Posted: March 20th, 2024

Impact of New Educational Technology

NURS-FPX6109 -Integrating Technology into Nursing Education

Impact of New Educational Technology
References
National Academies of Sciences, E., Division, H. and M., Health, B. on G., & Education, G. F. on I. in H. P. (2018). The National Academies of SCIENCES • ENGINEERING • MEDICINE. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK532786/
Thompson, D., Bell, T., Andreae, P., & Robins, A. (2013, March). The role of teachers in implementing curriculum changes. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 245-250). https://doi.org/10.1145/2445196.2445272
Zhang, F., Zhao, L., Zeng, Y., Xu, K., & Wen, X. (2019). A comparison of inquiry-oriented teaching and lecture-based approach in nursing ethics education. Nurse education today, 79, 86-91. https://doi.org/10.1016/j.nedt.2019.05.006
Revised:

The integration of technology in the classroom has revolutionized the way teachers deliver content and has become critical to the professional growth of nurses, enabling them to deliver high-quality patient care. However, there are issues with how teachers interact with their students, necessitating a change in the approach to educational technology. The suggested changes would have teachers instructing students, rather than focusing on the zone of proximal development, and encouraging student learning through an inquiry-driven method (National Academies of Sciences et al., 2018). This restructuring of the teacher-student relationship ensures that students become active learners, with teachers acting as guides rather than sages. The proposed changes aim to put students in charge of their education while teachers focus on facilitating learning, leading to better-equipped students for the workforce and more flexible and open to new ideas and ways of working in healthcare.

The inquiry-driven approach ensures that students learn and engage in the epistemic domain of inquiry, which guarantees that students are better equipped to handle problems that may emerge in their line of work. The new changes would affect the institution’s learning mode since teachers would have to ensure that students take an active role in learning. As a result, the quality of care provided to patients will improve, and both the quality of care and the satisfaction of patients will increase. The changes can be evaluated by comparing the outcomes for nurses who graduated from the program before and after the modification. The evaluation results will allow the institution to determine whether the changes to the program were effective.

Incorporating these changes into future education programs will positively impact learning and performance by building skills that help students achieve high levels of thinking. An inquiry-based method is crucial for nursing students and can be implemented in future programs to reinforce curriculum knowledge, foster a deeper understanding of the content, and develop initiative and self-direction in students. It also enhances transferable abilities by encouraging learners’ natural curiosity and teaching them how to come up with solutions through cooperation, asking questions, conducting research, and working with others.

Educators play a pivotal role in the implementation of these new policies, as they are responsible for providing students with well-structured inquiry methodologies that expand their knowledge. Therefore, educators must be trained in the new curriculum to successfully implement the changes. The changes suggested will guarantee that the organization achieves its mission and vision of preparing qualified nurses who naturally fit into the nursing profession, making them exceptional nurses in their various healthcare institutions

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