This document discusses innovations and research in nursing education. It defines innovation as using knowledge to create new ways of transforming systems. The need for innovation in nursing education includes maintaining quality patient care, growing healthcare demands, and a global nursing shortage. Types of innovation discussed are product and process innovation. Principles of innovation include analyzing opportunities, being conceptual/perceptual, simple/focused, starting generally and aiming specifically, and aiming for excellence. Characteristics of innovation include relative advantage, compatibility, complexity, feasibility, and observability. The innovation process involves strategic thinking, portfolio management, research, insight, development, market development, and taking action. Innovations in nursing education discussed include handheld computers, videoconferencing, service

1. INNOVATIONS AND
RESEARCH IN NURSING
EDUCATION

2. • Innovation is defined as “using knowledge to create ways and
services that are new (or perceived as new) in order to
transform systems. It requires deconstruction (i.e.
challenging) long-held assumptions and values. The outcome
of innovation in nursing education is excellence in nursing
practice and the development of a culture that supports risk-
taking, creativity, and excellence” (National League for
Nursing, 2004; Neuman et al., 2009).

3. Need of innovation
• Maintaining and improving the quality of patient care.
• Growing demands in health care services.
• Global workforce shortage.

4. Types of innovation
Product innovation
It is the creation and
subsequent introduction
of a good or service that
is either new, or improved
on previous goods or
services.
Process Innovation
A process innovation is
the implementation of a
new way for significantly
improved production or
delivery method

5. Principles of innovation
Analyze the
opportunities or
sources.
Conceptual &
perceptual.
Simple & focused.
Starts from general
& they aim to one
specific thing.
Aims at being the
best from the very
beginning.

6. Characteristics of innovation
Relative
Advantage
Compatibility
ComplexityFeasibility
Observability

7. Innovation process
STEP-1 Strategic
Thinking
STEP-2 Portfolio
management
STEP-3 Research
STEP-4 Insight
STEP-5
Innovation
Development
STEP-6: Market
Development
STEP-7 Taking
Action

8. Innovations
in nursing
education

9. Handheld computers
First personal digital assistant in 1996
 According to ANA (2001) all nurses need to use nursing
informatics

10. Videoconferencing And Web Based
Conferencing
Connects students and educators across distance
Connects diverse student groups

11. Adaptation of different distance learning technologies
Self directed, active learning
Refocusing from educator to the subject

12. SERVICE-LEARNING
Structured learning experience that combines community
service with preparation and reflection
Achieves a balance between service and learning objective

13. HIGH FIDELITY PATIENT SIMULATOR
Help student practice decision making and problem solving
skill and to develop human interaction
Simulation is the third leg in the stool of education and
science

14. TELE TEACHING
Online model of education-learner directly interacts with
tutor
Learner oriented learning
Promotes discovery learning

15. MICRO TEACHING
Miniature classroom teaching
Small duration
Paying full attention to a particular unit and skill
Content reduced to one unit with a single concept

16. NURSING INFORMATICS
Integrates nursing science, computer science and information
science in identifying, collecting, processing and managing data
and information to support nursing practice, administration,
education, research

17. NURSING MOBILE LIBRARY
Access to health care information for nurses working in
remote area
To reduce the gap between the desperate need for nursing
information and its availability

18. STAFF AND STUDENT RECRUITMENT
New methods like OSCE & OSPE
Objective because examiner use a checklist for evaluating the
trainee
Structured, because every trainee sees the same problem and
performs the same task in same time frame
Clinical, because the task are representative of those faced in
real clinical situation

19. Research
priorities in
nursing
education

20. I. Build the science of nursing education through the
discovery and translation of innovative evidence-
based strategies
A. Research scholars
B. Research methodology
C. Education practice links

21. A. Research scholars
Impact of educational preparation to increase the capacity of
nurse scientists whose focus is the scientific and theoretical
basis for nursing education
Evaluation of effective faculty career development models for
diverse research scholars

22. B. Research methodology
Development and testing of instruments for nursing
education research to measure learning outcomes and
linkages to patient care
Creation of robust multi-site, multi-method research designs
that address critical education issues

23. CONT..
Meta-analysis and meta-synthesis informing the state of the
science
Translation of research outcomes into evidence-informed
educational practices
Evaluation of the impact of evidence generation and
translation on learner preparation and clinical practice

24. C. Education practice links
Leadership development for faculty and students
Mechanisms to build meaningful connections among the
science of learning, policy development, and patient care
outcomes
Examination and use of technology, simulation, informatics,
and virtual experiences on student learning affecting clinical
practice

25. CONT…
Conceptualization of integrative paths linking nursing
education research to systematic and inter-professional
health care
Integration of concepts of lifelong learning through inter-
professional collaborations
Pursuit of evidence-based outcomes that recognize the shift of
nursing education from episodic to transformative and
collaborative care

26. II.Linkstudentlearningtosentinelhealthindicatorsto
promotehealth,preventdisease,andmanagethe
symptomatologyofillness.
Identification of innovative approaches
Effective teaching strategies
Integration of differences
Links among learning, improved care delivery, and chronic
care management

27. III.Examinethe scienceof learning in the
academiccontextrelated to health transitions.
Caregiving and care givers in the provision of palliative care,
pain management, care of the aged, disabled, mentally
challenged
Grief, grieving, and loss as fundamental to transformative
community-based care
Community-based care transitions that recognize patient and
family options in decision-making, financing of care, and
planning for life-limiting situations

28. THANK YOU…!!