Integrating E-Technology in Nurse Education
Enhancing nurse education through technological advances is a growing trend of nursing programs today. As the complexity and amount of information that nurses are required to comprehend, support has grown for integrated curriculum approaches that include instruction with the innovative use of technology. A new litany of teaching and learning methods has arrived to include internet clinical instruction, online discussion boards, and research opportunities for both students and faculty. Programs that incorporate technology into learning requirements are also aiding students in developing the cognitive processes to use information technology effectively, thereby developing and acquiring a higher order of thinking skills (Chaffin & Maddux, 2004). This paper will discuss how the use of electronic technology is a critical element in the role of a certified nurse educator through the steps of assessment, cultural dimension, relevance to the nurse educator, and relevance to the learner. Assessment
The role of a nurse educator is a shifting paradigm due to the growing use of technology-based learning to meet the needs of today. This shift of a nurse educator from the traditional classroom setting to a setting that utilizes technology to replace or augment traditional nursing education in a classroom must, consequently, result in a shift in the methods of assessing teaching effectiveness. Students in general are attracted to learning via technology according to Chaffin and Maddux (2004), but assessments of both instructor and student are necessary to evaluate both technological competence and skills before a course proceeds. The assessments should be followed by opportunities to improve and enhance the incorporation of technology into an optimal learning/teaching experience.
As technology progresses, academic nurse educators must keep up with its advancement. This could require a nurse educator to utilize resources outside the typical nurse educator field.
The role of a nurse educator is a shifting paradigm due to the growing use of technology-based learning to meet the needs of today. This shift of a nurse educator from the traditional classroom setting to a setting that utilizes technology to replace or augment traditional nursing education in a classroom must, consequently, result in a shift in the methods of assessing teaching effectiveness. Students in general are attracted to learning via technology according to Chaffin and Maddux (2004), but assessments of both instructor and student are necessary to evaluate both technological competence and skills before a course proceeds. The assessments should be followed by opportunities to improve and enhance the incorporation of technology into an optimal learning/teaching experience.
As technology progresses, academic nurse educators must keep up with its advancement. This could require a nurse educator to utilize resources outside the typical nurse educator field.
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