RESUMEN
The concept of innovation in nursing education has been addressed in published literature on faculty-defined and faculty-created teaching strategies and instructional methods. In this project, innovation is defined as "using knowledge to create ways and services that are new (or perceived as new) in order to transform systems" (Pardue, Tagliareni, Valiga, Davison-Price, & Orchowsky, 2005). Studies on nursing student perceptions of innovation are limited, and it is unclear how undergraduate and graduate students conceptualize innovative learning experiences. This project explored students' perceptions of their experiences with instructor-defined, innovative teaching/learning strategies in four types of nursing education programs. Issues nurse educators should consider as they apply new techniques to their teaching are discussed.
Asunto(s)
Actitud del Personal de Salud , Difusión de Innovaciones , Graduación en Auxiliar de Enfermería/organización & administración , Bachillerato en Enfermería/organización & administración , Educación de Postgrado en Enfermería/organización & administración , Estudiantes de Enfermería/psicología , Adulto , Antropología Cultural , Reentrenamiento en Educación Profesional/organización & administración , Docentes de Enfermería/organización & administración , Conocimientos, Actitudes y Práctica en Salud , Humanos , Persona de Mediana Edad , Narración , Rol de la Enfermera/psicología , Investigación en Educación de Enfermería , Investigación Metodológica en Enfermería , Innovación Organizacional , Aprendizaje Basado en Problemas/organización & administración , Investigación Cualitativa , Enseñanza/organización & administraciónRESUMEN
This article discusses the explosion of technology and its impact on nursing education in the face of a nurse educator shortage. An attempt is made to answer the following questions:What incremental changes in technology do we have now? How do we envision technology being used in the future? Four scenarios of nontraditional approaches to nursing education are presented. They touch on the delivery of education with increased technology and universal access; the teacher as educator/mentor/coach; the product, including testing, outcomes, competencies, and process; and attracting and keeping human attention. The final section focuses on issues to consider as nurse leaders and educators bring nursing education into the future.