Module 2: APPLICATIONS OF NURSING INFORMATICS IN NURSING EDUCATION
Teaching and Learning
Computers enhance academics for both students and faculty in at least four ways. These
include access to literature, computer-assisted instruction, classroom technologies, and
strategies for learning at a distance.
Literature Access and Retrieval
In our information age, it is a challenge to keep abreast of the information on any subject.
Computers have significantly improved our abilities in this area by presenting catalogs and
text of materials in a way that can be searched systematically. Previously, users needed to
leaf through multiple collections of printed indexes, one keyword or topic at a time. Now
continuously updated cumulative indexes of related materials can be searched
electronically in a fraction of the time. The searcher can specify the recency, language,
document type, and other characteristics of the citation for desired materials. Once a list of
search matches is displayed on the computer screen, users can select all or certain citations
and either print them or store them on their own local computers.
Common Health-Related Bibliographic Systems and Databases
• Acquired Immune Deficiency Syndrome information online (AIDSLINE)
• CANCER LITerature (CANCER LIT)
• Educational Resources Information Center (ERIC)
• Psychological Abstracts (PsychlNFO)
In addition to searching lists of documents, actual complete publications and materials are
available in computerized formats. These include medical textbooks, the full text of journals,
drug references, digitized x-rays or scans, and graphics including clip art. Through the
Internet and the World Wide Web, both classic and the most current information can be
found on any topic. Users can access statistics from the Centers for Disease Control and
Prevention, census data, and the National Library of Medicine.
Computer-Assisted Instruction (CAI)
Nursing has enjoyed the computer revolution in the form of computer-assisted instruction
(CAI). Dozens of software programs help nursing students and nurses learn and demonstrate
learning. These have been created by individuals, educational institutions, technology
companies, or print publishers. Programs cover topics from drug dosage calculations to
ethical decision making and are classified according to format: tutorial, drill and practice,
simulation, or testing. CAI can contain diagrams, graphics, animation, video, and audio and
may be accessed on CD-ROMs or on the Internet. All forms of CAI allow almost instant access
to any section of the program and can be designed to branch to different sections
depending on the user's responses.
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Tutorials on electrocardiogram (ECG/EKG) interpretation, drug interactions, and legal
aspects of nursing are examples of these programs. Course syllabi that contain worksheets
or activities students can complete on the computer may be distributed via flash drive,
through the college network, or via the Internet. Completion of CAI programs may also be
an acceptable means of demonstrating continuing education activities required for license
renewal.
Watch the videos with file names
• [Link]
• NI_LEC_Mod2 ECG Simulator
Classroom Technology
Most new educational buildings are wired to accommodate technology. This includes
adequate electric outlets for students to plug in laptop computers and wiring (or wireless
technology) for network or Internet access. For the faculty, projectors and liquid crystal
display (LCD) panels that allow computer screens to be displayed to the entire classroom
are becoming standard. These enhancements allow faculty to use the full text, video, and
audio capabilities of computers instead of overhead transparencies, slides, or writing on the
board.
Watch the videos file names
• NI_LEC_Mod2_ Holographic Power Point Presentation
• NI_LEC_Mod2_Anatomage Demo of Virtual Autopsy Table
• NI_LEC_Mod2_Future Doctors Could Be Taught with Holograms
Distance Learning
There are several different models of distance learning. In one model, the student receives
course materials, communicates with the faculty and other students, and submits
assignments completely through the mail, e-mail, website, and electronic "dropbox" (a server
folder accessible from the Internet). This may be referred to as an asynchronous mode
because the persons involved are not interacting at the same "real" time. Another model of
distance education involves groups of students in classrooms at different sites participating
in a class session through two-way audio and video transmission. Computers are used to
code and decode the sounds and visuals for transmission. Students who are not at the site
where the faculty member is located can also communicate via voice-activated
microphones or response pads. These pads have buttons that permit the students to indicate
that they wish to ask a question or even to respond to multiple-choice test questions.
Synchronous distance learning can be accomplished through the use of chat, instant
messaging, video conferences. Another computerized delivery of knowledge is through e-
books; an entire textbook is available on a computer or PDA and can be annotated and
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searched. PDAs can also contain reference materials such as drug handbooks for an instant,
up-to-date information. As computer technology becomes more cost-effective and
increases its transmission quality, it is anticipated that more schools will use distance learning
strategies to reach students around the globe.
Distance education courses held entirely on a computer are called online courses, whereas
part computer and part classroom-based courses are often referred to as Web-enhanced
or hybrid courses. Course management software (such as Blackboard or Moodle) provides
an organizing framework for the delivery of the Internet content of distance courses.
Virtual learning environment
- A system that uses the internet to assist the educator in developing, managing, and
administering educational materials for students
- Other terms: CMS-Course Management System; MLE-Managed Learning
Environment; LMS-Learning Management System
- May facilitate e-learning; may tract students’ progress in a course
- Ex: Moodle learning management system, CyberExtension Virtual Managed Learning,
Canvas, etc.
Testing
The computer is ideal for conducting certain types of learning evaluations. Surveys can be
completed online, including anonymous questionnaires. For testing, large banks of potential
items can be written, and the computer can generate different exams for each student
depending on the selection criteria designated by the faculty. In addition, the students'
answers can be scored electronically, and the overall exam results analyzed quickly. In 1994,
the National Council Licensure Examination for RNs in the United States (NCLEX-RN) moved
from paper-and-pencil tests to computer tests. Applicants can complete the computerized
exam in less than 5 hours compared to 2 days for the written exam, test results are available
in about half the time, and exams can be taken at the applicant's convenience as opposed
to two scheduled sessions each year. The computer determines if the applicant passed the
examination by using a scoring algorithm that ensures all required competencies have been
evaluated fairly.
Zip grade
Student and Course Record Management
Computers are also very useful for maintaining results of students' grades or attendance using
spreadsheets. Often faculty are able to scan student exam answer sheets directly into a
gradebook on the computer. The program can then calculate percentages, sort student
scores in order, and print results for both students and faculty. Grades from multiple exams
plus scores on essays or other projects are calculated into final grades.
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Students are frequently asked to evaluate faculty and courses using machine-readable
forms. These data are also scanned into the computer so that cumulative results can be
calculated and stored. That is an example of what is called data warehousing-the
accumulation of large amounts of data that are stored over time and can be examined for
output in different types of reports (charts and tables).
Most schools now have all student records on the computer. From application through
graduation, the registrar's office keeps track of names, addresses, courses taken, grades,
and all other pertinent student data. Students may be able to sign up for classes, check their
tuition bills, and see their transcripts on computer terminals on campus or from anywhere
that has a computer with Internet access.
Simulation
Higher Education Institutions (HEI) are strongly encouraged to put up Virtual Skills Laboratory
to supplement and complement the attainment of learning outcomes prior to actual
experience (CHEM CMO 15). Simulation is a technique that may be used to replace or
amplify real experiences with guided experiences that evoke or replicate substantial aspects
of the real world in a fully interactive manner (Guba, 2007). It is the act of mimicking a real
object, event, or process by assuming its appearance or outward qualities (Reznek, 2004).
Methodologies:
• Task trainers (Static models / specific body parts)
• Standardized patients (Paid actors playing the role of patient)
• Computer-based programs (scenarios on screen, do not usually require an instructor)
• Virtual reality simulators (3D representation of the real-world)
• Patient simulator (Low, medium, high fidelity) of Human Patient Simulator
Simulators can be programmed to respond to errors in judgement, medication
administration, or skill performance, to allow students to witness the consequence of such
an error to a real patient (Harris & Jelesiewicz, 2004; Nehring et al, 2002; Van Sell, Johnson-
Russell, & Kindred, 2006).
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Watch the videos with file names
• NI_LEC_Mod2 vSim for Nursing Fundamentals
• NI_LEC_Mod2 Hololens Augmented Reality Headsets
• NI_LEC_Mod2 Virtual reality aims to help nursing students
Some studies have also explored the use of simulation in education. The NCSBN National
Simulation Study in 2014 has compared simulation with the traditional clinical placement of
students in the undergraduate program. The results of the study provide substantial evidence
that substituting high-quality simulating experiences for up to half of traditional hours
produces comparable learning outcomes.
[Link]
A meta-analysis on simulation-based nursing education was also done in 2016 to compare
effect sizes of simulation-based educational interventions in nursing according to the fidelity
level of the simulators. [Link]
Virtual world
The virtual world is defined as a synchronous, persistent network of people, represented by
avatars, facilitated by computers, in which people interact with other users or objects. The
term virtual world sometimes is used interchangeably with virtual reality, which can be
misleading. Typically, virtual reality is experienced by an individual wearing a head-mounted
simulation unit or in a high-cost simulation theater or a “cave” (De Gagne, 2013).
Who are the ones using virtual worlds in education? How does it work? Why is it significant?
What are the downsides? Where is it going? What are the implications for teaching and
learning? Read this paper on virtual worlds and find out the answers to these seven
questions. [Link]
virtual-worlds
Games
Educators have long understood that the interactive dynamic of games has the potential to
benefit teaching and learning, and recent years have seen considerable activity
surrounding the use of game mechanics in higher education. Efforts to use such activities to
improve learning include overlaying gaming elements onto a course, creating gaming
activities that deliver content, and, in some cases, structuring an entire course as a game.
The result is a diverse matrix of approaches that use gaming principles, fully developed
games, or other aspects of what some describe as “gameful learning” to increase
engagement, enhance learning, and explore new models of education
([Link]
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Artificial Intelligence and Education
AI is a broad category of emerging technologies that aim to investigate, synthesize, learn,
take action and deduce intelligence from various clinical systems and information sources.
The technology helps support, and in some cases, even supplement human tasks. The goal
of AI is to learn and adapt by providing responses and predictions over time that are faster
and as relevant (or more relevant) than human computing power.
A few examples of developing technologies that leverage AI, include:
• Virtual reality
• Voice assistive technology
• Natural language processing
• Image recognition
• Robotics (surgery)
• Machine learning
•
Watch the videos with file names
• NI_LEC_Mod2 Assistive Technology in Action - Meet Elle
• NI_LEC_Mod2 Voice Assisted Smart Devices
AI uses complex logic and programming to learn about a topic rapidly and provide support,
answers and action. The result is just-in-time informational synthesizing, suggested actions
and even task completion
Learn more:
[Link]
to-provide-care/
[Link]
education-sector/
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