Technology to Enhance Learning Applications

Technology to Enhance Learning: Classroom Applications
Recent Experience with Classroom Technology
I once attended a continuing education lecture in the area of psychology where the lecturer made use of a multiple choice clicker. He used a multiple choice clicker in order to measure class opinion and performance on certain questions. Although the class was probably small enough for all students to participate in discussions, the clicker still added value to the lecture in my opinion.
The clicker was useful because it allowed people who were too shy or unsure to express their opinions. In doing this, it created much more class participation than would normally occur in a continuing education class. Also, the multiple-choice format of the clicker questions allowed the professors to control the nature and scope of the class discussions. This added efficiency and stability to the class experience because it helped prevent tangential discussions and other unhelpful or unrelated comments and questions.
New Classroom Technology
Patient care simulation is an emerging technology in the nursing field, and in health care in general. Although some schools use special manikins to simulate patient physiology, these manikins are not absolutely necessary to achieve a faithful patient care simulation experience. Another form of patient care simulation, role-play, is very low-tech but adaptable. In fact, it can be performed by any two human beings without the need for special technological devices.
In role-play, two students are selected to act as nurses and two students are selected to act as support personnel during the simulation. (Comer, 2005, p. 358). Another student is selected to play the role of patient and will receive a script detailing what they will tell the nurse and the appropriate responses to a list of questions a nurse would ask. The remaining students in the class serve as a resource and may offer suggestions when asked by the four participants or when prompted by the instructor.
To prepare myself for the integration of role-playing simulations in a nursing education context, I would familiarize myself with patient role-playing scripts for a number of common treatment scenarios. This is important for when a student misdiagnoses a patient because the instructor is responsible for directing a patient response from the script in order to clue the student as to the missed symptom.
Next, I would tailor my lectures to prepare students for the patient care simulations. Many students who fail the simulations note that they did not feel adequately prepared for the simulation and needed to reread lecture materials. (Comer, 2005, p. 360). To improve preparedness, I would remind my students that they will do a patient care simulation on the lecture topic where they would be expected to know the role of the nurse as well as the nurse’s support staff. At the end of the lecture, I would make sure to review the correct operating procedures for diagnosis and treatment of the covered lecture topic.
Comer, S.K. (2005). PATIENT CARE SIMULATIONS: Role Playing to Enhance Clinical Understanding. Nursing Education Perspectives, 26(6), 357-361.

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