Teaching with Technologies in Nursing and the Health Professions

Wanda Bonnel, PhD, APRN, ANEF, is faculty emeritus at the University of Kansas School of Nursing, Kansas City, Kansas. She is a fellow of the National League for Nursing Academy and recipient of numerous awards, including both the Distinguished Nursing Alumna Award and the Chancellor’s Distinguished Teaching Award at the University of Kansas. Dr. Bonnel has received multiple funded grants, including the Health Resources and Services Administration (HRSA) online Health Professions Educator Certificate program. She has published numerous peer-reviewed abstracts and articles in geriatric and educator specialty journals, including Clinical Advisor and Journal of Professional Nursing. In addition to this text, she coauthored the textbook Teaching Technologies in Nursing and the Health Professions (2019). As a specialist in geriatrics and nursing education, she has taught courses in the master’s, DNP, and doctoral programs, including advanced clinical residency and project courses for DNPs. Her ongoing research interests include online learning best practices and advanced practice mentoring. Katharine V. Smith, PhD, RN, is associate professor emeritus at the University of Missouri Kansas City School of Nursing and Health Studies. Dr. Smith has received multiple grants, most of which have focused on aspects of teaching, advanced education, and nursing traineeships. Recent scholarship includes peer viewed publications and national presentations on the use of simulation to teach legal and ethical content. She has also coauthored the textbook Teaching Technologies in Nursing and the Health Professions (2019). Dr. Smith has taught in both undergraduate and graduate nursing programs, facilitating advanced clinical projects through the early conceptual phases. Christine L. Hober, PhD, RN-BC, CNE, is a professor at Fort Hays State University, Hays, Kansas.

Contents


Contributors: Contributors: Champions Question and Answer Exhibits


Contributors: Evidence-Based Review Abstracts and Case Examples


Preface


Acknowledgments


SECTION I: CONCEPTS FOR TEACHING AND LEARNING ACROSS DIVERSE TECHNOLOGIES


1 Teaching and Learning With Technologies for Safe, Quality Care


2 Keeping Up With Changing Technology, Quality Improvement, and Lifelong Learning


3 Models and Theories for Teaching and Learning With Technologies: Systems, Populations, Quality, and Safety Focus


4 Technology Teaching and Learning: Engaging Assignments and Lesson Plans


5 Evidence-Based Practice: Gaining and Using the Evidence With Technology


SECTION II: FACULTY AS LEARNING FACILITATORS WITH TECHNOLOGY


6 Creating Learning Teams: Basics for Safe/Effective Communication


7 Technology, Social Spaces, and Teaching and Learning Strategies to Build the Learning Community


8 Applied Technologies Assignments: Engaging the Learner for Quality and Safety


9 Engaging the Learner With Technologies for Feedback, Debriefing, and Evaluation


SECTION III: DIVERSE CLINICAL PRACTICE AND EDUCATIONAL TECHNOLOGIES


10 Online Education: Maximizing the Opportunities for Learning Populations and Systems Care


11 Hybrid Learning: The Changing Classroom and Technology to Promote Quality Care


12 Simulation: Creating Safe Environments for Learning Patient Care


13 Informatics: Teaching Clinical Data Management for Populations and Systems Health


14 Technology and Clinical Teaching and Learning: Creating a Culture of Safety


15 Engaging Patients and Families for Safe, Quality Patient Care With Technology


16 Special Contexts for Educational Leadership With Technology


17 Into the Future: Nurse Educators, Teaching Technologies, and Self-Directed Lifelong Learning


Appendix A: New Technology Readiness Inventory


Appendix B: Integrated Learning Triangle for Teaching With Technologies


Index