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Technologies in Nurse Education

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Christine McPherson

on 7 October 2014

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Transcript of Technologies in Nurse Education

8 medewerkers:
1 medewerker PO
2 medewerkers Verzuim
5 medewerkers GGZ
* 5,22 fte
Strategische kloof

Why integrate teaching and learning technology
into nurse education?
Transformations in the nursing profession, make it incumbent on educators to prepare students with the skills and competencies to practice in
the dynamic and challenging context of health care.
Teaching and learning in
nurse education

At the same time, major advances in medicine, technology and health care delivery have contributed toward changing the face of modern-day nursing.
How to integrate teaching and learning technology in to nurse education.
Care and caring will always remain central to the nursing profession. However, nurses' scope of practice has changed dramatically. Nursing has become:
Increasingly complex.
Broader in scope.
More specialised, with opportunities to develop advanced roles.
More technical..
(Tiffin, 2012).
Nursing education, similar to other areas of higher education, has been slow to adopt technology; especially at the undergraduate level.
technology and the digital revolution has transformed everyday life ...this generation is different from previous ones
(Canada's first training school for nurses at the General and Marine Hospital in St. Catharines, Ontario, 1875).
(Nurse with patient,

(Digital trends in nursing, 2014).
Electronic health records facilitate the documentation and communication of health records.
Medical technologies improve the accuracy of patient assessment and diagnosis, and the safe adminstration of treatments.
Teleheath information technologies enable care to delivered to patients across diverse geographical locations.
Computerised clincal decision support systems assist health care professionals in the assessment, planning and implementation of care.
(Berner, 2009; Huston, 2013).
An example...
Some examples
(Train to be a nurse art)
High fidelity clinical simulation
is an example of a teaching and learning technology that has been widely and sucessfully adopted by undergraduate nursing programs (Murray, Grant, Howarth, Leigh 2008).

Gives students access to authentic learning experiences in the supportive learning environment of the classroom.
Students can practice clinical skills safely before entering into the clinical context
Evidence supports the effectiveness of simulation on students' decision-making ability, satisfaction, and confidence (Cant & Cooper, 2010)
Requires considerable investment (financial, training, and infra- structure).
The "reality" of the "patient" and situations, do not mirror the complex clinical environment.
Training can only occur on-site.
There are limits to the numbers and types of situations that can be simulated.

High fidelity human simulation aims to
"replicate some or nearly all of the essential aspects of a clinical situation so that the situation may be more readily understood and managed when it occurs for real in clinical practice"
(Hovancsek, 2007, p. 3)
High fidelity clinical simulation
The potential of technology in learning and education has still to be realised.
For technology to be integrated into the mainstream (at the undergraduate level) there has to be:
a paradigm shift at the policy, organizational and academic levels, toward viable alternatives to the traditional, using technology to foster scholarliness, creativity and innovation in students;
greater emphasis on teaching, including training and support for educators to develop and maintain competency in the use of technology;
an appreciation by educators of the potential of emerging technologies and pedagogical methods that motivate, stimulate and educate the next generation of students (nurses and non-nurses).
(Simlab, 2013)
(Pay attention, 2011)
Berner, E. S. (2009). Clinical decision support systems: State of the Art. AHRQ Publication No. 09-0069-EF. Rockville, Maryland: Agency for Healthcare Research and Quality.
Canada's first training school for nurses at the General and Marine Hospital in St. Catharines, Ontario [Photograph]. (1875). Retrieved September 23, 2014, from: URL http://www.historymuseum.ca/confederationdress/working-wear/nursing.php
Cant, R. P., & Cooper S. J. (2010). Simulation-based learning in nurse education: Systematic review. Journal of Advanced Nursing 66(1), 3–15.
Digital trends in nursing. [Image]. (2014). Retrieved September 23, 2014.from: URL http://digitaltrendsinnursing.blogspot.ca
Hovancsek, M. (2007). Using simulation in nurse education. In P. R. Jeffries (Ed.), Simulation in Nursing Education; From Conceptualization to Evaluation (pp. 1–9). New York: National League for Nursing.
Huston, C. (2013).The Impact of Emerging Technology on Nursing Care: Warp Speed Ahead. OJIN: The Online Journal of Issues in Nursing 18(2), Manuscript 1. DOI: 10.3912/OJIN.Vol18No02Man01
jsdt4. (2007, June 7). Pay attention [Video file]. Retrieved from
Murray, C., Grant, M. J., Howarth, M. L., & Leigh, J. (2008). The use of simulation as a teaching and learning approach to support practice learning. Nurse Education in Practice 8(1), 5–8.
Nurse with patient [Photograph]. (2011). Retrieved September 23, 2014, from: URL http://nursing.advanceweb.com/SharedResources/Images/2011/030711/RN04_030711_pg10_photo.jpg
Simlab [Photograph]. (2013). Retrieved September 23, 2014, from: URL http://api.hub.jhu.edu/factory/sites/default/files/styles/landscape/public/simlab.jpg
Tiffin, C. (2012, March 3). Beyond the Bedside: The Changing Role of Today's Nurses. Huffington Post. Retrieved from http://www.huffingtonpost.com/charles-tiffin-phd/nursing-school_b_1384285.html
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