The healthcare industry is experiencing change each new day. There are changes in how healthcare is delivered, increasing expectations from patients and advances in technology. With these changes the roles of healthcare professionals in nursing are evolving and growing. The new trends demand that nurses equip themselves with the most recent information in order to make it possible for them to evaluate and treat patients better. The innovations experienced in healthcare technology changes rapidly and for this reason nurses must keep up with these changes. Innovations such as advanced patient simulators and remote monitoring tools have become a common phenomenon in hospitals (Husson University Online, 2019). Bearing in mind that every facility every healthcare facility has varying levels and types of technology nurses are required to adapt seamlessly in learning to use the new equipment and systems (Iwasiw, Goldenberg & Andrusyszyn, 2009).
Over and above this, electronic communication by use of communication tool paging devices and text apps in the hospital has made it possible for nurses to swiftly respond with better efficiency to the needs of patients. Apps which signal nurses whenever they are late on delivering treatment and medication make it possible to enhance quality in healthcare (Husson University Online, 2019). Technological innovations have the potential to improve the working environment for nurse making it possible for them to access critical information relating to patients immediately. The innovations also enable collaboration between nursing teams. Nurses can offer prompt responses to the dynamic physiological strictures by way of applying protocols that are evidence based for the improvement of patient outcomes (Husson University Online, 2019). Today more nurses are involved in decision making concerning the technology to acquire owing to the growing recognition that direct access has a crucial place in the improvement of the quality of healthcare.
Access and application of healthcare technology is a fundamental trend in nursing practice. The nursing education curriculum must integrate healthcare technological innovation during curriculum development. This is especially so because the future of healthcare is in technology. The curriculum revision process should utilize summative and formative curriculum evaluation standards to integrate swift changes in nursing curriculum (Husson University Online, 2019). There are many considerations that must be made during curriculum revision including international education standards in nursing, National council standards, higher education standards, national health infrastructure, health statistics, vision of the healthcare industry, revision template and information about regional and local nursing institutions (Shanthi & Angeline, 2015).
In order to satisfactorily take care of the learning needs of a diverse student body the curriculum plan must integrate outstanding learning and teaching strategies. Some of the strategies that the curriculum plan must integrate include consolidating the needs of the student in the plan and delivery of the curriculum. The implementation plan of the curriculum must have shared values and a clear purpose as well (Iwasiw, Goldenberg & Andrusyszyn, 2009). The curriculum must provide the framework clarifying the manner in which students will learn. There has to be proper organization in the learning process, sound teaching and assessment strategies. The curriculum plan should be documented and have a clearly defined pathway on how the curriculum mandate will be achieved (Iwasiw, Goldenberg & Andrusyszyn, 2009). The teaching and learning strategy should be one of helping students to achieve high confidence levels and become responsible citizens as well as successful learners.
The curriculum plan should contain assessment strategies necessary for the monitoring of the learning process and allow for adjustment of teaching strategy whenever necessary. The curriculum must also be alive to the fact that the curriculum is a learning continuum and the student can be anywhere in this continuum (Keating, 2016). The recruitment and retention of an ethnically and racially diverse faculty can be achieved through development of a nursing curriculum that considers the divergent cultural needs and beliefs of various ethnic and racial groups. The curriculum should be designed to integrate all the divergent and convergent needs of all student groups. A racially and ethnically divergent faculty can give rise to a nursing community that understands that cultural, religious, and ethnic needs of the divergent patient community hence the opportunity to deliver better healthcare outcomes.
There is a wide range of technologies that can be used to support distance education programs. The learning institution should consider a number of factors prior to making a decision on the technologies to apply. It is also advisable for learning institution to adopt strategic approaches in their technical and operational considerations for the best technology choice. Student needs and sound curriculum design must be considered. Different technologies offer different benefits and also have their own challenges and constraints. The desired pedagogical approach and support level for the students and staff must be considered. Cloud computing has the capacity to offer computing resources that are configurable including applications, storage, servers, and networks. These computing resources have many benefits (JISC, 2016).
Cloud computing for educational purposes can support quick adoption of learning services hence making it possible for institution to respond to student needs swiftly (JISC, 2016). Cloud computing is also flexible and can be applied on any computing device at any time hence reducing the cost of online learning (JISC, 2016). The advantage of shared services and alleviated high energy consumption costs make cloud computing in distance learning admirable. In short cloud computing is cost effective, can help learning institutions achieve desired learning outcomes and through shared services a high number of students can be reached (JISC, 2016). Cloud computing can also allow for faculty development.
Case Study: Pinnacle College School of Nursing
Does the balance between content and process seem reasonable? How might the balance shift to reflect sound pedagogy?
The course will have practice component and the participants will have an asynchronous and synchronous interaction. The monthly labs and face to face tutorials may be a bit too much considering that this is an online 2 year masterâ€™s degree program. To achieve sound pedagogy the degree program labs and face to face tutorials should be relaxed to perhaps by-monthly basis so as not to defeat the online learning purpose.
What module elements are missing or redundant?
The course may not be friendly to the student owing to the intensive practice component that makes the course redundant. The module has not elaborated the examination criteria for the students.
Should more attention be focused on any particular element?
More focus should be given to making the module flexible and convenient for the students. As it is the online course appears to be quite demanding in terms of physical presence. Online-conferencing may be a better and more convenient alternative for the students bearing in mind that the students may be active practitioners.
To what extent do the elements prepare learners to achieve course competencies?
The asynchronous and synchronous interactions and the 8 months internship is quite relevant to the nursing course because it offers the students an opportunity to practice what they learn therefore making them more competent.
Might students perceive learning activities as authentic?
Students may not perceive the learning activities ads authentic bearing in mind that the practice component of monthly labs and face to face tutorials may be a bit difficult to achieve. The 8 months internship with PhD prepared nurse practitioners may also be lengthy and cumbersome.
What expertise will faculty require to develop and implement this course?
The faculty must acquire online and distance learning technological competencies and skills before implementing the curriculum. Furthermore the faculty must be able validate and authenticate the online learning platform prior to rolling it out in order to make sure it is effective, user friendly, and beneficial to the students.
What might be the demands on faculty if there are 20-25 students in this course at any one time?
The faculty must develop a flexible learning continuum for every student in order to take care of the personalized student needs (Keating, 2016). The teaching and learning strategies must put into consideration the needs of every student including the travel, working, and family needs. In general the curriculum must be flexible enough to enable every student the opportunity to achieve their curriculum goals within the stipulated time period.
Husson University Online (2019). The Future of Nursing: How Changes in the Healthcare Industry Affect Clinical Practice. Retrieved 17 January, 2019 from https://online.husson.edu/the-future-of-nursing/
Iwasiw, C. L., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education. (2nd ed.). Boston: Jones & Bartlett. (Chapters 13 and 14)
JISC. (2016). Technology and tools for online learning. Retrieved 17 January, 2019 from https://www.jisc.ac.uk/full-guide/technology-and-tools-for-online-learning#
Keating, S. B. (2016). Curriculum development and evaluation in nursing. New York: Springer.
Shanthi, R., & Angeline, G. (2015). Curriculum Development in Nursing Education. Where is The Pathway? IOSR Journal of Nursing and Health Science. Figshare. Retrieved 17 January, 2019 from https://www.researchgate.net/publication/284601462_Curriculum_Development_in_Nurs ing_Education_Where_is_The_Pathway
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