Nursing Education, Its Planning and Experiences

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Table of Contents

Important Steps of Training Program
Instructional Settings
Instructional Activities
Technology Components
Proposed Timeline
Evaluation Strategies
References

Important Steps of Training Program

The first step in the implementation of the proposed training program will involve the development of learning outcomes and objectives. Nurse educators will be encouraged to indicate their professional development needs in the context of leadership and the use of technology in nursing education. These needs will be integrated into learning objectives. The second step will entail the development of instructional design and content. Learning strategies relevant to self-directed learners will be developed. Notably, the instructional content will indicate the skills and knowledge nurse educators need for their effective application of technology in nursing education. Specific aspects of good leadership behavior in nursing education and practice will also be integrated into the instructional content.

The third step will involve the assessment of training resources internal and external to Keen Nursing School. This assessment will provide guidance for the use of relevant and appropriate learning resources to advance the objectives of the training program. The fourth step will entail the development of training materials. This will be based on the understanding that learning materials used in adult education should be aligned with the unique needs of adult learners, such as convenience and practical application of learned skills (Merriam & Brockett, 2011). Step six will involve the transfer of skills and knowledge. Nurse educators will be provided with appropriate opportunities of applying acquired skills and knowledge to support their roles in nursing education. The final step will entail the evaluation of the training program. Through evaluation, indications for future improvements will be established.

Andragogy will be applied in the training program to promote the learners’ mastery of each learning task. On the basis of the practical orientation of the target learners, training tasks will focus on promoting their mastery of specific concepts in leadership and the use of technology to facilitate nursing education. Additionally, readiness to learn and the motivation of participating in nurse educators will inspire instructional strategies for mastery of learning tasks. The experience and practical-orientation of nurse educators will inform the use of real-life experiences to enhance mastery in the context of using technology to support nursing education. Furthermore, the vast experiences of participating nurse educators will influence their mastery of learned leadership skills and competencies.

Instructional Settings

Instructor-led classrooms and self-directed online learning will be the main instructional settings of the proposed training program. Readiness to learn and the motivation of the participating nurse educators will make instructor led-classrooms appropriate for the exchange of knowledge on leadership and skills related to the application of technology in nursing education. Instructor-led classrooms will enable the learners to share their experiences and insights on topical areas of interest. Experienced instructors and leaders in nursing education will play the role of engaging learners in interactive learning processes within classroom settings.

Andragogy will be applied to implement self-directed online learning. This instructional setting is appropriate as it will allow nurse educators to practice computer skills for effective collaboration and exchange of knowledge throughout the training. In this sense, they will learn how to effectively use technology applications to support teamwork and to enhance participation in nursing education. Self-directed online learning will enable highly motivated nurse educators to have fulfilling, flexible, and convenient learning experiences. This means that the learning program will have little impact on the professional roles of participating nurse educators.

Instructional Activities

Didactic teaching will be used in the implementation of the proposed training program. This strategy is appropriate for learners who are able to lead their own learning (Cant & Cooper, 2010). Didactic learning is suitable for target nursing educators as they are self-directed and able to integrate their preferred learning styles into learning activities. Self-directed instructional activities are specifically relevant to self-directed online learning. Therefore, arrangements will be made to ensure that each nurse educator has access to the Internet and at least one computing device, such as a PC, iPad, notebook, or smartphone. This will enable them to utilize online resources to make self-directed learning possible.

Real-life experiences and visuals will also be used with the purpose of enabling the learners to draw connections between what is learned and their own practices. A wide range of media, such as videos, PowerPoint presentations, and social networking tools, will be used in the proposed training program with a view of encouraging the use of technology among nurse educators in Keen Nursing School. Practical activities in the computer labs of Keen Nursing School will be used to teach computer skills and to encourage nurse educators to develop positive attitudes towards the use of technology in nursing education. This strategy is appropriate for practical-oriented learners. The integration of technology into the training program will also provide learners with convenience and prevent disruptions from professional responsibilities (Usher & Bryant, 2014).

Technology Components

Collaborative applications, such as electronic calendars, text messaging, email, social media portals, and wikis, will be integrated into the training program. These applications are appropriate as they enable self-directed learners to lead their learning through active interaction, communication, and collaboration (LeNoue, Hall, & Eighmy, 2011). Collaborative applications will specifically meet the needs of nurse educators for convenience and active participation in training activities. Word processing software will also be used in training activities, such as the processing of assignments. This will allow encouraging nurse educators to appreciate the use of digital media in facilitating nursing education and the assessment of nursing students.

Virtual meeting tools, such as video and audio conferencing applications, will also be integrated into the training program to make the learning activities interesting and convenient for nurse educators. Training on the use of technology in nursing education will enable participating nurse educators to gain skills on the use collaborative applications during the training period. Learners who are less familiar with collaborative and virtual meeting tools will be encouraged to work with skilled peers and IT specialists in the nursing school so as they can improve their computer skills.

Proposed Timeline

The main learning activities of the proposed training program will include presentations, discussions, online meetings, practical sessions and assessments. Each of these activities will be allocated adequate time to ensure that nurse educators master all learning tasks. It is proposed that the training program takes a period of two months. This will allow adequate time for seamless implementation of each of the learning activities without disrupting the professional responsibilities of the learners.

Participating nurse educators will be required to spare 1 to 2 hours every day for training activities. On Mondays, learners will be engaged in presentations and discussions. These learning activities will be carried out within both classroom and online settings. On Tuesdays, the learners will be required to participate in practical sessions, which will be arranged for their convenience.

The learners will be encouraged to engage in online meetings and collaborative activities for the rest of each training week. Since they are self-directed, they will be required to participate in both self and peer-assessment processes at the end of each learning week. Instructors will encourage learners to spend no more than 2 hours every day in learning processes so that they would strike a balance between training and work. Therefore, the learning activities will take between 7 and 10 hours each week for two months. The learners will be encouraged to determine the time most appropriate for each of the learning activities so as they can direct their own learning.

Evaluation Strategies

Kirkpatrick’s Four-Level Training Evaluation Model is proposed for the evaluation of the effectiveness of the training program. Therefore, the program will be evaluated in line with the reaction, learning, behavior and results exhibited by learners (Praslova, 2010). The experienced learners will be allowed to react to the training program by comparing it with their previous training experiences. The training program will be deemed effective if the trainees rate it favorably in relation to similar programs of the past. In addition, the learning of trainees will be evaluated to assess their mastery of new skills and knowledge. The ability of the practical-oriented trainees to apply learned skills in practice will also be evaluated.

Evaluation of the behavior of learners is an appropriate strategy which will provide for the determination of the extent into which the leadership behaviors of learners and their attitudes towards technology will have changed. The willingness of the nurse educators to use technology in facilitating or supporting nursing education will be effectively assessed through behavior evaluation. Furthermore, the outcomes of the training, such the rate of technology use in nursing education in Keen Nursing School will be evaluated. The findings of the evaluation process will be used to inform improvements in future training programs within the nursing school.

References

Cant, R. P., & Cooper, S. J. (2010). Simulation‐based learning in nurse education: systematic review. Journal of advanced nursing, 66(1), 3-15.

LeNoue, M., Hall, T., & Eighmy, M. A. (2011). Adult education and the social media revolution. Adult learning, 22(2), 4-12.

Merriam, S. B., & Brockett, R. G. (2011). The profession and practice of adult education: An introduction. John Wiley & Sons.

Praslova, L. (2010). Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in higher education. Educational Assessment, Evaluation and Accountability, 22(3), 215-225.

Usher, R., & Bryant, I. (2014). Adult education as theory, practice and research: The captive triangle. Routledge.

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