Technology in Nursing Education

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Nursing education programs have showed that technology can be efficiently utilized. Most education programs, according to De Veer, Fleuren, Bekkema, & Francke (2011), show the desire to use technologies, which increase the number students to be trained. Compared to technologies, video-streaming is widely used, whereas video-conferencing seems to be the least used.

A research conducted by Vogt, Schaffner, Ribar, & Chavez (2010) showed that inadequate funds and lack of time to train the nursing faculty were the main hindrances to attaining the objectives of deploying technology in nursing education. Other hindrances to the deployment of technology are inadequate resources and student readiness for special programs.

A crucial initiative to improving the deployment of technology in nursing education will be to identify technologies that are most efficient for limited funding (Overstreet, 2008). Nursing faculties can best accomplish this by building on the present technologies and on a program-by-program basis. In addition, methods that are efficient in terms of time for training students and faculty on the deployment of technologies need to be researched. The biggest hindrance towards greater dependence on technology in nursing education is training, funding and staff support (Russell, 2008).

In conclusion, the significance of technology are very obvious, nurses are only involved in when there is need, patients can feel empowered and remain where they are comfortable. Technology has been deployed in nursing education to facilitate distance learning. Distance learning can either deploy synchronous or asynchronous technology. In asynchronous distance learning, students access the course material on their own time through partially web-based or fully online course. Clinical training technologies have also been deployed in nursing education. Nursing education programs deploy high levels of technology in segments requiring performance assessment and nursing practice. Most education programs show the desire to use technologies, which increase the number students to be trained.

References

De Veer, A., Fleuren, M., Bekkema, N., & Francke, A. (2011). Successful implementation of new technologies in nursing care: a questionnaire survey of nurse-users. Medline , 11 (67), 3-12.

Overstreet, M. (2008). The use of simulation technology in the education of nursing students. Medline , 43 (4), 593-603.

Russell, J. (2008). How technology solutions can impact nursing retention. Nursing Economics , 26 (3), 188-190.

Vogt, M., Schaffner, B., Ribar, A., & Chavez, R. (2010). The impact of podcasting on the learning and satisfaction of undergraduate nursing students. Nurse Education in Practice , 10 (1), 38-42.

White, A., Allen, P., Goodwin, L., Breckinridge, D., Dowell, J., & Garvy, R. (2009). Infusing PDA technology into nursing education. Medline , 30 (4), 150-154.