| Learning Objective #1: Describe the faculty's role in the process of molding an electronic, clinical information system into the classroom to create learning innovation | |||
| Learning Objective #2: Discuss the benefits and barriers encountered in the implementation of the informatics clinical innovation |
The purpose of this project was to transform a clinically based information system into an educationally innovative model for clinical teaching for nursing students. The mission was achieved through a partnership between the nursing faculty at the School of Nursing and healthcare technology provider. The faculty and informatics specialists partnered together to design and implement creative strategies using this system to prepare students to practice in the technologically advanced, highly scientific world of nursing. This electronic patient record was originally developed for practice so modifications had to be made to transform it into a sound educational tool. Within the system, structures were developed so that the students could work through all of the stages of the nursing process. The system was changed to incorporate methods for the faculty to evaluate the student’s ability to critically think about their virtual or assigned client’s situation. The electronic tool was utilized in seminar clinical learning and class preparation as well as for documentation of clinical learning in more advanced nursing courses. The system was also structured to include information to encourage student use of resources. This presentation will demonstrate the role of the faculty in the implementation and evaluation of this strategy for use in the educational arena. The implementation approaches that worked well as those that were less successful will be discussed. Many benefits were reaped by the students and faculty due to the partnership with the healthcare technology supplier. It provided a mechanism whereby the students were given the opportunity to work simultaneously with an electronic patient record and achieve classroom and clinical learning objectives. It also provided a system for the faculty to implement innovative, creative teaching strategies as well as a model to evaluate students’ critical thinking ability.
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