Technology in the Medical Field

Technology can be used to strengthen the relationship between clients and healthcare providers
(Bastable, 2014). We can see this with portals where patients can leave messages and ask
questions directly to their providers. It can also empower patients to take ownership of their
health. Now patient portals show visit summaries, upcoming appointments, medications,
suggested vaccinations and patient education. All this makes it possible for patients to keep track
of their own health.
Technology in Healthcare Education
Technology has linked nurses to a vast array of information found on the internet. Because of the
information available, it is important that nursing students become comfortable with technology
because healthcare workers need to be the ones to identify creative ways to use technology to
make healthcare information meaningful and accessible. Also, as more information is available
on the internet, nurses become facilitators of education for their patients by helping them access
the wide amount of information available out there. To prepare nurses for their role as
facilitators, nursing faculty also become facilitators of learning using technology (Bastable,
2014).
Technology is ever changing and evolving. For those who are reticent about the use of
technology, it is necessary to convey how important it is to embrace the use of technology in the
global health care system in order to be successful health care providers. Also, it’s important to
make them aware of the resources available for them to become proficient in the use of new
technologies, such as tech support and technology conferences (Thompson, 2020, p. 379).
Integrating Technology into Course Content
To integrate technology into course content, such as in high-fidelity simulations, careful advance
planning is necessary. It is necessary to analyze learning outcomes to determine which
simulations are best suited to reach those objectives. It’s also important to think of who the
learner is, why they learn, what they learn, and how they learn to determine which simulations
would be appropriate (Forneris, 2020, p.362). When thinking of who the learner is, attention
needs to be given to their skill level and cognitive ability. In the matter of what they learn, the
objectives of each simulation need to be clearly defined including the time they will spend to
accomplish the assessment. When thinking of how they learn, proper orientation for the student
is necessary along with being aware of whatever tech support they have available for questions
or concerns (Forneris, 2020, p. 365).
Students Use of Technology and Curriculum Design
Student’s use of technology affects curriculum design. The use of technology allows them to
access content many times which shows an increase in student engagement (Suartama et al.,
2019). Therefore, in designing the curriculum attention is given to how class content is made
available on student portals. Use of technology can change the learner from a passive learner into
a student that constructs their own knowledge. Therefore, curriculum design needs to allow
students to understand well, have flexibility, and easy access to multimedia and high technology.
Specific activities can be combined with educational technology to achieve this. Also, there can
be cognitive overload on the part of the student if the material is not chosen carefully. Therefore,
the curriculum design needs to take into consideration the amount of information that will be
made available through technology (Suartama et al, 2019).
Flora Previl
Bastable, S.B. (2014). Nurse as Educator: Principles of Teaching and Learning for Nursing
Practice (4th ed.) Jones & Barlett Learning.
Forneris, S. G. (2020). Teaching and learning using simulations. In Billings DM. & Halstead, JA.
(6th Ed). Teaching in nursing: A guide for faculty (pp. 365). St. Louis, MO: Elsevier.
Suartama, I. K., Setyosari, P., & Ulfa, S. (2019). Development of an instructional design model
for mobile blended learning in higher education. International Journal of Emerging
Technologies in Learning, 14(16). https://doi.org/10.3991/ijet.v14i16.10633
Thompson, B.W. (2020) The connected classroom: Using digital technology to promote
learning. In Billings DM. & Halstead, JA. (6th Ed). Teaching in nursing: A guide for faculty (pp.
379). St. Louis, MO: Elsevier.