Factors affecting the actions and emotional reactions of nursing teachers following encounters with students who present them with Internet information

SummaryObjectiveThe Internet is a preferred source of information for nursing students. The purpose of the research was to identify teachers' reactions towards students who present them with information retrieved from the Internet.MethodA total of 137 nursing teachers from 15 nursing schools in Israel were surveyed by a questionnaire. The dependent variable was nursing teachers' actions following encounters with students who present them with information from the Internet. Independent variables were: teacher's emotional reactions, teachers' Internet efficacy, Internet anxiety, and perceived student Internet efficacy.ResultsThe intensity of positive emotional reactions was the only predictor of teachers' actions towards Internet information retrieved by students. When teachers perceived students as having higher Internet efficacy, their emotional reactions were more positive and they took more actions. Teachers' Internet anxiety was negatively correlated with their positive emotional reactions and actions. No correlation was found between nursing teachers' Internet self efficacy and their reactions or actions following an encounter with students presenting Internet information. Positive emotional reactions mediated correlations between teachers' Internet anxiety, perceived student Internet efficacy, and teachers' actions.ConclusionsNursing teachers' positive emotions foster openness and acceptance of Internet information retrieved by students.