Running head: SEMINAR/DISCUSSION QUESTION ONE

Seminar/ Discussion Question One

Raymonta Green

Kennesaw State University

WellStar School of Nursing

NURS 7875: Nurse Educator Practicum III

Dr. Anne White

August 18, 2023

SEMINAR/DISCUSSION QUESTION ONE 2

In today's changing healthcare landscape, the blending of technology and clinical

expertise has become a catalyst for transformative progress. This combination of technology and

healthcare knowledge holds importance leading us into a new era of accurate, efficient, and

patient-focused care. The integration of technology brings benefits to nursing practices. It equips

healthcare professionals with tools for diagnosis, personalized treatment plans, and real-time

monitoring of patients. This enables interventions and the reduction of errors. Huddle (2019)

summarizes that nursing students with direct access to technology can better meet their learning

goals and make fewer mistakes during clinical practice. This is because they can research topics

that arise when dealing with various situations.

Moreover, technology enhances efforts by providing simulations and virtual learning

environments that refine clinical skills and decision-making abilities. However, successful

integration requires finding a balance where compassionate care meets capabilities. Rouleau et

al. (2017) emphasize that nurses can see an influence on their practice because of the use of

embedded technology in healthcare, which may change how they plan, deliver, record, and

evaluate clinical care. As we navigate this intersection, leveraging the potential of technology

promises to elevate healthcare by ensuring accurate and empathetic patient outcomes. In this

paper, we explore how mobile technology can enhance teaching moments at the bedside and how

nurse educators can utilize devices to enhance nursing students' involvement, analytical thinking,

and decision-making during patient care.

In nursing education, teachable moments are learning opportunities for students to put

their classroom knowledge into practice in real-life situations. The unexpected occurrences that

arise while providing patient care are thinking, empathy, and adaptability. Educators can nurture

rounded and experienced nurses by seizing these moments, enabling them to navigate the
SEMINAR/DISCUSSION QUESTION ONE 3

complexities of healthcare confidently. Willingham and Darby (2022) stress that it is essential

that instructors and community partners recognize teaching opportunities and work together to

ensure that students get the most out of their service-learning experiences in terms of their

academic, social, and personal development. Such instances also allow educators to promote

judgment and ethical decision-making skills among their students.

One practical approach to incorporating technology into teachable moments is

encouraging patient information gathering through mobile devices. As an education,

empowerment of nursing students in their learning and clinical decision-making can be

established by encouraging them to use their devices to access information about the patient's

condition, medications, and treatments. This step allows students to take control of their learning.

The nurse educator can use reliable medical reference apps and websites to enhance the student's

ability to gather current information in time. Ultimately this will benefit both care and the

educational experience of the learners when gathering by storing it and being able to come back

to the information as a resource for patient care and care plan progression. Another way to usher

technology into teachable moments is by simulation and virtual learning through the utilization

of apps and technologies, which have been proven effective for nursing students to gain practical

experience and enhance their decision-making abilities. These tools provide an environment for

learners to apply knowledge refine clinical skills and make critical choices without putting

patients at risk. By immersing learners in scenarios, these simulations allow for simulation

discussions where actions can be analyzed, decision-making processes can be understood, and

areas for improvement can be identified. This approach promotes practice, boosts participants'

confidence, and bridges the gap between theory and practice. Integrating technology simulations

contributes to the development of adaptable nurses who can confidently handle complex
SEMINAR/DISCUSSION QUESTION ONE 4

healthcare situations with precision and compassion. Another way to emphasize a teachable

moment alongside technology is to promote digital notetaking and documentation through

mobile devices for notetaking during discussions, case presentations, and reflections that align

with modern learning practices. It enhances learners' engagement and organization and enables

them to revisit valuable insights for future reference.

Additionally, stressing the significance of thorough documentation in electronic health

record systems carries immense weight. Accurate records ensure patient safety by facilitating

informed care decisions and maintaining the continuum of care across healthcare providers. This

emphasis underlines how technological skills and conscientious documentation are vital aspects

of nursing practice, safeguarding patients' well-being and effective interdisciplinary

collaboration. An additional method to ensure teachable moments through technology use is

promoting resource sharing. Creating a collection of articles, guidelines, and resources that can

be accessed on devices is a game-changing approach to nursing education. This carefully curated

assortment empowers students to explore subjects fueling their curiosity and promoting self-

guided learning. By making these materials readily available, educators inspire learners to go

beyond the confines of the classroom, fostering a desire for knowledge. This resource does not

only support growth but also encourages critical thinking and evidence-based practice.

Ultimately it equips nursing students with the tools to become learners ensuring they remain up-

to-date and adaptable in the ever-changing healthcare landscape. Lastly, through reflection,

teachable moments can promote the overall outcome of the student—conversations after

incidents play a role in maximizing the learning opportunities at the bedside. When nursing

students are encouraged to reflect on their experiences, they can develop an understanding.

Reflecting on acquired insights, challenges, and potential improvements equips them with self-
SEMINAR/DISCUSSION QUESTION ONE 5

awareness and problem-solving skills. Educators foster thinking by asking students about the

lessons learned and their future approaches, helping them envision themselves as compassionate

caregivers. These reflections reinforce existing knowledge and bridge the gap between theory

and practice. This prepares students to confidently navigate situations leading to patient

outcomes and personal growth in their nursing careers.

The combination of technology and expertise is driving advancements in healthcare. This

has resulted in efficient and patient-centered treatment. In nursing, technology plays a role in

providing tailored therapy, real-time patient monitoring, and precise diagnostics. These

advancements help minimize errors and enhance treatment outcomes. Gause et al. (2021)

emphasize that the advantages of using technology in the classroom and the theoretical study of

nursing are just the beginning. The use of technology in clinical settings is a critical factor in

generating new, high-quality clinical judgments. Additionally, technology benefits nursing

students by granting them access to clinical resources that reduce errors. It is essential to find a

balance when integrating technology into nursing practice considering its impact on clinical care

planning, delivery, recording, and assessment.

This discussion explored how nurse educators can leverage technology to enhance

nursing students' involvement in patient care while fostering thinking and decision-making skills.

Students develop empathy, flexibility, and adaptability through teaching moments that link

knowledge with real-world situations. Mobile devices facilitate information collection from

patients. Empower students to engage in learning and gain valuable insights. Furthermore, apps

and other technologies offer simulations and virtual learning experiences that improve abilities

and judgment. By promoting notetaking and recording practices among students, we can

effectively organize care while encouraging self-directed learning and critical thinking through
SEMINAR/DISCUSSION QUESTION ONE 6

mobile resource repositories. Overall, integrating technology into healthcare education opens

opportunities for educators and students. It enhances their skills while bridging the gap between

theory-based knowledge acquisition and practical application. After teaching moments, students

need to reflect on their experiences. This reflection helps them develop self-awareness and

problem-solving skills, which are crucial for handling challenges with confidence and empathy.

To summarize, the combination of technology and teaching moments impacts healthcare

outcomes. Educators who embrace technology's potential and promote compassionate care

contribute to empathetic patient outcomes. This sets the foundation for a healthcare environment

prioritizing sophistication and compassion.

SEMINAR/DISCUSSION QUESTION ONE 7

References:

Gause, G., Mokgaola, I. O., & Rakhudu, M. A.(2021). Technology usage for teaching

and learning in nursing education: An integrative review. Curationis, 45(1).

https://doi.org/10.4102/curationis.v45i1.2261

Huddle, C. (2019). Benefits, Concerns, and Prospective Use of Technology Within Nursing

Education. Canadian Journals of Nursing Informatics, 14. https://cjni.net/journal/?p=6340

Rouleau, G., Gagnon, M. P., Côté, J., Payne-Gagnon, J., Hudson, E., & Dubois, C. A.

(2017). Impact of Information and Communication Technologies on Nursing Care: Results of an

Overview of Systematic Reviews. Journal of medical Internet research, 19(4), e122.

https://doi.org/10.2196/jmir.6686

Willingham, L., & Darby, A. (2022). Faculty and community partners’ teachable

moments in Service-Learning. College Teaching, 71(3), 176–

184. https://doi.org/10.1080/87567555.2021.2000924