The ENTREE Model for Integrating Technological Learning Strategies in a School of Nursing

2.50
Hdl Handle:
http://hdl.handle.net/10755/148633
Type:
Presentation
Title:
The ENTREE Model for Integrating Technological Learning Strategies in a School of Nursing
Abstract:
The ENTREE Model for Integrating Technological Learning Strategies in a School of Nursing
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Griffin-Sobel, Joyce P., PhD, RN, AOCN, CNE, ANEF
P.I. Institution Name:Hunter College-Bellevue School of Nursing
Title:Assistant Dean Curriculum and Technology
[Leadership Session Presentation] The Revised Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) include information management and application of patient care technology as an essential competency for a graduate nurse.  Information literacy, computer use, accessing evidence for patient care using computers or personal digital assistants (PDAs), and facility using communication devices are some of the skills needed by an RN in today?s health care environment.  Additionally, many schools have purchased high fidelity simulators for teaching-learning purposes, and faculty are expected to learn and integrate these technologies.  In reality, many faculty are unprepared to teach with these new tools, are unsure of how to use these technologies, or how to successfully integrate them into curricula. The learning curve for faculty is daunting, and in some schools, these tools may lie unused in their packing boxes because faculty are not given time or compensation to develop their skills.            A model was developed to systematically plan for integration of technology into the undergraduate curriculum.  The ENTRÉE model consists of 6 phases, each building on the preceding phase to bring faculty to equivalent levels of expertise in teaching with simulation and instructional technology.  The stages include: = Experts as cheerleaders, where a small group of faculty developed expertise in the use of simulation and electronic technology as teaching learning strategies; = Nursing technology integration, where the ?experts? evaluated which course objectives could be achieved with electronic technology and simulation; = Training and transformation of teaching-learning, where faculty and adjunct faculty were coached in using new teaching-learning strategies; = Research , where a number of research studies were generated; = Evaluation and dissemination of outcomes , where outcomes of each technology were evaluated using a number of outcome measures; = Expansion with collaboration, where other schools and disciplines were included in scenarios.              This presentation will describe each phase, expand on successful strategies for faculty development and collaboration, and discuss outcomes.  The ENTRÉE model is an easily-replicated paradigm for creating sustained integration of patient care technology and simulation into an undergraduate curriculum, and allows faculty to keep pace with rapid changes in baccalaureate nursing education.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe ENTREE Model for Integrating Technological Learning Strategies in a School of Nursingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148633-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The ENTREE Model for Integrating Technological Learning Strategies in a School of Nursing</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Griffin-Sobel, Joyce P., PhD, RN, AOCN, CNE, ANEF</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Hunter College-Bellevue School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Dean Curriculum and Technology</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">jgri@hunter.cuny.edu</td></tr><tr><td colspan="2" class="item-abstract">[Leadership Session Presentation] The Revised Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) include information management and application of patient care technology as an essential competency for a graduate nurse.&nbsp; Information literacy, computer use, accessing evidence for patient care using computers or personal digital assistants (PDAs), and facility using communication devices are some of the skills needed by an RN in today?s health care environment.&nbsp; Additionally, many schools have purchased high fidelity simulators for teaching-learning purposes, and faculty are expected to learn and integrate these technologies.&nbsp; In reality, many faculty are unprepared to teach with these new tools, are unsure of how to use these technologies, or how to successfully integrate them into curricula. The learning curve for faculty is daunting, and in some schools, these tools may lie unused in their packing boxes because faculty are not given time or compensation to develop their skills. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; A model was developed to systematically plan for integration of technology into the undergraduate curriculum.&nbsp; The ENTR&Eacute;E model consists of 6 phases, each building on the preceding phase to bring faculty to equivalent levels of expertise in teaching with simulation and instructional technology.&nbsp; The stages include: = Experts as cheerleaders, where a small group of faculty developed expertise in the use of simulation and electronic technology as teaching learning strategies; = Nursing technology integration, where the ?experts? evaluated which course objectives could be achieved with electronic technology and simulation; = Training and transformation of teaching-learning, where faculty and adjunct faculty were coached in using new teaching-learning strategies; = Research , where a number of research studies were generated; = Evaluation and dissemination of outcomes , where outcomes of each technology were evaluated using a number of outcome measures; = Expansion with collaboration, where other schools and disciplines were included in scenarios. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp; This presentation will describe each phase, expand on successful strategies for faculty development and collaboration, and discuss outcomes.&nbsp; The ENTR&Eacute;E model is an easily-replicated paradigm for creating sustained integration of patient care technology and simulation into an undergraduate curriculum, and allows faculty to keep pace with rapid changes in baccalaureate nursing education.</td></tr></table>en_GB
dc.date.available2011-10-26T09:48:08Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:48:08Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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