Table 1: Roney Technology Use Scale (RTUS)
The following survey will ask you questions about how you use technology in your personal and professional
life. For the purposes of this survey, technology is defined as the tools and processes that are electronic or
digital. These can include hardware, websites, programs and applications that can be used in your personal and
professional life.
Question
1. Based on this definition of technology,
do you use any form of technology in
your personal or professional life?
2. Do you personally own any of the
following devices? Please check all that
apply.
3. Do you engage in any of the following
activities with your personal devices?
Please check all that apply.
4. If you personally own (not provided by
your place of employment) any of the
devices listed above, do you use any of
your personally owned devices to
perform work related to your role
teaching undergraduate students?
5. Has your employer provided any of the
following devices for your professional
use?
6. At this next point in this survey, you
will be asked about many of the diverse
technology tools you use at work while
teaching undergraduate nursing students.
When considering your teaching over the
past six months, please rate your use of
the following technology tools with the
following scale: no use/never heard of
this; no use but available at my
college/university for use by faculty/
students, use very rarely (<1/semester),
use rarely (<1/month), use moderately
(several times per month), use often
(several times a week)
7. When considering your teaching over
the past 6 months, have you taught either
clinical or lab courses? If yes, please
answer the next question. If no, skip
ahead to question 9.
Items
Personal, Professional, Both, Neither
Desktop computer, laptop computer, tablet device,
smartphone, cell phone, other
Download music and/or movies, download and read eBooks,
play computer games, play games on smartphone/tablet
(apps), send or receive email, shop online, surf the internet,
take photos/videos with smartphone/tablet, use apps other
than games on smartphone, use social media either on
smartphone or tablet, videoconference, other
Desktop computer, laptop computer, tablet device,
smartphone, cell phone, other
Desktop computer, laptop computer, tablet device,
smartphone, cell phone, other
3D printing; Real-time polling and assessment/student
response tool; Blogging/online journaling; Computerized
NLCEX-RN preparation; Course management platforms;
ePortfolio; Google Glass; high-fidelity patient simulators;
lecture capture; tablet or personal digital assistant either in
classroom or clinical setting; publisher-generated resources;
podcasts; presentation software; simulated electronic health
records; student response systems; screen capture; video
conferencing/webchat; virtual reality simulation; web-based
surveys, other
8. When considering your teaching over
the past six months, please rate your use
of the following technology tools with the
following scale: no use/never heard of
this; no use but available at my college/
university for use by faculty/ students, use
very rarely (<1/semester), use rarely
(<1/month), use moderately (several
times per month), use often (several times
a week)
9. How were you trained to use the
technology you use at work? Check all
that apply.
10. What types of assistance does your
institution provide to support your
developing/using technology-based
resources for your courses?
11. What portion of your work time
developing your courses is devoted to
using and integrating technology?
12. To what extent are you expected to
integrate technology in your teaching?
13. Please read the following description
and pick the one statement that best
describes you and your relationship with
technology (both personal and at work)
14. Whether you use technology
frequently or not, from your experience,
please rate the impact you feel
technology has on improving student
learning.
Infusion pumps, electronic medication dispensing devices,
patient monitors, electronic health record (actual or
simulated), high-fidelity patient simulators, virtual reality
simulation
I receive training for each new innovation that comes to my
workplace. I meet with a point person at my workplace who
provides one-on-one/small-group training for technology
when I need it. My workplace supports my attendance at
trainings outside of my institution to learn how to use
technology. Most of what I learn about technology is from a
friend/family member outside my place of work. I received
technology training as part of my masters/doctoral degree
program. I received training about technology from work I
engage in outside of my role as a full-time faculty member.
Most of what I learn about technology is on my own. I
complete online training to learn about technology.
A member at my program does it all for me. A staff member
is able to help me with some but not all of my needs. I am on
my own when it comes to developing/using technology-based
resources for my courses.
0–24%, 25–49%, 50–74%; 77-100%; Comment
0 – Not at all; 1 – minimal/limited time invested;
2 –moderate time invested; 3 – significant time invested;
4 – maximum time invested
I am motivated by the idea of being a change agent,
appreciate all technology and usually lead new technology
use in my peer group. I have a natural desire to be a
trendsetter and role model in using technology. I am
attracted to high-risk/high-reward projects no matter the
financial cost. I am comfortable with changes in practice that
happen over time. I do best with simple user-friendly
training for new technology. I use technology in response to
peer pressure. I would describe myself as technically shy. I
use technology because I have to for my work. I like things
the way they are and often think technology is a hindrance to
my work. Things were better before we had to use so much
technology in teaching undergraduate nursing students.
No impact, slight impact, moderate impact, significant
impact, maximum impact