrents to the use of computers, also play a significant role in preventing the use of online resources. Lack of training, not having easy access, or technical support and time to learn to use were key factors in ones' decision not to use an online resource. Of those responding 89.5% agree that time is an important issue, yet only 31.5% of respondents indicated they had adequate time. Increased stress levels were also associated with lack of time. Positive correlations with levels of stress were found with years since receiving ones' highest degree, while hours per week using a computer and the Internet were negatively related to levels of stress. Two open-ended questions provided clarification of facilitators and detractors to use of online resources and are used to better understand the quantitative data.; Based on the findings of this study, recommendations to administrators, educators, staff developers and technical support personnel are included. |
