Future Reflection


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  • Marisa, I find this an interesting topic and I think you've approached it in a very creative way. I'm glad to have the list of References you gave so I can do additional reading :-) . Best wishes on your endeavors!
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Future Reflection

  2. 2. INTRODUCTION Instructional Designer, what is that? It was during my interview at AORN that I asked this question. It was the first time I had heard the phrase, let alone know what the role entailed. As a registered nurse and a nurse educator this new phrase took me by surprise and intrigued me. Designing instruction? Well isn’t that what I have been doing all along? I was interviewing for a position at this nursing association in my quest to make a career change yet keeping true to my nursing background. I was informed that the Instructional Do not train Designers are the backbone of designing and developing children to online education at AORN and work closely with the nurses at learning by force the association. I soon began working for the Association of periOperative Registered Nurses-AORN in 2006 as a and harshness, Perioperative Education Specialist-my dream job. but direct them Here, I could develop my skills as a nurse educator, to it by what education developer and nurse planner of education events and products. As I approached my second year at AORN I amuses their started looking into certificate programs and graduate minds, so that programs in instructional design as this was an area that I found very interesting and could enhance my graduate degree you may be in nursing, my nursing experience as an educator and provide better able to a solid background in education and technology. discover with In searching for programs I realized that the University of accuracy the Colorado Denver offered exactly what I was looking for- the Master of Arts in Information and Learning Technologies with peculiar bent of an emphasis in Instructional Design and Adult Learning. I am the genius of currently enrolled in IT 6750 Current Issues and Trends in Instructional Technology. As part of this assignment we are to each. predict what our job would be in 2014. The next section -- Plato describes what I would like to see as my future endeavors in 2014 as a Nurse Instructional Designer detailing job, scope, technological influences and what I envision as the future in nursing education.
  3. 3. 2014-WHAT A GREAT YEAR! I finally completed my PhD in Nursing, my job has evolved in that I now work from home and I currently serve as a nurse education consultant, collaborating with both the School of Education and the College of Nursing at the University of Colorado as well as continuing my work at AORN in developing a new and innovative graduate program combining nursing science, the perioperative specialty and instructional design. New technologies in simulation training have become the wave of the future in healthcare education and are emphasized on this project. My main role is creating online courses in conjunction with simulation training scenarios by incorporating the ADDIE principles of instructional design. Below is an example of the ADDIE Model which guides my practice in the development of simulation training and online courses that I develop. Here is a great link to learn about the ADDIE principle. http://pimarsc.pbworks.com/JTED-Technology-Overview . All of our online education programs utilize collaborative learning methods as well as honing in on critical thinking skills to enhance learning and knowledge acquisition.
  4. 4. With simulation training on the rise, Wilford and Doyle (2006) state the use of simulation training is gaining momentum while allowing multiple learning objectives to be taught in a realistic clinical environment without harming patients. Since 1975 the military has been using simulation training to enhance learning and attainment of skill acquisition (2006). The first documented simulation training was done by divers in the Royal Navy, and it was this simulation training that prompted the U.S. military to promote flight simulation training programs to train pilots (2006). Simulation training is ever changing and evolving I hear, and I education, staff development and training in nursing and healthcare. Currently, all patient care skills are being forget. I see, and taught with the latest technological advances in web-based I remember. I do, education, Virtual Reality (VR) and high fidelity human patient simulation training equipment and mannequins to and I enhance clinical site education. According to Hanna and understand. Fins (2006), relying solely on simulation and online education cannot promote quality care or interpersonal -Chinese Proverb skills in the clinical setting but simulation and online education can augment clinical site hands-on training to ~~~~~~~~~~~~~~ increase confidence and increase communication, skills and ~ patient outcomes. Learning without STIMULATING LEARNING thought is labor THROUGH TECHNOLOGY lost; thought INNOVATIONS, COLLABORATIVE without learning LEARNING ENVIRONMENTS AND is perilous. CRITICAL THINKING -- Confucius There are several stages involved when developing and designing on-line education. Of importance are elements that will engage, attract and motivate learning while
  5. 5. maintaining robust content that promotes collaborative knowledge acquisition. Technology integration in education is revolutionary in the sense that is has transformed how we think, teach, learn and evaluate learning. According to Peters (2000), the use of technology integration in education work synergistically when the learning can be obtained and utilized effortlessly. Gokhale (1995) defines “collaborative learning as an instruction method in which students at various performance levels work together in small groups toward a common goal”. This promotes ownership in learning among the participants in the group thus creating an environment of learning grounded in I hear, and I critical thinking skills. In creating nursing education it is important to not forget the importance of critical thinking forget. I see, and and the application of skills and training needed to identify I remember. I do, and incorporate a plan to care for a patient with an acute illness. Jeong (2003) clearly identifies that in online and I instruction the use of threaded discussions on various understand. questions posed by the instructor prompted more insight and questions from the students who actively participated -Chinese Proverb in the discussions. Also of importance here is that Jeong (2003) identified that the discussions prompted critical ~~~~~~~~~~~~~~ thinking and prompted a higher level of questioning by the students. In online education the threaded discussions are ~ integral to learning, relearning and critical thinking as the more insight the participants gain the more questioning is Learning without evident and resolution to problem solve is enhanced (2003). thought is labor lost; thought REFLECTIVE CONSIDERATIONS without learning It is important to identify that good online instruction should incorporate a well thought out plan, design and is perilous. content that builds on concepts to attain information and -- Confucius acquire knowledge and skill that serve a purpose in a field of study. Online instruction that utilize graphics, voice, video and content specific to a group’s needs while utilizing interactivity will always be well received provided that the
  6. 6. graphics, voice and video interactivity do not distract but enhance and promote learning. Future considerations will involve even more technological advances in which will promote more integration in the education and healthcare arena, but it is important to stay true to the methods of the “old” and blending with the new to facilitate teaching learning and acquiring knowledge. I hear, and I forget. I see, and I remember. I do, and I understand. -Chinese Proverb ~~~~~~~~~~~~~~~ Learning without thought is labor lost; thought without learning is perilous. -- Confucius
  7. 7. References Gokhale, A.A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education; 7(1), 22-30. Hanna, M., & Fins, J.J. (2006). Power and communication: Why simulation training ought to be complimented by experiential and humanist learning. Academic Medicine; 81(3), 265-270. Jeong, A.C. (2003). The sequential analysis of group interaction and critical thinking in online threaded discussions. The American Journal of Distance Education; 17(1), 25-43. Mann, E. (2007) http://pimarsc.pbworks.com/JTED-Technology-Overview and http://pimarsc.pbworks.com/f/Intel_Instruction_flowchart.gif accessed October 20, 2009. Peters, O. (2000). Digital learning environments: New possibilities and opportunities. International Review of Research in Open Distance Learning; 1(1), 1-19. Wilford, A., & Doyle, T.J. (2006). Integrating simulation training into the nursing curriculum. British Journal of Nursing, 15(17), 926-30.