Running head: ASSIGNMENT 2: CONFERENCE ABSTRACT 1

Assignment 2: Conference Abstract

Rebecca Pazzalia

SUNY Delhi

NURS 604

Dr. Digger

February 19, 2018

ASSIGNMENT 2: CONFERENCE ABSTRACT 2

Assignment 2: Conference Abstract

Presentation Title

Meaningful Integration of Technology in Nursing Education

Lead Presenter Biography and Credentials

Rebecca Pazzalia, RN, BSN graduated from Binghamton University in 2010 and is currently

enrolled in SUNY Delhi’s Master of Science in Nursing Education program with an expected

graduation date of May 2018. Rebecca has been working full-time on an inpatient Pediatric

Hematology and Oncology unit since 2010 and has served as the unit’s clinical leader since

2016. As the leader of the Quality Defenders nursing team on her nursing unit, Rebecca leads

unit-based quality initiatives and is an active member of Shared Governance.

Measurable Learning Outcomes

1. After viewing the podium presentation, learners will be able to describe three examples

of integrating meaningful technology into nursing education.

2. After viewing the podium presentation, learners will be able to apply all four elements of

the Substitution, Augmentation, Modification, Redefinition (SAMR) model to transform

an existing nursing assignment using technology.

3. After viewing the podium presentation, learners will be able to explain three strategies to

overcome barriers to the integration of technology in nursing education.

Identified Gap

Many nursing faculty lack the knowledge to meaningfully incorporate technology into nursing

education. The desire is for nursing faculty to obtain the knowledge necessary to incorporate

innovative technological tools into nursing education utilizing the SAMR model as a guide.

Nursing faculty will be provided with strategies to overcome barriers to the integration of
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technology in nursing education. The hope is that nursing faculty will obtain the knowledge

necessary to transform the learning experience, enhance student engagement, and improve

student outcomes through the meaningful integration of technology in nursing education.

Nursing Education Focus

Technology

Abstract Text

The evolution of nursing education from a teacher-centered, passive learning approach to a

learner-centered, active learning approach has highlighted the need for the implementation of

new, innovative teaching strategies. A learner-centered approach is enhanced by the meaningful

integration of technology into nursing education to promote the development of critical thinking

skills and enhance student engagement. Active-learning strategies that incorporate technology

into nursing education are associated with increased student participation, enhanced motivation

to learn, and improved learning outcomes (McKnight et al., 2016). Several organizations,

including the American Association of Colleges of Nursing, the American Nurses Association,

the Technology Informatics Guiding Educational Reform Initiative, and the National League for

Nursing, support the integration of technology into nursing education to enhance teaching

strategies and prepare nursing students to become proficient in information technologies utilized

in nursing practice (Nguyen, Zierler, & Nguyen, 2011). Most educators recognize the importance

of technology integration, but lack the knowledge of how to meaningfully incorporate

technology in nursing education. The abundance of educational technological tools available can

make integrating technology in nursing education an overwhelming and stress-inducing process

for nursing faculty. While technology integration is crucial to promoting student engagement and

active learning, simply incorporating technology into classroom teaching and nursing
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assignments is not enough. Haphazard integration of technological tools can result in

cumbersome assignments that detract from student learning and cause student frustration without

any added learning benefit. Faculty must ensure that technology is integrated into nursing

education in meaningful and thoughtful ways. A learner-centered approach requires faculty to

focus on how students learn and how technology can be adapted to enhance student learning

(McKnight et al., 2016). This session will focus on the integration of technology into nursing

education in meaningful ways to transform the learning experience and enhance student learning.

Innovative technological tools and creative ways to incorporate them into nursing education will

be explored. The Substitution, Augmentation, Modification, Redefinition (SAMR) Model will be

explained as a guide to using technology to transform the learning experience, enhance student

engagement, and improve student outcomes. Examples of how to apply the SAMR model to

transform traditional learning assignments into relevant, engaging, and interactive assignments

that utilize technology will be provided. Barriers to incorporating technology into nursing

education include inadequate faculty knowledge and training, time constraints, faculty resistance,

limited funding, and lack of access (Gonen, Sharon, & Lev-Ari, 2016). This conference will

explore the challenges associated with the integration of technology in nursing education and

discuss strategies to overcome identified barriers. Technology integration in nursing education

has the potential to enhance patient safety due to improved nursing knowledge and informatics

skills, while also accommodating the diverse learning and lifestyle needs of nursing students

(Gonen et al., 2016; Nguyen, Zierler, & Nguyen, 2011). Technology integration in nursing

education is imperative to enhancing student engagement, improving student outcomes, and

increasing patient safety. This conference will explore the meaningful incorporation of
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innovative technological tools in nursing education and will discuss strategies to prevent

technology from becoming a distractor.

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References

Gonen, A., Sharon, D., & Lev-Ari, L. (2016). Integrating information technology’s competencies

into academic nursing education: An action study. Cogent Education, 3(1), 1-9.

doi:10.1080/2331186X.2016.1193109

McKnight, K., O’Malley, K., Ruzic, R., Horsley, M., Franey, J., & Bassett, K. (2016). Teaching

in a digital age: How educators use technology to improve student learning. Journal of

Research on Technology in Education, 48(3), 194-211.

doi:10.1080/15391523.2016.1175856

Nguyen, D., Zierler, B., & Nguyen, H. (2011). A survey of nursing faculty needs for training in

use of new technologies for education and practice. Journal of Nursing Education, 50(4),

181-189. doi:10.3928/01484834-20101130-06