Technostress in Nursing Education: A Scoping Review.
Technological advancement has radically transformed higher education, requiring faculty members to continually adapt to new tools and teaching methods. In this context, the phenomenon of fear of missing out (FoMO) has gained relevance, often manifesting through a range of negative emotional states,...
| Published in: | Nursing Reports Vol. 15; no. 7; pp. 248 - 261 |
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| Main Authors: | , , , , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
MDPI
Jul2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186927565&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186927565 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Jul2025 vid: 15 iid: 7 pid: 97109 pub: MDPI artinfo: ui: 186927565 186927565 186927565 10.3390/nursrep15070248 186927565 ppf: 248 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Technostress in Nursing Education: A Scoping Review. aug: au: Lobão, Catarina Coelho, Adriana Parola, Vitor Neves, Hugo Pereira Sousa, Joana Gonçalves, Rui affil: Health Sciences Research Unit: Nursing, Nursing School of Coimbra, 3045-043 Coimbra, Portugal sug: subj: Stress, Occupational Nursing Educational Technology Utilization Education, Nursing, Masters Faculty, Nursing Human Scoping Review Nursing Staff, Hospital Teaching Methods Colleges and Universities Education, Nursing Medline PubMed CINAHL Database ERIC Database ab: Technological advancement has radically transformed higher education, requiring faculty members to continually adapt to new tools and teaching methods. In this context, the phenomenon of fear of missing out (FoMO) has gained relevance, often manifesting through a range of negative emotional states, including technostress—stress associated with the use of technology. Objectives: This study aimed to map the available scientific evidence on technostress among nursing faculty in higher education, through a scoping review conducted according to the methodology proposed by the Joanna Briggs Institute (JBI). Methods: The literature search was performed across eight databases, including Medline (via PubMed), CINAHL Complete, Scopus, and the Teacher Reference Center. Results: Of the 266 studies identified, only 3 met the inclusion criteria. Conclusions: Findings reveal varying levels of technostress among nursing educators, with higher levels observed among older faculty members, frequently associated with limited technical and administrative support. Although the direct impact on job satisfaction was not significant, the anxiety induced by intensive technology use and the perceived necessity for constant professional updating—often driven by FoMO—was shown to affect daily academic life, highlighting the need for effective coping strategies. Understanding technostress within the context of nursing education is essential for addressing the challenges of pedagogical modernization. This review supports the need for future institutional interventions aimed at preventing technostress and fostering a more balanced, reflective, and sustainable relationship with technology in academic settings. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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