Technology in Nursing Education

 Impact of Technology on Nursing Education

Use of ethnology and educational innovations that positively or negatively affect learning.Prose and cones of traditional and innovative methods.

Technology in Nursing Education With Innovation

    Teaching technologies are undergoing rapid change. In the not too distant past, rapid adoption of new technologies, without adequate planning for or understanding of key pedagogical implications, occurred. 

    In spite of these initial difficulties, the self directed learning encouraged by these technologies has been shown to be equivalent or superior to more traditional methods (Armstrong & Frueh, 2003). 

    This topic presents information about the use of some of the more common technologies (Internet, CD-ROM, and Simulation) and their usefulness as tools to facilitate self directed learning.

Technology Related Teaching Problems

    Technology problems with course delivery, and a drop in student satisfaction with Web based versus traditional delivery have been reported by multiple nurse educators (Billings, 2000; Cragg, 1994a; Cragg, 1994b; DeBourgh, 2003; Ryan, Carlton, & Ali, 1999; Yucha & Princen, 2000). 

    The inconsistency of basic Internet skills among students, and the lack of standardization of Web browsers, platforms, and computers among groups of students cause dissatisfaction with course delivery (DeBourgh, 2003). 

    Reports of student dissatisfaction with the visual appeal and interface design of course Web sites have been common (De Bourgh, 2003; Rouse, 1999). 

    Interface design relates to the way in which screen elements are used to navigate the application and provide access to the media contained within (Ribbons, 1998). 

    In addition, unstable or poorly performing Internet course software substantially undermines student satisfaction with Web based course delivery (Ayoub, Vanderboom, Knight, Walsh, Briggs, & Grekin, 1998; Block, Pollock, & Hutton, 1999; DeBourgh, 2003; Milstead & Nelson, 1998).

Benefits of Technology Related Approaches

    Internet based learning takes place in a virtual classroom. Access to a computer theoretically gives students the opportunity to learn anyplace, anytime, anywhere. 

    This flexibility mitigates some of the educational barriers to learning for nurses and nursing students in the clinical setting, such as irregular work schedules (McAlpine, Lockerbie, Ramsay, & Beaman, 2002) or limited time (Reinert & Fryback, 1997). 

    Test results from Internet based courses have shown similar or higher-than-average scores when compared with those of traditional classroom courses (Andrusyszyn, Iwasiw, & Goldenberg, 1999; Billings , Skiba, & Connors, 2005). 

    Some findings have indicated that Internet based group discussions were deeper and more diverse than equivalent classroom based interactions, with outcomes equaling or exceeding those of classroom courses (Billings, Skiba, & Connors, 2005; Cravener, 1999; Ryan, Carlton, & Ali, 1999). 

    Indications are that Internet based courses can actually enhance student participation, with greater numbers of students conversing (Bangert, 2005). 

    One difference between classroom based learning and Internet based learning is that students do not need to compete to be recognized or heard; instead, students have time to think more deeply about the quality of their responses. 

    According to Billings and Rowles (2001), dialogue , discussion, writing assignments, mini lectures (ie, the length of one typed page), games, and critical thinking exercises work well in online environments because all participants in the online learning community must participate, whereas in traditional classrooms, participants can be more passive learners.

Benefits of Multimedia and Simulators Use

    Multimedia CD-ROMs can compensate for or avoid problems encountered in Web based delivery due to Internet service provider (ISP) problems, insufficient home Internet infrastructure, or Web course failures. In addition, CD-ROMs require less technical know how for students to use. 

    This decreases the amount of time students would ordinarily spend acquiring new computer skills rather than focusing on course content (Cravener, 1999; Geibert, 2000; Leasure, Davis, & Thievon, 2000). 

    Active learning combined with prompt feedback that helps learners decide what material they know and what they do not know are key features of CD-ROM learning (Jeffries, 2000). 

    CDROM development projects, however, have been plagued by student complaints that they would have liked more detailed coverage of additional topics (Marshall & van Soeren, 2000). 

    Other educators who have piloted or tested CD-ROM development recommend that CD-ROM instruction not be used alone, but rather as a supplement to other types of instruction providing more faculty student interaction (Bauer, Geront, & Huynh, 2001; Jeffries, 2000; Madorin & Iwasiw, 1999; Wells et al., 2003). 

    Simulator can be used to create learning experiences and will help reinforce content and increase learner self efficacy to manage responses to a clinical practice situation. 

    Simulations can include the use of mannequins, as in cardiopulmonary resuscitation practice, sequences of skills with models such as an intravenous practice arm; human simulation using play acting, and very high tech interactive patient simulators (Billings & Halstead, 2005). 

    In active simulation, the instructor acts as a role model and coach. During student directed practice sessions, the traditional role of the instructor can be supplanted with a technology mediated self directed learning approach. 

    The ability to alter the simulation activities so that they just barely exceed the current knowledge and abilities of the student, makes simulation particularly effective as a tailored teaching strategy (Lupien & George-Gay, 2001).

Conclusion

    The history of the science of nursing also adds insight to the vast realm of knowledge needed to synthesize the art and science of nursing. The nursing process is used to assist in organizing the scientific data and has paved the way for evidence-based educational practices. 

    Other organizational strategies such as NIC and NOC have also added to the knowledge base of nursing science and provided a common language for better communication and interpretation. 

    Teaching methodologies must move beyond factual information and promote critical thinking for the role of the nurse in this complex and technologically enhanced healthcare system.