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Information technology in nursing education
Author
Tan, Lye Hua
Supervisor
Murphy, Jim (James Raymond)
Abstract
Information technology (IT) in itself does not have an educational value unless it is used to enhance teaching and learning. In educational setting, lecturers can capitalize the potential of IT to enhance teaching and promote effective students' learning through researching on what technology can offer and continuously evaluate their own teaching and identify areas that can be improved by IT.
In this study, Action Research methodology was utilised by us, a group of lecturers in Nanyang Polytechnic School of Health Sciences, to critically evaluate the structure and organization of relevant concepts, develop and implement a multimedia courseware to link the theoretical and clinical component of Emergency and Critical Care Nursing, and evaluate the effectiveness of the courseware.
The findings indicate that IT can be used as a tool for teaching and learning to supplement conventional teaching. Incorporating IT as a teaching strategy has some positive effects on students' learning. The in-house developed multimedia courseware has the potential to enhance teaching and learning, provide linkage of relevant concepts, and promote flexible and active learning, but the maximization of its potential is dependent on the users. Time constraints and heavy workload appear to be hindering the effective use of the courseware.
As participants of the Action Research process, we felt that the process is able to assist us in achieving our goal; that is identifying areas of educational concern and harness the potential of technology to improve the teaching and learning of Emergency and Critical Care Nursing. The cyclic nature of Action Research also motivates us to proceed from cycle to cycle to search for causes of the problem, discuss and reflect on the findings, implement the solutions, evaluate its effectiveness and make improvements if needed. We are mindful that the courseware is not the end to the solution; it has to be continuously evaluated, and revised to keep pace with the changing environment, learning context and the users.
Going through each cycle of the process not only leads to our professional growth but also enables us to use findings immediately to implement appropriate actions to improve some aspects of the teaching. The constant evaluation and research into what we are doing to improve or change the way of doing things causes active continuous learning and is in line with the current emphasis of promoting life-long learning.
Although Action Research findings are context specific and usually could not be generalized, the experience shared would enable interested audience to use the findings with modification to tailor to their own context
In this study, Action Research methodology was utilised by us, a group of lecturers in Nanyang Polytechnic School of Health Sciences, to critically evaluate the structure and organization of relevant concepts, develop and implement a multimedia courseware to link the theoretical and clinical component of Emergency and Critical Care Nursing, and evaluate the effectiveness of the courseware.
The findings indicate that IT can be used as a tool for teaching and learning to supplement conventional teaching. Incorporating IT as a teaching strategy has some positive effects on students' learning. The in-house developed multimedia courseware has the potential to enhance teaching and learning, provide linkage of relevant concepts, and promote flexible and active learning, but the maximization of its potential is dependent on the users. Time constraints and heavy workload appear to be hindering the effective use of the courseware.
As participants of the Action Research process, we felt that the process is able to assist us in achieving our goal; that is identifying areas of educational concern and harness the potential of technology to improve the teaching and learning of Emergency and Critical Care Nursing. The cyclic nature of Action Research also motivates us to proceed from cycle to cycle to search for causes of the problem, discuss and reflect on the findings, implement the solutions, evaluate its effectiveness and make improvements if needed. We are mindful that the courseware is not the end to the solution; it has to be continuously evaluated, and revised to keep pace with the changing environment, learning context and the users.
Going through each cycle of the process not only leads to our professional growth but also enables us to use findings immediately to implement appropriate actions to improve some aspects of the teaching. The constant evaluation and research into what we are doing to improve or change the way of doing things causes active continuous learning and is in line with the current emphasis of promoting life-long learning.
Although Action Research findings are context specific and usually could not be generalized, the experience shared would enable interested audience to use the findings with modification to tailor to their own context
Date Issued
2002
Call Number
RT73 Tan
Date Submitted
2002