Benefits, concerns and prospective use of technology in nursing education (2023)

bycaitlyn groupRN Master of Nursing, Athabasca University

Abstract

Technology has been integrated into our health care system with continuous advancement and modernization. The intensive use and increasing implementation of technology in educational settings ensure that students are adequately prepared to enter the job market. Educational establishments have increased their technological equipment and are continually integrating innovative teaching platforms. Nursing educators rely on many forms of technology to promote learning and better support students as they graduate. Technology has improved the accessibility of learning for students in remote locations who may not be able to physically attend educational facilities. The modes of technology used in nursing education may include simulation learning, mobile phones, e-books, personal laptops, or tablets such as iPads. The subject of technology is broad and presents some challenges; however, it is an essential tool used in today's learning environment. This article provides an informative and thoughtful overview of the benefits, concerns, and optimistic and innovative perspectives that technology brings to the future of nursing education.

Keywords: learning, education, facilities, health, technology, nursing, educators, students

Introduction

Technology has become more popular as a teaching medium and is essential for today's learning environment (Merrill, 2015). There are various modes of technology used in nursing education today, for example, high-fidelity and low-fidelity simulation provide students with case-based scenarios and the opportunity to practice practical skills (Tosterud, Hedelin, & Hall -Lord, 2013). Technological advances such as e-learning have been incorporated into many nursing programs, allowing students in remote locations to learn more affordably and comfortably (Sheikhaboumasoudi, Bagheri, Hosseini, Ashouri, & Elahi, 2018). Many educational institutions have focused on adopting changes in the educational offer through reconstruction projects, budget modifications and better support for educators (Benjamin & Ostrow, 2008). The subject of technology is multifaceted and has brought many positive contributions to nursing education today. With the future generation of nursing students in mind, it is imperative that as technology continues to advance, it does not replace the importance of providing excellent patient care (Mahon, 2017).

This article explores the role of technology and its value to educational establishments, nursing educators, and nursing students. Further expansion in these areas will identify the benefits, concerns, and forward-looking prospects of the technology. Since the incorporation of technology into learning environments is inevitable, these impending advances will have the greatest impact on the next generation of nursing students (Revell & McCurry, 2010). It is hoped that by reflecting on the various components of technology and their role in nursing education, continued support will be provided to educators and students.

Benefits of using technology

There is great pressure on educational facilities to ensure that technology is properly introduced and integrated into learning environments (Gonen & Lev-Ari, 2016). Reflecting on the last decade, there is evidence of an increase and numerous improvements in the technology used in educational facilities (Damewood, 2016). One significant change is the emergence of web-based or e-learning ways of delivering education. The main reason for this change in the educational offer is the need for greater accessibility and a greater demand from students who want to learn in their own home environments (Damewood, 2016).

remote programming

The concept of distance e-learning has been a great evolution for educational facilities (Sowan & Jenkins, 2013). With the ease of access to computers and the Internet for students and educators, this acceptance has been an easy transition for most institutions (Sowan & Jenkins, 2013). By definition, distance programming involves the use of various modes of technology to deliver a pre-developed course curriculum to students, who are not in physical contact with their educators (Griffiths, 2016). Programming can be taught through synchronous methods, including virtual chat or streaming video activities, or through asynchronous activities, such as posting on a forum or sending an email (Sowan & Jenkins, 2013). Distance learning has also allowed students to participate part-time, providing greater program flexibility by optimizing enrollment across all facilities (Griffiths, 2016).

know where you live

An example of integrating distance learning into curricula comes from the University of Saskatchewan, with the implementation of the Learn Where You Live nursing program in 2012 (Butler, Bullin, Bally, Tomtene, & Neuls, 2016). The objective of this program was focused on better support for the indigenous population, with defined objectives aimed at meeting the demographic preferences of this community and reaching people who cannot physically attend the programs due to their isolated location (Butler et al. , 2016). Students in the program were taught in their home environment and connected with educators virtually through phone or online connections (Butler et al., 2016). Upon review of this project and once the initial group of participants graduated, success was evident as the entire class received their registered nursing certifications (Butler et al., 2016). Criteria that determined the effectiveness of the program included providing successful education in a remote method and improving northern healthcare in more impactful ways (Butler et al., 2016). Beyond a simple means of learning, distance education supports social equality, since it provides equal access to education for all (Smith, 2008).

webcast

Another positive technological contribution is the use of web-based streaming and real-time television interactions employed through educational programming (Smith, 2008). This method of technology allows educational institutions to increase their reach to a greater number of academics, avoiding physically altering their structure. It also ensures that students feel connected and build valuable relationships with each other (Smith, 2008). In general, students support this type of technology use, since it connects them with their educators, strengthens feelings of affection, and simulates being present without physically attending classes (Smith, 2008).

simulation learning

Simulation learning is another trending technological mode used in educational programming (Damewood, 2016). Whether high- or low-fidelity simulation, either approach introduces students to more hands-on practice, allows them to mimic case situations, and further develops the nursing experience in an environment that is out of harm's way (Tosterud et al. ., 2013). High-fidelity simulation involves mannequins that replicate human systems and includes features such as breath, heart, and speech tones (Przybyl, Androwich, & Evans, 2015). Software is provided with each manikin to provide realistic case situations, which can be changed based on desired learning outcomes (Przbyl et al., 2015). Lo-fi simulation is simpler; this form involves a torso to practice cardiopulmonary breaths or an arm to insert an intravenous needle (Przbyl et al., 2015). By practicing various nursing skills in educational settings, students can offer feedback to each other and reconsider previously practiced case scenario approaches (Berragan, 2014). The use of simulation has become more prevalent, sought after, and is now well accredited among various nursing programs (Sanko, 2017). While the equipment may have initially been quite expensive, it became cheaper over time, further supporting the integration and operation of the simulation by educational institutions (Sanko, 2017).

Concerns associated with the use of technology

As the use of technology among nursing educators and their students has grown, educational institutions have become concerned with increasing its implementation and operation. The obstacles that have arisen are largely due to the increased work pressure reported by staff, coupled with increased currency tensions experienced between various educational institutions (Damewood, 2016).

equipment overload

Damewood (2016) noted that with the increased use of technology, it is essential that educational facilities have adequate repair and support personnel to meet the increased maintenance, operation and repair work that results from the various equipment. Whereas in the past these employees were only in charge of repairing the computers, now they are in charge of all the technology related to the addition of new equipment (Damewood, 2016). Outside of routine repair work, educational facilities must meet predetermined criteria, which requires these employees to be properly trained to operate and maintain various technologies (Dudding & Nottingham, 2018).

financial pressure

As educational institutions consider implementing or advancing technology, variable expenses may occur depending on the type of equipment to be incorporated (Dudding & Nottingham, 2018). Although these fees are now more manageable, many organizations still recognize these high prices as a constant barrier (Benjamin & Ostrow, 2008). Factors such as ongoing repairs, equipment upgrades, or replacement of broken parts pose additional financial stress, which may require facilities to increase tuition fees; not alleviating the exhausting monetary expenses that students already feel (Benjamin & Ostrow, 2008). These observed obstacles are currently inescapable and will continue to be present with the prolonged use of technology among educational establishments.

Prospective Technological Use

The prospective use of technology in educational establishments is full of opportunities and new modernized approaches (Glauser, 2017). Many educational institutions seek to partner with global institutes to expand current technologies, improve education, and provide an enhanced learning environment for future students (Goldsworthy, 2012). Regardless of how students are taught or how technology is integrated into lessons, the use of technology in educational settings is enormous (Goldsworthy, 2012).

Games

A future prospect for technology is the possibility of using recreational activities in nursing curricula. Games in healthcare settings have become increasingly popular as they keep students engaged and are a fun approach to learning (Ferguson, Davidson, Scott, Jackson, & Hickman, 2015). The game platform itself can be used on personal technology devices such as a mobile phone or tablet, giving students the ability to set up and control patient variables (Ferguson et al., 2015). For example, the game can mimic a reality-based scenario in which the student gives medicine to patients (Glauser, 2017; Ferguson et al., 2015). If a step was missed or an error was observed, the game would immediately alert the student and offer constructive feedback (Glauser, 2017). Glauser (2017) noted that the game would have different levels for students to progress through, and most importantly, it would allow learning anywhere, anytime.

Red social

The expression Free Open Access Medical Education (FOAM) is another important development and refers to the use of social networks (Carroll, Bruno, & vonTschudi, 2016). FOAM is described as an online network for students to operate and associate with each other through web applications including Twitter, blogs, or YouTube. Social media is becoming increasingly accepted as a beneficial tool for learning, and many educational facilities support its growing popularity (Carroll et al., 2016). Some encouraging elements that support the continued implementation of FOAM include affordability, as many social media applications are free, open accessibility for students and educators, and simplicity of on-premise deployment (Carroll et al., 2016).

One drawback of FOAM has to do with the merits of the material, as there is a limit to what facilities can monitor online, as they have limited power to control web discussions and deliberations (Carroll et al., 2016 ). The subject of social networks is popular and with the advancement of technologies and applications, the continuous execution of this medium of learning is inevitable (Carroll et al., 2016).

Benefits of using technology

Today's classroom environments include a higher percentage of students for educators and classes are held in large classrooms, which is often daunting for many people (Revell & McCurry, 2010). Technology has been incorporated into the classroom to help overcome these barriers, as well as to better support the relationship between educators and students (Revell & McCurry, 2010). The Canadian Association of Schools of Nursing has made it a requirement that nurse educators teach their students the fundamentals and the ability to appropriately use technology before graduation (Canadian Association of Schools of Nursing and Canada Health Infoway [CASN/CHI], 2012). This certifies that all students have developed the same level of understanding of operational technology, while ensuring that graduates can work knowledgeably and confidently in various healthcare settings (CASN/CHI, 2012).

Successfully incorporating technology

Nursing educators are viewed as important by their students as they are role models and ultimately shape the future generation of nurses. It is important that educators are receptive and competent in handling technology. This ensures that students maximize their learning experiences and use technology appropriately. To support the incorporation of technology into their teaching, educators need to have a constructive work environment, helpful information and technology staff, and stay inventive with their teaching. Together, these efforts will help improve its acceptance and support the continued use of technology (Gonen & Lev-Ari, 2016).

The standard of education.

Technology has given nurse educators the opportunity to develop classes, interact with more students, incorporate new modalities into their classes, and is now recognized as the norm in education (Jones & Wolf, 2010). Kuhn (2017) identified that despite the above obstacles, nursing educators are open to including innovative technologies in their courses. Most educators recognize these tools as improving existing approaches and meeting the growing demands of their students. This openness has resulted in nursing educators thriving in the use of technology and has allowed them to appreciate how technology further enhances opportunities for current and future students (Kuhn, 2017). Today's use of technology is valuable, increases teaching opportunities, and its continued use will further support current and future nurse educators.

Concerns associated with the use of technology

Technology has brought many benefits and enhances the role of the nurse educator, but there are clear challenges associated with integrating technology. Globally, there are insufficient numbers of accessible educators, and those who are qualified identify concerns regarding professional development activities related to the use of technology (Oprescu, McAllister, Duncan, & Jones, 2017). Educators are expected to be equipped with basic knowledge and understanding to operate technology, but most are neither computer-savvy nor technologically literate (Rajalahti, Heinonen, & Saranto, 2014). Many educators identify technology as a source of obstacles and simply do not have the time to learn how to properly use it to its full potential (Oprescu et al., 2017).

technological stressors

The realities of today's work environment for nurse educators include increasing workloads and increased apprehension as technology is expected to be incorporated into their classrooms (Burke, 2009). Although the term technostress was primarily recognized around the 1980s, it is a prevailing sentiment among many nursing educators (Burke, 2009). Technostress is defined as feelings of worry and apprehension due to the general incorporation or operation of technology during a lesson, as well as the regular duties involved in being an educator (Tacy, Northam, & Wieck, 2016). Educators often express feeling overwhelmed by having to respond to many modes of technology, for example, checking email while teaching an online class. There is an obvious overabundance of technology, which has subsequently led to a decline in the desire to use technology and a decline in job satisfaction (Tacy et al., 2016). Educators note that technology can be exhausting and often creates the most pressure within their role (Burke, 2009). Clearly, technology is an issue that requires attention from teaching staff, as educational institutions are faced with a declining number of qualified educators (Revell & McCurry, 2010).

Connecting with students

Another common barrier reported by nursing educators concerns their interactions with students and the fulfillment of all one-time requests. Reaching all students is not easy, as they have a variety of learning requirements and prior technology experience (Bowen et al., 2010). Educators note that it is an ongoing struggle to adjust and establish improved approaches to incorporating technology as they try to connect with their students. Nursing educators are also multigenerational, differ in background skills, and bring many different areas of expertise and knowledge (Rajalahti et al., 2014). There is an expectation that nursing educators have a similar understanding and ability to operate various modes of technology, similar to their generally younger students; consequently, these differences resulted in notable difficulties. As nurse educators continue to use technology, basic education must be provided to ensure they can successfully operate and integrate it. Doing so would not only overcome obstacles, but also improve future job performance, as technology is projected to continue to be an integral element for nurse educators.

Prospective Technological Use

Once a novelty, handheld devices have now become mainstream tools among educators and are rarely considered a new mode of technology (Risling, 2017). Technology has brought many incredible and inventive ways in which educators teach their students, and the next decade is predicted to be filled with even more innovative technology platforms. A new mode of technology that is expected to emerge in nursing curricula includes more practice with electronic medical record equipment, and nursing educators need to help students with the trial and error that these tools can bring. The notion of wearable technology, such as sleep tracking or calorie counting devices, are other new tools that educators may want to incorporate into their classes as the next batch of students become the future workforce that employs these devices. tools in their daily practice (Risling, 2017).

The reboot process

A forward-thinking notion for technology use includes nursing educators offering their students choices about what technology is incorporated into lessons (Bassendowski & Petrucka, 2016). This notion has been identified as the redefinition process and is based on the idea that providing choice and allowing students to decide on the means of learning increases ingenuity and innovation. To ensure this continued acceptance of technology, it is important that educators continue to encourage and trust the use of various technologies in program courses. Additionally, educational facilities can support this notion by providing a large number of IT staff, offering enough training sessions, and seeing technology as beneficial to students (Gonen & Lev-Ari, 2016).

Many nursing experts are urging recent graduates to become nursing educators, as they believe this role is well recognized during this technological revolution (Risling, 2017). Nursing educators must continue to support the next generation of nursing students and ensure that they develop the same knowledge, skills, and abilities to use technology to the best of their ability. With these points in mind, it is clear that the future use of technology for nurse educators is broad, continually growing, and an encouraging improvement to current teaching approaches.

Benefits of using technology

Nurses are expected to have basic competency to incorporate technology into their practice, as technology supports optimal decision making and critical thought processing (Kaur & Rawat, 2015). Having prior exposure and the opportunity to practice operating technology before entering the workforce ensures professional development needs are met. Many modes of technology are being incorporated into nursing education today outside of traditional computer use, including e-books, video conferencing, simulation, and mobile devices (Bristol, 2019; Tutticci, Ryan, Coyer, & Lewis, 2018). Having direct access to technology allows nursing students to investigate questions as they encounter various issues during clinical practice, supporting learning needs and reducing errors (Iverson et al., 2016).

Strengthen optimistic feelings.

Technology has impacted students by increasing feelings of humanity and understanding, as well as improving student-teacher relationships (Smith, 2008). By implementing technology, students have the opportunity to study in an equal opportunity environment, enhance self-awareness, enhance understanding of the educational subject, and promote a virtual self. Nursing students have benefited significantly since technology was incorporated into their programs (Kaur & Rawat, 2015). Technology provides the opportunity to practice simulated scenarios, increases your ability to operate electronic charts, and replicates the realities of your future work environment.

Accessibility

A second feature that technology has improved is accessibility, as students in remote areas can participate in educational opportunities without changing their geographic location (Butler et al., 2016). Physically attending college-level programs often entails high travel and relocation expenses, which can be significant barriers. Contemporary technology offers students around the world the opportunity to study and interact virtually, and without these technological improvements, learning might not have been an option.

Concerns associated with the use of technology

With technology being integrated into almost all nursing education, this change has raised inevitable concerns. The emotion of caring is a key value intrinsic to nursing, and the use of technology has generated a loss of individual bonds that impact the student's ability to care (Jelec, Sukalic, & Friganocic, 2016). Recent nursing graduates are most commonly affected by this, as they have substantial exposure to technology in their learning environment rather than practicing in a clinical setting with real patients. As the amount of technology increases, it is essential that students continue to understand the value of empathy and caring.

mobile learning

A concept that has been around since the 1970s is mobile learning (mLearning), defined as access to subject matter via mobile devices (Garrett, Jackson, & Wilson, 2015). The current use of mLearning allows students to use their own devices such as a cell phone, tablet or laptop for educational purposes, which improves accessibility and makes learning more comfortable (Garrett et al., 2015; Pereira & Rodrigues , 2013). . Students noted some disadvantages from this technological initiation, including small screen dimensions, unreliable battery life, more bypassing of other applications, and system lag (Pereira & Rodrigues, 2013). Additionally, technical issues such as slow loading of videos or difficulty accessing materials have caused much frustration, interfering with students' ability to learn (Garrett et al., 2015). While mLearning is only a singular representation of the technology used in nursing schools, the take-home message is that these barriers can apply to many different technology modalities. As the faculty continues to incorporate many different modes of technology, there are inevitable problems and obstacles that students will have to overcome.

Prospective Technological Use

The next generation of students is often recognized differently than previous generations. They not only present themselves as privileged, but also have a great affinity and attachment to technology (Erlam, 2014). Technology has been recognized as an essential component of learning, better preparing students and ensuring that they can operate effectively in their future work environment (Skiba, 2010). As a wide variety of learning modalities, equipment, and web-based applications are continually being developed, the possibilities remain limitless for continued advancement and the creation of potential applications (Au-Yong-Oliveira et al., 2017).

millennial generation

Today's students are referred to as millennials and are expected to enter educational environments with greater abundance of technology (Au-Yong-Oliveira et al., 2017). Not only will they have greater exposure and accessibility to technology, but many healthcare and educational facilities anticipate that their environments will be entirely web-based (Skiba, 2010). The continued evolution of already used modes of technology, such as mobile devices and tablets, will be continually integrated into programming, further equipping graduates to care for patients with more chronic conditions. With the flexibility offered by simulation learning, scenarios can be adjusted to meet the changing requirements of the healthcare system and reduce the inconvenience that clinical locations can create (Erlam, 2017). Future classes of nursing students will have greater access to advanced learning methods, complete with a variety of technical modalities.

Artificial intelligence

Glauser (2017) identified that robotics is an innovative technology that is being introduced in the health sector and that will have an impact on future nursing students. An artificial intelligence-equipped robot was tested to connect with seniors in nursing homes and help monitor symptoms alongside nurses, as well as watch for possible signs of dementia. As technology like this is continually developed, students will play a role in its creation and acceptance in healthcare settings. Students will also be required to provide critical assessments of these new technologies, as robotics will ultimately affect a nurse's future responsibilities and role requirements (Glauser, 2017).

Technology offers endless opportunities for growth and evolution in nursing education (Sanko, 2017). This includes expanding distance learning in educational facilities, nursing educators incorporating more technology into their teaching, or nursing students operating new modes of technology. The subject of technology is vast and there are many new and innovative ways to explore it. Technology is recognized as a key and intrinsic component in delivering excellent patient care, reinforcing its importance in nursing education (Archibald & Barnard, 2018). When reflecting on the prospective use of technology, it is imperative that it remain effective, accessible, and meet the demands of the future generation of nursing faculty and students (Dudding & Nottingham, 2018).

author biography

Caitlyn Huddle is a registered nurse currently working in an occupational health position at WellPoint. Previous experience includes positions in public health, mental health, and community. She graduated from the University of Ottawa in 2011 and shortly thereafter began her Master's in Nursing at Athabasca University. Her future activities include the expansion of occupational health nursing.

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