Technology In Nursing Education Research Articles

Innovation and Technology in Nursing Education: Challenges and Opportunities

This comment responds to the recently published article on online learning methods during the COVID-19 pandemic. The article describes the challenges, methods, and opportunities of online learning. The authors consider this topic to be very current, interesting, and highly relevant, as the impact that technology will have on the future of nursing education will be significant. However, the challenge posed by the implementation of advanced technologies such as virtual reality (VR) or e-learning requires special attention. These technologies not only enrich students’ educational experiences but can be important in adequately and comprehensively preparing students to meet real-world clinical challenges.

Virtual Reality Technology in Nursing Education: A Qualitative Study

ABSTRACTVirtual reality (VR) technology plays a significant role in nursing education by enhancing the quality of training by applying knowledge, decision‐making, intervention completion and feedback. This study aims to examine nursing students' experiences and perceptions regarding the ventrogluteal injection training provided through VR technology. Conducted between May and June 2022, this qualitative descriptive phenomenology study took place at a state university in Turkey, involving 70 students who participated in Ventrogluteal Drug Administration training using VR glasses. The sample included 12 students selected via the Criterion Sampling Method. Data collection tools comprised the ‘Descriptive Information Form’ and a ‘Semi‐Structured Questionnaire’. Qualitative data were analysed using the Content Analysis Method, while quantitative data were assessed through descriptive statistical methods (frequency, percentage, mean). The study identified 13 codes, four sub‐themes and two main themes from the students' evaluations. The first main theme, ‘Weaknesses of Virtual Simulation’, included two sub‐themes: ‘Due to its Nature’ and ‘Due to its Technique’, resulting in five codes. The second main theme, ‘Strengths of Virtual Simulation’, was divided into two sub‐themes: ‘Permanence, Integrity, and Applicability’ and ‘Emotions towards Virtual Simulation’, with eight codes identified. The findings indicate that students view VR technology positively in their education. However, they also highlighted specific issues related to the simulation's technique and inherent nature.

Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı

Teknoloji hayatımızın diğer alanlarını olduğu gibi eğitimi sistemlerini de etkisi altına almıştır. Yeni neslin öğrenme ihtiyaçları, değişen koşullar ve gelişen teknoloji hemşirelik eğitiminde yenilikçi yaklaşımları zorunlu kılmaktadır. Bu süreç hemşire eğitimcileri öğrenci kitlesine uygun ve verimli teknikleri araştırmaya teşvik ederken, öğrencilerin de aktif olarak eğitim faaliyetine katılmasını sağlar. Teknolojideki gelişmeler hız kesmeden sürerken eğitim sistemleri bu gelişmelere istendik ölçüde entegre olamamakta, çoğu eğitim sistemi klasik öğrenme yöntemlerini kullanmaya devam etmektedir. Covid-19 salgını eğitimcileri ve öğrencileri hızla yeni çözümler üretmeye teşvik etmiştir. Bu zor süreçte eğitim büyük oranda mobil cihazlardan ve çevrimiçi platformlardan sürdürülmüştür. Salgın dönemi neden olduğu zorluklarla birlikte eğitimde teknolojinin entegrasyonunu hızlandırmıştır. Bu makalede teknolojinin hemşirelik eğitimindeki etkileri ve teknolojiye dayalı öğrenme yöntemleri üzerinde durulacaktır.

Information Technology in Nursing Education: Perspectives of Student Nurses

Background: Nursing education institutions in South Africa are integrating Information Technology (IT) into nursing programmes to prepare student nurses to meet the demands of a contemporary healthcare landscape. Objective: To explain and describe the perspectives of student nurses at a private nursing education institution on the use of IT in nursing education. Methods: A quantitative, non-experimental descriptive research design was selected. The target population included student nurses registered for basic and post-basic qualifications. A structured self-administered questionnaire was used for data collection. Results: The respondents acknowledged the importance of IT in nursing education but also experienced challenges in terms of training and internet connectivity, owned at least one IT device, used IT frequently for study and work purposes, reported IT competence, and had positive attitudes to IT. The respondents were significantly competent in general IT (M=3.5410, SD=.98619), t (243)=8.569, p<.0005; used IT significantly frequently for medical purposes/learning (M=3.2917, SD=0.76598), t (243)=5.948, p<.0005, and were significantly competent in the use of IT for medical purposes/learning (M=3.3646, SD=.94497), t (242)=6.015, p<.0005; and had significantly positive attitude towards using IT (M=4.2964, SD=0.66557), t (243)=30.426, p<.0005. Conclusion: While there are numerous advantages to IT in nursing education, IT challenges are a reality for student nurses. Identified gaps must be closed to ensure that IT is accepted, adopted and used effectively and efficiently. The inclusion of an IT module in the curriculum is recommended to improve the use of IT in nursing education.

Nursing Students’ Perceptions and Expectations Regarding the Use of Technology in Nursing Education

Technological innovations are changing the face of nursing education, with teachers being expected to integrate best teaching practices in the classroom and to ensure that nursing students are motivated and engaged. Taking into consideration students’ needs is essential to provide successful integration of the technology in teaching and learning. This paper aims to explore nursing students’ perceptions and expectations regarding the use of technology in nursing education. A descriptive quantitative research design was used, and the study was conducted at a selected university in South Africa. A total of 150 nursing students completed the questionnaires, with the data being analysed descriptively using SPSS version 25. The nursing students reported that educators used technology to deliver course instructions (96.7%), and encouraged students to use it for creative or critical thinking tasks (95.3%). They were encouraged by their educators to use their own technology devices (94.7%) and online platforms (94.7%). More undergraduate students perceived that nurse educators used technology at school (15.63 ± 2.54) than postgraduate students (14.41 ± 3.07) (U =1341.00, p = .044). Overall, 77.3 per cent of the nursing students expected the use of technology in teaching, mainly Moodle (88.7%), search tools (75.3%), podcasts and videocasts (66.7%), EndNote (62.7%), and Turnitin (48.7%). The majority of the students (82.1%) from the lower academic levels (first and second year) had a high expectation of the use of technology compared to 71.2 per cent of the higher levels (third and fourth year). The use of technology in teaching requires nurse educators to have adequate skills to make it a powerful tool for teaching and learning. Much more effort should be put in motivating students to use various technological tools, and ensuring that they have adequate skills, particularly at the entry level.

Nursing Students’ Attitudes Toward Simulation Technology in Nursing Education

This paper investigates the usefulness of simulation technology on nursing edu-cation from the point of view of student themselves. A quantitative descriptive modes of enquiry, the authors attempt to illuminate the attitudes of the Nursing students towards using simulation in nursing education as a dependent variable. Participants were recruited from three nursing grads, covering six semesters. Twenty percent of the whole students in each Course and semester were random-ly selected, the initial sample consisted of 150 students. The student of grad one (141 student) were excluded because they were not used the simulation in their curricula. This study was conducted in a College of Nursing in the University of Mosul during January 2019 to March 2019. KidSIM ATTITUDES questionnaire was used as a tool to evaluate student’s attitudes toward using of simulation technology in Nursing Education. Data management and analysis were per-formed using SPSS 25. Statistical significance was analyzed using analysis of variance and t-tests as appropriate. Significance levels were set at the 1% level using the student t-test. The study finding reveals that most student show their positive attitudes towards using simulation technology in Nursing education (42%-48.9%) expressed about their (agreed-strongly agreed regarding Relevance of Simulation in nursing. This study has found that generally, Mosul Nursing students has positive attitudes towards using simulation in their teaching and training

Policy for Managing Technology in Nursing Education

Policy for Managing Technology in Nursing Education

Technology in Nursing Education: YouTube as a Teaching Strategy

IN 2009, THE National League for Nursing (NLN) conducted a survey to examine the challenges nurse educators faced when choosing and scheduling experiences for students' clinical learning (Ironside & McNelis, 2010). The results indicated the most frequently identified challenge faced by nurse educators was the lack of clinical sites to provide appropriate learning experiences to meet course objectives. Finding clinical sites for specialty nursing courses, such as pediatrics, can be the most difficult of all clinical placements (Kline & Hodges, 2006).

Technology in Nursing Education: A Study of PDA Use by Students

Personal digital assistants (PDAs) were first used by the public in the early 1990 s. Initially used as a device to manage personal information, these devices quickly evolved. Currently, PDAs are capable of storing and exchanging large amounts of information, which truly make them handheld computers. As such, they have great value for professional use. Health care professionals require access to ever-expanding knowledge, and PDAs or other handheld computer devices can serve as valuable tools for education, information storage and retrieval, and clinical practice. This article describes the use of PDAs by undergraduate and graduate nursing students during their educational process. A descriptive study was conducted at a small, private university school of nursing at which all nursing students receive PDAs prior to their first clinical experiences. Findings from the study indicated that students used their PDAs for both classroom and clinical activities and that drug reference software was the most frequently used software application. Information was also obtained about the facilitators and barriers to PDA use.

Caring Scholar Response To: Technology in Nursing Education

The author reflects on Benjamin and Ostrow’s article, “Technology in Nursing Education” in light of caring philosophy and theory. It is important to consider how to preserve caring-based education in the midst of the growing use of web-based teaching and learning, interactive videoconferencing, and simulation. Issues of caring and social justice, coming to know the other as whole, facilitating meaningful connections, and being present are related to the use of technology in nursing education.

Technology in Nursing Education

Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.

Using Interactive Video Technology in Nursing Education: A Pilot Study

A pilot study was conducted to analyze the benefits of using interactive technology with external assessors and graduating senior nursing students during Senior Nurse Leadership Assessment Day at the University of Central Missouri. The primary aim was to determine whether videoconferencing technology would promote recruitment and retention of professional nurse external assessors without compromising student learning. Among the issues discussed are the advantages and disadvantages of using interactive videoconferencing technology in education and the influence of external assessors in nursing education. The study results indicate that interactive videoconferencing is an effective, accepted format for educational opportunities such as Senior Nurse Leadership Assessment Day, based on the lived experiences of the study participants. In addition, the results demonstrate that interactive videoconferencing does not compromise student learning or assessment by external assessors.

The Power of Online Role-Play Simulations: Technology in Nursing Education

The use and evaluation of an innovative Web-based technology and its suitability for promoting realism when interacting in clinical nursing situations are described. Also discussed are the development, implementation and evaluation of online role-play simulation. Student and faculty-centered insights are shared about the simulation and the technology supporting it. This Web-based learning experience validated literature review findings and offered new understanding about extended learning, projected realism, diversity, seriousness, non-verbal prompting, and evaluation. This simulation used the Fablusi platform in which students experienced the outcomes of their decisions and actions. This Web-based technology can be adapted for different student groups to enhance learning.

Technology in nursing education: five axioms.

Technology in nursing education: five axioms.

The use of handheld technology in nursing education.

Advances in technology must be integrated into curricula. The authors review the process and risks associated with adopting handheld technology and offer suggestions for integrating this technology into nursing curricula.

Distance education in nursing

Preface, J.M. Novotny and R.H. Davis Introduction, S.M. O'Brien An Overview of Distance Education and Web-Based Courses, J.M. Novotny and T.H. Wyatt Part I: Teaching and Learning Strategies for Distance Education Teaching a Web-Based Course: Lessons from the Front, M.L. McHugh Supporting Learner Success, C.L. Mueller and D.M. Billings Faculty Preparation for Teaching Online, A.E. Johnson Using Clinical Simulations in Distance Education, P.R. Jeffries, M.T. Hovancsek, and J.M. Clochesy Using Learning Objects to Enhance Distance Education, T.H. Wyatt and L. Royer Motivation and Distance Education Students, C.A. Hudak Online Learning as a Tool for Professional Development, S.H. Campbell Part II: Experiences of Specific Programs Teaching Online Pathophysiology: The University of Colorado Health Science Center School of Nursing, H. Lee, N. Holloway, L. Field A Distance Learning Master's Degree Program for Nurse-Midwives and Nurse Practitioners: Frontier School of Midwifery and Family Nursing, S. Stone Supervising RN Students in a RN to MSN Program: Vanderbilt University School of Nursing, C.J. Bess Distance Education at the University of South Carolina College of Nursing, K.S. Montgomery, J.W. Alexander, T. Bushee, M.A. Parsons, and V. Polyakova-Norwood Part III: Where Are We Going with Distance Education? Program Innovations and Technology in Nursing Education: Are We Moving Too Quickly? M.H. Oermann Attitudes toward Distance Education: A Disruptive Technology? R.H. Davis Appendix: Web Resources for Distance Education

Introduction to Series on Communications Technology in Nursing Education

Introduction to Series on Communications Technology in Nursing Education

The generic videodisc: an innovative technology in nursing education.

Generic videodisc is a resource that we have used to expand the clinical experience available to students in a specialized graduate curriculum. The versatility of this resource has made it equally valuable to undergraduate students, as well as students and professionals in other health-related disciplines. In contrast to usual media, the general disc has no fixed message that limits its use to one philosophy or educational objective. Educators and learners can tailor this resource to their own goals.