Integrating Technologies in an Online Nursing Course
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INNOVATION
Integrating Technologies in an Online Nursing Course Shuhong Luo 1
# This is a U.S. government work and not under copyright protection in the U.S.; foreign copyright protection may apply 2019
Abstract This paper presents strategies to integrate technologies into an online nursing course. The strategies include three visual reflective assignments asking students to draw pictures and make teaching videos using software. Students not only met learning objectives but also generated good learning outcomes and experienced positive emotions and meaningful learning Keywords online teaching . technologies . positive emotions
Traditional pedagogy where the teacher is the content expert and imparts knowledge through the courses using a passive learning and assessment approach is no longer sufficient to prepare professional nurses for their evidence-based and leadership roles in transforming health care. Technologies have been proven to be effective to engage students in online nursing education [1, 2]. The committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the Institute of Medicine [3] has called for instilling Bachelor of Science (BS) students with a broader perspective and meaningful learning by using technologies. The ultimate goal of using technologies is to create a learning environment for nursing students to have a meaningful learning experience. In a BS level’s online nursing course that teaches students how to be a nurse educator, we updated three written reflective assignments to be visual reflective (VR) assignments, which require students to use software to draw pictures or make teaching videos online (see Appendix for detailed instructions). These teaching innovations using technologies are for students to experience the skills of analyzing, evaluating, and creating, and to make connections between the new knowledge and their life experiences. The activity of each assignment was aligned with the learning objectives of the related learning modules. For example,
* Shuhong Luo [email protected] 1
College of Nursing, SUNY Upstate Medical University, 766 Irving Ave, Syracuse, NY 13210, USA
the learning objectives for the first assignment are for students (1) to understand two concepts which include a learning theory and the physical, emotional, experiential, and knowledge (PEEK) readiness assessment tool; (2) to apply those concepts to their life experiences. The assignments were graded following a rubric (see Table 1), which measured the contents, grammar, and structure of the picture/video’s description, and the presentation of the picture/video product. The evaluation of the presentation focused on how the product revealed the students’ understanding of the module, the connection between the product and the thoughts, and the originality of the product. The skills and techniques of using technologies to make the product were not evaluated, since this is not an art class. Figures 1 and 2 are the examples of students’ works for the first assignment. Although the
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