Iscussion: Technology in the Classroom posts
4 responses 60 words each with 1 quote
first response Cristina
Week 3 Discussion: Technology in the Classroom
Post a summary in which you analyze the use of technology in a recent class, and then identify technologies you hope to incorporate in classroom teaching, describing how you might best prepare yourself for this.
Working as a respiratory resource nurse, I taught ventilator skills training classes to nursing staff in a home health care agency. The class consisted of two components: classroom theory and field experience. The classroom theory took place within the office, where I had a classroom, a projector, a whiteboard and a computer with internet at my disposal. I typically began the class with a group discussion asking students to share their ventilator experiences with the class. I then introduced key concepts with a drawing/graph on the whiteboard (using color markers). Next I gave a Powerpoint presentation. If the group was large, I used the projector. For smaller groups I just sat close with the group and reviewed paper note slides. I included pictures of equipment and conducted a group activity identifying main components of the equipment during the presentation. Next I would present case studies to work through as a group. I wrapped up the session by answering questions (although most question and answer occurred during the presentation) and concluded by showing the class internet sites they can access as resources.
Given the technology that was available to me, I always attempted to use it in a way that made sense and complimented the lesson. For instance, I didnat feel it made sense to use a projector for a small group of two or three students. The feedback I received was that the nurses enjoyed the intimate and comfortable learning experience. The whiteboard with color markers was very handy for illustrating key concepts; I am a visual learner and need to have information reviewed visually. Again feedback noted that the information really a?clickeda? when I illustrated it visually for my students. I could definitely make better use of the computer. Instead of just showing resource sites, I could use it to show videos or play audio files to enrich the content of the lesson. This would facilitate more interactive and collaborative learning (Billings & Halstead, 2009).
I really wish I had access to a patient simulator for teaching ventilator skills. Since I teach in a community health organization, we do not have actual equipment in the office to practice on. Nurses must learn this new skill with a preceptor in the community on actual patients. Many nurses express that they are anxious when learning this new skill. I image their anxiety is escalated because they must practice on real patients. Rhodes and Curran (2005) note that anxiety influences the decision making process and can affect patient care. I feel that if I had access to a simulator, nurses would have less anxiety towards working with ventilators and patient safety would not be compromised. Creating a supportive teaching environment fosters a positive attitude among nurses (Huryk, 2010). I can create a positive and low stress learning environment where nurses can practice as much as they need to feel comfortable working with ventilators with the use of a simulator. In order to acquire a simulator, I would have to submit a proposal to upper management examining costs/budgets and benefits. In the meantime, I could create role-playing scenarios where nurses play out clinical situations involving a ventilated patient. Although this would not provide a hands-on experience, it would promote clinical skill and judgment development (Comer, 2005).
Another technology I would like to integrate into my teaching is the use of email. Since all nurses have smartphones with unlimited data plans in my organization to verify patient visits, all nurses have quick and easy access to email. I really like the idea of reflective journaling through email. Henderson and Johnson (2002) suggest that reflective journaling builds critical thinking skills in a supportive manner while preparing students for real experiences. I would like to email nurses reading materials before the actual classroom experience and have them email me back a reflection on the reading. I feel that this would give the nurses some background information so that they do not feel so overwhelmed when they enter class. It will also help them to evaluate their feelings towards learning this new skill which may help them better address their anxieties.
Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders.
Comer, S. (2005). Patient care simulations: Role playing to enhance clinical understanding. Nursing Education Perspectives, 26(6), 357-361.
Henderson, P. & Johnson, M. (2002). An innovative approach to developing the reflective skills of medical staudents. BMC Medical Education, 2(4), 1-4.
Huryk, L. (2010). Factors influencing nursesa attitudes towards healthcare information technology. Journal of Nursing Management, 18, 606-612.
Rhodes, M. & Curran, C. (2005). Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing program. Computers, Informatics, Nursing, 23(5), 256-262.