Online Learning Environments
Elservier’s Evolve Learning System
https://evolve.elsevier.com/cs/Satellite/FacultyHome?Audience=Faculty
This site is home to an online learning community that offers support, professional development, educational materials, and online classrooms.
Blackboard
http://www.blackboard.com/
This is the homepage of this online classroom setting and community designed to enhance and support the educator in the electronic learning environment.
An annotated listing of links to information intended as a brief overview to aid nurse educators with the integration of technology into nursing education curriculum.
The Case for Integrating Technology into Nursing Education
The Case for Integrating Technology into Nursing Education
Nursing informatics is defined by the American Nurses Association (ANA 2007) as:
a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom into nursing practice. Nursing informatics facilitates the integration of data, information, knowledge, and wisdom to support patients, nurses, and other providers in their decision making in all roles and settings. This support is accomplished through the use of information structures, information processes, and information technology (p. 1).
The ANA (2007) goes on to further explain that the goal for nursing informatics embraces the processes “to improve the health of populations, communities, families, and individuals by optimizing information management and communication (p. 65). One of the activities that the ANA affirms as being supportive to nursing includes the management and delivery of educational experiences.
Hebda and Czar (2009) discuss how in the ever evolving health care delivery system with the implementation of health information technology (HIT), nurses and other care team members continue to see changes in the ways that they work. They propose that nurses must grow from "knowledge workers into self-directed innovators" (p. 8).
Skiba (2009, p. 48) asks the question: "Should we as educators be crafting the next generation of nursing practice, Nursing 2.0?" in relation to the advent of Web 2.0 applications that could be the impetus for nurse educators to become innovators for the future nursing we are educating. Does nursing faculty have an obligation to facilitate learning with the use of Web 2.0 tools such as blogs, social media sites, YouTube, wikis, and online simulation tools?
Grady (2011) asserts that a shortage of sufficient numbers of clinical sites may contribute to the limitation in the number of nursing students that schools of nursing may enroll and also may negatively impact the quality of clinical experiences that nursing educators know are imperative to a successful clinical education. She also asserts that this shortage may be even greater in the specialty nursing practice experience in rural areas.
Englebardt (2002) reminds nursing educators that a majority of students enrolling today have years of experience with both the Internet and with computers. This means that these students have the expectation that technology with play an important role in their educational experience. This leaves nurse educators charged with the challenge to integrate traditional teaching with advantageous use of technology to support their students in a rich experience.
The role of the educator within the context of this age of technology has moved from that of the traditional educational model where the educator acted in the roles of course designer, lecturer, moderator, and evaluator to the present day role as facilitator. Students assume the active role in their learning quest to acquire, integrate, and synthesize data and information into knowledge, which, as Englebardt (2002) asserts is congruent with the principles of adult learning theory.
Hartman, Dziuban, and Brophy-Ellison (2007) suggest that although “most faculty members did not seek careers in academy because of a strong love of technology or a propensity for adapting to rapid change” educators find themselves faced with the inescapable advance of technology in their careers (as cited in Skiba, 2007, p. 342). Skiba (2007) offers some suggestions for faculty searching for support as they seek to integrate technologies into their teaching. She suggests possibilities such as those that may exist locally at your own institution, possibilities at nearby institutions, a few online resources like Educause, which is a non-profit association whose mission includes the promotion of information technology in higher education (www.educause.edu/), and also the Health Resources and Services Administration’s (HRSA’s) Faculty Development Initiative which provides support to expand the use of technologies to expand the capacity to educate nursing students (http://bhpr.hrsa.gov/nursing/grants/itnep.html).
I hope I have provided some thoughts to ponder as you consider the integration of technologies into your nursing education curriculum. I further hope that you find the links provided here and elsewhere on this site to be helpful in a further exploration of this exciting topic in nursing.
Englebardt, S. P. (2002). Technology and distributed education. In S. P. Englebardt & R. Nelson, (Eds.) Health care informatics: An interdisciplinary approach (pp. 267-282). St. Louis, MO: Mosby.
Skiba, D. (2009). Emerging technologies center. Nursing 2.0: should we as educators be crafting the next generation of nursing practice?. Nursing Education Perspectives, 30(1), 48-49.
Nursing informatics is defined by the American Nurses Association (ANA 2007) as:
a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom into nursing practice. Nursing informatics facilitates the integration of data, information, knowledge, and wisdom to support patients, nurses, and other providers in their decision making in all roles and settings. This support is accomplished through the use of information structures, information processes, and information technology (p. 1).
The ANA (2007) goes on to further explain that the goal for nursing informatics embraces the processes “to improve the health of populations, communities, families, and individuals by optimizing information management and communication (p. 65). One of the activities that the ANA affirms as being supportive to nursing includes the management and delivery of educational experiences.
Hebda and Czar (2009) discuss how in the ever evolving health care delivery system with the implementation of health information technology (HIT), nurses and other care team members continue to see changes in the ways that they work. They propose that nurses must grow from "knowledge workers into self-directed innovators" (p. 8).
Skiba (2009, p. 48) asks the question: "Should we as educators be crafting the next generation of nursing practice, Nursing 2.0?" in relation to the advent of Web 2.0 applications that could be the impetus for nurse educators to become innovators for the future nursing we are educating. Does nursing faculty have an obligation to facilitate learning with the use of Web 2.0 tools such as blogs, social media sites, YouTube, wikis, and online simulation tools?
Grady (2011) asserts that a shortage of sufficient numbers of clinical sites may contribute to the limitation in the number of nursing students that schools of nursing may enroll and also may negatively impact the quality of clinical experiences that nursing educators know are imperative to a successful clinical education. She also asserts that this shortage may be even greater in the specialty nursing practice experience in rural areas.
Englebardt (2002) reminds nursing educators that a majority of students enrolling today have years of experience with both the Internet and with computers. This means that these students have the expectation that technology with play an important role in their educational experience. This leaves nurse educators charged with the challenge to integrate traditional teaching with advantageous use of technology to support their students in a rich experience.
The role of the educator within the context of this age of technology has moved from that of the traditional educational model where the educator acted in the roles of course designer, lecturer, moderator, and evaluator to the present day role as facilitator. Students assume the active role in their learning quest to acquire, integrate, and synthesize data and information into knowledge, which, as Englebardt (2002) asserts is congruent with the principles of adult learning theory.
Hartman, Dziuban, and Brophy-Ellison (2007) suggest that although “most faculty members did not seek careers in academy because of a strong love of technology or a propensity for adapting to rapid change” educators find themselves faced with the inescapable advance of technology in their careers (as cited in Skiba, 2007, p. 342). Skiba (2007) offers some suggestions for faculty searching for support as they seek to integrate technologies into their teaching. She suggests possibilities such as those that may exist locally at your own institution, possibilities at nearby institutions, a few online resources like Educause, which is a non-profit association whose mission includes the promotion of information technology in higher education (www.educause.edu/), and also the Health Resources and Services Administration’s (HRSA’s) Faculty Development Initiative which provides support to expand the use of technologies to expand the capacity to educate nursing students (http://bhpr.hrsa.gov/nursing/grants/itnep.html).
I hope I have provided some thoughts to ponder as you consider the integration of technologies into your nursing education curriculum. I further hope that you find the links provided here and elsewhere on this site to be helpful in a further exploration of this exciting topic in nursing.
References
American Nurses Association (ANA). (2007). Nursing informatics: Scope & standards of practice. Silver Springs, MD: American Nurses Association.Englebardt, S. P. (2002). Technology and distributed education. In S. P. Englebardt & R. Nelson, (Eds.) Health care informatics: An interdisciplinary approach (pp. 267-282). St. Louis, MO: Mosby.
Grady, J. L. (2011). The Virtual clinical practicum: An Innovative telehealth model for clinical nursing education. Nursing Education Perspectives, 32(3), 189-194. doi:10.5480/1536-5026-32.3.189
Hebda, T., & Czar, P. (2009). Handbook of informatics for nurses & healthcare professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.
Skiba, D. (2007). Emerging technologies center. Faculty 2.0: flipping the novice to expert continuum. Nursing Education Perspectives, 28(6), 342-344.Hebda, T., & Czar, P. (2009). Handbook of informatics for nurses & healthcare professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.
Skiba, D. (2009). Emerging technologies center. Nursing 2.0: should we as educators be crafting the next generation of nursing practice?. Nursing Education Perspectives, 30(1), 48-49.
Showing posts with label Online Learning Environments. Show all posts
Showing posts with label Online Learning Environments. Show all posts
Tuesday, April 10, 2012
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