Nursing Teaching Strategies Research Essay

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Nursing Distance Education Research

Distance education is continually growing and expanding, including in nursing education, but problems still exist. Many educators have limited background in high-end technologies and instructional design (Holly, 2009). There is concern on how the technological revolution is affecting nurse educators in times of educator shortages (Axley, 2008). There is also concerns in teaching methods where the majority of questions are lower level questions with limited high level questions, such as analysis, synthesis, or evaluation, as well as problem-based learning may not obtain all needed criteria (Russell, 2007).

Today's learners are active and self-directed with widely varied knowledge, background, interests, and educational gaps (Holly, 2009). The different healthcare settings require a nurse's literacy in information technology for evidence-based practice, such as with electronic medical records. Nurse educators need strong knowledge in information technologies and instructional design to include all needed curriculum as well as core competencies, informatics, and the national patient safety goals to equip nursing students to meet the demands of healthcare.

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In times of educator shortages, nursing faculty with limited technological knowledge may become frustrated learning new technologies, which can increase dissatisfaction and educator shortages (Axley, 2008). This is especially true as the technological age is changing all the time. Appropriate technology and up-to-date resources are critical to successful learning. Today's educators have a higher need for fluency with technology.

This has presented cost and time restraints with educators taking courses. Educators may not have the financial means to pay for courses or the time due to family demands and work. Although some schools have implemented programs, educators still may not have adequate support in learning the technologies or instructional design necessary to close the gaps. IT personnel may assist educators in learning technology, but do not know enough concerning the curriculum to assist in instructional design.

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