EXPLORING TECHNOSTRESS, SELF-EFFICIENCY, AND TECHNOLOGY USE AMONG PRE-LICENSURE BACCALAUREATE NURSING STUDENTS IN A TECHNOLOGY-DRIVEN PROGRAM

Abstract

As technology becomes increasingly embedded in nursing education, understanding its psychological impact on students is essential. This study examined the relationship between self-efficacy, technology integration, and technostress among pre-licensure baccalaureate nursing students. Using a cross-sectional, quantitative design, data were collected from 243 students across four cohorts to explore differences in technostress levels, their association with self-efficacy, and their influence on academic productivity and symptom experiences. Statistical analyses revealed significant variations in technostress across cohorts, suggesting that students at different stages of their program experience technology-related stress differently. Findings demonstrated a negative correlation between technostress and both self-efficacy and academic productivity, indicating that students who feel less confident in their abilities may struggle more with technology-related demands, ultimately impacting their performance. Technostress was positively associated with cognitive, affective, and physical symptoms, underscoring its broader implications for student well-being. These results highlight the need for targeted interventions, such as enhancing self-efficacy and providing structured technological support, to mitigate technostress and promote academic success. As nursing programs continue to integrate digital tools, addressing these challenges is critical for fostering resilience and improving outcomes in technology-driven learning environments.