Introduction: Successful adoption and use of information technology increase the quality of healthcare delivery. This study aimed to investigate the role of organizational learning capability on acceptance of information technology by nurses of teaching hospitals.
Methods: A cross-sectional study was conducted in 2016, employing a research model based on technology acceptance theories. The study population included nurses in three teaching hospitals in Kerman University of Medical Sciences (N = 788). The sample size, 258 nurses, was estimated by using the Cochran's formula. The participants of the study were 177 nurses. The instruments used in this study included the user acceptance of information technology scale, and organizational learning capability scale. Internal consistency coefficients of .77 and .72 for scales were obtained, respectively. Confirmatory factor analysis demonstrated construct validity of scales, and path analysis was used to test the hypotheses.
Results: Results indicated that influences of performance expectancy (β=.271, p<.01), effort expectancy (β=.191, p<.05), and social influence (β=.195, p<.01) on behavioral intention were positive and significant. The organizational learning capability had positive and significant influence on performance expectancy (β=.378, p<.01), effort expectancy (β=.389, p<.01), and social influence (β=.267, p<.01); However, the direct effect of organizational learning capability on behavioral intention (β=.085, p>.05) was not significant.
Conclusion: The organizational learning capability can affect major determinants of behavioral intention to use information systems and, thereby providing the context to acceptance and use of information technology by nurses of teaching Hospitals.
 

Keywords: Information Technology, Health Information Systems, Learning, Teaching Hospitals, Nurses 1., Corresponding Author (hmotahhari@uk.ac.ir)

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