DETERMINANTS OF SAUDI NURSING FACULTY'S CONTINUANCE INTENTION TO USE LEARNING MANAGEMENT SYSTEMS USING THE TECHNOLOGY ACCEPTANCE MODEL

Abstract

Background: Information and Communication Technology is becoming increasingly critical in healthcare and education. Researchers have recently underlined the need to integrate these technologies into nursing education, recognizing their potential to elevate the quality of patient care. Even though Learning Management Systems are widely available to nursing educators, consistent usage has remained challenging, since not all faculty members continuously utilize these resources. Purpose: The purpose of this study was to examine constructs of Perceived Ease of Use and Perceived Usefulness within the Technology Acceptance Model as determinants of the nursing faculty's Continuance Intention towards Learning Management Systems in Saudi Arabian institutions of higher education. Theoretical Framework: The study tested select constructs (Perceived Ease of Use and Perceived Usefulness) of the Technology Acceptance Model. Methods: This study was conducted using a cross-sectional, correlational and predictive design, with data collected from a convenience sample of nursing faculty members in Saudi Arabia. The data was analyzed using descriptive statistics, Spearman Correlation, Mann-Whitney U, Kruskal- Wallis Tests, and multiple regression analysis. Results: A strong positive correlation was found between Saudi nursing faculty's Perceived Usefulness and their Continuance Intention to use Learning Management Systems (r = 0.62, p < 0.01). The analysis also showed a significant positive correlation between Saudi nursing faculty's Perceived Ease of Use and their Perceived Usefulness (r = 0.49, p < 0.01). The multiple regression analysis explained 46% of the variance in Continuance Intention (R2 = 0.46), with Perceived Usefulness being a strong predictor of Continuance Intention and Perceived Ease of Use showing a positive association with Continuance Intention (β = 0.178, t = 1.951, p = 0.054). The demographic factors age, gender, academic rank, faculty specialty, teaching experience did not show significant associations with Continuance Intention. Conclusions: The findings showed that both Perceived Usefulness and Perceived Ease of Use significantly influenced Saudi nursing faculty's continuance intention to use Learning Management Systems, with Perceived Usefulness emerging as the stronger predictor. The lack of significant associations between demographic factors (age, gender, academic rank, faculty specialty, and teaching experience) and Continuance Intention indicated that these factors did not impact faculty’s Continuance Intention to use Learning Management Systems. The findings' implications were essential for developing strategies to encourage the adoption and effective use of LMS in nursing education.