Technology is a blessing in many ways. In an online collegiate scenario, unforeseen challenges will arise. Examples of challenges are unclear or misinterpretation of communication between educator and student. Face to face, one can read expressions and tone, unlike in virtual communication such as dialogue in an online class cafe or discussion response. I have personally encountered a colleague’s response to a discussion post that I interpreted as aggressive and unnecessary. I am not sure if she meant to come across that way, but she bordered on personal with her statements. Electronic communications require students to be to verbalize respectfully. With so many social network platforms to verbalize feelings and aggression in a free speech world, many students often cross that line in online education communication(Mattison, 2018). An organization must have a clear online communication policy that establishes a discussion post’s expected virtual behavior as respectful in words and tone (Bristol, 2019).
Another challenge I have recognized in virtual learning is student interpretation of discussion post requirements. I have read a discussion post and felt it to be well explained as to what the requirements are for the post. When reading through colleagues’ posts, I have noted a wide range of interpretations. I learned the value of the rubric when writing discussion posts. I have had instructors who are very concise with what is expected and some that are vague. Instructors need the training to be effective educators in a virtual classroom (Kenzig, 2015). Some best practices to be an effective online instructor are being virtually present and engaged, set expectations, “nurture a supportive online learning environment,” build student relationships, create engaging student opportunities, be open to student evaluations, be conscious of the tone of feedback to students (Cooper, 2016, para 3).
Adult learners nursing students benefit from a face to face classroom learning or blended learning at the very least. Nursing students who have never worked in the healthcare field need consistent interaction with the instructor, more immediate clarification in study topics that face-to-face offers. Despite adult learner characteristics of being independent learners, goal-oriented they often exhibit emotional hurdles with education (Malamed, n.d.). Nursing students need the support and mentoring of an educator face to face and more consistent than a nurse returning to college for higher education. Since COVID 19 create upheaval in the education arena, baccalaureate (BSN) nursing students were thrust into online learning. One study notes that students who had not transitioned to clinical rotations had an easier time with online learning than students in their third or fourth year and were well into their clinical practice rotations (Ramos-Morcillo et al., 2020). First and second-year nursing students are studying theory-based education were able to transition better than the third and fourth-year students (Ramos-Morcillo et al., 2020). In a pandemic, ethical issues arose in nursing programs from instructors not adequately trained to educate online. Further ethical issues reported are lack of cultural competency embedded in online programs, which can create miscommunication between students and educators.
Bristol, T. (2019). Policy for managing technology in nursing education. Teaching and Learning in Nursing, 14(2), 135–137. https://doi.org/10.1016/j.teln.2019.01.001
Cooper, S. (2016, September 24). 10 best practices to be an effective online teacher. eLearning Industry. https://elearningindustry.com/10-best-practices-effective-online-teacher
Kenzig, M. (2015). Lost in translation: Adapting a face-to-face course into an online learning experience. Health Promotion Practice, 16(5). https://doi.org/10.1177/1524839915588295
Malamed, C. (n.d.). Characteristics of Adult Learners. TheLearningCoach. http://theelearningcoach.com/learning/characteristics-of-adult-learners/
Mattison, L. (2018). Ethical issues with using technology in the classroom. Study.com. https://study.com/blog/ethical-issues-with-using-technology-in-the-classroom.html
Muflih, S., Abuhammad, S., Karasneh, R., Al-Azzam, S., Alzoubi, K., & Muflih, M. (n.d.). Online Education for Undergraduate Health Professional Education during the COVID-19 Pandemic: Attitudes, Barriers, and Ethical Issues. National Institutes of Health.
Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E., & Ruzafa-Martínez, M. (2020). Experiences of nursing students during the abrupt change from face-to-face to e-learning education during the first month of confinement due to COVID-19 in Spain. International Journal of Environmental Research and Public Health, 17(15). https://doi.org/10.3390/ijerph17155519
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Week 9: Introduction to Digital Learning Experiences
Ife J. Cauley, RN, BSN
Dr. Anna Valdez
October 26, 2020
Technology should be used as a tool to help nursing students attain goals needed to become high-quality professional registered nurses [RNs] (Bristol, 2019). Technology should be an adjunct to the learning experiences of our future RNs, but must not overpower the lesson. In this discussion, potential challenges of using technology will be considered. Common ethical issues and policies will be discussed. The modality that is best, depending on the presented learner groups’ characteristics, will be explained. Using technology in the correct way reflects social change by providing other avenues for students to learn in our changing world.
Challenges Foreseen in Delivering Content in Environments Other than the Classroom or Face-to-Face
CNEs will have to make sure slides presented in the PowerPoint presentation are of his or her own words, with proper citations. Plagiarism detection tools such as Turnitin or SafeAssign are well-developed programs, but do have their shortcomings. These tools have difficulty detecting plagiarism when PowerPoint slides are uploaded into the system (Balbay & Kilis, 2019). Turnitin and SafeAssign look at the slides as pictures instead of individual texts, and are unable to compare the content with other slides uploaded on the program or with sources available online (Balbay & Kilis, 2019).. What CNEs should do is upload the text on the slides instead of the entire to avoid high similarity rates and the perception of plagiarism (Balbay & Kilis, 2019).
Which Modality Best Suits Topic, Learner Groups, and Characteristics
Either in-person learning or online is suitable for this group. The nursing students are adult learners that prefer audiovisual learning. A PowerPoint can be presented in the classroom setting while the teacher narrates (Cauley, 2020). The students will be required to participate in groups of three to discuss conflict management and resolution (Cauley, 2020). For the certified nurse educator (CNE), he or she would be able to evaluate the students’ learning as they answer multiple-choice questions with the use of clickers (Cauley, 2020).
Or, another option is for the CNE to create a Powerpoint with voiceover. This method could be incorporated into a video conference with hand-raising capabilities (Cauley, 2020). Instead of evaluating the students in small groups, after the CNE presents the information on CM&R, he or she would ask each student how they would handle the situation. The students would use an application (app) on their cellphones to answer the presented multiple-choice questions for the CNE to evaluate learning (Cauley, 2020).
Simulation can be performed in an online format, but for the RNs in my scenario, I prefer a classroom environment. These RNs are kinesthetic, adult learners that need hands-on experience with a test patient that allows for recourse (Kelly et al., 2016). The test patient does not have to be a mannequin; one of the RNs could serve as the test patient. These simulations could incorporate the five CM&R strategies with the goal of triggering the RNs’ reflection about how they deal with each other (Kelly et al., 2016).
Bastable (2019) states that webinars are an effective tool for teaching or meeting with groups at a distance, which is ideal during this pandemic. This group has a comorbidity of memory loss, but they can actually listen and see the CNE as he or she educates on the Zoom video conference (Cauley, 2020). The CNE should encourage this group to take notes, save videos, or record important information in their cell phones, iPads, or even paper notebooks for references (Bastable, 2019). Zooms in short sessions can be used to check in with the families and patients to see how they are managing stress and conflicts during this pandemic (Cauley, 2020).
As stated, technology is a useful tool shared between the CNE and learners. CNEs should use technology as an adjunct to education but make sure it is not overpowering the lesson. CNEs must make sure the lessons are in line with ethical guidelines and policies of the institution. CNEs must decide which setting is best based on learner groups, learning styles, and characteristics.
Balbay, S. & Kilis, S.(2019). Perceived effectiveness of Turnitin® in detecting plagiarism
in presentation slides. Contemporary Educational Technology, 10(1), 25-36. https://doi.org/10.30935/cet.512522
Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for
nursing practice (5th ed.). Jones & Bartlett Learning.
Bristol, T. (2019). Policy for managing technology in nursing education. Teaching and
Learning in Nursing, 14, 135-137. https://doi.org/10.1016/j.teln.2019.01.001
Cauley, I. (2020). Technology Solution Matrix Template [Unpublished Manuscript].
Kelly, M.A., Berragan, E., Husebø, S. E., & Orr, F. (2016). Simulation in nursing
education: International perspectives and contemporary scope of practice. Journal of Nursing Scholarship, 48(3). https://doi.org/10.1111/jnu.12208
Week 9 Discussion NURS 6331 – Google Docs.pdf (87.906 KB)
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