Core Concept Technology in Healthcare

As technology changes in the overall concept of itself, the influence that it has on

healthcare continues to grow as well and provide an impact on the way that nurses take care of

their patients. Nursing education today needs to provide a proper overview of how technology is

used in practice to ensure that new nurses are prepared to use such technology appropriately. The

most important technologic advance of recent has been the inclusion of the electronic medical

record (EMR) into practice. Petrakaki, Klecun and Cornford (2016) discuss that in order for

technology to work in healthcare, the materiality of it as well as the perceptions of healthcare

workers, need to be taken into consideration. The authors also state that the use of technology

aides in the healthcare professionals ability to remain autonomous in their work and help build

on their knowledge base of care.

Piscotty, Kalisch and Gracey-Thomas (2015) acknowledge that the use of technology in

healthcare is directly related to how the nurses using this technology perceive its impact on their

job and care delivery. Nurses are bound to the oath of providing safe care to their patients and to

be their advocate. The use of technology needs to mimic this, or nurses will be unlikely to utilize

it.

Nurse educators are trusted with the job of teaching students how to use this technology

while still in school so that the student will be prepared to use when entering the workforce.

These educators are expected to be able provide the ability for nursing students to develop a

proper grasp on knowledge and decision-making skills that are in line with the always changing

medical/nursing environment. This is directly related to the use of technology in healthcare, and

the use of e-learning to do so. (Kala, Isaramalai & Pohthong, 2010)

 The Institute of Medicine (2010) makes recommendations for nurses to be familiar with

technology during their education so that they are ready for the real-world workforce. This is

considered to be normal for most, if not all, nursing education programs to date. As most

hospitals or other healthcare providing establishments continue to grow in size and patient acuity,

the use of technology will be detrimental in fast and safe care provided by nurses.

By ensuring that nursing educational institutions continue to grow technologically, there

will be a direct relationship to the nurses entering jobs that are prepared to use this technology.

This will in turn, provide better care for the patient, which is of the utmost importance for all

involved in healthcare to date.

 Core Concept Teaching Strategies

Concept: Technology in Healthcare

Educational Program: Four year BSN Program

Competency Learner Objectives(s) Teaching Strategies

Level 1 Competency 1. The learner will be 1. The six hats exercise:

Blooms Level: able to list five examples Encouraging team work
Remembering of technology in through various
healthcare today. perspectives. (Herrman,
A practitioner who can 2016)
define the importance 2. The learner will
of technology in identify the importance 2. Jigsaw: How it All Fits.
healthcare and its of using technology on a (Herrman, 2016)
effect on nursing daily basis in nursing
practice. care.

Level 2 Competency 1. The learner will 1. Reality Check.

Blooms Level: demonstrate two (Herrman, 2016)
Applying different uses of
technology. 2. Whats the Big Deal?:
A practitioner who is Understanding Priorities.
able to interpret the 2. The learner will (Herrman, 2016)
different uses of prepare a comparison of
technology in patient using technology versus
care situations. not using it during
patient care.

Level 3 Competency 1. The learner will be 1. Short Clips: When

Blooms Level: able to properly question Technology is Used and
Analyzing when technology is not When it is Not. (Herrman,
utilized in nursing care. 2016)
A practitioner who can
properly question the 2. The learner will be 2. Use the Book: Using
non-use of technology able to properly Unutilized Resources.
in nursing care. distinguish whether a (Herrmam, 2016)
situation is appropriate
for use of new
technology.
 Level 4 Competency 1. The learner will be 1. Group Thought:
Blooms Level: able to defend their use Learning Interactively.
Evaluating of technology during (Herrmam, 2016)
their nursing care.
A practitioner who can 2. All Things Being Equal:
argue for the 2. The learner will select Ranking Priorities.
continued use of a safe and effective (Herrman, 2016)
technology to provide technological approach
state-of-the-art to patient care.
patient care and
provide that same
feeling to their
students.
 TEACHING STRATEGIES PLAN

NAME OF The Six Hats: Encouraging Teamwork Through

LEARNING Various Perspectives
ACTIVITY

Learning Activity Hats or caps of different colors or styles are given to various
Summary members of the group. Each hat or cap signifies a different
perspective on the use of technology in healthcare. Each
student will be required to participate and see the topic
through each perspective. Perspectives include such feelings
as optimistic, pessimistic, supportive, against, and logical.

Cognitive: Knowledge, Comprehension, Analysis,

Evaluation, Understanding
Domain of Learning
(Blooms Taxonomy Affective: Receive, Respond, Value, Characterize
Revised)
Psychomotor: Perception, Guided Response, Adaption

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Define the use of technology in healthcare. (Cognitive,
Affective)

2. Understand why technology is important and how it

benefits patient care. (Cognitive, Affective,
Psychomotor)

3. Classify what it considered technology and why.

(Cognitive, Affective, Psychomotor)

Preparation Required The instructor will need to collect hats or caps of different
by Teacher/Facilitator colors or styles to be worn by students. They will also need to
and Materials Needed determine a stance on technology in healthcare to be used for
the exercise.

Time Allotted There will be a 10-20 minute time period used to explain how
 the activity will be done and to pass out the various hats or
caps. Students will have roughly 1-2 hours to participate in
this activity.

Learning Styles
Addressed by Activity
Information X Sight Sound Text
Presentation

Modality X Visual X Verbal

Approach X Active X Reflective

Understandin X Sequential Holistic

g

How is content Students will use their previous knowledge of safe patient care
connected to prior and why technology assists and promotes that safe care.
learning?

Reflective Debriefing Debriefing will occur after the activity. Students will be asked
with Learners (post- to voice their opinions on the success of the activity and
learning activity) How whether their stance on the use of technology has changed or
will it be accomplished? stayed the same. They will then be asked to explain this to the
group.

Evaluation of Evaluation will take place in real-time. As long as the student

Learning (How will it participates in a way that encourages thought, furthers
be accomplished?) education and is respectful to the instructor and classmates,
the student will be considered to have passed the activity.

Teacher Reflection This strategy will help students understand the importance of
using technology in healthcare due to the use of seeing
(justify choice of different perspectives of the overall topic.
learning activity and
good fit for the
identified learning
objectives)
 TEACHING STRATEGIES PLAN

NAME OF LEARNING Jigsaw: How it All Fits.

ACTIVITY

Learning Activity Using the design of a jigsaw puzzle, each student will be a piece
Summary of the puzzle. Their participation shows importance to the
bigger picture. The overall purpose is to promote problem-
solving and for content learning.

Cognitive: Knowledge, Comprehension, Application, Analysis,

Evaluation
Domain of Learning
(Blooms Taxonomy Affective: Receive, Respond, Value
Revised)
Psychomotor: Perceive, Adapt

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Recognize how the use of technology contributes the
overall big picture of patient care. (Cognitive, Affective,
Psychomotor)

2. Identify the importance of learning how to problem-

solve the use of technology. (Cognitive, Affective)

3. Classify the different technologies used for nursing

patient care and how they are used. (Cognitive, Affective)

Preparation Required The teacher will need to break down the learning objectives into
by Teacher/Facilitator pieces of the puzzles for use by the students.
and Materials Needed

Time Allotted A 10-20 minute time frame will be given for explanation of
activity and determination of each persons puzzle piece. The
overall activity will be done in a one hour time frame. There will
then be 30 minutes given for post-activity discussion.

Learning Styles
Addressed by Activity
Information X Sight Sound Text
Presentation
 Modality X Visual X Verbal

Approach X Active X Reflective

Understandin X Sequential Holistic

g

How is content connected This content is connected to prior knowledge via the
to prior learning? understanding of how a puzzle fits together. There is an
expectation that the student will base their actions on their
previous understanding of the big picture of using technology in
healthcare.

Reflective Debriefing Debriefing will occur after the activity. Students will be asked to
with Learners (post- voice their opinions on the success of the activity and whether
learning activity) How their stance on the use of technology has changed or stayed the
will it be accomplished? same. They will then be asked to explain this to the group.

Evaluation of Evaluation will take place in real-time. As long as the student

Learning (How will it participates in a way that encourages thought, furthers
be accomplished?) education and is respectful to the instructor and classmates, the
student will be considered to have passed the activity.

Teacher Reflection This activity will be considered successful and useful by

assessing how the students feel after the activity has been
(justify choice of learning completed. This will determine whether the activity is
activity and good fit for considered a good fit for this class and content.
the identified learning
objectives)

TEACHING STRATEGIES PLAN

NAME OF LEARNING Reality Check

ACTIVITY

Learning Activity With the use of examples from clinical practice to guide
Summary discussion, this activity will show the difference between real-
life and theory. It can use information from real cases to guide
students ability to be mindful of issues effecting healthcare.
This will provide an ample opportunity to discuss the financial
perspective of healthcare and how that effects the use of
technology.
 Cognitive: Knowledge, Understanding, Application, Analyze,
Evaluate
Domain of Learning
(Blooms Taxonomy Affective: Receive, Respond, Value, Characterize
Revised)
Psychomotor: Perceive, Adapt, Mechanism

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Demonstrate the importance of using technology in the
healthcare setting. (Cognitive, Affective, Psychomotor)

2. Interpret how healthcare changes via using technology

versus not using it. (Cognitive, Affective)

Preparation Required The teacher will need to compile information regarding hospital
by Teacher/Facilitator costs, samples of various documentation.
and Materials Needed

Time Allotted There will be an initial 10-20 minutes spent explaining how this
activity will be conducted prior to starting. The actual activity
will be given 1-2 hours to complete to ensure thorough thought
processes and adequate discussion.

Learning Styles
Addressed by Activity
Information X Sight Sound X Text
Presentation

Modality X Visual X Verbal

Approach X Active X Reflective

Understandin X Sequential Holistic

g

How is content connected This content is connected to prior learning because the
to prior learning? importance of documentation standards, and previous real-life
clinical experiences have already occurred.

Reflective Debriefing Debriefing will occur immediately after the activity. Students
with Learners (post- will be asked to voice their opinions on the success of the
learning activity) How activity and whether their stance on the use of technology has
 will it be accomplished? changed or stayed the same. They will then be asked to explain
this to the group. Because this strategy has some focus on
finances, there will be further discussion on how hospitals
budget their money.

Evaluation of Evaluation of learning for this strategy will be done by asking

Learning (How will it the students to write a one-minute paper. The instructor will
be accomplished?) then review that papers and be prepared for a verbal discussion
at next meeting.

Teacher Reflection The instructor will have the opportunity to reflect on how
students views of documentation and hospital budgets. Once
(justify choice of learning the students complete their one-minute papers, the instructor
activity and good fit for will be able to fully reflect on how the activity worked.
the identified learning
objectives)

TEACHING STRATEGIES PLAN

NAME OF LEARNING Whats the Big Deal: Understanding Priorities

ACTIVITY

Learning Activity This activity shows the importance of understanding priorities

Summary and what it means to nursing practice. Experienced nurses
understand what the big deal is, but new nurses need this
education for safe patient care. This will further help them
prepare for the NCLEX exam.

Cognitive: Knowledge, Understanding, Application,

Analyzing, Evaluation
Domain of Learning
(Blooms Taxonomy Affective: Receive, Respond, Value
Revised)
Psychomotor: Perceive, Adapt

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Use learned information to properly demonstrate the use
of technology. (Cognitive, Affective)

2. Discuss the importance of test-taking strategies for

success on the NCLEX exam. (Cognitive, Affective,
 Psychomotor)

Preparation Required The instructor will need to take into consideration where the
by Teacher/Facilitator general consensus is for the students, current content being
and Materials Needed taught and which priorities are most important at the time.

Time Allotted There will be no explanation time needed for this activity. The
activity itself will be given one hour for discussion.

Learning Styles
Addressed by Activity
Information X Sight Sound Text
Presentation

Modality Visual X Verbal

Approach X Active X Reflective

Understandin X Sequential Holistic

g

How is content connected The students overall knowledge will directly affect how this
to prior learning? activity is performed. It will require thought processes to
understand severity of situations as well as improve the
students ability to take a test.

Reflective Debriefing Debriefing will occur after the activity. Students will be asked to
with Learners (post- voice their opinions on the success of the activity and whether
learning activity) How their stance on the use of technology has changed or stayed the
will it be accomplished? same. They will then be asked to explain this to the group.

Evaluation of Evaluation of this activity will be one as a general discussion

Learning (How will it with the class and teacher. The students will be expected to
be accomplished?) participate in their feelings on how the activity helped them.
There will be a long-term evaluation via being aware of how
they respond to questions posed that are reminiscent of the
NCLEX exam.

Teacher Reflection This activity will act as double duty for the students. As it will
assist them in understanding the priorities for the use of
(justify choice of learning technology in their practice, it will also assist them in their
activity and good fit for preparation for their state boards. This will be an important
activity for them and their future success.
 the identified learning
objectives)

TEACHING STRATEGIES PLAN

NAME OF LEARNING Short Clips: When Technology is in Use and When it is

ACTIVITY Not.

Learning Activity This activity is useful at gaining students attention as well as

Summary emphasizing certain important points. The short clips could
include commercials, clips from the internet, or television
shows. These clips could be positive or negative, but should be
related to current class information.

Cognitive: Knowledge, Understanding, Application,

Evaluation
Domain of Learning
(Blooms Taxonomy Affective: Receive, Respond, Characterize
Revised)
Psychomotor: Perceive, Adapt

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Compare and contrast the pros and cons of using
technology in nursing patient care. (Cognitive, Affective,
Psychomotor.

2. Differentiate when technology should not be used in

healthcare. (Cognitive, Affective)

Preparation Required The instructor will be responsible for finding clips of video that
by Teacher/Facilitator are applicable to current class content. Though these clips can
and Materials Needed be positive or negative, they need to remain appropriate for
classroom viewing. These clips can be from DVDs, the internet
(YouTube, Google), or some form of television viewing
application (Netflix, Hulu)

Time Allotted Each short clip would ideally be under one minute. Depending
on the content being taught, the total time needed for this
activity should not exceed 30 minutes.
 Learning Styles
Addressed by Activity
Information X Sight X Sound Text
Presentation

Modality X Visual X Verbal

Approach X Active X Reflective

Understandin X Sequential Holistic

g

How is content connected The student should have some sort of background information
to prior learning? related to the topics being discussed. As some clips may be
disturbing, the personal background of the student should also
be taken into consideration,

Reflective Debriefing Debriefing will occur after the activity. Students will be asked to
with Learners (post- voice their opinions on the success of the activity and whether
learning activity) How their stance on the use of technology has changed or stayed the
will it be accomplished? same. They will then be asked to explain this to the group.

Evaluation of This activity should be evaluated individually using a one-

Learning (How will it minute paper. Depending on the content viewed, some students
be accomplished?) may not want to be involved in a class discussion and this
should be honored by the instructor. Once the teacher has
reviewed these papers, there will be an open discussion at the
next meeting.

Teacher Reflection Instructor reflection of this activity should include the response
received from the students. The teachers own feelings on topics
(justify choice of learning discussed also needs to be taken into consideration. The
activity and good fit for activity would be considered a good fit depending how the
the identified learning students and instructor react to the activity.
objectives)

TEACHING STRATEGIES PLAN

NAME OF LEARNING Use the Book: Using Unutilized Resources

ACTIVITY

Learning Activity So often the only resources used for learning are the textbook
Summary and various online resources. There are many things forgotten
 about that would be of use, such as the CD-ROM that comes
with most textbooks, scenarios at the end of units. This activity
helps students expand their knowledge base by exploring other
learning sources.

Cognitive: Knowledge, Understanding, Analysis, Evaluation

Domain of Learning Affective: Receive, Respond, Organize

(Blooms Taxonomy
Revised) Psychomotor: Perceive, Mechanism, Adapt

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Distinguish appropriate resources from the book to aide
in further knowledge gain. (Cognitive, Affective,
Psychomotor)

2. Question why these resources have not been previously

used. (Cognitive, Affective, Psychomotor)

3. Classify appropriate resources versus inappropriate

resource found from the textbook. (Cognitive, Affective,
Psychomotor)

Preparation Required The teacher should fully review and determine what resources
by Teacher/Facilitator the book offers for the students. Once the resources are
and Materials Needed determined, the teacher should prepare to share those with the
students and stress the importance of those resources and use
them in assignments for the class.

Time Allotted This activity should be assigned to be completed prior to class

time. At that time, approximately 30 minutes can be used
during class to discuss the different resources found.

Learning Styles
Addressed by Activity
Information X Sight Sound X Text
Presentation

Modality X Visual X Verbal

 Approach X Active X Reflective

Understandin Sequential Holistic

g

How is content connected This content is connected to previous learning due to the
to prior learning? immediate assumption that students have to use only the books
text and internet resources. This activity will hopefully
influence students to think outside the box.

Reflective Debriefing Debriefing will occur after the activity. Students will be asked to
with Learners (post- voice their opinions on the success of the activity and whether
learning activity) How their stance on the use of technology has changed or stayed the
will it be accomplished? same. They will then be asked to explain this to the group.

Evaluation of Evaluation will be conducted by the participation of the

Learning (How will it students. This will be done in real-time during class.
be accomplished?)

Teacher Reflection This activity will be considered successful via the amount of
resources found by the students and their excitement level in
(justify choice of learning what they have found. These resources found will be further
activity and good fit for compared to what the instructor was able to find and anything
the identified learning not found by students will be shared with them at that time.
objectives)

TEACHING STRATEGIES PLAN

NAME OF LEARNING Group Thought: Learning Interactively

ACTIVITY

Learning Activity This activity is commonly used to promote interaction with

Summary other students and active thinking. Students are broken up in to
groups and given a task to work on and then share with the
class as a whole. These groups can be given the same topic or
different ones.

Cognitive: Knowledge, Application, Analysis, Evaluation

Domain of Learning Affective: Receive, Respond, Value, Organize

(Blooms Taxonomy
Revised) Psychomotor: Perceive, Adapt
 Student-Centered At the completion of this learning activity, the learner will:
Learning Objective(s)
1. Appraise current literature on the use of technology in
healthcare practice. (Cognitive, Affective, Psychomotor)

2. Evaluate the use of technology in the workplace.

(Cognitive, Affective)

Preparation Required The full activity should be designed prior to the class time. This
by Teacher/Facilitator includes how groups will be broken down to and the topic(s)
and Materials Needed that will be covered.

Time Allotted This activity will require 10-20 minutes for explanation and the
breakdown of the class into groups. The groups will be given 30
minutes together.

Learning Styles
Addressed by Activity
Information X Sight Sound X Text
Presentation

Modality X Visual X Verbal

Approach X Active X Reflective

Understandin X Sequential Holistic

g

How is content connected The students previous encounters with group projects will be
to prior learning? very influential to how this activity is initially viewed.

Reflective Debriefing Debriefing will occur after the activity. Students will be asked to
with Learners (post- voice their opinions on the success of the activity and whether
learning activity) How their stance on the use of technology has changed or stayed the
will it be accomplished? same. They will then be asked to explain this to the group.

Evaluation of The students will again be asked to perform a one-minute paper

Learning (How will it on their experience with this activity. They will also be asked to
be accomplished?) complete a group evaluation where they evaluate who they
 worked with as well as themselves.

Teacher Reflection The teacher needs to be aware of their own feelings on group
projects prior to assigning this activity and how they handle the
(justify choice of learning activity itself. Once this is determined, they can assess the
activity and good fit for success of the activity based on the student response in an
the identified learning unbiased way.
objectives)

TEACHING STRATEGIES PLAN

NAME OF LEARNING All Things Being Equal: Ranking Priorities

ACTIVITY

Learning Activity This activity is designed to teach students how to prioritize

Summary patient care based on changes in patient status and their
symptomology. They are given specific information about
patients and are asked to triage what they would do based on
that information. It is a beneficial strategy to help develop
critical-thinking skills.

Cognitive: Knowledge, Understanding, Analysis, Application,

Evaluation
Domain of Learning
(Blooms Taxonomy Affective: Receive, Respond, Value, Organize, Characterize
Revised)
Psychomotor: Perceive, Mechanism, Adapt

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Select one technology that would be ideal for use in an
emergent situation. (Cognitive, Affective, Psychomotor)

2. Select the best treatment plan for patient care based on

information given. (Cognitive, Affective, Psychomotor)

3. Support decisions made for treatment of patients based

on information given. (Cognitive, Affective,
Psychomotor)

Preparation Required Preparation for this activity is no different than the preparation
by Teacher/Facilitator needed for a lecture. The information for students to assess
and Materials Needed should be immediately available and projected to the front of
 the class during the time of the activity.

Time Allotted The time necessary for this activity would vary depending on
the information. As a guide, this activity should take no longer
than one hour.

Learning Styles
Addressed by Activity
Information X Sight Sound Text
Presentation

Modality X Visual X Verbal

Approach X Active X Reflective

Understandin X Sequential X Holistic

g

How is content connected This content is connected to prior learning due to the basic
to prior learning? information needed to evaluate such things as vital signs,
assessment findings and laboratory results.

Reflective Debriefing Debriefing will occur after the activity. Students will be asked to
with Learners (post- voice their opinions on the success of the activity and whether
learning activity) How their stance on the use of technology has changed or stayed the
will it be accomplished? same. They will then be asked to explain this to the group.

Evaluation of Evaluation will be performed real-time via the participation and

Learning (How will it success of the students findings. There will be an open
be accomplished?) discussion with the class on findings and answering any
questions at that time.

Teacher Reflection This activity is fitting because of the importance of responding

to changing patient statuses and their ability to quickly decline.
(justify choice of learning
activity and good fit for
the identified learning
objectives)
 References

Herrman, J.W. (2016) Creative Teaching Strategies for the Nurse Educator.

(2nd Ed) Philadelphia, PA: F.A. Davis Company.

Institute of Medicine (2010) The Future of Nursing: A Focus on Education. Retrieved from:

http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-

Nursing/Nursing%20Education%202010%20Brief.pdf

Kala, S., Isaramalai, S. & Pohthong, A. (2010) Electronic learning and constructivism: A model

for nursing education. Nursing Education Today. 30. 61-66. DOI: 10.1016/j.nedt.2009.06.002

Petrakaki, D., Klecun, E. & Cornford, T. (2016) Changes in healthcare professional work

afforded by technology: The introduction of a national electronic patient record in an English

Hospital. Organization. 23(2). 206-226. DOI: 10.1177/1350508414545907

Piscotty, R.J., Kalisch, B. & Gracey-Thomas, A. (2015) Impact of Healthcare Information

Technology on Nursing Practice. Journal of Nursing Scholarship. 47(4). 287-293.

DOI:10.1111/jnu.12138