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Future Directions in Contemporary Learning and Education

FutureDirections in Contemporary Learning and Education

Thenursing practice is undergoing dramatic changes due to technologicaladvancement. The increased technological development has resulted inthe need for the development of technological skills in the nursingpractices. The use of technology in nursing education and practicehas become mandatory. Technology development has established the needto prepare a nursing workforce that is technologically competent.Therefore, nursing education must prepare nursing students in ahighly technological environment to improve their computer literacy(Consorti,Basili, Proietti, Toscano &amp Lenzi, 2015).

Thispaper seeks to study adaptive learning technology, its influence innursing education and how a nurse educator can utilize the technologyto establish a new learning environment for their students.Additionally, the paper will discuss two organizations that useadaptive learning technology and how the technology benefits them.

  1. Adaptive Learning Technology

Adaptivelearning is a unique innovative technology that offers flexiblelearning solutions to enhance students’ success. It is an onlineeducational system that alters the presentation of educationmaterials based on the performance and learning capability of astudent. The use of adaptive learning technology has becomewidespread in the nursing education. Nursing education is progressingtowards a digital platform with the aim of promoting clinicalreasoning skills. Nursing education is a critical aspect ofhealthcare that supports professional practice through the provisionof required knowledge. Proper education and sufficient knowledgecontribute towards prevention of medical errors and fosters provisionof high-quality care. Adaptive learning technology develops studymaterial and course content to meet the learning needs and the areasthat require improvement of an individual student. Each student hasdifferent educational needs and abilities and adaptive learning hasproved effective in catering to the learning needs of these students.It has modified the traditional learning processes and educationalsystems where technology is used in the delivery of learningmaterials. It personalizes learning by blending powerful feedbackloops in the learning environments. It provides students with theability to follow their own learning thus enabling them to developimportant self-monitoring skills and be involved in their progress oftheir personal learning. It, therefore, allows students to improvetheir future learning experiences (Yang,Hwang &amp Yang, 2013).

  1. Organizations Currently Using Adaptive Learning Technology

Thetwo organizations that are currently using adaptive learningtechnology include the American Associations of Colleges of Nursingand the National League for Nursing (NLN).TheAmerican Association of Colleges of Nursing uses the adaptivelearning technology to provide nurse educators with a detailedweb-based program known as &quotThe Education Scholar Program.&quotThe Education Scholar Program is used to improving teaching andinstruction skills of nurse educators and also offers theprofessional scholarship to improve their health professions.Additionally, the program is used in providing guidance on nurseeducators on how to adequately prepare and efficiently delivereducational content through online modules that are in the nursingeducation curriculum (AmericanAssociation of Colleges of Nursing, 2013).

TheNational League for Nursing uses the adaptive learning technology toprovide nursing students with various online courses through aweb-based learning through the program known as “Teaching &ampLearning in Web-Based Courses Certificate Program.” The programworks towards improving teaching skills, experience and knowledge forthe nurse educators. The program provides nurse educators withweb-based practical application hence improving their teachingexperience. In addition, the program offers nurse educators withweb-based courses on evaluation and teaching, orients nurse educatorsto web-based teaching and online course thereby enhancing theircompetence in providing nursing education (Heller,Oros &amp Durney-Crowley, 2014).

  1. How the Organizations have Benefited from Using Adaptive Learning Technology

TheAmerican Associations of Nursing Colleges and the National League forNursing have benefited significantly from the use of adaptivetechnology. Adaptive technology has contributed to enhancingcompetence among nursing educators that has resulted in improvednursing students’ outcomes. Additionally, it offers nurse educatorswith continuous education opportunities that improve their healthskills and knowledge thus addressing the challenge of shortage ofqualified nurses in the organizations (Heller,Oros &amp Durney-Crowley, 2014).

  1. Description of How Adaptive Technology may change the Role of the Faculty

Adaptivelearning technology has facilitated profound changes in the role ofthe faculty. It has changed the nursing education from traditionalinstruction to competency-based education that offers the onlinelearning experience to nursing students. It has also customizedreporting whereby it informs nurse educators on the outcomes of thecurriculum, program outcomes, course changes and assessment needs.Also, it has changed the role of nurse educators where they are ableto know the progress of every individual students, they are able toview their learning map from a distance and determine the strengthsand weaknesses of their students and are able to intervene instudents’ education with informed decisions (Consorti,Basili, Proietti, Toscano &amp Lenzi, 2015).

  1. How a Nurse Educator will Prepare to Implement Adaptive Learning Technology in Academic Setting

Theuse of adaptive learning technologies in educational settings hasshown significant outcomes that have facilitated the establishment ofvarious opportunities to create new teaching approaches in nursing.However, implementation of adaptive learning technology in academicsettings can be challenging considering those individuals who did notgrow in the era of digital platforms, and this can be stressful tothem. Teaching using adaptive learning technology requires moreknowledge and skills that go beyond knowing how to use a computer.Therefore, a nurse educator must prepare adequately on how toimplement adaptive learning technology in the education curricula(Ge,Planas &amp Huang, 2015).

Anurse educator can prepare for implementation of adaptive learningtechnology in education setting by developing relevant programs thatwill facilitate the integration of technology in their teachingstrategies. These programs would prepare the nurse educator byenabling them to obtain knowledge and experience required for theimplementation of technology in the nursing curricula. For instance,development of a Technology Fellowship Program (TFP) would help thenurse educator to improve their competencies in technology and theirskills in teaching.TFP program was developed by the urban universityto promote the use of technology among educators in teaching andlearning. The program consists of mentoring activities that a nurseeducator participates in to improve their technological skills andcompetencies. Examples of these activities include the face-to-faceinstruction that teaches an educator how to create learning modulesusing adaptive learning technology. The experience and practiceforums allow a nurse educator to practice their technology skillsusing the adaptive learning technology. Participation in onlinetutorials will improve the ability of a nurse educator to use onlinetechnology effectively (Ge,Planas &amp Huang, 2015).

  1. Framework for a Nursing Course

  1. Title of the Course

Thetitle for the nursing course is Community Health Promotion.

  1. Competencies of the Course

Thecompetencies required for the Community Health Promotion courseinclude the following:

  1. The student should have the ability to recognize the foundations of community health. This involves having insights of the historical development of the stages of community health, being able to give details of the basic principles of epidemiology and to explain the way the community health will use health laws and policy to improve the welfare of the people.

  2. The student should have the ability to apply the fundamentals of community health in their nursing practice. They should be able to evaluate the predictive and protective factors of health and the beliefs and values of individuals and populations in the community. Also, they should be able to utilize the evidence-based health promotion practices effectively in evaluating the importance and effects of potential health promotion.

  3. The student should have the ability to monitor and evaluate the development of their competence as a health nurse in the community. This includes promoting social justice in the community, expressing their reasons for the importance of health promotion and provides awareness of how community health can use behavioral and social interventions to facilitate improved health in the populations within the community.

  4. The students should demonstrate their ability to provide care to the community as their client.

  5. The students must show the ability to foster continuous self-learning on community health even after the end of the course. Self-learning includes implementation of a personal plan to become active and be able to identify the resources of important information that are required to be applied in health (McKenzie, Neiger &amp Thackeray, 2016).

  1. Implementation of Adaptive Learning Technology within the Course

Theadaptive learning technology can be implemented within the CommunityHealth Promotion course through a structured management approach.Improving health and health literacy within the community especiallyin low-income families is a priority in the national public health inAmerica. The structured approach to implementation of adaptivetechnology in the course will involve the use of systematicstrategies for training, planning and engaging families in thecommunity and the staff in a social-ecological framework (Ge,Planas &amp Huang, 2015).

Thestructured approaches will facilitate implementation adaptivelearning technology through training on health promotion. Trainingwill foster effective dissemination of health promotion andevidence-based health promotion practices through the onlineplatform. Theadaptive learning technology training includes training of staff,students and faculty members to enhance their competence intechnology skills.The staff will be able to effectively prevent diseases, prematuredeath, and disability among populations in the community throughadaptive learning technology. The families within the community canalso be trained on how to use digital platforms to access healthinformation. Accessibility to health information through the onlineplatform is cost-effective and thus will contribute towards promotionof health practices within the community (Ge,Planas &amp Huang, 2015).

Theaim of implementing adaptive learning technology is to promoteindividual-level of health behaviors among the populations in thecommunity. Launching the adaptive learning technology to promotehealth in the community would enhance personalized learning content.Through personalized content, the community can be able to identifyits health needs, develop effective abilities to problem-solving andmobilize its resources to improve their own health status. Therefore,implementation of adaptive learning technology in community healthwill contribute to the improvement of health status of individuals inthe community, reduce premature deaths, promote quality of life, andreduce the costs of spending on medical treatment (Ge,Planas &amp Huang, 2015).

  1. Evaluation of the Process of Using Adaptive Innovation Technology in the Course

  1. Soliciting Feedback from Nurse Educator Peers on Adaptive Learning Technology

Feedbackis crucial because it guides and informs decision-making thatpromotes successful implementation and use of the adaptive technologyin nursing education. Feedback on the effectiveness of the use ofadaptive learning technology in the Community Health Promotion can besolicited from nurse educators’ peers through emailing them. Emailis an appropriate way of obtaining feedback because it fosters speedresponse it is an organized system and can as well facilitatesending of follow-up emails. Feedback can also be obtained throughinterviewing the nurse educators’ peers and listening to theirviews through social media. The feedback will enable the nurseeducators to determine the effectiveness of adaptive learningtechnology in students’ outcome in Community Health Promotioncourse (Vander Kleij, Feskens &amp Eggen, 2015).

  1. Evaluation of Feedback from Nurse Educator Peers on Adaptive Learning Technology

Evaluationof feedback from the nursing educator peers on integration ofadaptive technology in Community Health Promotion course is importantbecause it helps in understanding the needs of each individualstudent. Feedback from other nurse educators can be evaluated byoutlining the desired outcome on the use of adaptive technology onthe course, probing follow-up questions in order to obtain valuableinformation, and questioning feedback by discussing the comments onfeedback (Vander Kleij, Feskens &amp Eggen, 2015).

  1. Advantages of Using Adaptive Learning Technology in Community Health Promotion

Theuse of adaptive learning technology in Community Health Promotionwill improve the understanding of the students on the concepts ofhealth promotion within the community. It will enhance professionalexperience of students through the provision of a robust andpersonalized education. Adaptive learning focuses on the ability ofstudents to master skills and knowledge to improve their professionalpractice. Moreover, the adaptive learning technology assists inidentifying and addressing the needs and strengths of the individualstudent. It involves research, writing, and analysis that strengthenthe students` competencies in nursing practice. Examples ofcompetencies that can be achieved through adaptive learning includedata management, creatively, efficient communication, collaboration,and problem-solving. These competencies are important in theimplementation of the Community Health Promotion course (Cottrell&amp Donaldson, 2013).

Theuse of adaptive learning technology in the Community Health Promotioncourse will increase the accessibility of students to learningmaterials on health matters. Increased accessibility to educationalmaterials enhances students’ engagement with health materials. Itprovides students with innovative learning methods and personalizedstudy materials that enable students to improve their knowledge basedon their capabilities. This makes the use of adaptive technology inthe promotion of health in the community more fun and interactivethat motivates students to learn. Additionally, it allows a nurseeducator to track the progress of each individual student and focuson their weak areas. Through adaptive learning, nurses can be able toacquire the necessary skills and tools to impact positively on thelives of individuals (Cottrell&amp Donaldson, 2013).

  1. Disadvantages of Using Adaptive Learning Technology in Community Health Promotion

Thedisadvantage of using adaptive learning technology in CommunityHealth Promotion course is that it requires extra preparation toachieve success personalized outcomes in learning. Adaptive learningpromotes personalized instruction that requires great involvement inits preparation thus takes up a lot of time, energy, and resources.Nurse educators have an obligation to conduct a thorough research onthe course to improve their teaching skills (Cottrell&amp Donaldson, 2013).

Anotherdisadvantage of using adaptive learning technology in CommunityHealth Promotion course is that inappropriate use can hinder theeffective learning of students. The nurse educators are required toadjust to the new ways of teaching and learning in order toeffectively facilitate success in the promotion of Community HealthPromotion course. Failure to adequately and effectively adjust to theuse of adaptive learning technology can result in ineffective use ofthe technology thus affecting students learning outcomes. Additionalprofessional development is required to enhance appropriate use ofthe technology to improve teaching and learning (Cottrell&amp Donaldson, 2013).

  1. Effect of Adaptive Learning Technology on Students Outcomes

Adaptivelearning technology can provide focused remediation that wouldimprove student’s performance. It assists students to pay attentionto areas of weakness thus promoting students` performance inCommunity Health Promotion. For instance, it can help students whoexperience difficulties in applying adaptive technology in CommunityHealth Promotion course by enhancing their ability to achieve this(Consorti,Basili, Proietti, Toscano &amp Lenzi, 2015).

Adaptivelearning technology can improve students’ certification andlicensure exam outcomes. It helps students to modify their knowledgeon health promotion concepts. Additionally, it helps students learnhow to handle different questions that improve tests skills forcertification and licensure exams thus improving students’ outcomes(Consorti,Basili, Proietti, Toscano &amp Lenzi, 2015).

  1. Integration of Adaptive Learning Technology in Future Nursing Courses

Theadaptive technology will be integrated into nursing courses thatwould be developed in future through training. A training programwill be developed to train nurse educators, students, and faculty onhow to use online information. The training will increase support forand enhance understanding of the adaptive learning technology and howto use it effectively. The adaptive technology can be incorporated inthe nursing education through email to foster electroniccommunication, power-point presentations and overhead projector (Ge,Planas &amp Huang, 2015).

Theadaptive technology will be incorporated in nursing courses thatwould be developed in future through formulating a technology plan toimplement the technology. The technology plan will focus on thesignificance of assisting nursing students to experience technologyin a professional way through communicating and organizinginformation as well as carrying out experiments (Ge,Planas &amp Huang, 2015).

Theadaptive technology will also be integrated into future nursingcourses by motivating nursing students to adopt and embrace theadaptive technology. Nursing students can be motivated to useadaptive technology through using the technology to promote creativethinking among nursing students, to gather and assess information, tocommunicate and work collaboratively, to promote understanding oftechnology operations and concepts and to utilize problem-solving andcritical thinking in use of adaptive tools and resources ineducation. These activities will encourage nursing students to useadaptive technology in their learning (Ge,Planas &amp Huang, 2015).

Conclusion

Thenintegration of adaptive technology in healthcare has played asignificant role in nursing education. It increases accessibility oflearning materials thus allowing nursing students to obtain adequateinformation on health concepts. It personalizes content thereby ableto meet the learning needs of each individual nursing student. Itprovides students with the ability to follow their own learning thusenabling them to develop important self-monitoring skills and beinvolved in their progress of their personal learning. Additionally,adaptive technology improves teaching and instruction skills of nurseeducators thus enhancing their competence in nursing practice.Therefore, adaptive learning technology is an effective technologyfor improving nursing education and providing better student outcome.

References

AmericanAssociation of Colleges of Nursing. (2013). Competencies andcurricular expectations for clinical nurse leader education andpractice. AmericanAssociation of Colleges of Nursing, Washington: DC.

Consorti,F., Basili, S., Proietti, M., Toscano, E., &amp Lenzi, A. (2015).LexMeter: Validation of an Automated System for the Assessment ofLexical Competence of Medical Students as a Prerequisite for theDevelopment of an Adaptive e-learning System. Frontiersin ICT,2,2.

Cottrell,S., &amp Donaldson, J. H. (2013). Exploring the opinions ofregistered nurses working in a clinical transfusion environment onthe contribution of e-learning to personal learning and clinicalpractice: results of a small scale educational research study. Nurseeducation in practice,13(3),221-227.

Ge,X., Planas, L. G., &amp Huang, K. (2015). Guest Editors’Introduction: Special Issue on Problem-based Learning in HealthProfessions Education/Toward Advancement of Problem-Based LearningResearch and Practice in Health Professions Education: MotivatingLearners, Facilitating Processes, and Supporting with Technology.InterdisciplinaryJournal of Problem-Based Learning,9(1),5.

Heller,B. R., Oros, M. T., &amp Durney-Crowley, J. (2014). The future ofnursing education: Ten trends to watch. National League for Nursing.

McKenzie,J. F., Neiger, B. L., &amp Thackeray, R. (2016). Planning,implementing &amp evaluating health promotion programs: A primer.Pearson.

Vander Kleij, F. M., Feskens, R. C., &amp Eggen, T. J. (2015). Effectsof Feedback in a Computer-Based Learning Environment on Students’Learning Outcomes A Meta-Analysis. Reviewof Educational Research,85(4),475-511.

Yang,T. C., Hwang, G. J., &amp Yang, S. J. H. (2013). Development of anAdaptive Learning System with Multiple Perspectives based onStudents? Learning Styles and Cognitive Styles. EducationalTechnology &amp Society,16(4),185-200.