(Y) Study design adequately described.
(Y) Research methods appropriate.
(Y) Limitations presented.
Source : Adapted from Kangasniemi, M., Pakkanen, P. & Korhonen, A., 2015, ‘Professional ethics in nursing: An integrative review’, Journal of Advanced Nursing 71(8), 1744–1757. https://doi.org/10.1111/jan.12619
vSIM, virtual simulation; ODL, open distance learning; DUT, Durban University of Technology; OL, online learning.
Articles were analysed independently by the authors following six steps of thematic analysis, namely, familiarisation, coding, generating themes, reviewing themes, defining and naming themes, and writing up. Firstly, the authors went through included articles before analysis. Secondly, the authors highlighted phrases of the texts which described the content of such texts. Thirdly, themes were then generated from the pattern of the codes which were identified in the literature. Fourthly, the authors checked the accuracy of the themes to ensure that they are a true representation of the included studies. Fifthly, the authors labelled each theme, and this was succeeded by the sixth step which is writing up. An inductive approach of thematic analysis was used. This implies that the authors allowed data to generate themes as explained earlier. As six themes emerged: (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19.
Ethical clearance to conduct this study was obtained from the North-West University Health Research Ethics Committee (NWU-HREC) (number: NWU-02071-20-A1). Ethical standards for conducting the research were followed in this article, even though it was a review and not conducted with human, plant or animal participants. Studies that had ethical approval were included.
In this section, the authors outline and discuss the results of this integrative review.
The key results of this integrative review are described in this section under the following themes: (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19. The results of this study included surrogate terms for technology usage for teaching and learning, such as ‘online learning’, ‘technology use in teaching and learning’, ‘e-learning’ and ‘virtual learning’.
The first theme discusses the frequency of technology use for teaching and learning in both classroom and clinical nursing education.
Information and communication literacy, information systems management and citizen digital health literacy are amongst the individual descriptors of learning that students should achieve in each of the key areas (O’Connor & LaRue 2021 :3). This implies that digital literacy is amongst the critical cross-fields for every graduate. As a result, the increase in the number of people who use computerised devices such as smartphones is relatively proportional to the amount of time spent on these devices (Zarandona et al. 2019 :70). For the students belonging to the millennial generation, technology devices have become the important tool for interaction (Willemse et al. 2019 :72). This is no exception in nursing education wherein the use of technology devices both in the class and in clinical placements is an order of the day. The use of mobile applications (apps) in nursing education has been ranked top in comparison to peer learning and clinical placement coordinators (O’Connor & Andrews 2018 :174). The authors further highlighted that an upward trend in technology use for teaching and learning continues to be noticed, especially in clinical nursing education.
This theme discusses the manner in which technology is used for teaching and learning both in clinical and classroom settings.
According to Harerimana and Mtshali ( 2019 :6), technology in nursing education is primarily used for communication of instructions to the students to enhance their creativity and critical thinking skills and also for building relationships with stakeholders in nursing education. The authors add that technology in nursing education is used to maintain student attention in the classroom and to corroborate theoretical learning through the use of audio virtual aids. Teaching and learning in classroom is achieved through the use of mediums such as Microsoft Teams, Skype and Zoom together with a range of available social media platforms. Using those mediums, teaching and learning is then facilitated either synchronously or asynchronously through the use of PowerPoint presentations, didactic lectures, video-based learning, case-based learning, prerecorded lectures, quizzes or online whiteboards (Singh et al. 2021 :4). Moreover, technology in classroom nursing education can also be used to manage academic dishonesty through the use of software such as Turnitin (Harerimana & Mtshali 2019 :9).
Technology use in clinical teaching can be split into two entities which are interlinked, namely, the clinical placement for WIL and simulation lab. Generally, there has been a notable increase in the use of technology applications for teaching and learning in clinical nursing education of late (O’Connor & Andrews 2018 :174). According to O’Connor and Andrews ( 2018 :174) and Zarandona et al. ( 2019 :69), the most common uses of technology at the clinical placement for WIL include the use of software to access applications such as calculators, drug reference guide, disease and disorder books, and medical dictionary. This allows students to get the comfort of accessing instant references in their pocket when they need to make clinical decisions. On the same breath, there is a fraction of students who have been reported to misuse technology at the clinical facilities. In their study, Zarandona et al. ( 2019 :69) found that about 23% of participants admitted to having used technology for their own personal gain whilst at the clinical services, whereas 98% admitted that they begin with accessing their social media prior to university resources. Consequently, some nurses at the clinical facilities for WIL perceive technology use by nursing students at the clinical services as unprofessional (Willemse et al. 2019 :72).
The above perception by nurses at WIL facilities is different from that of nurse educators at institutions of higher learning or simulation lab. There seems to be an increasing interest by nurse educators and students to adopt technology use in teaching and learning in simulation lab (Foronda et al. 2016 :131; Van Vuuren et al. 2018 :16). Virtual online learning platforms such as virtual reality have been incorporated into simulation lab to provide immersive learning experience for nursing students (Chang & Lai 2021 :5). A study by Van Vuuren et al. ( 2018 :15) demonstrated that the use of high-fidelity simulators contributes positively to the reduction of errors in nursing care, thus improving teaching and learning and prioritising patient safety. The use of technology in simulation lab was further reported to be user-friendly by students (Foronda et al. 2016 :131). However, successful implementation of technology use in nursing education heavily relies on cooperation by all stakeholders involved, such as institutional management, willingness by educators and willingness by students (Verkuyl & Mastrilli 2017 :45).
For technology use in teaching and learning to be effective, there are several antecedents that need to be in place. In this theme, the antecedents or enablers of technology for teaching and learning are discussed.
As much as there are still challenges to adapt to technology use in nursing education, especially given the current COVID-19 pandemic, it remains a reality that nursing education is shifting to online rather than face-to-face platform. There are several enablers that need to be in place to achieve the goal of technology use in nursing education. Internet facilities, computer hardware and software, students and educator competence in computer and Internet usage are basic antecedents for the use of technology in teaching and learning (Singh et al. 2021 :2). On the same breath, senior management and ICT department support is equally an important antecedent for technology use in nursing education (Mackay et al. 2017 :03). This is supported by Coopasami et al. ( 2017 :304) who found that psychological readiness, technological readiness and equipment readiness play a critical role as enablers of technology use in nursing education. Therefore, it can be summed up that simply owning a smartphone or a computer with access to Internet does not imply that one is ready for technology use for teaching and learning; readiness goes beyond equipment readiness as it also includes psychological and technological readiness.
There are several studies that have reported the advantages of technology usage in nursing education (Barisone et al. 2019 :59; Mackay et al. 2017 :3; Toothaker 2018 :82). This theme explores the advantages of technology use in nursing education concurrently with its benefits.
According to Coopasami et al. ( 2017 :305), the use of technology in nursing education is one of the facilitators of self-directed and life-long learning, which are amongst the critical cross-field outcomes. In addition, in a study conducted by Maboe ( 2017 :225), about 40% of the respondents agreed that online discussion forums allowed them to study with their peers, whereas 20% of the respondents reported receiving no support from facilitators when engaged in online learning. This can be substantiated by the fact that when using technology for teaching and learning, tasks are usually completed at their own time and pace and that facilitates learner independence. As Uprichard ( 2020 :272) and Coopasami et al. ( 2017 :305) suggest, the one clear benefit of technology usage in teaching and learning is its flexibility of the location and time when completing tasks. This implies that teaching and learning can happen at any time when either party is at the comfortable location because it is neither time nor space bound.
In clinical nursing education, the use of technology has risen recently at an alarming rate (O’Connor & Andrews 2018 :174). The use of applications, such as virtual reality and virtual patients, is perceived to be convenient, speed up the skills learning process and create a stress-free learning environment (Chang & Lai 2021 :5). However, at times, nurse educators find it hard to get relevant audio virtual materials to support learning of such clinical skills (Barisone et al. 2019 :58). Thus, equipping nurses with technological skill through the use of technology in clinical nursing education can go a long way in improving the marketability of nursing. This is vital as many nursing education institutions and health establishments are slowly going green and require technological skills in their potential incumbents.
This theme discusses the disadvantages of technology use in both clinical and classroom nursing education. The disadvantages are discussed concurrently with the challenges.
The shift to virtual approach of teaching and learning from traditional teaching overnight amidst COVID-19 lockdown regulations came as a huge challenge for many educational institutions to adapt to such sudden change. Network-related issues which include audio virtual disparities, interruption of sessions because of unexpected logging out from network and continuous buffering are amongst the challenges experienced when using technology for teaching and learning (Sigh et al. 2021 :2). Moreover, poor connectivity and technological illiteracy are also the challenges related to the use of technology for teaching and learning in nursing education (Suliman et al. 2021 :3; Uprichard 2020 :273). In addition, participants reported lack of time management between family responsibilities and online learning amongst married couples, which was seen as a disadvantage of technology use in classroom nursing education (Suliman et al. 2021 :4).
As much as the use of technology in nursing education should not lose the unique potentiality of nurse–person relationship, it seems to be lacking human interaction (Uprichard 2020 :273). This is seen as a disadvantage when using technology for clinical nursing education, in a sense that, in the nursing profession, nurse–patient interaction and relation is vital as it plays a role in facilitating the tridomains of competence, namely, psychomotor, affect and cognitive. As a result, some clinical staff perceive the use of technology devices negatively; it is seen more as a social than an educational tool (Mackay et al. 2017 :3).
It is almost impossible to divorce technology use in nursing education with COVID-19 pandemic, especially in this era. This pandemic has indeed changed the teaching–learning landscape by navigating it to an abrupt online modality of teaching and learning, thus making technology use in nursing education unpopular and unfamiliar to nursing students because of a lack of preparation for its introduction (Oducado & Soriano 2021 :8). Although the main purpose for the shift to fully use technology for teaching and learning amidst the COVID-19 pandemic was mainly to safe the academic year, several researchers reported mainly on the challenges that were brought about the implementation of this modality of teaching and learning (Mawere et al. 2021 :53; Oducado & Soriano 2021 :8; Singh et al. 2021 :6). Such challenges included (1) the lack of training for both students and educators on technology-supported teaching and learning, (2) the lack of infrastructure that enables technology-supported teaching and learning and (3) the lack of devices that are necessary for technology-supported teaching and learning. The challenges were mainly owing to its abrupt introduction and the disparities that exist between the ‘haves’ and the ‘have-nots’. As Singh et al. ( 2021 :6) and Mawere et al. ( 2021 :53) put it, infrastructure for technology use for teaching and learning, including lack of capacity to use technology devices, is a huge challenge facing rural education institutions and disadvantaged students. Nevertheless, the upward trend of technology use remains in the shores of nursing education.
This integrative review offered a contemporarily updated evidence on technology usage for teaching and learning in nursing education. The findings of this integrative review indicated that there is a general adoption of technology usage for teaching and learning in higher learning institutions, although some challenges with regard to full adoption are still noted. This is evidenced by the recent upward trend in technology use for teaching and learning, especially given the current COVID-19 social distancing regulations. A study conducted by O’Connor and Andrews ( 2018 :174) concurs with the results of this review wherein they found that there is a notable upward trend in technology use for teaching and learning. Of the same importance is that this current review summarised evidence of the uses of technology in teaching and learning and its advantages.
The findings of this study further highlight that technology use in nursing education is not limited to classroom boundaries, but goes as far as clinical nursing education as well. Although their uses are different in those two components of nursing education, their aim is to corroborate or to complement each other. However, the acceptance of its use especially by nurses at the clinical facilities for WIL seems to be an issue till date. According to Willemse et al. ( 2019 :72), technology use at clinical facilities is perceived to be unprofessional. Zarandona et al. ( 2019 :69) stated that some students have been reported to be using technology devices for personal issues at least once when at practicals. However, there is no evidence supporting the connection between the negative perception of technology use by nurses and the seldom incorrect use of technology by student nurses.
Like any other approach in teaching and learning, there are disadvantages of technology use in teaching and learning. In this review, the disadvantages are discussed together with the challenges. Poor connectivity and interrupted sessions are amongst the challenges of technology use highlighted by a number of researchers (Maboe 2017 :226; Suliman et al. 2021 :3; Uprichard 2020 :273). Similarly, connectivity which leads to interrupted sessions seems to be an issue in the geographical context of the authors of this current review. In addition, the findings of this integrative review highlighted that some institutions have no capacity to offer technology-based nursing education because of lack of resources, which led to course extension for students. However, the common factor in the articles included in this review is that they were all conducted in urban areas with university students and educators as the study population.
The researchers used ‘technology use’ and ‘nursing education’ as search terms in this study, and there are other surrogate terms to these two terms used to search for literature. As a result, there is a likelihood that if a similar study can be conducted using surrogate terms like ‘health science education for nursing education’ and ‘e-learning for technology use’, it might yield different results. Secondly, the time frame in this study was set to the recent years (2016–2021), which can be a limitation also, given the fact that technology use in general has long been a burning issue given the fast approaching of Fourth Industrial Revolution. Lastly, the researchers focused on a discipline of nursing education in which if the context could be changed, it might yield different results.
The results of this integrative review showed that despite the few challenges and disadvantages reported with regard to technology use, its use continues to grow in an exponential way. Furthermore, the results showed that technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend. To meet the demands of the Fourth Industrial Revolution and the upward trend of technology use amidst COVID-19 pandemic and possibly beyond, the authors of this study recommend that further studies should explore the acceptance of technology use by educators and students in nursing education. Also, further research is recommended on students’ and educators’ attitude towards technology use for teaching and learning in nursing education.
The authors acknowledge all authors of the data sources that were used in compiling this integrative review. The authors of data sources used in this article are acknowledged both in-text and in the reference list.
The authors have declared that no competing interests exist.
All authors contributed equally to this article, from the conceptualisation until the completion of the final manuscript.
This study was funded by the North-West University postgraduate bursary.
The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of any affiliated agency of the authors.
How to cite this article: Gause, G., Mokgaola, I.O. & Rakhudu, M.A., 2022, ‘Technology usage for teaching and learning in nursing education: An integrative review’, Curationis 45(1), a2261. https://doi.org/10.4102/curationis.v45i1.2261
Accelerated nursing guide is dedicated to providing you with the most comprehensive and up to date information about accelerated nursing training programs. – powerpoint ppt presentation.
PowerShow.com is a leading presentation sharing website. It has millions of presentations already uploaded and available with 1,000s more being uploaded by its users every day. Whatever your area of interest, here you’ll be able to find and view presentations you’ll love and possibly download. And, best of all, it is completely free and easy to use.
You might even have a presentation you’d like to share with others. If so, just upload it to PowerShow.com. We’ll convert it to an HTML5 slideshow that includes all the media types you’ve already added: audio, video, music, pictures, animations and transition effects. Then you can share it with your target audience as well as PowerShow.com’s millions of monthly visitors. And, again, it’s all free.
About the Developers
PowerShow.com is brought to you by CrystalGraphics , the award-winning developer and market-leading publisher of rich-media enhancement products for presentations. Our product offerings include millions of PowerPoint templates, diagrams, animated 3D characters and more.
Nov 02, 2014
880 likes | 2.06k Views
NURSING THEORIES & MODELS. Professor Sue Frost. By the end of this session you should:. Be able to explain what is meant by a model and a theory of nursing understand the main features of at least two models of nursing understand how to critically review a model
NURSING THEORIES & MODELS Professor Sue Frost
By the end of this session you should: • Be able to explain what is meant by a model and a theory of nursing • understand the main features of at least two models of nursing • understand how to critically review a model • Identify how the application of models to practice influences the activity of the nurse and the experience for the patient or client
References…………………. • Models of nursing practice. McGee P. Stanley Thornes 1998 • Conceptual bases of professional nursing. Leddy S. Pepper J. Lippincott 4th ed.. 1998 • Foundations of nursing practice. Hogston R & Simpson P. Macmillan 1999 (Ch 14)
Nature of theory:“represent a scientist’s best effort to describe and explain phenomena”Pollitt & Hungler 1997
Theory……“…is a general statement that summarizes and organizes knowledge by proposing a general relationship between events - if it is a good one it will cover a large number of events and predict events that have not yet occurred or been observed”Robson C.
“an internally consistent group of relational statements (concepts, definitions & propositions) that present a systematic view about phenomenon and that is useful for description, explanation, prediction and control.A theory ….is the primary means of meeting the goals of the nursing profession concerned with a clearly defined body of knowledge”Walker & Avant 1996 (cited by Jasper M in Hogston & Simpson))
Purpose of theory • Support the development of knowledge through thesis and contestability • Explains and predicts outcomes • Supports decision making • Embeds goals and outcomes for the client and by implication for the nurse • Supports modeling of processes of nursing
Classifying theories • Meta-theory (Theory building - values etc) • Grand theory (Broad conceptual frameworks - not testable e.g. Leininger theory of transcultural care) • Middle range theory (Narrower and testable e.g. Peplau) • Practice Theory(situational theory - focuses on the way in which nursing is practised e.g. Norton’s theory of nursing elderly people))
Typology: • Descriptive theory: Explains through describing relationships and patterns within the framework (e.g. Roper et al) • Predictive Theories: Address the consequences of interventions (e.g. Noddings theory of care)
The medical model • Bio-reductionist • Differential diagnosis: signs & symptoms • Provision of treatment • Scientific theory - testable and not contestable • Goals - cure and therapy • Evaluation of treatment efficacy
Nursing models • Located in social science • Constructed • Contestable knowledge • Capable of change and development • Embed values and culture
What sort of theories would you use? • Tony Archer (18 years) underwent surgery to have a below knee amputation of his left leg • Peggy Mountford is 82 years old, lives alone with no family and is becoming increasingly confused and depressed
What sort of theories did you identify? • Physiology • Psychology • Sociological theory • Nursing theories • Descriptive theory • Predictive theory
Metaparadigm: constructs in all nursing theories • The person • the environment • health • nursing
Commonly used models • Roper, Logan & Tierney (ADL) • Peplau (interpersonal communication) • Orem (Self-Care) • Roy (adaptation model) • Wolfensberger (social role valorisation) • Carper (personal explanations)
Roper, Logan & Tierney • Developmental model - emphasises growth & development • Person oriented • Focus on change • Sees process over time • Sees a range of activities of daily living changing with maturation • Supporting and enabling • Draws on Henderson’s work strongly
Callister Roy’s model • Systems model - person is made up of systems • Systems interact with the environment • Health is equilibrium and managed systems • Nursing is supporting adaptation to environment • Is holist, purposeful and unifying • Adaptive modes: physiologic, self concept, role function, interdependence • Health is a process of responding positively to environmental changes
Hildegarde Peplau • Inter-actional model • concerned with interpersonal relationships • nursing is organised through building relationships to support communication • nurse must be able to use self therapeutically
Dorothea Orem • Nursing as part of a social care paradigm • supporting client to self care • caring as a part of moral consciousness • care as the core and essence of nursing • caring and community • collective responsibilities to support and enable
Carpers model • Four dimensions of nursing: empirical dimension personal dimension ethical dimension aesthetic dimension
Exercise • What does the Roper et al model suggest about the person, environment, health, nursing? • What might Roy say about the person? - how may it be different?
Roper et al • Person: A developing maturing individual throughout the life span moving from dependence to independence • Health: meeting a range of needs - health changes with many separate facets • Environment: Anything external to the person and is a framework of the activities of living • Nursing restoring or maintaining ADL when person cannot cope independently
Roy’s model Person: a biopsychosocial being with a unified system Health: equilibrium resulting from effective coping Environment internal and external systems that impact on equilibrium Nursing: Manipulating environment to enable coping
exercise • How is assessment likely to be undertaken in Roper modeling? • How might nursing be different in a model based on interpersonal relationships? (e.g. Peplau)
Criticising a model • Models are constructions & conceptual • They enable us to explore how the nature of nursing is defined • Models are not facts - they evolve and emerge • You do not “do” models - they inform your thinking • Models imply different nursing processes
Questioning models & theories • What methodologies were used to develop? (?draws on other/theories/research/evidence) • How clear is it (overly complex jargon?) • What does the theory say - what is the central assertion- is it clear and coherent - is there thesis? • What type of theory is it? (e.g. a mid-range theory that can be tested in practice) • Can the theory be used • Is this theory relevant to my area of practice
Can you….. • explain what is meant by a model and a theory of nursing • understand the main features of at least two models of nursing • understand how to critically review a model • Identify how the application of models to practice influences the activity of the nurse and the experience for the patient or client
DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICE
3.66k views • 23 slides
HUMOR THEORIES: FEATURES VS. FUNCTIONS VS. SUBJECTS by Don L. F. Nilsen and Alleen Pace Nilsen HUMOR THEORIES THE EVOLUTION THEORIES as proposed by Charles Darwin, and by the I. A. H. B. THE HUMOR-IS-GOOD-FOR-YOU THEORIES as proposed by Norman Cousins, et. al.
1.69k views • 32 slides
Life Span Development Late Adulthood : Psychosocial Development – Ch. 25. July 27, 2004 Class #14. Theories of Late Adulthood. Three Types of Theories self theories stratification theories dynamic theories.
1.62k views • 36 slides
Grand Theories of International Security. The Twentieth Century. The Case for Theories of IR. Every decision maker relies on theoretical notions Bad theories lead to bad decisions Modern social science offers tools to help distinguish bad theories from good ones.
2.04k views • 99 slides
Program Planning: Models and Theories. Why Theories and Models?. Builds clarity in understanding targeted health behavior and environmental context. Directs program planning - why, what and how? Directs evaluation as integral part .
2.24k views • 20 slides
Theories of Infant Development. Fogel Chapter 2. Created by Ilse DeKoeyer-Laros. Overview Chapter 2. Biological Approaches Learning Theories Cognitive Theories Systems Theories Clinical Theories. Experiential Exercises. What is a Scientific Theory?.
1.77k views • 72 slides
Basic concepts in nursing science. Li Xiaohan . School of Nursing China Medical University. Introduction Human being Environment Health Nursing. Introduction. Definition of nursing science. Four basic concepts that affect and determine the nursing practice . Human being.
3.99k views • 101 slides
PRC – BON NURSING UPDATES . CARMENCITA MATIAS-ABAQUIN YOLANDA CORTEZ-ARUGAY LEONILA ALCANTARA-FAIRE BETTY FACTORA-MERRITT PERLA GONZALES-PO AMELIA BUENCAMINO-ROSALES MARCO ANTONIO CABRERA STO. TOMAS. OUTLINE . Nursing Education Nursing Core Competency Revisiting Project
3.15k views • 84 slides
Philosophy-Science-Nursing Theory. NUR 601 Nursing Theory and Role Development Dr. Helen Hodges. Philosophy? Nursing Theory? ARGGHHHH. Right?.
2.97k views • 31 slides
Chapter 7 Social Process Theories: Learning, Control and Reaction. Criminology 8 th edition Larry J. Siegel. Social Process Theories. Theories which are based on the concept that an individual’s socialization determines the likelihood of criminality.
2.98k views • 33 slides
3 ed International Nursing Conference-2010 Jordanian Nursing Council JNC . Hourly Rounding with purpose: Evidence Based Practice Project. Mohammad R. Al-Qudimat, RN, MSN Nursing Research & Evidence Based Practice Program Supervisor King Hussein Cancer Center - Department of Nursing .
5.74k views • 29 slides
Theories of (General) War. Systemic & Macro-Theories Johan M.G. van der Dennen. Raiding (dawn attack) by a Florida Indian tribe (de Bry, ± 1590). The phalanx: the major invention of ‘civilized’ warfare. Theories of (General) War. LEVELS of ANALYSIS (Waltz):. Theories of (General) War.
1.96k views • 93 slides
Advancing Excellence in Nursing Homes Making Nursing Homes Great Places to Live, Visit and Work. Chris Condeelis Senior Director of Quality American Health Care Association [email protected]. Carol Benner, National Director, Advancing Excellence in Nursing Homes Campaign
260 views • 0 slides
Adult Health Nursing II Block 7.0. Topic: Respiratory Nursing, part 1 Module: 4.1. Nursing Care & Considerations of the Client With Respiratory Conditions *Obstructive Sleep Apnea (OSA) *Head & Neck CA *Tracheostomy and Laryngectomy Tubes *Lung Cancer *Pulmonary Edema
2.73k views • 124 slides
Nursing Shortage. By: Jessica Klahm & Christine Nguyen. What comes to mind when you think about, “Nursing Shortages?” . There are many reasons for nursing shortages! There is no singl e reason. . History of Nursing Shortages .
6.91k views • 33 slides
Nursing Theory:. An Exploration of Merle Mishel’s Uncertainty in Illness Theory. UNC School of Nursing, 2014 . Ferris State University NURS 501 Introduction to Advanced Nursing Roles Marcie Chenette , Mariah Lab, Brandi Miller, & Tamara Putney. Bailey & Stewart, 2010. Objectives.
3.29k views • 18 slides
Stroke Nursing Rehab. Presented by: Leah Garey Becky Clarkson. Stroke Rehabilitation. Nursing implications. Learning objectives. At the end of this presentation the learner will: Understand the pattern of deficits for hemispheric, brain stem, and cerebellar CVAs.
2.02k views • 89 slides
Linear Mixed Models: An Introduction. Patrick J. Rosopa, Ph.D. University of Central Florida. Outline. The Need for Linear Mixed Models General Linear Models versus Linear Mixed Models A Quick Note Regarding Software Types of Effects Some Common Models Estimation of Parameters
5.34k views • 103 slides
NURSING CARE OF. MASTOIDITIS. Ni Ketut Alit A Nursing Faculty Airlangga University Surabaya East Java. REFERENCES. Black , J.M. & Matassarin E, (1997). Medical Surgical Nursing: Clinical Management for continuity of care . J.B. Lippincott.co.
5.11k views • 15 slides
3 ed International Nursing Conference-2010 Jordanian Nursing Council JNC. Hourly Rounding with purpose: Evidence Based Practice Project. Mohammad R. Al-Qudimat, RN, MSN Nursing Research & Evidence Based Practice Program Supervisor King Hussein Cancer Center - Department of Nursing.
2.35k views • 29 slides
THEORIES OF FAILURE. Failure in a ductile material is specified by the initiation of yielding. Failure in a brittle material is specified by fracture. THEORIES OF FAILURE FOR DUCTILE MATERIALS. Maximum Shear Stress Theory ( Tresca Yield Criterion ).
16.03k views • 25 slides
IMAGES
COMMENTS
The 'Kirkpatrick model of evaluation' includes four levels for evaluation: (a) reaction, (b) learning, (c) behavior, and (d) results. Levels of evaluation were built in a step-wise fashion. The value of the evaluation methods have been discussed in the context of continuing nursing education.
The report card is designed to be used by nursing programs to assess their curricula. If you are assessing more than one nursing program, assess each one separately. Answer the questions in each section with your curriculum in mind. Each item can be ranked from "0" (no implementation in your curriculum) to "4" (full implementation in ...
Nursing Education PPT: Programs, Courses, Training + Continuing. August 17, 2024 by Somya Thakur. Nursing education equips aspiring nurses with the knowledge and skills needed to provide quality healthcare. It combines classroom learning with hands-on clinical experience, covering subjects like anatomy, patient care, pharmacology, and ethics.
summative evaluation in nursing education1 1Goh HS et al. Value of nursing objective structured clinical examinations: a scoping review. Nurse Educa. [epub ahead of print] doi: 10.1097/NNE.0000000000000620 Simulation for Assessment cont High stakes assessment: students need to pass assessment to pass the course Critical steps to follow: 1.
Presentation Transcript. Transforming Nursing Education Creating the Nursing Workforce of the Future Linda Cater, RN, MSN Director of Health Programs - Postsecondary Education Alabama Community College System Martha G. Lavender, RN, MSN, DSN Assistant to the President - Cherokee Campus /Health Sciences Gadsden State Community College.
unified curriculum, followed by adescription of curriculum development in nursing education. The Model of Evidence-Informed, Context-Relevant, Unified Curriculum Development is presented. It comprises a summary of the major aspects of the curriculum development process, serving as an advance organizer for this text.
1. Evidence-Based Nursing Education Nancy Spector, PhD, RN, Director of Education June 5, 2007 North. Dakota Board of Nursing. 2. Mission of NCSBN. The National Council of State Boards of Nursing. (NCSBN), composed of Member Boards, provides. leadership to advance regulatory excellence for.
Despite the increased discussion of and evidence for active learning, it is not clear how frequently nurse educators choose to use lectures or active learning in their classes. This study examined the extent to which nursing faculty across schools of nurs-ing use lecture versus active learning. Of the 438 faculty, only a few used solely active ...
Nursing education and training. An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Download presentation by click this link.
nursing education. The communication process plays a very important role in teaching-learning process. It is necessary for a teacher to understand the concept and process of communication which are discussed in Section 2.4 of this unit. 2.1 TEACHING Teaching is an essential component of education process. It is concerned
Slide 8-. Nursing is a service Differentiates nursing from an occupation. Guided by certain rules, policies or code of ethics. 3.Service orientation. Slide 9-. Helps to improve client care and enhance nursing's scientific knowledge base. 4.Ongoing research. Slide 10-.
The first nursing theories appeared in the late 1800s when a strong emphasis was placed on nursing education. ... It is the most abstract type and sets forth the meaning of nursing phenomena through analysis, reasoning, and logical presentation. Works of Nightingale, Watson, Ray, and Benner are categorized under this group. ...
Nursing Education the purposes and objectives of counseling services in school of state nursing; describe the types of counseling services; enlist the resources and members of counseling; and narrate functions and attributes of a counselor. 5.1 INTRODUCTION So far from U. nit 1 to 4 of this block, you have gained knowledge about the
The use of technology makes learning fun and exciting, and it cuts across all disciplines including nursing education (Forehand et al. 2017 :51). Technology usage in teaching and learning has risen to its peak recently given the current coronavirus disease 2019 (COVID-19) pandemic and its social distancing protocols.
The Competency Based nursing degree plan lets you design your personal field of work to satisfy the needs of nursing professional goals. You will be provided credit for your previous education, life as well as career experiences that will allow you to accelerate the conclusion of your degree. This means that you get an opportunity to complete ...
Classifying theories • Meta-theory (Theory building - values etc) • Grand theory (Broad conceptual frameworks - not testable e.g. Leininger theory of transcultural care) • Middle range theory (Narrower and testable e.g. Peplau) • Practice Theory (situational theory - focuses on the way in which nursing is practised e.g. Norton's ...