Imagining the Future of Nursing Education

People employ technologies to develop their knowledge.  Shared knowledge, practice, and ideas are important to their education, work, and lives.  All should have access to different facilities of technologies.  Collaboration and use of performance-enhancing strategies.  Learning environment should motivate the development of community of practice, especially in nursing education, where the practices of nurses depend on their knowledge and professional development. 

One of the most effective and useful teaching strategies is the online teaching.  There should be standards and guidelines for this activity, which control and manage students-to-students contact and interaction, team work, and distance learning.  Moreover, the most familiar technologies to people and students are mobile devices, tablets, and laptops.  Also, students are more attracted to educational gaming, simulations, and virtual technologies.  All technologies should be manipulated into the next generation classroom in which students can live in and interact with all classroom activities.  The Institute of Medicine (2011) mentioned that “nursing curricula need to be reexamined, updated, and adaptive enough to change with patients’ changing needs and improvements in science and technology” (para. 6).  Gao, Chan, and Cheng (2012) explained that the main goal of developing and improving nursing education and curriculum to include all new technologies is to improve the quality of care and save patients’ lives.  Blegen, Goode, Park, Vaughn, and Spetz (2013) stated that it is important to develop nurses’ competencies to be able to provide high technological services and promote patients’ health status.  Hahn and Bartel (2014) presented that the use of gaming strategy in teaching can enhance and improve students’ engagement and interaction to classroom activities; so, they would be more productive.  Roodt and Peier (2013) stated that using YouTube in nursing education would be more fruitful for nursing students.  Jenson and Forsyth (2012) said that the use of virtual reality simulation in nursing education brought a new direction in teaching and learning in nursing, and nursing educators should be experts in proving lectures by using three dimensions technology. 

In short, the future of nursing education and new generation classroom would have different technological facilities in which all nursing educators and students can interact effectively and students’ competencies would be upgraded, including their critical reasoning, problem solving, and other competencies.  So, we can imagine that a classroom would have 3D projector, social media projector, and other technologies, which students can use in their small groups prepared classes. 

References:

Blegen, M. A., Goode, C. J., Park, S. H., Vaughn, T., & Spetz, J. (2013). Baccalaureate education in nursing and patient outcomes. Journal of Nursing Administration, 43(2), 89-94.

Gao, L. L., Chan, S. W. C., & Cheng, B. S. (2012). The past, present and future of nursing education in the People’s Republic of China: A discussion paper. Journal of advanced nursing, 68(6), 1429-1438.

Hahn, J. E., & Bartel, C. (2014). Teaching gaming with technology in the classroom: So you want to be an educator?. Nursing education perspectives,35(3), 197-198.

Jenson, C. E., & Forsyth, D. M. (2012). Virtual reality simulation: Using three-dimensional technology to teach nursing students. Computers Informatics Nursing, 30(6), 312-318.

Roodt, S., & Peier, D. (2013, July). Using Youtube© in the Classroom for the Net Generation of Students. In Proceedings of the Informing Science and Information Technology Education Conference (Vol. 2013, No. 1, pp. 473-488).

The Institute of Medicine. (2011). The future of nursing: Focus on education. Retrieved from https://iom.nationalacademies.org/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health/Report-Brief-Education.aspx

Imaging The Future

Technology is shifting at a speedy step, to the extent that it’s difficult to grasp.  Technology is crucial to learning.  It advances education to a great magnitude has been reforming education for the better. With technology, educators, and learners have a variety of learning tools within their grasp (Mohammed, 2014).

Dave Coplin clarified that the emphasis of his role is not technology, but the individuals that utilize technology.  If we cognize the future of human beings, we can be more conscious about the technology they will need.  Technology is intended to be a power for benefit in society (Coplin, 2014).  Dave debated that when we speak about essential skills for the 21st century, we have to concentrate on assisting students to advance the skills necessary to make positive, mindful choices in relation to where technology can assist us and where it can’t.

In 15 years.

What occurs to technology in the next 15 years may not only influence learning in a conventional cause-effect relationship.  Rather, it could be the paradigm that one imbibes the other, where information access, socializing notions, and innovative collaboration may be organic and totally unseen (Heick, 2014).

2014

Smarter MOOCs gradually adjust the crude every time, everywhere models of the earlier, starting to advance the credibility of eLearning.

Enhanced blended learning models offer schools striving to defend themselves based on contemporary access to information with new alternatives —and a new aim (Heick, 2014).

2015

Adaptive computer-based testing bit by bit starts to substitute one-size-fits-all appraisal of academic competence.

Learning simulations start to substitute direct instruction in a number of pilot programs.

Game-Based Learning remains to be lightly embraced, first and foremost utilized in project-based learning units and occurring on mobile devices with restricted interactive inputs and screenspace that peril game-based learning’s potential.

Apps will persist to supplement textbooks in some areas, substitute them in others (Heick, 2014).

2018

Technology to promote early literacy habits is seeded by venture capitalists. This is the start of new government programs that start farming out literacy and educational programs to start-ups, entrepreneurs, app developers, and other private sector innovators.

Digital literacy begins to outpace academic literacy in some fringe classrooms.

Custom multimedia content is available as the private sectors create custom iTunesU courses, YouTube, and other holding areas for content that accurately responds to learner needs.

Improved tools for measuring text complexity emerge, available through the camera feature of a mobile device, among other possibilities.

Open Source learning models will grow faster than those closed, serving as a hotbed for innovation in learning.

Purely academic standards, such as the Common Core movement in the United States, will begin to decline. As educators seek curriculum based not on content, but on the ability to interact, self-direct, and learn, institutionally-centered artifacts of old-age academia will lose credibility.

Visual data will replace numerical data as schools struggle to communicate learning results to disenfranchised family and community members (Heick, 2014).

2020

Cloud-Based Education will be the rule, not the exception. This will start simply, with better aggregation of student metrics, more efficient data sharing, and more visual assessment results.

Seamless peer-to-peer and school-to-school collaboration starts to come into view in some areas.

Schools function as think-tanks to tackle local and worldwide challenges like safe water, broadband access, human being trafficking, and religious prejudice.

Diverse learning forms start to supplement school—both inside, involving entrepreneurial learning, invisible learning, question-based learning, and open source learning.

Self-Directed Learning studios and other substitute approaches of formal education for families (Heick, 2014).

2024

“Culture” will not be “incorporated into units,” but implanted into social learning experiences, involving poverty, race, language, and other features of what it implies to be human.

Dialogic learning via digital media will have learners reacting to peers, mentors, families, and experts in a socially-held cooperative pattern.

Learning simulations start to substitute teachers in a number of eLearning-based learning environments.

Truly mobile learning will sustain not only moving from one side of the classroom to another, but from a learning studio to a community, either physically or through media such as a Google+ or Skype-like technology.

Personalized learning algorithms will be the actual standard in schools that complement the old-fashioned academic learning approach.

The daily shift from eLearning and face-to-face learning will more elegant, but still a challenge for numerous districts and states, particularly those with significant economic shortages.  In comparison with other changes, this will produce slight “migratory ripples” when families proceed in response to educational discrepancy (Heick, 2014).

Coplin, D. (2014). The Future of Education. Retrieved from Future of Technology in Education: http://fote-conference.com/2014/10/03/summary-the-future-of-education/

Heick, T. (2014). 30 Incredible Ways Technology Will Change Education By 2028, http://www.teachthought.com/the-future-of-learning/30-incredible-ways-technology-will-change-education-by-2028/. Retrieved from Teachthought WE GROW TEACHERS.

Mohammed, K. (2014, December 4). Top 10 trends In Education Technology for 2016. Retrieved from SlideShare: http://www.slideshare.net/karima1/top-10-trends-in-education-technology-for-2016

Unit 6-Imagine the Future

 Albert Einstein stated that “ Imagination is more important than knowledge” ('Albert Einstein Quotes,” n.d.), Imagining the future of the education will help the specialized scientific personnel and education departments to think and dig more about the better future of the teaching for our new generations and kids. But before we imagine the future we have to know how was the antecedents’ imaginative process in the past for our todays teaching? And how were the teaching methods in the past? To compare between the teaching methods in the past and in the recent days we can find a huge difference; as it is clear that in past there were no internet, smart mobiles, smart boards, youtube, social medias, and app stores. The present technology might be imagined in the past and became true or it might be more sci-fi thinking. But our today’s imaginations for the future are not a challenging object because now we are living within the technology schools that only will be developed.

The new technology use in educational processes is significantly benefited in our new class teaching that needs to be more emphasized. The technology progression through the last decades was countless and it could be seen in every school and among students and faculties. But what are the most considerable and effective methods of technology in the process of education for our future students and faculties? I think that we have to focus on the researchers effective findings and results that will reveal the major facts about teaching technology systems. Furthermore, the technology use assisted the teachers to be more influential and the students to be more absorbent for the class materials. That is why; the future education will assuredly be made of full technology use beside the turn of classes to a sort of technology data that will serve the teacher and the students.

The advanced technology and the improvement of the education system all are considered having an important role in progression and expansion of the teaching methods in the future classes. Indeed, no one is aware from this future how it will be, but we are definitely guarantying the best use of technology in the classes. Because today the web and internet are considered the most obvious part in our learning process. For example the D2L and its board of discussion, blogging and using of social medias or any other methods of teaching are all measured and could be updated and developed for better use in the future.

The Massive Open Online Courses (MOOCs) is an online course, which currently used by most of US universities and colleges that allows virtually anyone with an Internet connection to attend for free. Over in Asia, the National University of Singapore and the Nanynag Technological University, and University of Hong Kong are all decided to use MOOC in their programs (Hew, 2015).
“Game players can process visual information better, and have better perceptual vision and hand-eye coordination than those who do not play games” (Mastrian, McGonigle, Mahan, & Bixler, 2011, p.281). Based on this finding, the gamification and game playing will be enforced and enhanced in the classes of the near future, also in my perspective the nursing education will have the bigger chances for that opportunities.

References:

Imagination is more important than knowledge. (n.d.). Retrieved from http://www.brainyquote.com/quotes/quotes/a/alberteins129815.html

Hew, K. F. (2015). Towards a model of engaging online students: lessons from MOOCs and four policy documents. International Journal of Information and Education Technology, 5(6), 425-431.

Mastrian, K.G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett

Imagining the Future: Unit 6

Imagining the Future:
There are many trends affecting the use of educational technology especially in nursing and health care. Technology is part of patient care from the operating room to the bedside. Education has yet to keep up with the technology therefore any aspect of technology will be and is affecting the educational setting. In the near future gaming and virtual reality environments are going to be added into the simulation area of nursing. The high fidelity and low fidelity simulation mannequins are going to be combined with virtual communities and neighborhoods as well as virtual collaboration opportunities for learning and teaching. 

Gaming and virtual reality educational programs
In nursing education I would like to see gamification added into the simulation research and utilized as credit for clinical time. Gaming and virtual worlds are becoming a topic of discussion in education.  One study using a virtual neighborhood in nursing programs describes the virtual program to be effective regardless of learning styles and as diversity increases in the student body multimodal approaches to education may be helpful to the success of the student (Fogg, Carlson-Sabelli, Carlson, & Giddens, 2013). My thoughts about the usefulness of these virtual reality games and technology is comparable to what the airline industry uses for flight simulation. The same safety aspects are built in through simulation and how much more would this apply in a virtual world for nursing such as running a code blue. An interesting idea. There are already some virtual clinical type programs available such as VitalSims by ClinicalCare. http://vitalsims.com/clinicalcare/ I expect these types of programs added to current didactic and simulation to be prevalent in most if not all nursing programs in the near future.

Inter-professional collaboration through a virtual environment
Inter-professional collaboration is taught in the nursing classroom today and sometimes this concept is not easily translated from the concept to application. Virtual collaboration may be a way to allow students to gain experience and be better prepared at the bedside. In a curriculum case report, students who learned triage and practiced disaster preparedness through a virtual environment and taught other disciplines gained enhanced knowledge and skills (Nicely & Farra, 2015). The virtual environment has vast opportunities for learning and creating scenarios that reflect actual practice in hospital environments, rural environments, community environments and disaster planning management. 

Simulation is commonplace in nearly every nursing school today and if we limit our learning to simulation via mannequins (high or low fidelity), we are doing a disservice to our students and our patients. Expanding the opportunities technology has to offer is a prudent step in the future of nursing education.


Nicely, S., & Farra, S. (2015). Fostering Learning Through Interprofessional Virtual Reality Simulation Development. Nursing Education Perspectives, 36(5), 335-336 2p. doi:10.5480/13-1240

Fogg, L., Carlson-Sabelli, L., Carlson, K., & Giddens, J. (2013). The Perceived Benefits of a Virtual Community: Effects of Learning Style, Race, Ethnicity, and Frequency of Use on Nursing Students. Nursing Education Perspectives, 34(6), 390-394 5p. doi:10.5480/11-526.1

Power of Podcasting (Faculty Focus)

The Power of Podcasting Redux By Kurtis C. Clements It’s no secret that technology continues to transform the way educators teach and the way students learn. Increasingly, students want to be able to learn on their own terms--that is, they want to be able to study whenever, wherever, and however they choose, and they expect institutions and faculty to be accommodating. We’ve likely all had students who for one misguided reason or another believed that their professors—particularly those teaching online—were available around the clock to answer questions, provide feedback, and generally just be there if needed. As unrealistic as this belief is, wouldn’t it be nice if instructors could approximate being available 24/7? Well, you can—sort of—through the power of podcasting. Podcasting is the transmission of regularly occurring or thematically connected media (audio, still images, and/or video) across the Internet. Research has shown that students respond favorably to podcasts (Chester, Buntine, Hammond, & Atkinson, 2011) in that they see value in and will listen to such content. Although podcasting has experienced its share of peaks and valleys in popularity, it is still a technology that educators should not overlook, as podcasting is an excellent tool instructors can use to meet the needs of today’s students. For starters, podcasting allows educators to reach students around the clock. Once students have access to the podcast (via a Web link or direct download), they are free to listen to it on their own terms and as many times as they like. So, if it’s 2:00 a.m. and a student wants to, say, revisit an instructor’s thoughts on the three appeals of argumentative writing, he or she can. In addition, students will listen to shorter podcasts (five to 12 minutes) more than once (Jalali, Leddy, Gauthier, Sun, Hincke, & Carnegie, 2011; Luna & Cullen, 2011), not to mention the fact that students can click “pause” so that they can think and reflect and maybe even take notes before barreling forward. Students can also rewind and replay segments as much as they want, or they can listen to the entire podcast again. There’s also something comforting about hearing an instructor’s voice. The way an instructor presents himself or herself goes a long way in revealing personality as well as establishing the tone and mood for the learning community. In addition, with just the right amount of enthusiasm and conviction (I am not suggesting putting on a dog and pony show), an instructor can, for example, help students realize just how important the use of the Oxford comma actually is in clear writing. The instructor’s enthusiasm for the topic can be infectious and generate interest in students that may not have existed before. In the online world, podcasts can help the instructor develop presence—the sense that the person leading the course is a real live human being. While students cannot connect with a physical person, they can connect to an aspect of the instructor—the instructor’s voice--and perhaps other media, and thus gain a better sense of the instructor as a multidimensional being and not a flat computer icon. With regular podcasts, students come to anticipate new episodes at particular times and are drawn to the learning community to the point where the mediated space becomes increasingly transparent. Podcasts can serve the same function in face-to-face class settings and extend the learning community beyond a specific time and place. Podcasts can fill the gaps between opportunities of live interaction. Podcasts have great flexibility and can serve a multitude of educational purposes, including but not limited to the following: Introducing new material Providing an overview of key concepts Conveying course information and policies Archiving FAQs Addressing issues as needed Capturing interviews What’s great about creating podcasts is that they can be used over and over again. And if editing or updating is needed, it’s relatively easy to make such changes to the existing podcast without the need to start from scratch. In this sense, while initially creating podcasts might require extra time, once they’re created, they actually save faculty time. Perhaps the biggest plus for podcasts is the ease with which they can be created. Podcasting is not any more complicated than the old cassette recorder in which the user pressed “record” and “play” to start recording. Not only is the process of recording content simple and straightforward, but the software is likely already on your device or available free online. For faculty who use Macs, GarageBand http://www.apple.com/mac/garageband/ is an easy-to-use application that is included free with the Mac. GarageBand has a clean interface and more than enough editing functionality for the average educational podcaster. Faculty can also use Audacity http://audacityteam.org/ (available for both the Mac and PC platforms) to record podcasts. Audacity is a good, basic recording option with decent editing capabilities. And if your computer happens to be a dinosaur, then you can use a smartphone. References Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting in education: Student attitudes, behaviour and self-efficacy. Educational Technology & Society, 14(2), 236-247. Retrieved from ERIC. Jalali, A., Leddy, J., Gauthier, M., Sun, R., Hinke, M., & Carnegie, J. (2011). Use of podcasting as an innovative asynchronous e-learning tool for students. Online Submission, US-China Education Review, A(6), 741-748. Retrieved from ERIC. Luna, G., & Cullen, D. (2011). Podcasting as complement to graduate teaching: Does it accommodate adult learning theories? International Journal of Teaching and Learning in Higher Education, 23(1), 40-47. Retrieved from ERIC. Kurtis C. Clements is an assistant chair in the School of General Education at Kaplan University.

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