Teaching Technologies in Nursing & the Health Professions: Beyond Simulation and Online Courses

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Overview

"

This is an excellent resource, highly recommended for new and seasoned educators at every level.

--Nursing Education Perspectives

Health information technology is now the top priority for improving nursing and health care by informing clinical care, interconnecting clinicians, personalizing care, and improving population health at large. This book presents a broad range of cutting-edge teaching technologies and a detailed overview of teaching and learning pedagogical concepts that are relevant across a variety of teaching environments. Helpful to both new and seasoned educators, these must-know strategies allow faculty to keep pace with the rapidly changing digital world.

The book helps to guide faculty in making thoughtful, informed decisions on how and where to integrate technology into learning environments. A major feature of this book is the Integrated Learning Triangle for Teaching with Technologies, a faculty tool to help determine if and how specific technologies can promote student learning. Other important chapter pedagogy includes best teaching practices, teaching and learning self-assessment tools, useful tips for faculty such as making teaching easier, and reflective questions and activities for the reader.

Key Topics:

  • Using cutting-edge technologies as tools for active learning, such as automated response systems, clickers, podcasts, blogs, wikis, web-based modules, and more
  • Expanding faculty and student technology skills and information literacy-a critical competency in all nursing programs
  • Using the Internet and digital videos to help bridge the classroom with the clinical setting
  • Reflecting on how technology impacts current communication systems
  • Incorporating simulation into students' clinical learning experiences
  • Promoting self-directed, lifelong learning through health information technology
    "
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    Product Details

    • ISBN-13: 9780826118479
    • Publisher: Springer Publishing Company, Incorporated
    • Publication date: 4/20/2010
    • Edition description: New Edition
    • Pages: 280
    • Sales rank: 711,957
    • Product dimensions: 6.00 (w) x 9.00 (h) x 0.90 (d)

    Meet the Author

    Wanda Bonnel, PhD, RN, is Associate Professor at the University of Kansas School of Nursing where she has taught for over 20 years. Currently, she teaches graduate level courses in Teaching with Technologies, Foundations in Education and Learning, and Teaching Strategies, Creating a Learning Environment, among others. She is a Fellow in the National League for Nursing Academy, the recipient of the Kemper Teaching Award at University of Kansas, and the Sigma Theta Tau Regional Pinnacle Award for Computer-Based Professional Education Technology. Dr. Bonnel has been the PI on five funded grants and research projects, including Best Practices in Feedback to Online Students and Online Course Feedback, What Do We Mean (both funded by NLN). She has published 22 Peer Reviewed Abstracts and Articles and contributed 6 invited chapters or articles to edited works, the majority of which have focused on aspects of nursing education. A certified geriatric nurse practitioner, Dr. Bonnel is a grant reviewer for NLN and HRSA, an Editorial Board Member of the Journal of Gerontological Nursing, and a manuscript reviewer for International Journal of Nursing Education Scholarship and Journal of the American Academy of Nurse Practitioners.

    Katharine Smith, PhD, RN, is Associate Professor and Assistant Dean for Program Evaluation at the University of Missouri, Kansas City where she has taught since 1991. Dr. Smith's research has included 17 funded grants, most of which focused on some aspect of teaching, advanced education, and nursing traineeships. Professional presentations include international and national posters and oral presentations focusing on Simulation and Ethical Issues related to health care. Dr. Smith is published primarily in the area of nursing ethics, and serves as a Consultant Editor for Nursing Ethics: An International Journal for Health Care Professionals. Her clinical nursing career has focused on cardiovascular nursing, including CNS work in Cardiac Rehabilitation.

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    Table of Contents

    Contributors Evidence-Based Review Abstracts

    Contributors Case Examples

    Reviewers

    Foreword

    Preface

    Acknowledgments

    SECTION I: CONCEPTS FOR TEACHING AND LEARNING ACROSS DIVERSE TECHNOLOGIES

    1 What Does It Mean to Teach With Technology? 3

    2 Keeping Up With Changing Technology, Self-Directed Learning, and Lifelong Learning 15

    3 Theory and Teaching Technologies 31

    4 Technology Teaching and Lesson Planning 45

    5 Computer and Information Literacy: Gaining and Using the Evidence With Technology 61

    SECTION II: FACULTY AS LEARNING FACILITATORS WITH TECHNOLOGY

    6 Technologies and Effective Communication 79

    7 Technology Teaching Strategies and Building the Learning Community 93

    8 Technologies and Active Learning 107

    9 Feedback, Debriefing, and Evaluation With Technology 123

    SECTION III: DIVERSE CLINICAL PRACTICE AND EDUCATIONAL TECHNOLOGIES

    10 Online Education and Diverse Teaching and Learning Opportunities 141

    11 The Changing Classroom and Technology 161

    12 Simulation and Clinical Learning 175

    13 Pedagogies, Technology, and Clinical Data Management 191

    14 Pedagogy, Technology, and Clinical Education 207

    15 Into the Future: Nurse Educators, Teaching Technologies, and Self-Directed Lifelong Learning 229

    Appendix A: New Technology Readiness Inventory 243

    Appendix B: Integrated Learning Triangle for Teaching With Technologies 245

    Index 249

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