| Saturday, November 12, 2005: 2:45 PM-4:00 PM | |||
| Technology Innovations in Nursing Education: On the Cutting-Edge | |||
| Learning Objective #1: Evaluate the use of Perry’s Model of Ethical and Intellectual Development in relation to students’ perspectives of selected applications of technology in nursing education | |||
| Learning Objective #2: Describe the use of e-portfolios and the use of high fidelity simulators in nursing education and its application to clinical practice | |||
| This symposium will present research related to the application of Perry’s Model of Ethical and Intellectual Development to nursing students’ use of technology. Two approaches related to integrating information technology and nursing education will also be discussed. The first presentation deals with research evaluating nursing students’ use of technology across all levels of nursing education. Three major themes emerged over time: independence, group dynamics/sharing and preferred teaching style. Some students still preferred traditional in-class teacher led presentations. Considerations for nurse educators to decrease barriers and support ethical and intellectual development related to technology are presented. The second presentation will focus on the use of student portfolios in nursing education. The eportfolio is designed to purposely collect a representative sample of a student’s work in a course or program of study. Eportfolios provide documentation, showcasing skills students acquired throughout their nursing education. It may be used to demonstrate writing and skill proficiency such as with a summer or graduate internship or it may be distributed to potential employers as a nursing graduate. Although the eportfolio process described here pertains to students, its application may also be used with both novice and veteran nurses. The third presentation describes the use of simulators (anything functioning as something else in a realistic fashion) that are increasingly being utilized at all levels of nursing education. Our schema organizes student simulation experiences according to level of fidelity: low (or task focused), medium (or 2 dimensional computer generated) and high (computer operator controlled of a full body manikin). High-fidelity simulators allow students to practice repetitive and or high-risk procedures under the supervision of clinical faculty. High-fidelity simulators such as SimMan© (by Laerdal) now also affords both undergraduate and graduate students opportunities to learn via high-fidelity simulation. Video clips will be used to demonstrate these experiences. | |||
| Organizer: | Janice M. Jones, RN, PhD, CNS | ||
| Presenters: | Kay M. Sackett, RN, EdD William Scott Erdley, RN, DNS | ||
| Barbie & Ken’s “real” jobs: High fidelity simulation in nursing education William Scott Erdley, RN, DNS | |||
| Perry battles more than 1812: Nursing students vs. technology Kay M. Sackett, RN, EdD | |||
| The Eportfolio: Not Your Mother’s Resume Janice M. Jones, RN, PhD, CNS | |||