Activity

1. Educational Application of
Nursing Informatics
GROUP 3 REPORTER :
ETHEL OCANA STRIBLING BSN II
NERISSA C. BOBILES BSN II
SAMANTHA FATIMA B. SABONG BSN II
MR. ADRIAN M. CHOG-AP RN, MAN, LPT
TEACHER

2. SUBTOPIC:
 NURSING CURRICULUM IN THE INFORMATION AGE
REPORTER: SAMANTHA FATIMA B. SABONG BSN II, NERISSA C.
 ACCESSIBLE EFFECTIVE DISTANT ANYTIME ANYPLACE
REPORTER :ETHEL OCANA STRIBLING BSN II

3. Nursing Curriculum by age

5. • This chapter presents nursing education within the
context of rapidly evolving and deploying of
information technology within education. Curriculum
implications including facility development, Web-
enhanced and interactive learning, cognitive,
electronic communications, and informatics are
summarize.

6. • Information Management-The management of information is and will
continue to become one of the most daunting challenges for faculty, students,
and nurses. Maintaining currency with the technology as well as with the
dramatic changes within the education system as a result of digital technology
will occupy the energies of faculty and administration.
• Educational Environment-A discussion of the process of education in the
context of information technology and information management necessitates
inclusion of the educational environment to promote the delivery of curriculum
content. Studies demonstrate that the majority of nursing schools have
technology in place to deliver learning materials.

7. • Supportive Infrastructure-The educational and
curriculum goals of nursing education are focused by the
nature of information technology to operate within an
infrastructure that shares and supports access to available
technology and technological innovations. Such an
environment embraces (1) adequate technical support,
including personnel; (2) an educational resource/technology
planning committee; and (3) allocation of financial resources.

8. • Centralized Resources-With the availability of interconnectivity and both Internet and
Intranet capability, schools are in position to develop and share resources with other
departments and divisions in an academic setting. Centralized resources are a natural
extension of the information superhigway and the Internet II initiative of the government.
Fig. 1
Relationship and
interrelationships of computer
literacy, information literacy, and
nursing informatics

9. • Centralized Resources-With the availability of interconnectivity and both Internet and
Intranet capability, schools are in position to develop and share resources with other
departments and divisions in an academic setting. Centralized resources are a natural
extension of the information superhigway and the Internet II initiative of the government.
• Cognition and Information Technology-In a discussion of cognition and information
technology, it is essential to emphasize both the content taught and the delivery method. With
the complex clinical practice environment of the next millennium, it is anticipated that nurses
will face escalating information management challenges as well as require psychomotor skills
to use ever-changing technology in their nursing practice.

10. • Nursing Education and the World Wide Web (WWW)-Nursing education is being
reconceptualized by the increasing use of online instruction. The number of traditional
college-age students has decreased while the nontraditional part-time student who works and
has family obligations has become the norm for most programs (Sullivan, 1997; Halstead,
2000).
• Multimedia-Multimedia, with its ability to deliver text, full color, graphics, sound, video,
and animation, provides an excellent example of how learning can be enhanced by computer
based systems. The most important characteristic of multimedia is its ability o deliver and
effective and flexible method of instructional material that attracts the learner's interest,
maintains attention, and accommodates a diversity of learning styles.

11. • CD-ROM/DVD-CD-ROMs (compact disk-read only memory) as
teaching-learning tools for clinical nursing education incorporate
multimedia capability, portability, and large storage capacity. Authoring
software is available and allows for individuals to create programs to
meet individual learning needs.
• Interactive CD-ROM Programs/Simulation Software-Self study
modules/interactive CD-ROM programs and simulation software are
computer-assisted learning programs designed to achieve greater mastery
of content and learning than is possible with didactic instruction.

12. • Testing System- Since April 1994, the National Council Licensure
Examination for Registered Nurses (NCLEX-RN) has been online,
computer-based test administered in selected locations in every state and
United States territory.
• Electronic Communication- The internet with the WWW as a
platform offers access for a host of information and communication
resources for students and educators. Multiple benefits include the ability
to exchange e-mail messages, transfer computer files, connect to and use
distant information services and databases, participate in and obtain
information form special interest group mailing lists, and obtain
electronic journals.

13. • E-mail - E-mail remains the primary and most prominent use of the internet. E-
mail can be used for computers-mediated communication (CMC) between faculty
and students, to facilitate group work, and to distribute lecture notes and tutorial
information. Many benefits of electronic communication have been reported by
both faculty and students. These benefits include increased control over the
learning environment, satisfaction in having mastered technical skills, the timeless
and convenience of personal communication with their instructor, and student
belief that their responses were more thoughtful/reflective because of the delay
imposed by writing.
• Blogs/List serves/Forums/Newsgroups-Weblogs sometimes called blogs or a
newspage began as personal journals that were frequently updated and published
on the Web. They were intended largely for general public consumption as "Web
diaries," reflecting the author's personality.

14. • Synchronous Technologies-Electronic meeting software is a collection
of software tools to automate and improve the quality of group process
and team building. A form of this technology is called chat or instant
message.
• Nursing Informatics and the Curriculum-In 2000, the American
Nurses Association (ANA) revised the definition of nursing informatics
proposing, "Nursing Informatics is a specialty that integrates nursing
science, computer science, and information science to manage and
communicate data, information, and knowledge in nursing practice.

15. • Nursing Education Informatics Models-In the past, emphasis has been on acquiring basic
computer skills and knowledge of generic applications such as word processing and spread
sheets. The focus now is on mastering information technology and information
management as it applies to nursing information and knowledge (Staggers, Gassert, and
Curran, 2002; Curran, 2003).
Information
Technology
Clinical
care
process
( Year 1)
First Course
Information
Technology
Clinical
care
process
( Year 3)
Third & fourth
Course
Technology
Information
Clinical care
process
( Year 2)
Second Course

16. Information science
Nursing science

17. Fig. 5 Nursing Informatics Graduate Education Model

18. • >Nursing Informatics Education: Domain-Specific and Interdisciplinary-It has been
suggests that nursing informatics has a specific nursing focus, bit there are acknowledged
areas of interdisciplinary and collaborative foci that need to be explored and studied.
Cognitive
Science
Information
Science
Information
Computer
Science

19. Accessible, Effective Distance
Education Anytime, Anyplace

20. Objectives
1. Explore the past and present perspective of distance education.
2. Compare and contrast important interactive electronic tools support and learning at
a distance
3. Examine essentials strategies and support required for the distance education
learner and faculty.
4. Recognize further nursing research needed to propel future in distance education.

22. • Programs for distance learning are exploding, especially internet courses. The
advertisement “ new distance learning programs for working professionals” certainly has
appeal, capturing the attention of many people seeking to fit further education into their
busy schedules.
• This chapter will focus on today’s high quality, cost-effective, learner – centered approach
to distance education, examining it from both the student and faculty perspective.
• This will include the importance of applicable educational principles needed to promote
interactivity, active learning, and effective learner support, as well as some of the major
academic and pedagogic issues impacting faculty developing creative courses.
• This chapter will include the following:
1. A definition of distance education
2. An examination of various educational platforms
3. Strategies and support for the learner
4. Faculty support for course development and delivery
5. Legal, ethical , and copyright issues
6. Future trends, and associated research questions.

23. What is Distance Education?
• Differs from the traditional classroom in two essential elements.
• The majority of a course or program of study, whether with teachers and students or with
students and students, is separated by :
1. Physical distance.
2. Often time, thus the term “ education anytime, anywhere.”

24. Effectiveness of Distance Education
• Educational outcomes are similar for both the on-campus and distance educational students.
• Students usually drop out for personal and family crises rather that educational
modality(Pym, 1992).
• Distance education students, regardless of the delivery methods, receive the same grades or
do better than those student receiving traditional instruction.
• Overall, students evaluations are good to very good following distance education activities.
• One factor commonly identified by student as a tremendous value in distance education is a
collection of learners at a location that promotes the sharing of ideas, partners to debate the
issues, and educational camaraderie(Armstrong, 2003, shoemaker and Fairbanks, 1997)

25. Perspective of Distance: The Past and the present
In the past:
 schools and educators needed an excuse to develop and conduct education at a
distance. Documentation of need frequently had to be substantiated(Clark 1993).
Regulatory agencies had to approve off campus or extension sites when geographical
barriers existed; some states even defined the number of miles for approval.
Distance education depending on the school’s technology resources, could also mean
that the faculty drove “ the distance “ to the off campus site.
Today:
 The term “distance” education is associated with learner accessibility, whether
learning is experienced locally or globally , at home, a dormitory, or in the work
place, regardless of a rural or urban setting, across state lines, and even
internationally.

26. The Evolution of Distance Education:
• Distance education has experienced bumps and surges of acceptance with the
evolving presence of print, audio, television, and the various computer-
interactive technologies.
• Distance education courses started out focusing on vocational training, but
now many different disciplines have capitalized on distance education as an
option of instruction(Neal, 1999)

27. Correspondence and Radio Courses
• Today’s distance education is new, the earliest form began in the nineteenth
century as correspondence courses in Sweden.
• In United States, support for this educational movement was form the
Boston- based Society to Encourage studies at home in 1873. In the 1885, the
University Wisconsin became the leader in distance education by developing
“ short courses” and farmer’s institutes. By 1891, a commercial school for
correspondence studies had developed in Pennsylvania.
• In 1900, enrollment figure was 224,000 and by 1920, enrollment has risen to
more than 2,000,000(Schlosser and Anderson, 1994)
• Dropout rates averaged around 65%.
• Radio, in 1919, was the first technology used for distance education.

28. Telephone, Television and Satellite Courses
• The ongoing changes in distance education have been termed as moving from plain
old telephone service(POTS) to pretty amazing new stuff(PANS) (Zetzman, 1995).
• Audio conferencing used telephone handsets, speaker phones, and audio bridge to
connect multiple phone lines. This provide the first two way interaction within
distance education for physicians and nurses in Wisconsin.
• Television for motion and visual so that complex abstract concepts could be
illustrated through visual simulation.
• Satellite technology, the United States was implemented in the early 1980’s. These
methodologies began to offer distance students greater transparency of the
technology which enhanced greater transparency of the technology which enhanced
the educational experience.
• Some interactive technologies such as cable, compressed video, and video
teleconferencing continue to be used supplementally for stimulated face –to –face
contact and simultaneous two-way interaction.

29. Computer Technology and the Internet
• Computer technology came slowly to the forefront of distance education, and
then its use exploded.
• In the late 1970’s, computer-based education(CBE), computer assisted
instruction ( CAI) and computer- managed instruction, were implemented
cautiously, like so many other types of technologies used to distance
education to supplement traditional classroom courses.
• No more and more faculty and student nursing education are moving towards
internet, a powerful worldwide “network of networks” connecting people
globally(billings, 1996b).
• This electronic education is incorporating multimedia, animations, graphics,
print, audio and video to the internet technology(Ribbon 1998)

30. • With the emergence of online learning, a variety of mechanism for course
delivery evolved.
• The traditional face – to face course has become web-enhanced extending the
classroom by incorporating some of the instructor may use online modules,
electronically provide required handouts or printed materials, and may use
synchronous as asynchronous chats to extend the learning experience for the
student enrolled in a traditional face to face course.
• Hybrid course formats have also emerged in the era of online learning. This
format allows instruction to be delivered using the best of both teaching
methodologies for a mixture of up to 50% of the learning online and 50%of
the learning in the classroom.

31. Educational Consortiums
 Numerous consortia are present across the united states with state or multistate
membership to promote distance education.
Educational Electronic Platforms
 An electronic platform is an electronic product that assists the delivery of internet courses
The Distance Nursing University of the Twenty- First
Century
 Nurses know that knowledge is power. Power to control their nursing practice and access
to educational opportunities is a vital way to maintain their professional practice, to meet
the challenges of healthcare changes, and to effectively participate in the health team
 Augmenting existing technological skills while pursuing the new informational skills will
help nurses remain competitive in the healthcare market.

32. Strategies and Support for the Distance Education Learner
 Principles and Evaluation Criteria: any quality educational should be based on learning
objectives and educational outcome.
 The role of faculty will change : while the nursing content will remain the same as in the
traditional classroom, providing education via distance will mean some methodological
changes when delivering the educational materials.
 Importance of Orientation: students pass to series of steps towards self directed learning,
almost like experiencing a sense of loss.
 Importance of Communication and Flexibility: Internet education may be partially or fully
text based, so the ability to carry on a dialogue/discussion/interchange, whether in a
synchronous or asynchronous mode, is vital to the connectivity of the student’s
experiences with the faculty and fellow student.
 Student Development of Self-Directed Learning Skills: computer- based course faculty
agree that successful distance education student become “more assertive”, independent
and organized, than in a traditional classroom setting.

33. Strategies and support for the Distance Education for the Distance
Education Faculty:
 Faculty Presence in Distance Education Programs
 Communication with Learners
 Online Courses Development
Delivery of an Online Health Assessment Course
 Faculty Workload
 Assignment Time for Course Preparation.