Transformation in Nursing Education: Development and Implementation of Diverse Innovative Teaching

Abstract

Nursing education in Taiwan has evolved from the hospital-based nursing programs of the prewar era to today`s school-based education (Yeh, 2014), while the pedagogy utilized in nursing education has similarly transitioned from traditional apprenticeships to school-based education. Nursing faculty engage in knowledge transformation and skills demonstrations in hopes of producing practice-ready graduates who meet the needs of their time. However, new graduates often experience difficulties in transitioning into practice settings. They tend to engage in passive learning and are inadequately prepared on competencies such as problem-solving and critical thinking. Thus, they are not fully equipped to manage diverse clinical situations. In 2006, the Taiwan Ministry of Education established the Taiwan Nursing Accreditation Council, which subsequently proposed eight core competencies of nursing education as a guide for cultivating excellent professional nurses. While traditional approaches remain the mainstream pedagogy, clinical scenarios have been integrated into the nursing curriculum. Clinical simulation in conjunction with objectively structured clinical examinations has been implemented in all nursing programs and even been used to determine eligibility for graduation. Problem-based learning, experiential learning, game-based learning, the flipped classroom approach, and technology integration (such as virtual reality and augmented reality) are developing trends in innovative teaching approaches and educational reform strategies. Specifically, authentic technology-integrated education is the current direction for nursing education. Furthermore, resolving nursing clinical dilemmas with design thinking and the creation of new products are also guiding the development of the nursing profession. Applications of these innovative teaching approaches are intended to reduce the gap between practice and theory. Because of the rapid advancement of information technology, big data and artificial intelligence have become unstoppable. Examples include clinical implementations of Line chatbot and the constant development of knowledge through artificial intelligence. The impact of these technological advancements on the nursing profession cannot be ignored. Nursing education is progressing away from traditional teaching approaches and focusing increasingly on the cultivation of professional nurses. Nevertheless, as nurse educators, we need to reflect whether our educational approaches remain overly limited by the traditional framework and, if so, whether we are preparing our future nurses for the past? It is our professional responsibility to prepare the nursing workforce for the present and the future (Murray, 2018). The knowledge required for developing artificial intelligence and relevant technologies is distinctly different from the knowledge required for the nursing profession. Nurse educators must contemplate strategies for leading the new generation of nursing students to be in line with current trends and reflect constantly on the essence and goals of nursing education. We must relentlessly learn new knowledge, align ourselves with the pulse of the times, develop innovative educational strategies, and engage in interprofessional collaboration to produce effective and wise nursing professionals.