Background: Information and communication technologies (ICT) have the potential to improve healthcare outcomes. Providing safe and efficient healthcare services through ICT requires comprehensive use. Education and training are considered significant factors to accepting ICT, and ultimately, to comprehensively use ICT applications. Research studies have confirmed the need to integrate informatics education into undergraduate curricula. Consequently, healthcare provider programs have integrated ICT education to prepare healthcare providers with knowledge and skills. Research studies that have examined the effect of integrating ICT education provide evidence that integrating ICT education increases students' ability to use ICT before their clinical experience. Different educational modalities have been used to prepare students with informatics tools; however, there is no clear evidence of which educational modalities influence ICT acceptance. Purpose: This research study aimed to examine if the exposure to undergraduate nursing informatics educational modalities (i.e. lecture, lab, and clinical experiences) made a difference in ICT acceptance among nurses, who have been in practice five years or less. This study also aimed to examine if there was a relationship between selected demographic characteristics (age, gender, nationality, years of experience in nursing, years of experience with ICT, level of education, formal computer training, duration of computer uses, and length of exposure to informatics education) and nurses' acceptance of ICT. Nurses' acceptance of ICT was measured by a modified version of the "Nursing Acceptance Survey". Method: A cross-sectional descriptive study design was used to examine if the exposure to undergraduate informatics education made a difference in ICT acceptance in a practice setting among nurses. A convenience sample of nurses was drawn from Princess Nora's University (PNU) hospital, King Abdullah bin Abdulla-Aziz University Hospital (KAAUH) in Riyadh, Saudi Arabia. The study consisted of 123 nurses of different nationalities. Data was collected electronically via the internet using Dillman's tailored design method. The Technology Acceptance Model (TAM) was the theoretical framework to guide this research study. The modified "Nursing Acceptance Survey", which is based on the TAM, was used to collect data. The Statistical Package for Social Sciences (SPSS, version 28.0) was used for statistical analysis. Results: The results of this study indicated that exposure to undergraduate informatics education had a significant influence on nurses' acceptance of ICT in the practice setting. The results identified lab and clinical as educational modalities influenced nurses' acceptance of ICT. Lecture educational modality was not found to have an influence on nurses' acceptance of ICT. Also, demographic characteristics were found to have no statistically significant relationship to nurses' acceptance of ICT in the practice setting. Implications: Findings from this research study added to the body of knowledge about the influence of informatics education and its' modalities on ICT acceptance among nurses in the practice setting. This information will contribute to building and evaluating informatics education in nursing education, practice, and research to improve the ICT acceptance level among nurses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]