Technology in nursing education
The focus of this paper is to describe, identify and clarify the issues facing seasoned nurse educators using technology in the traditional or campus-nursing classrooms with multi-generational learners. This paper presents an exploration of the issues faced by seasoned nurse educators who may need to consider a shift from instructor-focused to learner-focused instruction (Carlson-Sabelli, Giddens, Fogg, & Fiedler, 2011). This shift involves replacing student-passive lectures with more engaging instructional strategies, such as the application of multimedia and advanced technologies.
Engaging students of the X and Millennial (Y) generations in nursing lessons via technological applications provides a student-centered environment and may increase critical thinking and awareness. Many experienced nurse educators continue to lecture in the classroom, which frequently relates to an instructor-centered environment that is not as engaging for students (Oermann, 2015). Generation X and Millennial nursing students may not be as engaged by the past strategy of lectures, preferring to learn via modern technology (Fiedler, Giddens, & North 2014). There is a gap in the literature regarding the lived experiences of (late-career) seasoned nursing faculty members when it comes to applying technological applications to teaching nursing topics.
This paper highlights many complexities that exist within educators’ perceptions and application of technology to meet academic standards. The importance of these issues rests on the fact that graduate nurses ready to sit for licensure must demonstrate knowledge, critical thinking, and problem-solving skills while answering questions that address the analysis and evaluation levels on Bloom’s taxonomy (Bloom, 1974; Roa, Shipman, Hooten & Carter, 2011). The use of technology in classrooms is driven by need and the delivery by seasoned instructors calls for a greater, more cohesive conceptual paradigm to help guide educators through the issues that arise while engaging in instructional strategies.
Discovering possible benefits of using technological applications in the classroom may lead to more students’ successful completion of the nursing curriculum and an increase in first-time pass rates on the NCLEX-RN examination. Nurse educators are aware of the effects that failing rates on the NCLEX-RN licensure examination may have on nursing schools (ACEN, 2013). The consequences of failing the licensure examination affect numerous stakeholders, including health care organizations, nurse graduates, nursing programs, and nursing faculty (Roa et al., 2011). Accrediting agencies and state boards of nursing (SBON) hold nursing schools accountable and may deny continued approval programs that fall below an established benchmark (Roa et al., 2011). Unsuccessful testing attempts will affect interested parties in diverse ways, but all parties will experience financial losses (Roa et al.,).
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