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The use of technology in nursing education

Ivet Infante Hidalgo

Florida National university

Adult Health Nursing I-FSD_GR01

Yaimara Diaz Alameda

06/18/23

The use of technology in nursing education

Literature Review

Nursing education is vital in preparing future healthcare professionals to provide high-quality care. With the rapid advancements in technology, nursing programs have recognized potential of integrating digital tools into curricula to enhance teaching and learning experiences. Nursing programs now employ simulation equipment, virtual reality systems, and e-learning platforms for interactive modules and assessments. Virtual simulations provide hands-on practice in a safe environment, while online platforms offer access to educational resources and facilitate collaborative learning (Altmiller & Pepe, 2022). Mobile apps and wearable devices enable real-time patient monitoring and data collection. Teleconferencing and videoconferencing support remote teaching and mentoring. Electronic health records are also used to familiarize students with documentation systems. The technologies contribute to comprehensive nursing education, promoting practical experience, theoretical understanding, and adaptability in healthcare. The increased integration of technology in nursing programs has raised studies to assess its impact on nursing education.

Technology has been found to facilitate collaborative learning among nursing students, promoting teamwork, communication, and interprofessional collaboration. Männistö et al. (2019) conducted systematic review intended to evaluate the efficiency of educational interventions in digital collaborative learning within the nursing curriculum. The review followed rigorous guidelines and entailed published RCTs between 2003 and 2018. The researchers searched multiple databases for relevant studies and independently evaluated their quality using established criteria. Total of five RCTs involving 647 nursing students were included in the review. The findings consistently established favorable influence of digital collaborative learning on students' knowledge and nursing abilities. Using collaborative education in digital settings facilitated interaction and collaboration among nursing students. It improves their capacity to solve problems, satisfaction, and desire to learn.

Männistö et al. (2019) review concludes that digital collaborative learning holds great potential for enhancing nursing students' competence, knowledge, and satisfaction. Online discussion boards, video conferencing, and shared virtual spaces allow students to connect with peers, exchange ideas, and engage in collaborative problem-solving activities. As digital tools and teachers' proficiency in utilizing them continue to improve, evidence suggests that effectiveness of collaborative learning in digital contexts is rising in nursing education. The authors recommend systematically incorporating digital collaborative learning across various nursing courses, highlighting its ability to enhance learning results for students in higher education.

Integrating technology in nursing education supports the development of critical thinking skills. Singh and Masango (2020) investigate student nurses' perspectives on using information technology (IT) in nursing education. It aimed to identify their challenges regarding IT use and recommend strategies for improving IT utilization in nursing education. Singh and Masango chose quantitative non-experimental descriptive research design. The study was conducted at a private nursing education institution in Kwa-Zulu Natal, South Africa. The sample consisted of 244 student nurses who completed self-administered structured questionnaire. Most respondents were young adults familiar with IT and belonged to Millennial or Net Generation. However, despite their familiarity with IT, most did not possess formal IT qualifications or receive IT training before entering the nursing programs. The respondents reported frequent use of IT for communication, internet searches, and academic purposes, but they showed varying levels of competence in different IT skills.

The study found that information technology (IT) in nursing education provides opportunities for students to engage in interactive learning experiences, access wealth of information resources, and participate in collaborative activities. Students engage in problem-solving exercises, analyze complex scenarios, and develop critical thinking abilities. Student nurses reported frequent IT use for internet searches, communication, and academic purposes. Engaging in the activities requires students to evaluate and analyze information contributes to development of critical thinking skills. Simulation devices and interactive video conferencing enabling students to practice clinical judgment in a secure setting, enhancing critical thinking abilities. Singh and Masango (2020) also revealed that student nurses perceived technology as valuable tool for accessing medical videos, medical applications, and medical databases. Students interact with online case studies, virtual patient scenarios, and mobile applications. The resources facilitate independent learning allowing students to explore different perspectives, analyze complex healthcare situations, evaluate evidence, and make informed decisions.

Technology improves clinical competency in nursing education. Hack-Polay et al. (2022) investigated technology role in enhancing nursing education and promoting resilience among nursing students. It utilized mixed-method approach collecting 54 nursing students data and 20 health professionals in Australia and United Kingdom. The findings indicate improvement in nursing students' confidence in mental health nursing practice after clinical experience in mental health settings. Hands-on exposure to technology and its integration into healthcare practices enhanced students' abilities to handle complex situations and effectively communicate with patients. Virtual simulations and augmented reality tools offer safe and controlled environment to practice clinical skills. Qualitative interviews with health professionals also reveal that exposure to emerging technologies helps nurses develop modern capabilities. The study emphasizes that technology upskills nurses for contemporary healthcare settings. The findings suggest that AI, digital technology, and health-related engineering equipment foster faster responses, improved accuracy, and enhanced quality of care. It reduces professional stress by critically aiding and providing support in diagnosis and patient. Technologies facilitate repeated practice, feedback, and self-assessment, increasing clinical competency and confidence in real-life patient care settings.

Conclusion

Technology integration in nursing education has revolutionized future healthcare professionals' teaching and learning experiences. Digital tools like simulation equipment, virtual reality systems, e-learning platforms, mobile apps, and wearable devices enhance nursing education. Collaborative learning in digital environments effectively promotes teamwork, communication, problem-solving abilities, and motivation for learning. Information technology facilitates interactive learning experiences, critical thinking development, and access to information resources. Technology improves clinical competency through hands-on practice, enhances communication skills, and prepares nurses for modern healthcare settings.

References

Altmiller, G., & Pepe, L. H. (2022). Influence of technology in supporting quality and safety in nursing education.
Nursing Clinics of North America,
57(4), 551–562. https://doi.org/10.1016/j.cnur.2022.06.005

Hack-Polay, D., Mahmoud, A. B., Ikafa, I., Rahman, M., Kordowicz, M., & Verde, J. M. (2022). Steering resilience in nursing practice: Examining the impact of digital innovations and enhanced emotional training on nurse competencies.
Technovation,
120, 102549. https://doi.org/10.1016/j.technovation.2022.102549

Männistö, M., Mikkonen, K., Kuivila, H., Virtanen, M., Kyngäs, H., & Kääriäinen, M. (2019). Digital collaborative learning in nursing education: a systematic review.
Scandinavian Journal of Caring Sciences,
34(2), 280–292. https://doi.org/10.1111/scs.12743

Singh, F., & Masango, T. (2020). Information technology in nursing education: Perspectives of student nurses.
The Open Nursing Journal,
14(1), 18–28. https://doi.org/10.2174/1874434602014010018

Week 1 Self-Assessment: NLN Competencies

Teaching is a complex activity that integrates the art and science of nursing and clinical practice into the teaching-learning process. Specifically, teaching involves a set of skills or competencies that are essential to facilitating student learning outcomes. In 2005 the NLN published eight core competencies of nurse educators which were updated in 2012. These competencies encompass the entirety of the nurse faculty role (teaching, research, and service) that can be developed through educational preparation, faculty orientation programs, and faculty development opportunities. It is important for nurse educators to ensure that they continuously evaluate their role as it relates to meeting these competencies to remain up-to-date while continuously striving to encompass the full role of the educator. Understanding these competencies will also better prepare your for successful mastery of the Certified Nurse Educator exam.

In this assignment, you will use the NLN Core Competencies of the Nurse Educator to create a preliminary, personalized, faculty development plan for yourself.

For each competency you will:

· Identify 3 goals that you have met throughout this program and your practicum

· Provide one specific example of how you met each goal

· Identify 3 additional goals you want to meet in this practicum course

· Provide a specific example of how you will plan to meet that goal

· Choose 4 competencies and accompanying goals that you want to improve upon in the future as an educator

· Identify ways in which you plan to meet those goals

· Include the estimated timeline for when the goal will be met

Requirements for this assignment include:

1. Address each of the required components and be specific

1. Here is a copy of the

NLN Core Competencies of Nurse Educators

1. 
Download NLN Core Competencies of Nurse Educators.

 You can utilize a table format to present your preliminary faculty development plan if you wish. Here is

a template

1.
Download a template that maybe helpful.

1. Include references in APA format if you utilize additional resources.

A nurse uses the World Health Organization’s definition of health to provide care. Which area will the nurse focus on while providing care?

1. Making sure the patients are disease free

2. Making sure to involve the whole person

3. Making sure care is strictly personal in nature

4. Making sure to focus only on the pathological state

see attached

1. Create a presentation of 10-15 slides or screens excluding the title and references.

• Your slides/screen should include titles, main ideas, bullet points, and relevant images, charts, graphs, etc.  

1. In your presentation:

• Describe an ethical situation, based on the chosen topic, that can get in the nurse’s way of practicing ethically. Describe the situation clearly and concisely.
• Identify how this situation relates to one provision within the Code of Ethics for Nurses.
• Identify two ethical principles that may arise when facing this situation.
• Discuss how a nurse might lessen the impact of the situation on the nurse’s practice.
• In addition to the course texts, cite and reference a minimum of two (2) additional scholarly sources to support your work.
• Close with a summary of your topic, and APA formatted reference slide(s).