Recommended
More Related Content
Similar to Technologies applicable in the field of Nursing.pptx
Similar to Technologies applicable in the field of Nursing.pptx (20)
Recently uploaded
Recently uploaded (20)
Technologies applicable in the field of Nursing.pptx
- 1. Technological Advances in Nursing Education Student’s Name Institution Instructor’s Name Date
- 2. Emerging Modalities and Trends in Classroom and Clinical Settings • Advancing technology has driven to development in learning particularly in nursing education. • New tools being used include monitoring patients, documenting patient care, and charting medications among others. • There are also electronic devices in classroom setting and for clinical experiences including cameras, smartphones, and tablets. • The digital age including nursing professionals is also very conversant with social media and the internet. • Hence, there is increased diversity due to this advancements but also with diversity come challenges for nursing educators which include gender, perils, and barriers
- 3. Social Media Use Best Practices • The American Nurses Association (ANA) developed guidelines on how to use social media to protect privacy for patients and students and to maintain high ethical standards. • Hence, best practice on social media for a nursing professional and a nursing students include not transmitting identifiable information about a patient, maintaining ethical nurse-patient boundaries, separating personal and professional communication among others. • Establishing a dialogue, using and sharing information on best practices should be seen as important contribution to a better environment in nursing practice and study.
- 4. Strategies for Diversity and Cultural Aspects in Student Teaching and Learning • Universities, Colleges, and nursing programs are beginning to focus on increasing diversity as they seek to effectively prepare nursing students to serve diverse clients and communities. • Such is because nontraditional nursing students a have been increasing in the recent past. • Nontraditional include group of students primarily considered as a minority based on their racial or ethnic background, age, commuting to school, part time, and being male. • The American Nurses Association are an example of a body that has made effort developing a policy to achieve a diverse workforce. • Also, National League for Nursing who listed changing demographics and increasing diversity • From a cultural aspect, educators are building cultural competence so as to change the scope and depth over time according to the individual or group experiences with cultural diversity
- 5. Teaching and Learning Strategies in the Classroom vs. Practice and Clinical Settings • Some of the learning and teaching strategies used include use of large screen display in class for electronic books, and other nursing tools in use in the classroom. • However there are challenges in with this tools due to a shift in the Nursing faculty. • Traditional ways of teaching are not enough to establish nurse- patient, nurse-primary provider, and nurse relationships using newest health care technology. • The shift means that the nursing faculty must learn how to teach using the new tools. • For nurse educators’ in the classroom, it is difficult to imagine teaching a class without the use of technology. • Technology also exposes students to clinical scenarios they would not encounter in their practice
- 6. Validation Strategies to Ensure Alignment between Program and Coursework • Nurse educators’ and nursing students should work hand-in-hand to produce best results for a smooth transition from the classroom into practice. • Technology should not be an impediment but an enabler for a smooth relationship between coursework and the whole nursing program in school and in practice. • Educators can used technology to innovate methods to engage students more of fundamental concepts in learning, trends and integrate students oriented exercises.
- 7. Best Practices in End-user Training and Piloting for Use Education Asset Management System and Electronic Platforms • The use of decision making algorithms and direct contact with experts remotely is being used to make important decisions in nursing. • best practice in decisions made include those to do with Electronic Health Records (EHRs) • Students and educators are encouraged to adopt e-portfolio by incorporating information technology. • To incorporate end-to-end user in in e-portfolio management involving nursing students can help prepare them for the technology such EHRs used in practice. • Asset management systems and electronic portfolios provide a multi-dimensional assessment tool in the nursing sector which includes management of learning and practice instruments such as e- books and e-documents.
- 8. Choosing a Web-Based Learning Management System Based on an Organization, Instructors, and Students • Learning institutions have been building web-based Learning Management Systems (LMS) to support instructor teaching activities and student learning processes. • To choose a LMS that is suitable for student case, significant features such as a good environment for learning and teaching without restrictions of time and distance are required. • A good web-based LMS assists learners and instructors discuss the course content through posting and responding to each other. • It should also help maintain student learning tracks, manage learning activities, through a secure online database.
- 9. Continuation from slide 9 • To choose a viable LMS, it should contain features that can transmit course content, can evaluate students, can evaluate courses and instructors, can help create class discussions, and on that can create computer based instructions. • Developments in Information Technology require such systems for schools, instructors but also organizations that offer skills to their workforce. • Therefore, LMS systems need constant improvements through implementing and organizing virtual engagements. • An effective web-based LMS should constantly be evaluated to have high system quality, attractiveness, and reliable.
- 10. References Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49(5), 253-260. https://doi.org/10.3928/01484834- 20100115-02 Billings, D. M., & Halstead, J. A. (2015). Teaching in nursing: A guide for faculty. Elsevier Health Sciences. Chung, C. C., Pasquini,, L. A., & Koh, C. E. (2013). Web-based Learning Management System Considerations for Higher Education. Learning and Performance Quarterly, 1(4), 1(4), 24-37. http://www.academia.edu/download/35605084/Web- based_Learning_Management_System_Considerations_for_Higher_Education.pdf Oermann, M. H. (2015). Technology and teaching innovations in nursing education. Nurse Educator, 40(2), 55-56. https://doi.org/10.1097/nne.0000000000000139 O’Donnell, J., Clayton, M., Anderson, P., Krueger, A., & Spallek, H. (2010). Paradigm shift or annoying distraction. Applied Clinical Informatics, 01(02), 96-115. https://doi.org/10.4338/aci-2010-01-cr- 0003 Wassef, M. E., Riza, L., Maciag, T., Worden, C., & Delaney, A. (2012). Implementing a competency- based electronic portfolio in a graduate nursing program. CIN: Computers, Informatics, Nursing, 30(5), 242-248. https://doi.org/10.1097/nxn.0b013e31824af6d4
Editor's Notes
- The development in technology has necessitated development in learning particularly in nursing education. According to Billings & Halstead (2015), there are new tools for assessing and monitoring patients, documenting patient care, and charting medications among others. Moreover, technology has allowed the use of electronic devices in classroom setting and for clinical experiences including cameras, smartphones, and tablets. The digital age is also very conversant with social media and the internet, and nursing professionals and students are not to be left behind. O’Donnell et al. (2010) calls it Web 2.0 meaning use of “Web applications that facilitate interactive information sharing, interoperability, user-centered design and collaboration on the Web” (p.97). It is common knowledge that technology and increased social connection through the internet has enhanced how people relate with each other. In the classroom, students are socializing more and appreciating each other’s diversities. The increasing diversity also comes with its challenges for nursing educators which include gender, perils, and barriers challenges that have continued to make teaching difficult (Bednarz et al., 2010).
- Billings & Halstead (2015) states that the American Nurses Association (ANA) developed guidelines on how to use social media so as to safeguard privacy for patients and students, and also maintain high ethical standards in the nursing practice. Therefore, the best practice for a nursing professional and a nursing student on social media include not transmitting identifiable information about a patient, maintaining ethical nurse-patient boundaries, separating personal and professional communication, and understanding the weight of postings on social media and the weigh the bear (Billings & Halstead, 2015). Another best practice on social media involves restricting the use while in clinical setting according to clinical agency policies. Establishing a dialogue, using and sharing information on what best practices should be seen as important contribution to a better environment in nursing practice and study and as a way to solve challenges ahead (O’Donnell et al., 2010).
- Bednarz et al. (2010) states that “Universities, Colleges, and nursing programs specifically are beginning to focus on increasing diversity as they seek to effectively prepare nursing students to serve diverse clients and communities” (p. 254). This is following the American Associations of Colleges of Nursing (AACM) estimations that 74% of undergraduate nursing students were nontraditional as at 2005 (Bednarz et al., 2010, p. 254). This is a group of students primarily considered as a minority based on their racial or ethnic background, age, commuting to school, part time, and is male. Efforts have been made to accommodate such students to help them accommodate patients from of any background. The American Nurses Association are an example of a body that made a policy to achieve a diverse workforce and were joined by the National League for Nursing who listed changing demographics and increasing diversity (Bednarz et al., 2010). In the cultural aspect, educators are building cultural competence so as to change the scope and depth over time according to the individual or group experiences with cultural diversity. By doing this, they are creating awareness and knowledge of ways which such students in groups and individuals are similar and different from one another, are sensible and express selfless attitudes for self and others, and in the process acquire practical skills (Bednarz et al., 2010)
- The use of advanced technology in learning nursing may at times differ in the practical application of skills learnt. Some of the learning and teaching strategies used include use of large screen display in class for electronic books, and other nursing tools in use in the classroom. However, there are challenges associated with these tools to the faculty. That is, a shift in the nursing faculty involving “Traditional ways of teaching are not enough to establish nurse-patient, nurse-primary provider, and nurse relationships using newest health care technology” (Billings & Halstead, 2015). The shift means that the nursing faculty must learn how to teach using the new tools; hence students must be conversant with practicing nursing with the new tools both in class and clinical experiences. Technology has also provided the faculty with new tools to engage an interactive pedagogy like concept maps which has enabled them to shift the role of guiding, coaching, and learning facilitation (Billings & Halstead, 2015). Therefore, for nurse educators’ in the classroom, it is difficult to imagine teaching a class without the use of technology that helps engage the student in learning and meeting course goals (Oermann, 2015). According to Oermann (2015), “Technology also exposes students to clinical scenarios they would not encounter in their practice and helps to bridge the gap between theory and practice.”
- It is crucial that both nurse educators’ and nursing students work hand-in-hand to produce best results for a smooth transition from the classroom into practice. Technology should not be an impediment but an enabler for a smooth aligning between coursework and the whole nursing program in school and in the real world. Oermann (2015) states that using technology, educators’ in this field use innovative methods of teaching that engage students in a rapid manner despite many students preferring passive learning. Therefore, it means that the future nursing practice must embrace these new approaches that engage active learning including flipping fundamental concepts of nursing, and integrate nursing learning with team-based learning (Oermann, 2015). According to Oermann (2015), the learning should also include problem-solving activities, assignments about the student’s perspective and feelings, and small-group learning activities.
- The use of decision making algorithms and direct contact with experts in remote locations is one of the ways clinical decisions that relied on heavy personnel expert have been made easy. Hence, use of best practice in decisions made include those to do with Electronic Health Records (EHRs) and they have significantly reduced the workload previously experienced in the nursing sector (Billings & Halstead, 2015). On their part, students and educators are encouraged to adopt e-portfolio by incorporating information technology which will help nursing students accomplish and also document their program and course outcomes (Wassef et al., 2012). To incorporate such end-to-end user in in e-portfolio management involving nursing students can help prepare them for the technology such EHRs used in practice. Asset management systems and electronic portfolios provide a multi-dimensional assessment tool in the nursing sector which includes management of learning and practice instruments such as e-books and e-documents (Billings & Halstead, 2015). In practice, electronic information about drugs, laboratory tests, medical dictionaries, and guides to diagnosis in learning also derive their capability from a well-managed e-system.
- Learning institutions in the United States are building web-based Learning Management Systems (LMS) to support instructor teaching activities and student learning processes (Chung et al., 2013). To choose a LMS that is suitable for student case, significant features such as a good environment for learning and teaching without restrictions of time and distance are required (Chung et al., 2013, p. 24). A good web-based LMS should be able to assist learners and instructors discuss the course content through posting and responding to each other. Moreover, it should also help maintain student learning tracks, manage learning activities, through a secure online database. To choose a viable LMS, it should contain feature that can transmit course content, can evaluate students, can evaluate courses and instructors, can help create class discussions, and on that can create computer based instructions (Chung et al., 2013, p. 24). Developments in Information Technology require such systems to be applied in schools and by instructors but also organizations that offer skills to their workforce and have the need to keep improve those people. Therefore, LMS systems need constant improvements through implementing and organizing virtual engagements in order to improve results search as learning outcomes and ensure accessibility. An effective web-based LMS should constantly be evaluated to have high system quality, attractiveness, and reliable.