Nursing Educators Leverage Technology to Enhance Student Engagement - Essay Sample

Introduction

Due to the drastic change in technology, there has been an improvement in the methods of teaching and the use of technology in nursing education. Different tools can be used by nursing educators to engage nurse students. So nurse educators can use different tools depending on the outcome that the teacher wants to achieve. Use of different Technology as a way of teaching helps the student to be exposed to clinical scenarios that they may not encounter during their practice. Also, this scenario of using technology as a way of learning helps to bridge the gap between practice and theory. Due to technology, nurses can now add reality to a scenario, and by doing so, a traditional case study will be made realistic. Nurse educators use a different type of technology in their teaching strategy as a way of engaging the students to achieve certain goals. There are different types of teaching in nursing, but we are going to describe two versions of technology that are used in nursing education they include: high fidelity simulation and concept mapping.

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Simulation is an important aspect that has been used for years in nursing programs.it is the art and science that uses artificial settings to create a clinical scenario that can be used by nursing students for easy demonstration it can also copy clinical practices in a safe environment. High-fidelity simulation is important because, it creates a realistic scenario that imitates the environment of a patient (D'Souza, & Venkatesaperumal 2017). Also, it allows students to apply the theoretical knowledge directly to the patient than it using the traditional method of teaching, which is a bit complex for students to conduct their practicals. Through simulation-based nursing education, a student can practice their decision making and clinical skills through a different situation in real life. It has been confirmed that nursing students who participate in education programs using simulations encounter low or no mistakes concerning clinical settings, and they are good in decision-making skills. Simulation method allows students to carry out several patient care activities on a manikin or standardized patient depending on the clinical situation. Also, through the simulation method, a student is allowed to practice their clinical skills repeatedly until they develop a sense of proficiency. It also gives students humble time so that one can learn their own pace. Also, a student can freely make a mistake so that it can be corrected later, and by doing so, one can become perfect with time. Since nursing education requires more practical skills, it is recommended that nursing educators should embrace the use of simulations because it involves interactive learning method (Doolen et al. 2016). Simulation motivates nursing students to acquire innovative educational experiences that will see them develop clinical competency; it also promotes teamwork. Care process is also improved in a realistic and secure environment without causing any harm to the patient.

Concept mapping is a strategy used in teaching that allows students to understand the different ideas using visual maps of the connection (Jaafarpour, & Mozafari 2016). Concept mapping as a way of teaching allows the student to see and analyze the connection between the ideas that they already have; then they will connect the new ideas with the knowledge that already exists. By doing so, the ideas will be organized logically so that they can be used in the future. Nursing educators have been using mapping procedure to enhance teaching so that they can motivate students to represent their ideas visually; this will enable them to evaluate, analyze, and critically think. The main goal of using mapping concept in learning is to make sure that students gain knowledge through connecting new ideas with the existing ideas. In addition to that concept, mapping helps in completing missing knowledge, improve critical thinking, and also clarifying existing knowledge. The strategy of using concept mapping in nursing education helps in teaching clinical care planning (Yue, & Jin 2017). Also, with the knowledge of concept mapping, students can figure out interrelationships in clinical data, and by doing so, one will have a clear picture of a patient.

By having the idea of concept mapping, a student will not need a to have a copy of the care plan from the text book anymore this is because a student will have the ability to explore a specific care plan for every patient by using the concept mapping. Particularly it is easier for a student to adapt the use of concept mapping because they are also available on mobile phones, for example, bubll.us app.

Feature capabilities and benefits High-fidelity simulation Concept mapping:

• Helps learners by increasing their visual-spatial perceptual skills and to sharpen their responses to critical incidents. high medium
• Helps the student to connect new ideas to their existing knowledge medium high
• it emphasizes the application and integration of knowledge, skills, and critical thinking high high
• enhances student satisfaction and self-confidence high high
• Broadens students way of understanding high low
• Ability to explore a specific care plan for every patient by using concept mapping low high

The table above summarizes the benefits of applying the two strategies that can be used by nursing educators to teach the students. Each strategy is important because it has a great impact on students. But according to the table, it is clear that using high fidelity simulation is important because it has more advantage than the concept mapping.

Conclusion

In conclusion, by using various teaching strategies to educate students will enable students to engage in an active learning process. by using mapping concept and high fidelity simulation, nursing students will be in a position to memorize and understand well the information associated with the lessons taught in class.so to deliver quality education it is advisable for nursing educators to choose appropriately the best teaching strategy.

References

D'Souza, M. S., Arjunan, P., & Venkatesaperumal, R., (2017). High fidelity simulation in nursing education. International Journal of Health Sciences and Research, 7(7), 340-353.

Doolen, J., Mariani, B., Atz, T., Horsley, T. L., O'Rourke, J., McAfee, K., & Cross, C. L. (2016). High-fidelity simulation in undergraduate nursing education: A review of simulation reviews. Clinical Simulation in Nursing, 12(7), 290-302.

Jaafarpour, M., Aazami, S., & Mozafari, M. (2016). Does concept mapping enhance the learning outcome of nursing students?. Nurse education today, 36, 129-132.

Yue, M., Zhang, M., Zhang, C., & Jin, C. (2017). The effectiveness of concept mapping on the development of critical thinking in nursing education: a systematic review and meta-analysis. Nurse education today, 52, 87-94.