November 2023

Nurse Educators
Technology Knowlege
and Advancement
Newsletter
Nurse educators require advanced knowledge and
Strategic Goal

experience in technology to proficiently educate and prepare

nursing students for successful practice. The goal is to give
educators the tools needed to support classroom technology
integration, appropriate instructional delivery methods, the
use of simulated learning to meet course objectives, and to
incorporate hands-on learning to reinforce skills.

Let’s Take Action!

Leadership has significant Develop professional development opportunities for
nursing educators to gain knowledge and hands-on
impacts on student success
experience using different types of technology in the
and achievement. Technology classroom.
integration in health Create an online learning platform/portal for educators
to engage in learning in an on-demand timeline or to
education is imperative! reference past professional development resources.
(Nwozichi et al., 2019) Convene every two months for ongoing collaboration
and work among educators.

Curricular alignment with technology goals, including topics such as digital literacy,
should be a key component of every nursing student’s graduating knowledge base
(Gause et al., 2022). Leaders and students who are willing to engage in technology use
need to play a role in the successful implementation of technology (Gause et al, 2022).
Students’ perceptions of technology impact how practical they think technology is,
thus shaping their intent on how to use the technology (Williamson & Muckle, 2018).

Nursing education must expand to make room for students to learn Goal: Increase competent technology
from experiences, engage with technology, work collaboratively in integration by nurse educators
teams, and implement active learning strategies for further Goal: Develop leadership capacity in
development of critical thinking skills (Williamson & Muckle, 2018). nurse educators

Contact Us Website

ABC School of Nursing Pre-licensure Nurse Educators

 GRANT PROPOSAL
The project seeking grant funding is to equip nurse educators with the
necessary knowledge and experience in technology integration to best
educate and prepare nursing students for successful transition into
professional practice. If educators have the tools needed to integrate
technology into the classroom setting, students will be given the opportunity
to grow and thrive. This can be accomplished through enhanced instructional
delivery models, simulated learning experiences, and hands-on skills
reinforcements to better prepare students for clinical practice. By creating
professional development opportunities for nursing educators, they will be
able to develop further knowledge and practice hands-on approaches to
technology integration for a smooth transition into their current classrooms.
Professional development opportunities need to be rigorous and relevant,
providing the educator with needed classroom tools while improving student
outcomes through successful incorporation into learning opportunities.

ALIGNMENT WITH
ACCREDITATION STANDARDS
Faculty involvement ensures staff buy-in for improved success,
accreditation alignment, and state and national alignments
(Valiga & Burderle, 1994). Eight core competencies of the
National League for Nursing (NLN) help when planning
instruction to students and help to facilitate learning, facilitate
learner development and socialization, use assessment and
evaluation strategies, participate in curriculum design and
evaluation of program outcomes, pursue systematic self-
evaluation and improvement in the academic nurse educator
role, function as a change agent and leader, engage in
scholarship of teaching, and function effectively within the
organizational environment and academic community (Keating
et al., 2021). To meet both academic and administrative goals,
nursing faculty must engage in collaboration, and use the time
spent visiting the site with the accrediting bodies to ensure the
high standards set for programs are being met.

Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in nursing education: An
integrative review. Curationis, 45(1), 1-9. https://doi.org/10.4102/curationis.v45i1.2261
References

Keating, S. A., Berland, A., Capone, K., Chickering, M. J., (2021). Global nursing education: International resources meet
the NLN core competencies for nurse educators. The Online Journal of Issues in Nursing, 26(1).
https://doi.org/10.3912/OJIN.Vol26No01Man08
Nwozichi, C., Marcial, D., Farotimi, A., Escabarte, A., & Madu, A. (2019). Integration of Information and communication
technology in nursing education in Southeast Asia: A systematic literature review. Journal of Education and Health
Promotion, 8(1), 141. https://doi.org/10.4103/jehp.jehp_240_18
Valiga, T. M. & Bruderle, E. (1994). Concepts included in and critical to nursing curricula: An analysis. Journal of Nursing
Education, 33(3), 118-124.
Williamson, K. & Muckle, J. (2018). Students’ perception of technology use in nursing education. Computers, Informatics,
Nursing, 32(2), 70-76. DOI: 10.1097/CIN.0000000000000396