Copy of Ch22 - Nursing Informatics and Nursing Education.ppt

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1. Chapter 22
Nursing Informatics and Nursing
Education

2. Objectives
•Describe nursing education in relation to
the Foundation of Knowledge model.
•Explore knowledge acquisition and sharing.
•Assess technology tools and delivery
modalities used in nursing education.
•Compare and contrast knowledge
assessment methods.

3. Key Terms Defined
•Advocate-Act in the patient's `best
interest'; act and/or speak on our patient's
behalf; make the healthcare delivery
system responsive to our patient's needs.

4. Key Terms Defined
•Asynchronous -That which is not synchronous;
not in real time or does not occur or exist at the
same time, having the same period or time frame;
learning anywhere and anytime using Internet
and World Wide Web software tools (course
management systems, e-mail, electronic bulletin
boards, Web pages, etc.) as the principal delivery
mechanisms for instruction.

5. Key Terms Defined
•Audiopods-Utility to download podcasts.
•Avatars-Image on the Internet that
represents the user in virtual communities
or other interactions on the Internet; 3-
dimensional or 2-dimensional image
representing one user on the Internet.

6. Key Terms Defined
•Blended-A term used to describe a
program format in which students take
courses both face to face and on-line; a
program of study that combines face to
face courses and online courses.

7. Key Terms Defined
•Blog-Interactive, online “weblogs”;
sometimes it is a combination of what is
happening on the Web as well as what is
happening in the blogger or the creator's
life; unique as the blogger or person
creating them; thought of as a diary and
guide.

8. Key Terms Defined
•Case Study-An account of a nursing informatics
activity, event, or problem containing some of the
background and complexities actually
encountered by a nurse. The case is used to
enhance one’s learning about nursing informatics
principles, practices, and trends. Each case
describes a series of events that reflect the
nursing informatics episode as it actually
occurred.

9. Key Terms Defined
•Chats-Real-time electronic
communications; users type what they
want to say, and it is displayed on the
screens of all participants in the same chat;
Internet Relay Chat or IRC is the Internet
protocol for chat.

10. Key Terms Defined
•Collaboration-The sharing of ideas and
experiences for the purposes of mutual
understanding and learning.
•Compact Disc Read-Only Memory (CD-
ROM) –A disk used for data storage that
can hold approximately 700 MB of data
accessible by a computer.

11. Key Terms Defined
•Computer-Assisted Instruction (CAI) -Any
instruction that is aided by the use of a
computer.
•Computer-Based -Using the computer to
interact; the computer is the base tool.
•Continuing Education-Coursework or
training completed post-Baccalaureate,
often for the purpose of recertification

12. Key Terms Defined
•Digital Versatile Disc or Digital Video Disc (DVD)-
Optical disc storage format that can generally hold
or store more than six times the amount of data
that a CD can.
•Digital Pen -Actual writing implement that can
also digitally capture handwriting or drawings; is
battery operated and generally come with a
Universal Serial Bus (USB) cradle that permits
uploading captured materials to your desktop,
laptop or palmtop computer. You can use them as
a ball point pen and write on regular paper just as
you would with a normal pen.

13. Key Terms Defined
•Digital Pen-(cont’d) If you would like to capture
what you are writing or drawing digitally, you need
to purchase digital paper to write on. This paper is
different from regular paper in the fact that there
are small dots that permit the digital pen to see
what you are writing or drawing so it can be
captured digitally. Some manufacturers are trying
to use regular paper. If you decide that you want
to capture what you are working on, you need to
let the pen know to save your work. Note, that you
must keep in mind the memory limitations; the
memory will generally hold around 40 pages of
captured digital paper.

14. Key Terms Defined
•Distance Education -Education provided from a
remote location.
•e-Learning -Electronic learning or learning that is
facilitated by electronic means such as computers
and the Internet; E-learning, online and web-
based education have caused a significant shift in
student-teacher relationships in nursing
education. Further, not only are learning spaces
no longer physical or formal, especially on
campuses with wireless capabilities (Oblinger,
2005),(cont’d)

15. Key Terms Defined
•e-Learning -(cont’d) but nursing students are also
expecting to make use of wide ranges of cutting
edge technology during their academic tenure.
Faculty are exchanging the traditional “sage on the
stage” role for a technologically-savvy “guide on
the side” (as cited in Leasure, Davis & Thievon,
2000) who gives up the role of gatekeeper and
instead promotes and facilitates.

16. Key Terms Defined
•Email -Electronic mail; to compose, send,
receive and store messages in electronic
communication systems.
•Face to Face-Most widely used teaching
method among nurse educators where
teacher and learners meet together in one
location at the same time.

17. Key Terms Defined
•Foundation of Knowledge Model -Model that
proposes that humans are organic information
systems constantly acquiring, processing, and
generating information or knowledge in both their
professional and personal lives. The organizing
framework of this text.

18. Key Terms Defined
•High-Fidelity -A high level of realism generated
by the equipment used in simulations.
–In simulations, level of realism the equipment
resembles, simulation may take various forms, from
computer-based simulation, in which software is used
to simulate a subject or situation (for example, an
interactive tutorial featuring a nurse-patient situation),
to full-scale simulation, in which all the elements of a
health-care situation are recreated using real
physiology, people, and interaction in an attempt to
resemble an environment as closely as possible in
order to immerse students in the experience
(Seropian, Brown, Samuelson, Drigger, 2004).

19. Key Terms Defined
•Hybrid -Defines individual courses in
which instruction is delivered using
multiple formats such as on-line, face to
face, print-based, audio or videoconference
such as PicTel.
•Hypertext-Clickable words that allow
users to move to another document at a
remote location.

20. Key Terms Defined
•Information Literacy -Recognizing when
information is needed and having the
ability to locate, evaluate, and effectively
use the needed information; an intellectual
framework for finding, understanding,
evaluating, and using information.

21. Key Terms Defined
•Instant Message (IM) –A form of real-time
communication between two or more
people based on typed text conveyed via
computers connected over a network.

22. Key Terms Defined
•iPod-Is the name given to a family of
portable mp3 players from Apple
Computer.
•Listserv-Automatic mailing list server that
sends an e-mail addressed to the Listserv to
everyone on the mailing list automatically;
the mailing list includes everyone who has
subscribed to the Listserv; similar to an
electronic bulletin board or news forum.

23. Key Terms Defined
•MP3 Aggregator -Is a program that can facilitate
the process of finding, subscribing to and
downloading podcasts. A commonly known
aggregator is Apple Computer’s iTunes, which is a
free program available as a download from
apple.com. While iTunes is common, keep in
mind that it is not the only program of this type.
Using a program such as iTunes gives one the
ability to search for podcasts based on many
criteria including category, author, or title. iTunes
provides access to audio downloads which may
be either songs or podcasts. In both cases, you
will find downloads that are free as well as those
that require payment.

24. Key Terms Defined
•MPEG-1 Audio Layer 3 (MP3) -Digital or
electronic audio programming format.
•Multimedia -A computer-based
technology that incorporates traditional
forms of communication to create a
seamless and interactive learning
environment.

25. Key Terms Defined
•Multispacial -Learning is a multispatial function,
and in the age of technology innovation,
instructional delivery can inhabit many forms in
both physical and virtual spaces. “Spaces” in
academia are no longer defined by a class or its
content, but instead by the learning the class is
trying to promote. To this end, learning spaces
should support multiple modes of learning and
delivery, including reflection, (cont’d)

26. Key Terms Defined
•Multispacial -(cont’d)discussion and experience,
as well as facilitate face-to-face and online
interaction within and beyond classrooms. Truly
innovative delivery—whether face-to-face
classroom interaction, online engagement, or a
blended, hybrid of technology and traditional
classroom teaching—supports learning activities,
rather than stands independently of them
(Oblinger, 2005).

27. Key Terms Defined
•Net Generation-Students used to surfing the
Web and interacting online. In a chat, students can
meet, discuss, and engage each other over any
given topic.
•Online -something accomplished while connected
to or using a computer.
–E-learning, online and web-based education have
caused a significant shift in student-teacher
relationships in nursing education.

28. Key Terms Defined
•Personal Digital Assistant (PDA) -A
handheld device, miniature or small
computer or palmtop that uses a pen for
inputting instead of a keyboard; also called
a handheld computer.

29. Key Terms Defined
•Podcasting-A digital media file or
collection of related files that are
distributed over the Internet using
syndication or subscription feeds for
playback on portable media players such as
MP3 players, laptops and personal
computers; subscribe using RSS feeds;
online media delivery.

30. Key Terms Defined
•Portals-Tools for organizing information from
Web pages into simple menus on one’s desktop.
•Portfolio-Collection that include evidence of
knowledge and skills; categorized presentation of
one’s skills, education and examples of work
and/or career achievements; Viewed in the 1980s
as realistic evaluative tools of student
accomplishment and learning, portfolios in
nursing education are rising in popularity as
useful tools for documenting students’ exposure
to educational experiences.

31. Key Terms Defined
•Problem-Based-Typically refers to a type of
student centered instructional strategywhere
students collaboratively solve problems and
reflect on their experiences.

32. Key Terms Defined
•RDF Site Summary or Really Simple Syndication
(RSS) -Form of Web feed formats used to publish
frequently updated content in podcasts, blog
entries or even news headlines; the document is
called a feed or channel; lets subscribers receive
automatic notification whenever a podcast is
updated (Gordon, 2007); also known as RDF Site
Summary (RSS 1.0 and RSS 0.90) or Rich Site
Summary (RSS 0.91)

33. Key Terms Defined
•Real-Time-Applies to human time, it occurs live
with users or learners interacting at the same
time.
•Role-Play -Allows students to “try on” real-life
scenarios by filling either pre-scripted or ad-
libbed roles (doctor, nurse, patient, clinician, etc)
without the fear or pressure of putting another’s
life at risk while trying to determine the best
course of action or find a solution to a “patient’s”
health issue.

34. Key Terms Defined
•Scenario-Mock description of a situation
or series of events.
•Second Life-A proprietary virtual reality
tool that allows users to create virtual
communities.

35. Key Terms Defined
•Simulation-Mimics reality, a real situation
or process by representing that reality's key
characteristics or behaviors; generally a
computer generated imitation of an
authentic or real situation that can be used
for educational purposes.

36. Key Terms Defined
•Smartphone-Cell phone that has limited
PDA capabilities while some PDAs are
phone enabled. Smartphones have limited
PC functionality; they have an operating
system, facilitate the use of email and
other applications. Based on your practice
setting, the addition of the phone features
could be an important consideration.

37. Key Terms Defined
•Synchronous-That which is not asynchronous;
real time or occurring at the same time, having
the same period or time frame; learning
anywhere and anytime in real time using any real
time delivery modalities such as traditional face
to face, Internet and World Wide Web software
tools (course management systems, chat, e-mail,
electronic bulletin boards, audio-video
communication tools, etc.)

38. Key Terms Defined
•Tutorial-Learning materials available to
the learner who must then be self-directed
to study the specific topical area presented.
•Videopods -Self contained system with a
video transmitter.
•Virtual Reality (VR)-Technology that
simulates reality in a virtual medium

39. Key Terms Defined
•Web-Based-Originating from the www or
web.
•Webcast -Media distributed over the
Internet as a broadcast; uses streaming
media technology to facilitate downloading
and participation; could be distributed in
real time, live or recorded for
asynchronous interaction.

40. Key Terms Defined
•Web-Enhanced-Uses the www to enhance
or promote functions or tasks such as
effective learning and skill acquisition.
•Wi-Fi-Wireless technology used to
improve the interoperability of wireless
networking devices.

41. Key Terms Defined
•Wiki-Server software that allows users to
create, edit and link Web page content
from any Web browser; server software
that supports hyperlinks; simplest online
database; used to develop collaborative
Web sites.

42. Introduction
•Nursing informatics facilitates the integration of
information, data, and knowledge to support
nurses, patients, and other providers in their
various settings and decision-making roles.
•The shift from computer literacy to information
literacy and management has drawn attention to
interactivity and design as the most important
components of interactive Web-enhanced/Web-
based courses in providing effective learning
environments.

43. Introduction
•In the 21
st
century, nursing informatics has
begun to rely especially heavily on technology
usability, functionality, and accessibility.
•“Software” is used to describe the instructions
that direct a computer’s hardware to work.
•“Hardware” describes physical computer
components, like a mouse, keyboard, and
monitor.

44. Introduction
•When evaluating software or hardware for
purchase, careful assessment of the
products and services will help an
educator, administrator, or student to
make the best choices.
•Hardware decisions will depend upon the
way a computer system will be used, in
addition to cost, ease of use, and durability.

45. Introduction
•Nursing educators are discovering that current
students are not responding in the same ways
they did during their own tenure as students.
•Technology-laden students from the millennial
age demand instant information delivered in
an entertaining fashion, an expectation built
upon extensive exposure to e-mail, text
messaging, online chatting, and the Internet.

46. Introduction
•Learning is a multispatial function, and in
the age of technology innovation,
instructional delivery can inhabit many
forms in both physical and virtual spaces.
•“Spaces” in academia are no longer defined
by a class or its content, but instead by the
learning the class is trying to promote.

47. Introduction
•Although the most widely used teaching method
among nurse educators, traditional face-to-face
lecture yields only a 5% information retention
rate over a 24-hour period, compared with
–demonstration (30%)
–discussion groups (50%)
–practice activities (75%)
–peer teaching (90%)

48. Introduction
•The professor guides conversation and sets up
discussion, acting less as classroom authority and
more as facilitator, helping students maintain
focus, gently guiding discussion, and ultimately
empowering students to push knowledge
boundaries in a safe and secure atmosphere of
peer support.
•Problem-based learning takes assignments out of
a contextual vacuum and applies real-life
scenarios to problems or challenges.

49. Introduction
•E-learning, online and web-based education have
caused a significant shift in student-teacher
relationships in nursing education.
•Detractors of online learning initiatives suggest
that sharing an online space undermines the
student-teacher relationship, makes building peer
relationships difficult, and generally disrupts the
normal classroom dynamic, thus creating an
unfamiliar, uncomfortable atmosphere.

50. Introduction
•The asynchronous and time-independent
elements of Web-based courses answer a
huge need for flexible class times by today’s
growing population of nontraditional learners.
•Online learning has the capability to re-
envision classroom interaction, and depending
on the specific delivery mode, can even
change basic pedagogical concepts.

51. Introduction
•Traditional courses are more frequently being
offered as online, virtual classes, i.e., “distance
education”: learning that occurs elsewhere than
in the traditional classroom.
•Web-enhanced instruction allows technically
ambivalent institutions to participate in the
technology revolution without huge budgetary
expenditure and also addresses a preference by
some faculty for a way to include innovation and
technology in classes without giving up traditional
classroom engagement.

52. Introduction
•Smart Classrooms, also known as “digital”
and “multimedia” classrooms, integrate
computer and audio-visual technologies by
providing a ceiling-mounted projector with
an access point at the front of the room, an
instructor podium/workstation, sound, and
network access.
•The “Net” or “Millennial Generation” are
connected, digital, experiential and social.

53. Introduction
•Academic institutions face a multitude of
challenges in trying to satisfy the information
needs of users who are inundated daily by
tons of information as part of their regular
Web use.
•Modern tutorials attempt, to some extent, to
mimic lectures by guiding users through a
series of objectives or tasks, usually allowing
the user to do the work at their own pace.

54. Introduction
•Effective tutorials surpass the simple
presentation of information in a Web-
based format.
•Used within healthcare circles for more
than 15 years, the use of “simulations” in
nursing training has experienced a recent
upsurge in popularity due in part to the
new availability of high-quality simulation
equipment and a reduction in price for this
technology.

55. Introduction
•The most useful teaching simulations
combine high-fidelity equipment with real-
time demonstrations of simulated medical
emergencies, such as those enacted by the
Patient Simulator Lab at the Patient Safety
Institute.
•In traditional virtual reality (VR), the user
receives multiple sensory inputs.

56. Internet Tools
•The general consensus in nursing education
suggests that any technology that allows users
to interact and engage both materials and
each other is useful.
•Webcasts, typically live presentations
delivered via the Web, offer great potential
for students and faculty to engage both
information and each other globally, tapping
students’ multiple intelligences in order for
them to access what they need.

57. Internet Tools
•The general consensus in nursing education
suggests that any technology that allows users
to interact and engage both materials and
each other is useful.
•Webcasts, typically live presentations
delivered via the Web, offer great potential
for students and faculty to engage both
information and each other globally, tapping
students’ multiple intelligences in order for
them to access what they need.

58. Internet Tools
•One of the most common and proliferate
search tools in technology today is the “wiki.”
–Wikis are websites or hypertext document
collections that allow users to edit and add
content in an open-ended forum.
•Instant messaging (IM), one of many
collaborative Web “chat” tools available to
any user with a computer and Internet access.

59. Internet Tools
•Real-time chats occur all over the Internet,
at each hour of every day.
–In a chat, students can meet, discuss, and
engage each other over any given topic.
•One low-investment information-gathering
tool for use by nursing professionals
includes membership in a listserv.

60. Internet Tools
•Electronic discussion groups that use e-mail to
communicate, listservs promote communication
and collaboration with others interested in a
particular field of study.
–Similar to listservs in the way they deliver specific
information to one’s e-mail, a portal allows the
personalization of a specific website.
•Portals organize information from Web pages into
simple menus so that the user may choose what
they want to view and how they want to view it.

61. Internet Tools
•Podcasts are audio recordings linked to the Web
that are then downloaded to an MP3 player or
computer where the listener accesses the
recording or video.
–“Audiopods” is a term used to describe traditional, or
audio-based, podcasts. Participating in podcasting can
exercise not just basic technology skills, but also
writing, editing, and speaking skills as well.

62. Internet Tools
•Similar to audiopods in set-up and
accessibility, videopods are podcasts that
provide video in addition to audio
functionality.
–Faculty might use videopodcasts to
demonstrate concepts, interview experts in
the field, and even assess student progress.

63. Internet Tools
•As technologically-savvy students continue to
demand accessible, interactive learning tools to
keep them engaged, an increasing number of
instructors are experimenting with and
incorporating multimedia into their courses.
•Research suggests that the seeing, hearing, doing
and interacting afforded by multimedia facilitates
learning retention, with multimedia at least as
effective as traditional instruction, but with the
benefit of greater learner satisfaction.

64. Internet Tools
•Libraries have also begun to recognize their
role in students’ success with and
predisposition to collaborative learning
with redesigned spaces that reflect
students’ need to huddle in small groups,
sit closely together without barriers, chat
about their work, and view digital
information without physical hindrances
like carrels or work stalls.

65. Internet Tools
•Nursing preceptors and mentors, for example,
can provide this kind of scaffolded support, filling
roles as clinically-active role models (Armitage &
Burnard, 1991) and problem-solving advocates
and collaborators.
•An integral and critical component of educational
programming is the evaluation of different
learning methods.
•Both administrators and nursing educators across
various programs are responsible for evaluating
their programs.

66. Paper/Projects
•When looking for feedback and assessment of a
particular learning activity, data are best collected
during and at the completion of the activity.
•Evaluation by participants at the end of project is
also valuable since learner can provide
information related to the attainment of
objectives and the teaching effectiveness of both
the faculty and the learning materials while the
experience is still fresh and memorable.

67. Paper Projects
•When a paper assignment or project does
fail, the outcome provides a valuable
learning opportunity for all educators to
look closely at the pedagogy, structure,
goals, outcomes, and expectations of
success of the proposed activity and
determine what needs revising or re-
evaluating in order for what the educator
would term “successful” completion.

68. Discussions
•While traditional in-class discussion seems
almost outdated in light of the stunning
advances in technology that allow learners
to participate in every kind of activity from
computer-guided online quizzes to
interactive simulations, educator as
facilitator still holds value and importance
in a traditional or even blended classroom.

69. Discussions
•With legal and financial implications of
employee and student performance a
major concern for all providers and health
care organizations, multiple requirements
for competence in nursing practices within
the health care system have been
established by national agencies and
associations, like those suggested by the
American Nurses Association.

70. Discussions
•As a result, some schools, such as the
University of Colorado’s School of Nursing,
have redesigned their curriculum as well as
the competency-based curricular outcomes
for their educational programs.

71. Knowledge Dissemination and
Sharing
•Sharing experiences of clinical learning can help
convey life-saving information to other clinicians
in a way that is more memorable and less
imposing than warnings delivered outside a social
context.
•The power of pooled knowledge in combination
with knowledge produced in dialogue with others
helps to limit tunnel vision and is a powerful
strategy for maximizing the clinical knowledge of
a group.

72. Knowledge Dissemination and
Sharing
•Networking encourages professional support by
making successful professionals accessible to
their colleagues.
•Nurses tend to gather their information from
personal networks such as colleagues or
professional meetings, the increased availability
of technology to assist in networking has greatly
facilitated information exchange.

73. Knowledge Dissemination and
Sharing
•Formal networks, such as the International Nurse
Practitioner/Advanced Practice Nursing Network
(INP/PNN), unveiled in 2000, promote the
exchange of knowledge, resources, and expertise
in order to enhance the presence of nursing in
primary healthcare.
•Membership and participation in professional
associations also provide ways to network and
advance one’s profession.

74. Knowledge Dissemination and
Sharing
•Publishing provides excellent opportunities to
extend knowledge and share research.
•Making presentations at contemporary
professional conferences allows nursing
educators and students to gain experience and
share scholarship with colleagues.
•Conferences often host poster presentations to
share research findings, innovations and
exemplar programs in a low-investment but
visually-captivating way.

75. Knowledge Dissemination and
Sharing
•One such program that facilitates
educational programs for medical
professionals around the nation and helps
nurses reach recertification goals is the
innovative Wake Area Health Education
Center (AHEC) Registered Nurse (RN)
Refresher Program, designed to return
registered nurses to practice.

76. Thought Provoking Questions
1.What are some of the forces behind the
push towards a more wired learning
experience in nursing education?
2.What technology do you find most
beneficial to use in your practice or
education setting? Why do you find this
tool useful? From your perspective, how
could this tool be enhanced?