Nurses must be prepared to adopt new technology in their role at an increasingly rapid pace. Nurses are required to have the digital skills to navigate, use, troubleshoot and adapt to new technology as part of their clinical practice. Skill and comfort level using technology, as well as nurses’ perceived value of new technology varies significantly. Training fills the skill and knowledge gap between nurses and technology to enable them to use new digital tools. This study seeks to understand the relationship between nurses, technology and training and their experiences adapting to new technology in their role. Fourteen nurses working in two major hospitals in British Columbia participated in this grounded theory research study. Participants were involved in either small focus groups, one-on-one interviews, or co-design activities to generate data regarding nurses’ experiences with technology adoption.

Concurrent data analysis was conducted throughout the data collection process, using coding methods to categorize and thematically group ideas that emerged in transcripts and field notes. The findings from the focus groups and interviews emphasize the (1) variety of skills and comfort among nurses using technology, (2) need for nurses to be able to troubleshoot technology, (3) need for time to adjust to new technology, (4) desire for hands-on training and support, and (5) relationship between patient and technology. During the co-design activities, participants prioritized training methods based on the impact and effort. Participants prioritized training methods in order of hands-on practice time, quick demonstrations while on shift, online learning at home, and finally written how-to guides.

As a result, this study proposes a theory that training for new technology should include a tangible, hands-on training aid that replicates new digital tools. The training aid must be readily available for nurses to interact with to increase their confidence and capability adopting new technology into their practice.