Contextualizing Instructional Technology to the Demands of Nursing Education

Demystifying the Technology Barriers of Nurse Educators

BACKGROUND

Technology is pivotal in nursing education, with methods such as the flipped classroom, active learning, and patient simulation becoming integral. Despite this, persistent barriers hinder technology's full integration.

METHODS

An online survey collected data from nursing faculty members (n = 1761) in prelicensure nursing programs. The survey assessed their views on technology, barriers, training needs, and importance in classroom and simulation settings.

RESULTS

Participants highlighted financial support, commitment, and administrative support as critical for technology adoption. Statistical analysis of the results revealed differences in the rankings of the importance of technology, emphasizing the significance of these factors. Additionally, time in the classroom was noted as a significant barrier.

CONCLUSIONS

Technology's role in nursing education continues to expand. Overcoming financial constraints and enhancing faculty buy-in are essential for successful technology integration, ultimately, improving informatics competencies and advancing technological nursing education.

Treinamento de habilidades por simulação no desenvolvimento de competências de estudantes de Enfermagem

Objetivos: identificar as contribuições do treinamento de habilidades como estratégia pedagógica para o desenvolvimento de competências na formação de estudantes de enfermagem. Método: pesquisa qualitativa, do tipo exploratório-descritiva, ancorando-se na concepção de pedagogia crítica freireana. O cenário do estudo foi uma disciplina do curso de graduação em enfermagem de uma universidade pública do sul do Brasil, especificamente no laboratório de práticas de enfermagem, com estudantes do curso de graduação de enfermagem matriculados na disciplina pesquisada no semestre de coleta, constituindo uma amostra por conveniência. Os dados foram coletados em 2019, ao término do treinamento de habilidades dos estudantes, por meio de questionário composto por questões abertas. O corpus de análise foi submetido a proposta operativa de Minayo, seguindo as etapas de pré-análise, exploração do material, tratamento dos resultados obtidos e interpretação. Resultados: vinte e cinco estudantes concordaram em participar do estudo. Os resultados compreenderam três categorias: i) Treinamento de habilidades como estratégia para desenvolver a criticidade no aprendizado; ii) O aprendizado a partir do conhecendo a si mesmo e reconhecendo sentimentos que emergiram durante a experiência; iii) Contribuições para o desenvolvimento de competências a partir de um processo dialógico. Conclusão: o treinamento de habilidades oportuniza o desenvolvimento de destreza e domínio de procedimentos técnicos antes das práticas clínicas e contribui com o processo formativo de estudantes de enfermagem, mediante o desenvolvimento de competências. Destaca-se a postura pedagógica  acolhedora e receptiva das professoras, contribuindo para uma experiência positiva.

Ghanaian nurses' and midwives' perspectives on technology adoption in nursing and midwifery education

AIM

The purpose of this study was to explore the perceived benefits and challenges of online distance education and computer-based testing (CBT) among registered nurses and midwives in a sample of government-owned health facilities and health training institutions in Ghana.

DESIGN

Exploratory descriptive qualitative design.

METHODS

Individual semi-structured interviews were conducted with 45 participants (i.e. 25 nurses and 20 midwives). The data were manually processed and analysed using Braun and Clarke's thematic analysis approach (November 2019-February 2020).

RESULTS

Nurses and midwives prefer online distance education for three reasons: convenience, cost-effectiveness and learning centre proximity to the workplace. The course schedule's flexibility allowed participants to work and study simultaneously. Others acknowledged online distance education as a viable option for overcoming the challenges of obtaining study leave. However, the lack of recognition of certificates by some employers, poor Internet connectivity and perceived excessive course load were noted as deterrents. Regarding the CBT, many of the participants said that it was useful. Among the advantages of CBT are: (1) a decrease in examination malpractices, (2) a decrease in examination costs and (3) a rise in students' interest in information, communication and technology (ICT). This finding emphasizes the necessity of integrating ICT into nursing and midwifery education and examinations, as well as maximizing its benefits.

Educating and Transitioning a Diverse Nursing Workforce: LPN to BSN

Licensed practical nurses (LPNs) represent ethnic diversity, gender diversity, and generational diversity within a marginalized workforce. Their advancement to the baccalaureate nursing degree (BSN) may enhance delivery of culturally relevant patient care and reduce disparity in health care. Based on Knowles Andragogy in Practice model, we created a self-paced, individualized educational pathway with a focus on diversity, equity, and inclusion to address their needs. Dotting the I's (idea, implementation, innovation, inclusion, improvement) illustrates track/curriculum development, whereas crossing the T's (time, travel, tuition, transition, technology, touchstones) alleviates student burdens. The elements are interwoven into the LPN-to-BSN transition journey model, as aligned with core and subcore concepts of transitioning. [J Contin Educ Nurs. 2021;52(12):558-564.].

Effects of a simulation-based nursing process educational program: A mixed-methods study

AIMS

To examine the effects of a simulation-based nursing process educational program on nursing students' confidence in communication and foundational understanding of the nursing process.

BACKGROUND

The nursing process is a core component of patient-centered nursing care that is underpinned by effective communication. However, learning how to engage patients and carry out the distinct steps of the nursing process can be challenging if students are not able to apply knowledge to practice. Simulation-based learning programs can provide an immersive opportunity for students to enhance their understanding of the nursing process as well as improve their communication skills.

DESIGN

A mixed methods randomized controlled trial METHODS: Two Fundamentals of Nursing classes were recruited from a university in northern Taiwan. The experimental group (n = 58) engaged with the simulation-based nursing process educational program, which consisted of an online interactive animation and a standardized patient simulation. The control group (n = 49) was assigned a case-study. Confidence in Communication surveys, assignment and examination scores, satisfaction questionnaires and post-simulation reflection logs were used for data collection. Data were analyzed using SPSS 22.0 and qualitative content analysis.

RESULTS

Both groups showed statistically significant improvement in Confidence in Communication (p < .001). The experimental group performed better on the assignment than the control group (p < .001). No significant difference was seen between either groups' examination performances. The animation's high usage rate (mean 5.91 interactions per-user) and the results of the satisfaction questionnaires indicate the program's positive reception from the experimental group. The following themes emerged: effective communication skills, problem solving, confidence, feeling prepared and novel learning experience.

CONCLUSION

The results demonstrate that the simulation-based nursing process educational program increased students' self-confidence in communication and non-verbal communication skills as well as foundational understanding of how to carry out the nursing process. The use of interactive simulation-based learning experiences is recommended to improve nursing students' understanding of how to apply abstract concepts into practice.

Development of active learning materials and use of those materials to educate nursing students primarily in respiratory nursing and to train new nurses

The current study examined the effectiveness of using e-learning to teach respiratory nursing to students and provide continuing education to new nurses. An e-learning system was developed for pre-learning activities in combination with simulations. Ten new nurses were interviewed about nursing practices to identify learning tasks that were appropriate for new nurses. Based on those interviews, the current authors developed teaching materials for the core program. The e-learning system used was a web-based platform that conforms to global standards (TAO, Infosign Inc., Tokyo). The e-learning system was tested with students in their third and fourth years of nursing school at two universities in January and February of 2017. A follow-up indicated that third- and fourth-year nursing students who participated in clinical learning found the e-learning system (which was developed based on the experiences of new nurses) useful.