Innovation in Nursing Education - Term Paper Example

?Innovation in Nursing Education In the 21st century context, nursing operations have become quite significant and complex. With this concern, nurse educators have a vital part to ensure that they are preparing the nurses effectively for future. Nursing education must be modified so as to prepare nurses who can fulfill the upcoming health care requirements. This term paper will reflect on the technological issues that impact on nursing education. Technology is generally described as critical and descriptive issue in the history of nursing. Technology plays a crucial part in modern nursing education which has influenced the tasks of nurses and transformed the way nurses serve patients. Technical advancement has enhanced the access to information, analysis and treatment. In present days, nurse education requires developing technological understanding besides the nursing talents. Nurses are the forefront users of technology. As technological applications has turned out to be an essential part of patient care, nurses have improved their scope of practice acquiring knowledge and practical experience in the field of using electronic information in education. Technology has transformed the connection between nurses and other health service providers like doctors, physicians, surgeons and so on (Wang & Et. Al., 2004). Thus, the focus of this term paper is to observe how technology has impacted on nursing education and educators. The paper shall further focus on analyzing the issues evolved because of technological advancements in nursing education. The inclusion of technology in nursing education practices can be observed since World War II. Nursing education concerns about the nature and the application of technological devices. In the period of 1870s and 1940s technology had triumphed in nursing practices. During that time, nursing practice was renovated by new technical devices like thermometer, electrocardiograph machine, stethoscope, X-ray and microscope. This enhanced the reliability of medical analysis leading towards the overall betterment of medical treatment and effective relationship between doctors and patients. With respect to the historical perspective, the technology is continuously changing in nursing education and practices (Hein, 2001). In the technological era nurses face significant challenges with respect to learning and employing. Information technology (IT) influences the manner in which nurses are educated and practice patient care. Furthermore, improvements in IT have also become an essential part of development and continuous education in nursing. Nurse educators have begun to employ informatics applications to assist the nurses. For instance, nurse educators can provide instruction through web-oriented sessions combined with discussion sheets and electronic analysis. Nursing students are able to search information through websites. But technology has also raised the issues such as privacy and security in the field of nursing. There are multiple viewpoints with respect to technology advances in nursing education. As the nursing education has changed some believe that technology can lead to new excitement, new ability and higher prospect to develop. But others’ view technology as disturbance or risk for nursing practice as maximum use of technology can make the nursing occupation obsolete (Rivers & Et. Al., n.d.). Table of Contents Innovation in Nursing Education 1 Abstract 2 Table of Contents 4 Introduction 5 Literature Review 6 Historical Perspective of Technology in Nursing Education 6 Technological Issues in Nursing Education 8 Issue of Shortage of Educators 9 Safety issue for importing technology 10 Other issues for importing technology in nursing education 11 Discussion 12 Evaluating new frontline 14 Ethical issues in technology 16 Conclusion and recommendation 18 References 21 Introduction Technologies have unlocked several new pathways to assist nurse educators in providing training facilities. The rapid growth of electronic education atmosphere has amplified the requirement of technology to fulfill the generation gap between nurse educators and students. Education with technology is a new experience and it includes much more information regarding medical science than what might be available in class notes or lectures or books. Technology has developed new teaching strategies in nursing education. Students, who have flourished in the computer era of 21st century, are the new generation students and their knowledge is grounded on digital learning. Thus, in present days the nursing education needs to use electronic ways. The uses of technology in nursing education raised many issues such as shortage of experience educators, change in attitudes, security of information, and so on (Axley, 2008). Though there are several issues of using technology, it can help nursing education in several ways which are described below: Technology can reduce the time needed to permit medicines to patients Through technology, nurses are able to check the availability of beds more rapidly Technology can help to minimize the delay in patient care Technology is perfect substitute for maintaining large paper works Technology lets nurses to continuously observe work agendas, and keep up-to-date information regarding medical science that latter can assist them in efficiently dealing with patient care Technology helps to share information regarding drug, and also can reduce patient treatment error rates (University of Maryland School of Nursing, 2004) Literature Review Nurses use technology regularly. Technology has become the base for altering the methods of serving patients. Medical information technology has made the process of documentation easier and effective. For instance, duplicate recording and documents are excluded and error rates have decreased, which provides additional time for nursing education. Through the use of technology, the blood pressure, body temperature and other critical signs can be collected electronically and traced for observing the drifts. Through technology implications, nurses are notified regarding any unusual results on the basis of established standards that are already programmed in computer systems (Rivers & Et. Al., n.d.). Historical Perspective of Technology in Nursing Education Use of technology in nursing education started with the introduction of computer as an instrument to manage health oriented information. As stated by Wang & Et. Al. (2004), the ‘punch-card data processing system’ was introduced in nursing during the 1980s. In the period of 1950s to 1960s the first ‘hospital information system’ was instigated in the health care industry. In the period of 1980s, computer became ordinary equipment for any hospital or nursing home. Since then several new technologies and scientific techniques have been developed with an intention to recognize how new tools can be applied in nursing practices. With respect to development of technology in nursing, the era of 1990s exceeded any other period. In the early years of the introduction of technology in nursing field, automation in health equipment enhanced analysis and treatment, but on the contrary caused disruptions in the organization by imposing considerable changes. Expert divisions were established to put on compound technologies, and wide-scale mechanization developed in the administration of medical procedures at each division (Wang & Et. Al., 2004). However, in the 21st century, technological applications have emerged to be an essential part of nursing, and gaining practical experience in IT and using computerized health tools. It can be estimated that as technology will progress further from computer to incorporation of cellular phone and television system, nursing education will change from electronic to mobile system and nurses will be capable of conversing through hand-held PCs. In present days the ‘Telehealth technologies’ have also reduced the barrier of distance between the patient and the nurses as well as other medical practitioners (Wang & Et. Al., 2004). Technological Issues in Nursing Education With the increasing inclusion of technology in nursing education, the awareness of nurses regarding technology and its influence on nurses have been recognized by several issues. According to Wichowski (1994), nurses were uncertain regarding the advantages of technology. This uncertainty was considered by the author to be indicative of role insecurity because the focus on technology was conflicting to the humanistic characteristics of the nurse-patient association. Technology which concentrates more on health care rather than the process of management may inspire better use in nursing education and practices (Wichowski, 1994). According to research of Medecof & Wall (1990) on routine division, technology was more confidently considered by nurses; but in non-routine divisions the contentment was related to the requirement for nurturance rather than technology. Study of Alpay & Russell (2002) stated that regardless of the significance of adequate preparation in nursing institutes, primary care nurses had less exercise in technology compared to other health related specialists. The perception about importing technology in medical institutions was affected by age and education and job position was also less significant in defining approaches toward technology. New technologies have transformed the characteristics of nursing practice, and the connection between nurses with other health experts. In this regard, study of Kirkle & Et. Al. (2004) depicted that with the execution of ‘Clinical Information System’ in nursing institutions, nurses and physicians are capable of cooperating on healthcare procedures for independent nursing intrusions in case of life–threatening circumstances of patients. Technology has sealed the gap between nurses and doctors, and assists them to perform towards a cooperative interdisciplinary practice. Nurses, who work in computerized divisions, are much capable of reducing time spent on papers activities and put more time on their core competency, compared to nurses of non-automated divisions (Wang & Et. Al., 2004). Issue of Shortage of Educators In implementing technology the shortage of educators can be considered as a major issue for nursing education. According to Axley (2008), several nursing organizations are suffering from shortage of educators. The additional stress of grasping new technologies and establishing new courses potentially accelerates the withdrawal of many highly experienced educators from nursing institutions. Thus, it intensifies the shortages of educators in the field of nursing. Possible measures must be taken to preserve highly experienced nursing educators by supporting and training packages dedicated to developing technical skills (Axley, 2008). According to prediction of Bureau of Labor Statistics (BLS) shortages for registered nurses by 2010 shall rise to around 1 billion all over the world because of growing demand for health care. This shall indeed emerge to be a significant constraint on nursing education. Furthermore, the study piloted by American Association of College of Nursing (AACN) states that in the year 2004, there was 8.1% nurse educator vacancy rate in 395 institutions, where only 122 institutions have been recorded with no-vacancy for educators, and among them only 30 institutions had stated that no extra educators were required. It has been seen that several permanent educators spend long time on instructing and guiding students outside the tutorial room, updating syllabus, developing new curriculum, reading to stay up-to-date, and mastering new technology. With these numerous stresses on the shoulder of educators, most of them conveyed frustration for not finishing their tasks properly. Nursing has long honored custom of superiority in education, often guiding the path for other disciplines. In present days, the nursing profession boasts an inspiring diversity of programs and review dedication to nursing education. Educators often precede medical education to the students in the traditional way in which they were educated rather than integrating new system, which have direct influence on nursing efficiency or capability and optimum student knowledge. In addition to it, as nursing education is in a condition of quick change and number of educators is swiftly decreasing, nursing does not possess the indulgence of approaching education with customary labor-intensive or trial-and-error methods. Along with assigning important information on coaching and teaching, faculty development programs can aid educators to become more contented with other parts of their roles and reducing the struggle with contradictory prospects. There is need to explore innovative coaching-learning models, modernize the syllabus, and raise the use of modern atmospheres and technologies in nursing education (American Association of Colleges of Nursing, 2005). Safety issue for importing technology The safety of information is another issue for organizations for importing technology in nursing. In nursing institutions, the security policy should clear the role of system managers for securing the departments’ information system. Technical employees can access the data of students/patients and thus, they must be conscious about the strict privacy obligation of health records in nursing institutions. In implementing technology in nursing there is risk of confidentiality of health records. Computer data can be made more reliable just as paper data and thus the protection of information need to be addressed before applying technology in nursing education system. Continuous monitoring and observation of employees can help to preserve security and confidentiality. Any breaches of IT policy should be lectured on a regular basis. Nurses who deal with health related data required for understanding the central legal issues and take responsibilities for using IT which is suitable and safe for organization. If many employees are in charge of entering or accessing data into organization’s information system, overwrite security and multi-user keyword is suitable for maintaining health information. While assessing new technology in organization, auditability, accessibility, multilevel access and legal accountability of nurses need to be considered. Some nursing institutions does not inhibit the modification of information and most records which are developed by nurses or employees does not comprises of overwrite safety. Senior nurses have an authorized and certified obligation to defend the health databases. As computerized health databases are common in almost every nursing institution, nurses need to assess the measures that can protect the information from revelation, stealing, exploitation, and loss. The parents are always concerned about the security of information of students in the institute. The above technological issues are very critical and need to be considered with software dealers, school supervisors and system administrators (Schwab & Gelfman, 2005). Other issues for importing technology in nursing education Technology can result in several health issues for students as well as educators. In nursing education repetitive pressure injury can arise while cooperating with technology. Two most familiar issues are carpel channel disease and ‘cervical radiculopathy’ or disk density in the neckline. Carpel channel disease occurs from excess keyboarding and mouse movements which results in swelling in wrist. As a result in can cause ache, tickling, impassiveness and loss of utility. Neck issues can also ascend from holding phones or sinking and tumbling head while using keyboard and mouse (Mastrian & Et. Al., 2010). Besides there are other issues regarding uses of technology in nursing education for example equipment interruption or difficulties in connectivity, etc. The educators need to confirm that the online examination and transferring information electronically is safe and dependable (Oermann & Heinrich, 2003). Discussion Technology has become a basic tool in nursing education; so the issues should be discussed properly. With respect to security issues the principles, confidentiality, data reliability and caring are highly influential in nursing education. Confidentiality and security are of great concern in nursing when medicinal information is saved electronically and special authorization is required to prevent unauthorized access. Though technology such as electronic messaging or computer is fast and effectual for managing data, but these mediums are too unsecured. Electronic information can infrequently reach to the wrong party Electronic message can be retrieved from several places (inside or outside of organization) Information recorded by one employee can be sent electronically to other medical service provider illegally Internet is also not a completely safe media for transferring confidential data or files except both parties are having encryption technology Fax machine is considered to be the most unsecure media for transporting important data regarding patient There are certain kinds of information in nursing which needs confidentiality and proper authorization for access such as genetic examination results, post mortem report, HIV test data, sexual assault analysis report, etc. Personal Digital Assistant (PDA), Tablet PC, Blackberry, etc. are emerging technology where many health specialists store critical information. But there are too many chances for clinical data to be unintentionally read, conveyed, used, shared, or disclosed. As a nurse, one should be very cautious and protect the data regarding patients (Erickson & Millar). A case of security issue in nursing has occurred in the year 1999 where records with confidential information such as name, social security codes, diagnostic codes of several patients of ‘University of Michigan’ were carelessly cited on the internet. Patient concern in today’s highly technical atmosphere opposes nursing with possible conflict between applying effective tools and systems and providing specialized nursing education. Introduction of technology resulted in alteration of nursing education. Several researchers describe that massive tendency of technological modification and associated capital in nursing education are deskilling and breaking the nursing responsibilities. Brennan (2000) has described technological innovation in nursing as a partnership between health care system, patient, environment, and education. Caring is important task of any nurse and technology can develop the results of patient care. In any nursing organization issues like ethics, privacy and caring are vital (Blais & Et. Al., 2007). The impact of shortage of nursing educators and increasing demand of registered nurses is related to patient safety. The lack of educator can lead to nursing deficiency and ineffective medical care. The nursing profession is greatly affected by short-term strategies which consist of using non-nursing employees and conflicts between creative skills of nurses with cost-cutting technology which impasses the requirement for nurses. The impact of educator scarcity on nursing deficiency is serious. The demand for nurses is great but the supply is not satisfactory. It has been forecasted that here will be 36% shortage of nurse by 2020 in USA. The following table shows the supply and demand of nurses in USA by US Department of Health and Human Services in 2004. Year 2000 2005 2010 2015 2020 Supply 1,890,700 1,942,500 1,941,200 1,886,100 1,808,000 Demand 2,001,500 2,161,300 2,347,000 2,569,800 2,824,900 Shortage 110,800 218,800 405,800 683,700 1,016,900 Supply in (%) 94 90 83 73 64 Demand Shortage 6% 10% 17% 27% 36% Source: (Jannetti Publications, 2008) Evaluating new frontline According to AACN, technological improvements are growing occasions to recover the deficiency and increase access of nursing education. Further, technology can increase the association among nursing amenities in education, rehearsal and exploration. Careful utilization of technology in nursing education can possibly improve the educator’s skill to teach nurses for exercise, make future nurse instructor, and progress nursing knowledge in a period where demand for expert and qualified nurses are high. To enjoy complete benefits from technology, several issues need to be measured in education and nursing organizations along with external investors and policy creators which are described below: Technology in nursing education requires significant institutional financial investment in new equipment, substructure and educator development. Local, provincial and domestic planning should reflect the management of services, compatibility and advanced progression of hardware, along with strategies that reduce communication cost inside and through state lines. Technology can affectedly change the traditional method of education and learning and also inspire the traditional connection between students with nursing institutions. New strategies can transform the conventional philosophy about how superiority of learning packages is evaluated and what is needed to assist nursing education such as accessing books, advising services, computing equipment and financial support. The arrival of technology has extended the capability of educational organizations to enhance their scope of teaching. The higher use of technology in nursing may develop access of information and may eventually reduce the cost of education, but technology is also transforming existing norms regarding education quality, educator and student association with institutions, local and national subsidy for higher education and the role of investigation, practice and service in nursing academy. By 2015 there will be several vacant posts for nursing and those shortages cannot be occupied without extending the number of nursing educators and specialists. Thus there is need to increase the number of nurse graduates to bridge the gap between demand and supply of nurses. Technology is a substantial way to increase access to nursing education for adults, employed students who signify a rising fraction of the undergraduate nursing inhabitants. The use of technology in higher nursing teaching might deliver a chance to raise the number of teachers who can support nursing training, education, and practice (American Association of Colleges of Nursing, 2011). Ethical issues in technology In this technological era, several legal and ethical challenges are impacting the nursing education. Nurses confront several ethical and legal challenges regularly which are directly related with technology. One of most critical ethical issue concerning technology is the confidentiality of information. All health care providers such as nurses have an ethical code which necessitates balancing the privacy of patients with the obligation of healthcare as well as access to patients’ databases. The Health Insurance Portability and Accountability Act had passed in the year 1996, which describes that there is a requirement for defending the spread of intimate information. By this act, several techniques were implemented to decrease the leak of patient information and it also necessitates executing login system in nursing institution so that access to private records can be restricted. From the nursing viewpoint any system that can track health care specialists to access confidential records can restrict the spread of information (Docstoc, 2011). When nurses are authorized with implementing technology in education, the knowledge of patient also rises. Computer-oriented education can sustain ‘just-in-time’ learning. There are several patients who search for additional information for knowledge and nurses need to be conscious about existing technology and their use for educating patients. Autonomy of patient is an ethical concern. Every patient needs education depending on the requirement. It is individual’s right to make selection and choose the best possible interest. Thus as a nurse he/she, must ensure that patients are provided with necessary knowledge to make their decisions. The Video-on-Demand (VOD) is an innovative technology which provides patient education. VOD technology includes an electronic access system with in-room television. Through this technology, patients can appeal to display a particular educational video on television screen (Heiskell, 2010). Conclusion and recommendation Technology plays a vital part in nursing education and in future its use will be larger. But technology is not a resolution to the issues of nursing education rather it is an implementer. Technology acts as a means of transportation within the nursing environment and allows organizations to improve capabilities and use new methods of performing health care education. Technology has the ability to create a work atmosphere for nurses which is more associated with educators. Technological tools assist nurses to concentrate on health care rather than logistical features of organizing persons and tracing health related information. An organization needs to conquer several difficulties while implementing new technology in education which may arise from structural, educational and social perspectives. In present day, patient care is strictly linked with information and communication technology. The more easily nurses can access information, manage documents; communicate with other divisions, the more they can provide better care to the patents. People join nursing occupation for caring the patients and not for caring the organization. Technology cannot become a substitute of physical nurses, but technology can be used for ensuring adequate skills, preparing future nurses, help nation to fulfill the shortage of nurses and educators, and assist a presence in numerous places for distant care. Nurses have several correspondence activities and they spent most of the time doing paperwork. Through technology the pressure of paperwork can be reduced, thus it can decline the delay in patient care. The confidentiality issues have been identified in importing technology in nursing education. Technology in any organization necessitates an educator who is ready to simplify the knowledge of nurses. Nursing educators are familiar with joining the technology revolution, otherwise they will become obsolete. Nursing education should support constant educator development and distance education to nurses. Though there are several disadvantages in distance education and online learning, but efforts should be made to address the burden and apply new technology in education. The implementation of technology in nursing is not unique anymore. Several nursing organizations have recognized the requirement to improve the obtainability of technology and encourage the growth of online education and degree courses. In regard to confidentiality, every nurse should be careful about the patients and other medical information. Critical information must not be discoursed where other people can easily hear the discussion such as passages, elevators, canteen or restaurants, etc. As there is risk of confidentiality in technology like e-mail, or computer records, thus nurses should be smart and delicate while communicating medical information through those media. Unless it is essential to put patient’s name in electronic communication, nurses should desist from doing so. The progress of technology and IT in nursing education is exponential. People can easily search health oriented information and increase their knowledge through internet. 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