Technology in Nursing Education

Technology in Nursing Education

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Technology in Nursing Education

Abstract

        The paper has discussed the use of technology in nursing education. The various areas where technology has been deployed include distance learning and clinical training. The two forms of deploying technology in distance learning are synchronously and asynchronously. Synchronous technology is preferable where students utilize archived presentations because it is hard to schedule times where all students can be in attendance at specific locations. In asynchronous distance learning, students access the course material on their own time through partially web-based or fully online course. Nursing education programs deploy high levels of technology in segments requiring performance assessment and nursing practice. Inadequate funds and lack of time to train the nursing faculty were the main hindrances to attaining the objectives of deploying technology in nursing education.

Introduction

        In an extremely busy and interconnected world, students expect technology to satisfy their needs quickly, and where feasible, be customized to meet their requirements. According to De Veer, Fleuren, Bekkema, & Francke (2011), technology assists in delivering these fulfillments by putting power in the students’ hands. The significances of technology are very obvious in the field of nursing, nurses are only involved in when there is need, and patients can feel empowered and remain where they are comfortable (De Veer, Fleuren, Bekkema, & Francke, 2011). It is the reduction of pressure on nursing students and health services where technology reveals its importance. In this regard, this paper discusses technology in nursing education.

        Technology has been deployed in nursing education to facilitate distance learning. Distance learning programs can either deploy synchronous or asynchronous technology (Overstreet, 2008). Synchronous technology is preferable where students utilize archived presentations because it is hard to schedule times where all students can be in attendance at specific locations. According to Overstreet (2008), fewer nursing education programs are deploying synchronous technology for distance learning. Examples of synchronous deployment of technology include video-conferencing that facilitates live presentation to be sent into and out of a classroom. This allows nursing students who are not present at the place of presentation to participate in the learning process. With video-conferencing via Interactive Video Network (IVN) and BioTerrorsim Wide Area Network (BTWAN) and web-conferencing applications being available, fewer education programs presently utilize video conferencing as part of nursing education (De Veer, Fleuren, Bekkema, & Francke, 2011). Video streaming, another example of synchronous utilization of technology, enables nursing student to view videos as it downloads rather than waiting until the whole file is downloaded to a computer. According to Russell (2008), video-streaming permits students to only view a video conference but not participating because it streams one-way.

        In asynchronous distance learning, students access the course material on their own time through partially web-based or fully online course (White, Allen, Goodwin, Breckinridge, Dowell, & Garvy, 2009). In the survey conducted by Vogt, Schaffner, Ribar, & Chavez (2010), almost all education programs utilized asynchronous distance learning technology like Jansibar, E-College, Wimba,and  Moodle. The utilization of these technologies permits nursing students to be updated about what is or what is not completed. About 60 per cent of nursing education programs utilizing asynchronous technology has discussion board (White, Allen, Goodwin, Breckinridge, Dowell, & Garvy, 2009).

        Clinical training technologies have also been deployed in nursing education. All education programs use low fidelity simulations and about 82 per cent showed that they use some form of medium to high fidelity simulators. Students acquire ability and confidence in a safe learning environment (De Veer, Fleuren, Bekkema, & Francke, 2011). According to White, Allen, Goodwin, Breckinridge, Dowell, & Garvy (2009), all education programs that have utilized simulators showed that the technology was very efficient.

        In relation to the level of utilization, nursing education programs deploy high levels of technology in segments requiring performance assessment and nursing practice (De Veer, Fleuren, Bekkema, & Francke, 2011). On the other hand, education programs deploy low end technology in areas of investigative research and student delivered content. Successful integration of technology in nursing education programs requires both faculty and student readiness. White, Allen, Goodwin, Breckinridge, Dowell, & Garvy, (2009) found out that half of nursing education programs were perceived to have low percentage of trained faculty. Almost half of all nursing education programs consistently have students using PowerPoint, e-mail, classroom response systems, computer adaptive testing and online discussion boards. The utilization of these technologies by nursing students shows their readiness in using new technologies.

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