Purpose: This study in progress aims to measure changes in faculty members' confidence in using technology for teaching and assess the impact of the teaching with technology committee (TTC) on faculty members' technology skills and teaching practices.

Background/significance: Nurses are required to possess advanced digital literacy and technological skills. To ensure nursing graduates are prepared, nursing programs must integrate technology into their curriculum. This requires faculty who are confident and skilled in using technology. The TTC was organized to facilitate and mentor faculty in the use of technology to engage students meaningfully and meet program learning outcomes.

Methods: The study is a longitudinal, mixed methods study currently in progress. Data is being collected through online surveys distributed to graduate and undergraduate faculty members of a private liberal arts school in Northern Indiana. The survey includes demographic questions, questions about teaching practices, and the technology proficiency survey for educators (TPSE). Participants are completing three surveys: a pre-survey in January 2024, a post-survey in August 2024, and a second post-survey in January 2025. In addition to providing faculty mentoring, the TTC provides drop-in sessions to assist nursing faculty with various technological needs. These sessions cover polling software, learning management systems, exam software, basic word processing and spreadsheet tips, and other software needs.

Results: Data analysis will include descriptive statistics and inferential tests to determine differences between pre-survey and post-survey scores. Qualitative data will be analyzed to identify changes in teaching practices.

Conclusions: This study will provide insights into the effectiveness of the TTC, helping improve faculty's ability to use technology in teaching and understanding their needs and challenges in incorporating technology. The findings can inform future strategies for faculty development and technology integration in nursing education.

J'Andra Antisdel PhD, RN, PMH-BC, CNE

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