SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING

Prof. O.N. Makhubela-NkondoUNIVERSITY OF SOUTH AFRICA

USERS:

JUSTIFICATION

• PREVIOUSLY little credence given to technology for nursing related clinical skills

• The commonest device mobile phones to text patients & receive instructions from doctors

LAB USERS

Operator include an interdisciplinary team• clinical preceptors• Statisticians• nurse specialists• physical therapist• nuclear scientists

SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING

The computer laboratory and terminals in the Clinical Teaching Department also called the Computer or Technology Centre are connected to the ICT department of the University

TECHNOLOGY ENHANCED LEARNING TEACHING IS DEFINED IN THE CONTEXT OF:• Access to clinical practice• Flexible learning• Use of technology• Superior infrastructure• Resourcefulness • Conducive clinical environment

METHODOLOGICAL CONSIDERATIONS• Participant observer during sabbatical leave• Comparative analysis – Northeastern

University• Naturalistic observation• Cinematography/ taking pictures/photos• Face-to-face interviews• Non-intrusive exploration• Content analysis

SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING

what it is & how it works• Resourced with audiovisual devices • Centre for Simulation-Based Learning • Available facilities for paced demonstrations• Expositions are conducted• Learners emulate and replicate as though in the clinical setting• Centre is replica of a ward • Connect university-based learner to what matters most• Patient is symbolized by a mannequin/model• Computer-generated laboratory without any hassles for the

patient.

SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING

SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING

SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING

SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING

CONCLUSIONS

• Clinical merit should not be an elusive vision• Integrated skills training-an interconnected

academic and clinical nursing framework• Easy access to the “clinical site” effectively

enhances knowledge integration• Parity in academic and clinical skills

REFERENCES• REFERENCES• Alspach, J. (1982) The Educational Process in Critical Care

Nursing, Mosby: Toronto.• Cioffi, J. (2001) Clinical simulation: development and

validation. Nurse Education Today, 21, 479-486.• Lee, L.Y.K. et al (2010) The establishment of an integrated

skills training centre for undergraduate nursing education, International Nursing Review, Volume 57, Number 3, September.

• Smith, S.F. (2004) Clinical Nursing Skills 6th Edition, Preutice hall: New Jersey.

THANK YOU