Technology in nurse education: a communication teaching strategy.

Abstract: This article focuses on the topic of technology in nurse education as a communication learning tool. Nurses are very interested in learning more about telehealth through the application of technology -- computer-managed instruction (CMI), computer adaptive testing (CAT), computer stimulation testing (CST), telenursing, telemedicine and the Internet as it relates to improving health care delivery. With the current technology, there are many clinical implications, faculty concerns, and student issues in documentation and the explosion of knowledge and research as a direct source of information. This technology may also serve as a catalyst in bringing positive changes in the practice and the profession of nursing in collaboration with other health disciplines. Although there are limitations that cost may be a major deterrent in some schools of nursing, it is a fact that technology has invaded today's health care delivery system and the society, and is here to stay. KEY TERMS: Technology; Computer-Managed Instruction (CMI); Telenursing; Telemedicine; Telehealth; Internet Technology has become an important part of a functioning "information society," as it permeates the lives of all on a daily basis. The word technology itself is not new, but the impact of such a communication phenomenon and its implications involving change affect the entire spectrum of cultural, physical and social environments. These environments affect every aspect of a person's life because they involve the health care delivery system. The communication network of technology, using reliable tools to collect, organize, analyze and interpret pertinent data, yields necessary results for a particular problem or situation. With the many problems in health care including delivery of care, there are clinical implications, faculty concerns, student issues in documentation, cost containment, and quality control inherent in the use of this new technology. This technology is a direct source of information, and an integral component of all nursing practice. In recent years, the number of information automated systems providing instruction in nursing practice has increased "cutting-edge" knowledge, which is necessary for competent health care delivery. Knowledge about teaching, learning and the curriculum are essential elements for faculty members who are responsible for curriculum development, curriculum revision, and the implementation of all instruction in nursing education. A major area of consideration is the charge for nursing to demonstrate measurable outcomes for the services that are provided. According to Caravan (1996), nursing education is on the cusp, and faculty members are grappling for ways in which to prepare students for changes in health care delivery. New technologies are suggesting new roles for nurses. Information management appears to be the key element in clinical nursing practice. In this new role, nurses must collect a variety of data using numerous software and hardware equipment. The kind and use of technology in telehealth such as computer managed instruction (CMI), telenursing, telemedicine and the Internet in nursing education are issues on the forefront, as they relate to learning and improving health care delivery. Introduced in 1994, the National Council Licensing Examination (NCLEX) is a form of computer adaptive testing (CAT) used by the National Council of State Boards of Nursing (Turansky, 1997). Many nursing students are fearful of technology and anxious about the changes that are occurring in the profession. High levels of anxiety are common to students, because they do recognize in particular, their deficits in technical skills. Information systems and management are required liberal arts prerequisite courses in the nursing curriculum, in many schools. Technology support systems are essential if nursing information and knowledge management expertise are to be used most effectively and efficiently. …