(Y) Study design adequately described.
(Y) Research methods appropriate.
(Y) Limitations presented.
Source : Adapted from Kangasniemi, M., Pakkanen, P. & Korhonen, A., 2015, ‘Professional ethics in nursing: An integrative review’, Journal of Advanced Nursing 71(8), 1744–1757. https://doi.org/10.1111/jan.12619
vSIM, virtual simulation; ODL, open distance learning; DUT, Durban University of Technology; OL, online learning.
Articles were analysed independently by the authors following six steps of thematic analysis, namely, familiarisation, coding, generating themes, reviewing themes, defining and naming themes, and writing up. Firstly, the authors went through included articles before analysis. Secondly, the authors highlighted phrases of the texts which described the content of such texts. Thirdly, themes were then generated from the pattern of the codes which were identified in the literature. Fourthly, the authors checked the accuracy of the themes to ensure that they are a true representation of the included studies. Fifthly, the authors labelled each theme, and this was succeeded by the sixth step which is writing up. An inductive approach of thematic analysis was used. This implies that the authors allowed data to generate themes as explained earlier. As six themes emerged: (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19.
Ethical clearance to conduct this study was obtained from the North-West University Health Research Ethics Committee (NWU-HREC) (number: NWU-02071-20-A1). Ethical standards for conducting the research were followed in this article, even though it was a review and not conducted with human, plant or animal participants. Studies that had ethical approval were included.
In this section, the authors outline and discuss the results of this integrative review.
The key results of this integrative review are described in this section under the following themes: (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19. The results of this study included surrogate terms for technology usage for teaching and learning, such as ‘online learning’, ‘technology use in teaching and learning’, ‘e-learning’ and ‘virtual learning’.
The first theme discusses the frequency of technology use for teaching and learning in both classroom and clinical nursing education.
Information and communication literacy, information systems management and citizen digital health literacy are amongst the individual descriptors of learning that students should achieve in each of the key areas (O’Connor & LaRue 2021 :3). This implies that digital literacy is amongst the critical cross-fields for every graduate. As a result, the increase in the number of people who use computerised devices such as smartphones is relatively proportional to the amount of time spent on these devices (Zarandona et al. 2019 :70). For the students belonging to the millennial generation, technology devices have become the important tool for interaction (Willemse et al. 2019 :72). This is no exception in nursing education wherein the use of technology devices both in the class and in clinical placements is an order of the day. The use of mobile applications (apps) in nursing education has been ranked top in comparison to peer learning and clinical placement coordinators (O’Connor & Andrews 2018 :174). The authors further highlighted that an upward trend in technology use for teaching and learning continues to be noticed, especially in clinical nursing education.
This theme discusses the manner in which technology is used for teaching and learning both in clinical and classroom settings.
According to Harerimana and Mtshali ( 2019 :6), technology in nursing education is primarily used for communication of instructions to the students to enhance their creativity and critical thinking skills and also for building relationships with stakeholders in nursing education. The authors add that technology in nursing education is used to maintain student attention in the classroom and to corroborate theoretical learning through the use of audio virtual aids. Teaching and learning in classroom is achieved through the use of mediums such as Microsoft Teams, Skype and Zoom together with a range of available social media platforms. Using those mediums, teaching and learning is then facilitated either synchronously or asynchronously through the use of PowerPoint presentations, didactic lectures, video-based learning, case-based learning, prerecorded lectures, quizzes or online whiteboards (Singh et al. 2021 :4). Moreover, technology in classroom nursing education can also be used to manage academic dishonesty through the use of software such as Turnitin (Harerimana & Mtshali 2019 :9).
Technology use in clinical teaching can be split into two entities which are interlinked, namely, the clinical placement for WIL and simulation lab. Generally, there has been a notable increase in the use of technology applications for teaching and learning in clinical nursing education of late (O’Connor & Andrews 2018 :174). According to O’Connor and Andrews ( 2018 :174) and Zarandona et al. ( 2019 :69), the most common uses of technology at the clinical placement for WIL include the use of software to access applications such as calculators, drug reference guide, disease and disorder books, and medical dictionary. This allows students to get the comfort of accessing instant references in their pocket when they need to make clinical decisions. On the same breath, there is a fraction of students who have been reported to misuse technology at the clinical facilities. In their study, Zarandona et al. ( 2019 :69) found that about 23% of participants admitted to having used technology for their own personal gain whilst at the clinical services, whereas 98% admitted that they begin with accessing their social media prior to university resources. Consequently, some nurses at the clinical facilities for WIL perceive technology use by nursing students at the clinical services as unprofessional (Willemse et al. 2019 :72).
The above perception by nurses at WIL facilities is different from that of nurse educators at institutions of higher learning or simulation lab. There seems to be an increasing interest by nurse educators and students to adopt technology use in teaching and learning in simulation lab (Foronda et al. 2016 :131; Van Vuuren et al. 2018 :16). Virtual online learning platforms such as virtual reality have been incorporated into simulation lab to provide immersive learning experience for nursing students (Chang & Lai 2021 :5). A study by Van Vuuren et al. ( 2018 :15) demonstrated that the use of high-fidelity simulators contributes positively to the reduction of errors in nursing care, thus improving teaching and learning and prioritising patient safety. The use of technology in simulation lab was further reported to be user-friendly by students (Foronda et al. 2016 :131). However, successful implementation of technology use in nursing education heavily relies on cooperation by all stakeholders involved, such as institutional management, willingness by educators and willingness by students (Verkuyl & Mastrilli 2017 :45).
For technology use in teaching and learning to be effective, there are several antecedents that need to be in place. In this theme, the antecedents or enablers of technology for teaching and learning are discussed.
As much as there are still challenges to adapt to technology use in nursing education, especially given the current COVID-19 pandemic, it remains a reality that nursing education is shifting to online rather than face-to-face platform. There are several enablers that need to be in place to achieve the goal of technology use in nursing education. Internet facilities, computer hardware and software, students and educator competence in computer and Internet usage are basic antecedents for the use of technology in teaching and learning (Singh et al. 2021 :2). On the same breath, senior management and ICT department support is equally an important antecedent for technology use in nursing education (Mackay et al. 2017 :03). This is supported by Coopasami et al. ( 2017 :304) who found that psychological readiness, technological readiness and equipment readiness play a critical role as enablers of technology use in nursing education. Therefore, it can be summed up that simply owning a smartphone or a computer with access to Internet does not imply that one is ready for technology use for teaching and learning; readiness goes beyond equipment readiness as it also includes psychological and technological readiness.
There are several studies that have reported the advantages of technology usage in nursing education (Barisone et al. 2019 :59; Mackay et al. 2017 :3; Toothaker 2018 :82). This theme explores the advantages of technology use in nursing education concurrently with its benefits.
According to Coopasami et al. ( 2017 :305), the use of technology in nursing education is one of the facilitators of self-directed and life-long learning, which are amongst the critical cross-field outcomes. In addition, in a study conducted by Maboe ( 2017 :225), about 40% of the respondents agreed that online discussion forums allowed them to study with their peers, whereas 20% of the respondents reported receiving no support from facilitators when engaged in online learning. This can be substantiated by the fact that when using technology for teaching and learning, tasks are usually completed at their own time and pace and that facilitates learner independence. As Uprichard ( 2020 :272) and Coopasami et al. ( 2017 :305) suggest, the one clear benefit of technology usage in teaching and learning is its flexibility of the location and time when completing tasks. This implies that teaching and learning can happen at any time when either party is at the comfortable location because it is neither time nor space bound.
In clinical nursing education, the use of technology has risen recently at an alarming rate (O’Connor & Andrews 2018 :174). The use of applications, such as virtual reality and virtual patients, is perceived to be convenient, speed up the skills learning process and create a stress-free learning environment (Chang & Lai 2021 :5). However, at times, nurse educators find it hard to get relevant audio virtual materials to support learning of such clinical skills (Barisone et al. 2019 :58). Thus, equipping nurses with technological skill through the use of technology in clinical nursing education can go a long way in improving the marketability of nursing. This is vital as many nursing education institutions and health establishments are slowly going green and require technological skills in their potential incumbents.
This theme discusses the disadvantages of technology use in both clinical and classroom nursing education. The disadvantages are discussed concurrently with the challenges.
The shift to virtual approach of teaching and learning from traditional teaching overnight amidst COVID-19 lockdown regulations came as a huge challenge for many educational institutions to adapt to such sudden change. Network-related issues which include audio virtual disparities, interruption of sessions because of unexpected logging out from network and continuous buffering are amongst the challenges experienced when using technology for teaching and learning (Sigh et al. 2021 :2). Moreover, poor connectivity and technological illiteracy are also the challenges related to the use of technology for teaching and learning in nursing education (Suliman et al. 2021 :3; Uprichard 2020 :273). In addition, participants reported lack of time management between family responsibilities and online learning amongst married couples, which was seen as a disadvantage of technology use in classroom nursing education (Suliman et al. 2021 :4).
As much as the use of technology in nursing education should not lose the unique potentiality of nurse–person relationship, it seems to be lacking human interaction (Uprichard 2020 :273). This is seen as a disadvantage when using technology for clinical nursing education, in a sense that, in the nursing profession, nurse–patient interaction and relation is vital as it plays a role in facilitating the tridomains of competence, namely, psychomotor, affect and cognitive. As a result, some clinical staff perceive the use of technology devices negatively; it is seen more as a social than an educational tool (Mackay et al. 2017 :3).
It is almost impossible to divorce technology use in nursing education with COVID-19 pandemic, especially in this era. This pandemic has indeed changed the teaching–learning landscape by navigating it to an abrupt online modality of teaching and learning, thus making technology use in nursing education unpopular and unfamiliar to nursing students because of a lack of preparation for its introduction (Oducado & Soriano 2021 :8). Although the main purpose for the shift to fully use technology for teaching and learning amidst the COVID-19 pandemic was mainly to safe the academic year, several researchers reported mainly on the challenges that were brought about the implementation of this modality of teaching and learning (Mawere et al. 2021 :53; Oducado & Soriano 2021 :8; Singh et al. 2021 :6). Such challenges included (1) the lack of training for both students and educators on technology-supported teaching and learning, (2) the lack of infrastructure that enables technology-supported teaching and learning and (3) the lack of devices that are necessary for technology-supported teaching and learning. The challenges were mainly owing to its abrupt introduction and the disparities that exist between the ‘haves’ and the ‘have-nots’. As Singh et al. ( 2021 :6) and Mawere et al. ( 2021 :53) put it, infrastructure for technology use for teaching and learning, including lack of capacity to use technology devices, is a huge challenge facing rural education institutions and disadvantaged students. Nevertheless, the upward trend of technology use remains in the shores of nursing education.
This integrative review offered a contemporarily updated evidence on technology usage for teaching and learning in nursing education. The findings of this integrative review indicated that there is a general adoption of technology usage for teaching and learning in higher learning institutions, although some challenges with regard to full adoption are still noted. This is evidenced by the recent upward trend in technology use for teaching and learning, especially given the current COVID-19 social distancing regulations. A study conducted by O’Connor and Andrews ( 2018 :174) concurs with the results of this review wherein they found that there is a notable upward trend in technology use for teaching and learning. Of the same importance is that this current review summarised evidence of the uses of technology in teaching and learning and its advantages.
The findings of this study further highlight that technology use in nursing education is not limited to classroom boundaries, but goes as far as clinical nursing education as well. Although their uses are different in those two components of nursing education, their aim is to corroborate or to complement each other. However, the acceptance of its use especially by nurses at the clinical facilities for WIL seems to be an issue till date. According to Willemse et al. ( 2019 :72), technology use at clinical facilities is perceived to be unprofessional. Zarandona et al. ( 2019 :69) stated that some students have been reported to be using technology devices for personal issues at least once when at practicals. However, there is no evidence supporting the connection between the negative perception of technology use by nurses and the seldom incorrect use of technology by student nurses.
Like any other approach in teaching and learning, there are disadvantages of technology use in teaching and learning. In this review, the disadvantages are discussed together with the challenges. Poor connectivity and interrupted sessions are amongst the challenges of technology use highlighted by a number of researchers (Maboe 2017 :226; Suliman et al. 2021 :3; Uprichard 2020 :273). Similarly, connectivity which leads to interrupted sessions seems to be an issue in the geographical context of the authors of this current review. In addition, the findings of this integrative review highlighted that some institutions have no capacity to offer technology-based nursing education because of lack of resources, which led to course extension for students. However, the common factor in the articles included in this review is that they were all conducted in urban areas with university students and educators as the study population.
The researchers used ‘technology use’ and ‘nursing education’ as search terms in this study, and there are other surrogate terms to these two terms used to search for literature. As a result, there is a likelihood that if a similar study can be conducted using surrogate terms like ‘health science education for nursing education’ and ‘e-learning for technology use’, it might yield different results. Secondly, the time frame in this study was set to the recent years (2016–2021), which can be a limitation also, given the fact that technology use in general has long been a burning issue given the fast approaching of Fourth Industrial Revolution. Lastly, the researchers focused on a discipline of nursing education in which if the context could be changed, it might yield different results.
The results of this integrative review showed that despite the few challenges and disadvantages reported with regard to technology use, its use continues to grow in an exponential way. Furthermore, the results showed that technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend. To meet the demands of the Fourth Industrial Revolution and the upward trend of technology use amidst COVID-19 pandemic and possibly beyond, the authors of this study recommend that further studies should explore the acceptance of technology use by educators and students in nursing education. Also, further research is recommended on students’ and educators’ attitude towards technology use for teaching and learning in nursing education.
The authors acknowledge all authors of the data sources that were used in compiling this integrative review. The authors of data sources used in this article are acknowledged both in-text and in the reference list.
The authors have declared that no competing interests exist.
All authors contributed equally to this article, from the conceptualisation until the completion of the final manuscript.
This study was funded by the North-West University postgraduate bursary.
The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of any affiliated agency of the authors.
How to cite this article: Gause, G., Mokgaola, I.O. & Rakhudu, M.A., 2022, ‘Technology usage for teaching and learning in nursing education: An integrative review’, Curationis 45(1), a2261. https://doi.org/10.4102/curationis.v45i1.2261
Technology has revolutionized nearly every aspect of our lives, including the way we assess and evaluate students in the field of health and social care. With the advent of digital tools and platforms, assignment-based assessments have undergone significant changes, impacting both students and educators. This paper will explore the various ways in which technology has influenced assignment-based assessments in health and social care, including the benefits and challenges that come with these advancements. By examining the impact of technology on assessment practices, we can better understand how to adapt and improve these methods to meet the evolving needs of students in this dynamic field.
“the digital revolution: how technology is transforming assignment-based assessments in health and social care”, “the pros and cons of using technology in health and social care assignments”, “from paper to pixels: the evolution of assessment methods in the health and social care sector”, “navigating the challenges of incorporating technology into assignment-based assessments in health and social care”, “harnessing the power of technology: enhancing learning and evaluation in health and social care assignments”.
The digital revolution has had a profound impact on the way assessment-based assignments are conducted in the fields of health and social care. With the rapid advancement of technology, traditional paper-and-pencil assessments are being replaced by digital platforms that offer a more efficient and effective means of evaluating students’ knowledge and skills.
One of the key ways in which technology is transforming assignment-based assessments in health and social care is through the use of online platforms. These platforms allow students to complete assignments and assessments remotely, eliminating the need for physical resources such as paper and pens. This not only reduces the environmental impact of assessments but also provides students with greater flexibility in when and where they can complete their work.
Furthermore, digital platforms often incorporate interactive features such as multimedia elements, quizzes, and simulations, which can enhance the learning experience and provide students with a more engaging and dynamic assessment environment. These features can help to simulate real-life scenarios and situations, allowing students to apply their knowledge and skills in a practical context.
In addition to online platforms, technology is also enabling the use of more sophisticated assessment tools such as virtual reality (VR) and augmented reality (AR). These technologies can create immersive learning experiences that allow students to practice skills and techniques in a realistic and controlled environment. For example, VR simulations can be used to train students in complex medical procedures or social care interventions, providing a safe and effective way to build their skills and confidence.
Overall, the digital revolution is transforming assignment-based assessments in health and social care by providing students with more flexible, engaging, and realistic learning experiences. By embracing technology and incorporating digital platforms and tools into their assessments, educators can better prepare students for the challenges they will face in their future careers.
In recent years, technology has become increasingly integrated into various aspects of health and social care. While the use of technology in these fields can offer numerous benefits, it also comes with its own set of drawbacks. In this article, we will explore the pros and cons of using technology in health and social care assignments.
Assessment methods in the health and social care sector have evolved significantly over the years, transitioning from traditional paper-based assessments to digital formats. This shift from paper to pixels has brought about numerous benefits, including increased efficiency, accuracy, and accessibility in the assessment process.
One of the key advantages of digital assessment methods is the ability to streamline and automate the assessment process. With digital platforms, assessors can easily input and track assessment data, reducing the time and effort required for manual data entry. This not only speeds up the assessment process but also minimizes the risk of errors and inconsistencies in assessment results.
Additionally, digital assessment methods offer greater flexibility and accessibility for both assessors and assesses. Assessors can now conduct assessments remotely, allowing for more convenient scheduling and reducing the need for in-person meetings. This is particularly beneficial in situations where individuals may have limited mobility or access to healthcare facilities.
Furthermore, digital assessments enable real-time data analysis and reporting, providing instant feedback on assessment results. This allows for quicker identification of areas for improvement and more timely interventions to address issues as they arise.
Overall, the evolution of assessment methods in the health and social care sector from paper to pixels has revolutionized the way assessments are conducted, making the process more efficient, accurate, and accessible for all stakeholders involved. As technology continues to advance, we can expect further innovations in assessment methods that will continue to improve the quality of care provided in these sectors.
Incorporating technology into assignment-based assessments in the field of health and social care presents a unique set of challenges that educators and students must navigate. From ensuring the security and confidentiality of sensitive information to addressing disparities in access to technology, there are various factors to consider when integrating digital tools into the assessment process.
One key challenge is the need to strike a balance between leveraging technology to enhance the assessment experience and maintaining the integrity and validity of the assessment. With the increasing use of online platforms and digital tools for submitting assignments and conducting assessments, educators must ensure that the technology used is reliable, user-friendly, and accessible to all students. This may require providing training and support to both students and educators to ensure they are comfortable using the technology effectively.
Another challenge is ensuring the security and confidentiality of student data when using technology for assessments. With the growing concerns around data privacy and cybersecurity, educators must take measures to protect students’ personal information and ensure that it is handled in compliance with relevant regulations and guidelines.
Additionally, disparities in access to technology can pose a significant barrier for some students, particularly those from disadvantaged backgrounds. Educators must be mindful of these disparities and work to provide alternative options for students who may not have access to the necessary technology. This may involve offering in-person assessment options or providing loaner devices to students in need.
Overall, integrating technology into assignment-based assessments in health and social care requires careful planning, thoughtful consideration of the challenges involved, and proactive measures to address them. By fostering a supportive and inclusive environment for all students, educators can effectively leverage technology to enhance the assessment process and support student learning and development.
In today’s rapidly evolving digital landscape, the integration of technology into health and social care assignments has become increasingly prevalent. This shift towards digital solutions has revolutionized the way in which learning and evaluation are conducted within these fields, offering numerous benefits and opportunities for improvement.
One of the key advantages of harnessing technology in health and social care assignments is the ability to enhance the learning experience for students. By utilizing online platforms, interactive simulations, and virtual reality tools, educators can create immersive and engaging learning environments that cater to different learning styles and preferences. This not only increases student engagement and motivation but also allows for more personalized and adaptive learning experiences.
Furthermore, technology can also play a crucial role in improving the evaluation process within health and social care assignments. Through the use of digital assessment tools, educators can streamline the evaluation process, provide timely feedback, and track student progress more effectively. This not only saves time and resources but also ensures a more accurate and comprehensive evaluation of student performance.
Moreover, technology can also facilitate collaboration and communication among students, educators, and industry professionals, enabling a more holistic and integrated approach to learning and evaluation. Online discussion forums, video conferencing tools, and collaborative platforms can help foster a sense of community and facilitate knowledge sharing, ultimately enhancing the overall learning experience.
Overall, the integration of technology into health and social care assignments has the potential to revolutionize the way in which learning and evaluation are conducted within these fields. By harnessing the power of technology, educators can create more engaging and personalized learning experiences, streamline the evaluation process, and foster collaboration and communication among students, educators, and industry professionals. This ultimately leads to a more effective and efficient education system that prepares students for success in the ever-changing landscape of health and social care.
In conclusion, technology has had a significant impact on assignment-based assessments in health and social care. It has allowed for more efficient and effective assessment methods, such as online submissions, virtual simulations, and automated grading systems. Technology has also made it easier for educators to provide feedback and support to students, as well as track their progress throughout the assessment process. Overall, technology has enhanced the assessment experience for both students and educators in the field of health and social care.
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
Subjects all subjects all subjects the arts all the arts visual arts performing arts value of the arts back business & economics all business & economics global economics macroeconomics microeconomics personal finance business back design, engineering & technology all design, engineering & technology design engineering technology back health all health growth & development medical conditions consumer health public health nutrition physical fitness emotional health sex education back literature & language all literature & language literature linguistics writing/composition speaking back mathematics all mathematics algebra data analysis & probability geometry measurement numbers & operations back philosophy & religion all philosophy & religion philosophy religion back psychology all psychology history, approaches and methods biological bases of behavior consciousness, sensation and perception cognition and learning motivation and emotion developmental psychology personality psychological disorders and treatment social psychology back science & technology all science & technology earth and space science life sciences physical science environmental science nature of science back social studies all social studies anthropology area studies civics geography history media and journalism sociology back teaching & education all teaching & education education leadership education policy structure and function of schools teaching strategies back thinking & learning all thinking & learning attention and engagement memory critical thinking problem solving creativity collaboration information literacy organization and time management back, filter by none.
Lesson duration 04:47
2,443,704 Views
Lesson duration 05:14
318,835 Views
Lesson duration 05:51
257,622 Views
Lesson duration 05:43
388,419 Views
Lesson duration 05:29
439,156 Views
Lesson duration 05:31
482,849 Views
Lesson duration 06:09
602,550 Views
Lesson duration 04:31
505,587 Views
520,029 Views
Lesson duration 04:25
276,585 Views
Lesson duration 07:44
227,827 Views
Lesson duration 06:00
520,517 Views
Lesson duration 04:53
743,055 Views
Lesson duration 05:32
912,091 Views
Lesson duration 56:52
38,513 Views
Lesson duration 05:16
1,342,993 Views
Lesson duration 05:44
599,430 Views
Lesson duration 04:37
798,431 Views
Lesson duration 04:43
515,509 Views
Lesson duration 07:31
265,213 Views
Lesson duration 11:55
135,204 Views
Lesson duration 13:32
380,164 Views
Lesson duration 05:19
513,192 Views
Lesson duration 12:03
2,911,771 Views
Whether you are looking for technology lessons for your classroom or computer lab, The Teacher's Corner has organized some great lessons and resources around the following: management, integration, keyboarding, and more. Make sure your students are developing their 21st Century skills.
Your creativity can help other teachers. Submit your technology lesson plan or activity today. Don't forget to include any additional resources needed. We also love to get photos!
Printable Worksheets | |
| |
| |
| |
| |
| |
Computer and Electronics Glossary This is an award winning Glossary site containing several thousand computer, electronics and telephony terms. Numerous educational groups and organizations have adopted the Glossary into the computer curriculum designed by them.
CyberSmart First-of-its-kind K-8 Curriculum co-published with Macmillan/McGraw-Hill and available free to educators. Original standards-based lesson plans.
Download.com A good place to hunt for freeware for your computer... educational games and more.
Fin Fur and Feather Bureau of Investigation The FFFBI is a fictional, animal-based government crime fighting agency that battles many foes, most notoriously CRUST (the Confederacy of Rascals and Unspeakably Suspicious Trouble Makers) and the Cyber Tooth Tigers. Kids ages 8-12 act as self-appointed field agents, filing their own reports to the Bureau and solving mysteries. The central idea is that through this series of fun and engaging interactive projects kids will learn to use the internet as a tool for research as well all kinds of investigation.
Funbrain.com Where kids get power! This is a neat site of educational games for kids.
How to Set-Up Computers in Your Classroom A great article that will help get you on the right track!
Teach With Movies Find various films to show in your classroom, along with Learning Guides to each recommended film describing the benefits of the movie, possible problems, and helpful background.
FreeMacFonts.com Fonts for your Mac Computer.
Microsoft in Education The Microsoft company had done some leg work for you! Looking for new and exciting ways to integrate technology into your classroom? Look no further.
1001 Free Fonts Fonts for your PC Computer.
|
We are currently working on making the site load faster, and work better on mobile & touch devices. This requires a full recode of the main structure of our website, then finding and fixing individual pages that could be effected, and this will all take a good amount of time. PLEASE let us know if you are having ANY issues. We try hard to fix issues before we make them live, so if you are having problems, then we don't know about it. Additionally, sending a screenshot of the issue can often help, but is definitely not necessary , just tell us which page and what isn't working properly. Just sending us the notification can get us working on it right away. Thank you for your patience while we work to improve our site! EMAIL: [email protected] .
Thank you for your patience, and pardon our dust! Chad Owner, TheTeachersCorner.net
IMAGES
VIDEO
COMMENTS
Any intervention that may be used to promote health, to prevent, diagnose or treat disease or for rehabilitation or long-term care. What are 6 examples of health technology?**. -Drugs: e.g., antibiotics, anticonvulsants, proton pump inhibitors. -Biologics: e.g., vaccines, gene therapies.
HTA 101: Introduction to Health Technology Assessment is derived from an evolving set of seminars and other presentations that I have given on health technology assessment since the mid-1980s. This third version follows two done in 1998 and 2004 at the request of the National Information Center on Health
three benefits of healthcare technology: - Improves the quality of health care by providing state-of-the-art tools and technology that enable safer medical procedures. - Improves efficiency by helping workers share information. - Helps coordinate information of health records, insurance coverage, billings and payments.
Name 5 general areas of health care that use computers and technology. -Info systems. -Diagnostic Testing. -Treatment. -Patient Monitoring. -Educational Tools. Define computer literacy. Basic understanding of how computers works and of the applications used in your field.
Evolving Applications of Digital Technology in Health and Health Care. SOURCE: National Academy of Medicine ... Liu S, Dunne R, Klauer K, Reilly C. Improving ED Emergency Severity Index Acuity Assignment Using Machine Learning and Clinical Natural Language Processing. Journal of Emergency Nursing. 2020; 47 (2):265-278. doi: 10.1016/j.jen.2020
Syllabus. Digital technologies hold great potential for enhancing health care, in terms of empowering patients, improving access and equity, and delivering better health outcomes. Yet health care's digital transformation lags behind that of other industries. This course, Digital Health, aims to help learners unlock digital health's ...
In your journal assignment, reflect on the following: Explain 3 different technologies utilized in healthcare—e.g., point of care, clinical decision support, mobile technologies, and patient portals. Describe the different data quality elements. Explain how corrections should be made to the patient health record.
Healthcare technology is any technology, including medical devices, IT systems, algorithms, artificial intelligence (AI), cloud and blockchain, designed to support healthcare organizations. How is healthcare technology applied? From massive diagnostic imaging scanners to tiny wearable sensors, technology is an integral part of modern healthcare.
Listen to the article. Healthcare innovation is accelerating at an unprecedented scale, particularly in the digital sphere, the World Health Organization says. Advances such as artificial intelligence and gene editing are transforming the way diseases are detected and treated. Here are 5 innovations that are pushing boundaries in healthcare.
There are 3 modules in this course. This course explores key concepts and methods in Health Economics and Health Technology Assessment (HTA) and is intended for learners who have a foundation in data science, clinical science, regulatory and are new to this field and would like to understand basic principles used by payers for their ...
A literature review was conducted to identify peer-reviewed publications reporting on the actual use of health information technology in healthcare quality and patient safety. Inductive thematic analysis with open coding was used to categorize a total of 41 studies. Three pre-set categories were used: prevention, identification, and action.
The COVID‐19 pandemic has shown the need for technology and innovation in health care. The World Health Organization ( 2020b ) has declared 2020 'The Year of the Nurse and the Midwife.' Now is the time for nurses to get up off the sidelines, use the spotlight to highlight their expertise and help lead the technology revolution in health ...
Technology is not going away and can be beneficial to help certain individuals participate, track and maintain exercise habits. However, for many, interactive technology is consuming a large amount of time and rewiring the brain to diminish the needed mechanisms to pursue exercise. This is why balance is key.
The goal of this assignment is to get a broad view of the technology landscape and what types of technologies are out there. healthcare has changed dramatically. Skip to document. ... Healthcare has changed dramatically over years because of health information technology. Health information technology has not only opened new doors for medical ...
It includes strategies that span many federal departments, agencies, and ofices. Federal organizations' actions to implement the 2020-2025 Federal Health IT Strategic Plan will focus on meeting the EHI needs of individuals, populations, caregivers, healthcare providers, public health professionals, payers, researchers, developers, and innovators.
Introduction. Technology devices, such as smartphones, have become the first and the last thing that human beings interact with on a daily basis (Alsayed, Bano & Alnajjar 2020:244).Consequently, the authors add that this has created a strong bond between human beings and their technology devices (Alsayed et al. 2020:244).The increasing availability of technology devices or portable digital ...
Technology has revolutionized nearly every aspect of our lives, including the way we assess and evaluate students in the field of health and social care. With the advent of digital tools and platforms, assignment-based assessments have undergone significant changes, impacting both students and educators. This paper will explore the various ways in which technology has… Read More »The impact ...
Yazzie Nina Yazzie Mr. Slobovnik English 101 October 6, 2021 Health Concerns of Using Technology The widespread use of technology has led to some important user concerns. Two of the more common physical health concerns are repetitive strain injuries and hearing loss. These conditions are on the rise for users of technology.
information technology. the processes needed to assimilate, organize, maintain, and store patient healthcare data. health informatics. a branch of health information management that uses computer systems to gather, organize, maintain, and store patient healthcare data. traditional health record.
TED-Ed lessons on the subject Health. TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas. ... Science & Technology Can you transplant a head to another body? Lesson duration 05:31 480,678 Views. 06:09. Psychology How to increase your ...
The technology helps nurses and leaders achieve balanced assignments while creating an electronic record of primary and relief assignments. The nurse leader can use drag-and-drop functionality to assign nurses additional duties, such as crash-cart checks, narcotics counts, and refrigerator checks. Transparency of assignments can change nurses ...
Technology Lesson Plans and Classroom Activities. This indicates resources located on The Teacher's Corner. Pattern Recognition Skills - Seasonal Color by Number Grades PreK-K-1st **NEW**. Patterns help students understand how things are organized and can make things look interesting. Ultimately, patterns make our tasks simpler.