How has technology influenced healthcare education? Health care education has ev

How has technology influenced healthcare education?
Health care education has evolved drastically due to the technological advancements made in the last few decades. Since technology has become so integrated into society, it is necessary for the education sector to reflect these changes (Romli et al., 2020). As part of Generation Z, it is almost impossible for me to imagine education without the incorporation of technology. Traditional teaching approaches such as face-to-face lectures and manual practice have become obsolete, as learning has become more interactive and dynamic with the use of technology (Romli et al., 2020). It is also interesting to explore the impact of the COVID-19 pandemic on technology use in healthcare education. During the pandemic, many schools implemented technology-based learning (TBL) to abide by social distancing regulations (Romli et al., 2020). The pandemic caused a major shift in the educational sphere, as digital learning became appreciated for its “globalized, borderless, and seamless” capabilities (Romli et al., 2020). TBL allows education to be provided to large groups of students in varying geographical locations and different time zones (Romli et al., 2020). Additionally, TBL is considered the best evidence-based practice in health and medical sciences education, as it is believed to improve clinical practice and client outcomes while promoting learning (Romli et al., 2020). Preparing nurses and other healthcare providers with technological skill by using technology in healthcare education is also believed to improve the marketability of practitioners upon graduation (Gause et al., 2022).
What is the impact of technology on the teacher and learner?
Many learners today are “net-generation learners”, or “digital native learners” with unique capabilities and preferences regarding technology use in education (Romli et al., 2020). Learners benefit from TBL as it allows them to practice skills in controlled environments, further promoting safety for both practitioners and patients (Romli et al., 2020). The literature supports that TBL promotes a supportive and dynamic educational environment that results in “highly competent practitioners” (Romli et al., 2020). Virtual learners can also learn at their own paces, regardless of space or time barriers (Chunta et al., 2020). However, students also must be disciplined and motivated to effectively learn through online education (Chunta et al., 2020). The effects of TBL on educators are debated. While some literature argues that TBL reduces the burden on educators, other sources state that TBL may require additional effort from educators to prepare materials (Romli et al., 2020). To facilitate effective learning, educators must be “alert, flexible, and responsive” to the individual and generational needs of students (Chunta et al., 2020). Some educators may be technologically incompetent, which may negatively impact students (Romli et al., 2020).
Technology skills required of nurse educators and consumers
Today, consumers and students must have advanced technology literacy skills (Chunta et al., 2020). Students of Generation Z have been immersed in technology since childhood and are often highly technologically skilled (Chunta et al., 2020). However, the literature supports that major technological innovations will profoundly influence healthcare in the next decade, requiring increased technological capabilities of educators and consumers (Risling, 2017). Educators and consumers must possess “enhanced data management skills” to effectively navigate electronic medical records (EMRs) that have become overly saturated with data (Risling, 2017). Nurses must be highly skilled in informatics to manage evolving data dashboard systems and solicit necessary information in a timely manner (Risling, 2017). Additionally, nurses must have a solid understanding of Health Insurance Portability Accountability Act (HIPAA) privacy regulations with the increased use of technology in healthcare (Risling, 2017). Recent research even argues for nurse educators’ preparation on instructing students regarding the collaboration with artificial intelligence (AI) or robotic members on healthcare teams in the future (Risling, 2017). Nurse educators must expand their own comfort, knowledge, and understanding related to technology use in healthcare to facilitate the ongoing transition to a more technologically equipped healthcare system (Risling, 2017).
Summary of Journal Article
A 2022 integrative literature review by Gause et al. aimed to explore and discuss the usage of technology in nursing education and its effects on teaching and learning (Gause et al., 2022). The authors discuss how the increased availability and capabilities of technological devices have influenced the shifts to technology-based or virtual learning (Gause et al., 2022). Gause et al. also emphasize the significant benefits of cloud computing technologies such as Google Apps and Dropbox in higher education (Gause et al., 2022). The authors recognize the importance of technology literacy and reference the millennial generation’s technological expertise (Gause et al., 2022). Several antecedents for effective technological use in nursing education are recognized, such as internet access, capable computer software and hardware, and technological competence of both students and educators (Gause et al., 2022). Additionally, effective incorporation of technology in education requires support from senior management and information technology departments (Gause et al., 2022). The authors deem the increased flexibility in time and location to be one of the most significant benefits of digital learning (Gause et al., 2022). The review considers the disadvantages of digital learning to be software or other technical difficulties as well as technological illiteracy of educators or students (Gause et al., 2022).