FINALS  The moral model

 The medical model

Chapter 9: Educating  The rehabilitation model
Learners with Disabilities and  The social model
Chronic Illnesses
1. The moral model
Scope of the Problem  Views disabilities as sin
 Fifteen percent of people  Old model that persists in
worldwide live with a disability. some cultures
 Individuals and their families
 This number is expected to may
increase as populations age  experience guilt, shame,
and incidence of debilitating denial of care.
conditions continues to  United Nations established
grow. Standard Rules on the
Equalization of Opportunities
 Approximately one in five for Persons with Disabilities
Americans specifying fundamental right
have a disability; almost half are of access to care.
severe.
 Many are limited in ability to 2. Medical model
work.  disability as defect/sickness

 Not all disabilities are readily 3. Rehabilitation model

visible.  disability as deficiency
 Individuals with disabilities are
more likely than those without 4. The disabilities model (social
them to model)
 Have more illnesses and
greater health needs  Embraces disability as a
 Be less likely to receive normal part of life
preventive health care and  Views social discrimination,
other social services rather than the disability
 Be more likely to suffer from itself, as the problem
poverty
 Disability
Models and Definitions  “A complex phenomenon,
reflecting an interaction
 Models/perceptions of between features of a person’s
disabilities that influence how body and features of the
disabilities are addressed in society in which he or she lives.”
society: (WHO, 2016)
  U.S. Social Security  Habilitation - Teaching skills to
Administration defines disability maintain or restore health and
in terms of an individual’s ability maintain independence
to work  Rehabilitation - Teaching skills to
relearn or restore skills lost through
 Americans with Disabilities Act illness or injury
(ADA)  Interdisciplinary team effort is often
 Enacted in 1990, this legislation required.
has extended civil rights  Nurse should serve as mentor to
protection to millions of patient and family
Americans who are disabled
 defines a disability as a physical Types of Disabilities
or mental impairment  Sensory disabilities
 Learning disabilities
 The Language of Disabilities  Developmental disabilities
 Mental illness
 Since the late 1970s,  Physical disabilities
disabilities advocates and the  Communication disorders
government have encouraged  Chronic illness
people- or person-first language,
which “puts the person before  Sensory Disabilities: Hearing
the disability” in writing and Impairments
speech
 Recently, has become  Total or partial auditory loss
controversial because some (complete loss or reduction in
prefer identity-first language sensitivity to sounds)
 either a conduction or
 Additional considerations sensory–neural problem
 Use “congenital disability,” not
“birth defect.”  Types of hearing loss
 Avoid terms such as “invalid” or  Conductive (usually
“mentally retarded.” correctable, loss in ability to
 Speak of the needs of people hear faint noises)
with disabilities  Sensorineural (permanent,
 Avoid phrases like “suffers from,” damage to cochlea or nerve
“victim of.” pathways)
 avoid phrases such as “normal”  Mixed
or “able bodied.”

Roles and Responsibilities of Nurse

Educators
 Focus on wellness and strengths of
the individual, not weaknesses
Modes of Communication to Facilitate
Teaching/Learning:  Education of All Handicapped
a. American Sign Language (ASL) Children Act 1975
b. Lipreading  Individuals with Disabilities
c. Written materials Education Act of 1990 (IDEA)
d. Verbalization by client
e. Sound augmentation  Mental Illness
f. Telecommunication devices for the  Estimated to affect 20% of adult
deaf (TDD) Americans
 Teaching guidelines:
 Learning Disabilities  Begin with comprehensive
 Heterogeneous group of assessment.
disorders of listening, speaking,  Be aware of communication
reading, writing, reasoning, or and learning challenges.
mathematical abilities  Teach using small words
 20% of the American population  Keep sessions short and
is affected. frequent.
 Most individuals have normal or  Involve all possible
superior intelligence. resources, including client
 Disorders include: and family
 Dyslexia
 Auditory processing  Physical Disabilities: Traumatic
disorders Brain Injury
 Dyscalculia  Falls are leading cause
 Includes closed and open head
 Developmental Disabilities injuries
 Treatments
 A severe chronic state that is  Acute care
present before 22 years of age,  Acute rehabilitation
is caused by mental and/or  Long-term rehabilitation
physical impairment
 Include:  Physical Disabilities: Memory
 Attention-deficit/hyperactivit Disorders
y disorder  Causes include:
 Intellectual disabilities  Brain injury
 Asperger syndrome/autism  Amnesia
spectrum disorder  Alzheimer’s disease
 Parkinson’s disease
 Public laws providing for special  Multiple sclerosis
education needs  Brain tumors
 Depression
 Developmental Disabilities  Short-term or long-term memory
Assistance and Bill of Rights Act deficits
of 2000
 Communication Disorders  The Family’s Role in Chronic
 Deficits affect perception and/or Illness or Disability
language production abilities.  Families are usually the care
 Most common residual providers and support system.
communication deficits  Note what learning needs the
 Global aphasia family considers important.
 Expressive aphasia  Communication between family
 Receptive aphasia is key.
 Anomic aphasia  Consider family strategies for
 Dysarthria coping.

 Chronic Illness  Assistive Technologies

 Leading cause of death in U.S.  Technological tools (computers
 Permanent condition lasting and communication devices)
three plus months, often a available to persons with
lifetime disabilities to live more
 Affects every aspect of independently
life—physical,social,psychologic  Impact
al, economic, and spiritual  Has liberated people with
 Development of good learning disabilities from social
skills is matter of survival. isolation and feelings of
 The learning process must begin helplessness
with illness onset.  Increases feelings of
 There is often a conflict between self-worth, independence
feelings of dependence and the  Useful tool for health
need for independence. promotion

 Chronic Illness: Problem Areas  Advocacy role of nurses

for Patients and Families  Recommend that clients use
 Control of symptoms computer technology
 Carrying out prescribed  Assist in obtaining
regimens appropriate equipment and
 Prevention of or living with social training, possibly with
isolation multidisciplinary team
 Adjustment to disease changes
 Keeping interactions with others
normal and maintaining one’s
lifestyle
 Confronting related
psychological, marital, and
family problems
Chapter 10: Behavioral Objectives and Advantages:
Teaching Plans  Provides basis for selection or
design of instructional content,
 Goal: the outcome to be achieved at methods, and materials
the end of the teaching and learning  Provides learner with ways to
process organize efforts to reach their
 Objective: a specific, single, goals
concrete, one-dimensional behavior  Helps determine whether an
that should be achieved at the end of objective has been met
one or a few teaching sessions
 Subobjectives: specific statements  Writing Behavioral Objectives and
that reflect aspects of a main Goals
objective
Three important characteristics:
 Goals and Objectives 1. Performance: describes what
 Objectives must be achieved the learner is expected to be able to
before goal can be reached. do
 Objectives must be observable, 2. Condition: describes the
measurable. situation under which the expected
 Objectives must be consistent behavior will be observed
with, related to the goal. 3. Criterion: describes how well
or with what accuracy the learner
 Goals and Objectives: must be able to perform to be
Establishment competent
 Mutual agreement
 Mutual decision  Writing Behavioral Objectives and
 Mutual accountability Goals: The ABCD Rule

 The Importance of Using  A—Audience (who)

Behavioral Objectives  B—Behavior (what)
 C—Condition (under which
• Keeps teaching learner-centered circumstances)
• Communicates plan to others  D—Degree (how well, to what
• Helps learners stay on track extent, within what time frame)
• Organizes educational approach
• Ensures that process is deliberate  Common Mistakes When Writing
• Tailors teaching to learner’s needs Objectives
• Creates guides for teacher evaluation  Including multiple behaviors per
• Focuses attention on learner objective
• Orients teacher and learner to outcomes  Forgetting to include all four
• Helps learner visualize skills components of condition,
performance, criterion, and who the
learner is
 Using terms for performance that  Teaching Guidelines: Cognitive
have many interpretations, are not Domain
action-oriented, and are difficult to  Learning involves acquisition of
measure information based on the
 Writing an unattainable, unrealistic learner’s intellectual abilities,
objective mental capacities, understanding,
 Writing objectives unrelated to stated and thinking processes.
goal  Six levels of objectives
 Making an objective too general so  Methods most often used to
that the outcome is not clear stimulate learning in the
cognitive domain include:
 Writing SMART objectives  Lecture
 Specific about what is to be  Group discussion
achieved  One-to-one instruction
 Measurable by quantifying or
qualifying objectives  Affective Domain
 Achievable, attainable  Learning involves an increasing
objectives internalization or commitment to
 Realistic by considering feelings expressed as emotions,
available resources interests, beliefs, attitudes,
 Timely by stating when the values, and appreciations.
objectives will be achieved  Methods most often used:
 Group discussion
 Taxonomy of Objectives According  Role-playing
to Learning Domains  Role-modeling
 Questioning
 Behavior is defined according to  Five objective categories
type (domain category) and level
of complexity (simple to  Psychomotor Domain
complex).  Learning involves acquiring fine
 Three Types of Learning and gross motor abilities with
Domains (interdependent) increasing complexity of
1. Cognitive—the “thinking” neuromuscular coordination.
domain  Must integrate cognitive and
2. Affective—the “feeling” affective skills
domain  Seven objective categories, five
3. Psychomotor—the learning levels
“doing/skills” domain  Methods most often used:
 Demonstration and
instructional materials
 Return demonstration
 Simulation
 Factors Influencing Psychomotor  Does the plan facilitate a
Skill Acquisition relationship between its parts?
 Readiness to learn  Are all eight elements of the plan
 Past experience related to one another?
 Health status
 Environmental stimuli  Use of Learning Contracts
 Anxiety level  Learning Contract: a written
 Developmental stage (formal) or verbal (informal)
 Practice session length agreement between the teacher
and the learner
 Psychomotor Skills Practice  Purpose of a Learning Contract
 Motor skills should be practiced first  To encourage learner’s
in the laboratory (safe and active participation at all
nonthreatening). stages of the
 Mental imaging (mental practice) is a teaching-learning process
helpful alternative.  To improve teacher–client
 Feedback given to learners communication
 Intrinsic (within the learner)
 Augmented (external to learner)  Components of the Learning
 Immediacy of feedback plus Contract
performance checklists can  Content—specifies precise
serve as guides behavioral objectives
 Performance
 Development of Teaching Plans expectations—specify
 Teaching plan: blueprint to achieve conditions by which learning will
goals and objectives be facilitated
- Indicates purpose, content,  Evaluation—specifies criteria by
methods, tools, timing, evaluation of which competencies will be
instruction judged
 Time frame—specifies length of
 Basic Elements of a Teaching Plan time needed for successful
 Purpose achievement of objectives
 Goal statement  The Concept of Learning
 Objectives list Curve
 Content outline  Definition: a graphic depiction of
 Methods of teaching changes in psychomotor
 Time allotment performance at different stages
 Resources for instruction of practice during a specified
 Learning evaluation methods time period
 Six stages of the theoretical
 Judging a Teaching Plan learning curve
 Internal consistency exists when
you can answer “yes” to the
following questions:
Chapter 11: Instructional Materials  Developmental stages
Instructional Materials:  Learning styles
 Gender
 Instructional Materials: Overview  Socioeconomic characteristics
 Definition: the objects or  Cultural backgrounds
vehicles by which information is
communicated  Characteristics of the Medium
 Purposes: to help the nurse  Print
educator deliver a message  Demonstration
creatively, clearly, accurately,  Audiovisual
and timely  Nonprint
 Effectiveness: based on
learning theory, studies of effects,  Characteristics of the Task
practice evidence  Learning domain
 Complexity of behaviors to be
 General Principles of Effectiveness achieved to
 Teacher must be familiar with  meet identified objectives
content and mechanics of tool
before use.  Three Major Components on
 Materials can change behavior Instructional Materials
by influencing cognitive,  Delivery System
affective, and/or psychomotor  Definition: both the software and
development. the hardware used in
 Materials should complement, presenting information
reinforce, and supplement –not  Examples:
substitute for– the teaching – PowerPoint slides delivered
methods. via a computer
 • Materials must complement – DVD content in conjunction
learners’ sensory abilities, with a DVD player
developmental stages, and
educational levels.  Content
 Materials must impart accurate,  Definition: the actual information
current, appropriate, unbiased being imparted to the learner
messages free of unintended  Selection criteria
content. – Accuracy of information being
conveyed
 Choosing Instructional Materials: – Appropriateness of medium
Major Variables chosen to convey information
– Appropriateness of readability
 Characteristics of the Learner level of materials for the learners
 Sensorimotor abilities
 reading skills  Presentation
 Motivational levels (locus of  Definition: the form of the
control) message
  Occurs along a continuum from  Types
concrete (real objects) to  Replicas (resemble)
abstract (symbols)  Analogues (act like)
 Symbols (stand for)
– Realia (most concrete stimuli)
– Illusionary representations (less • Advantages
concrete, more abstract stimuli)  Useful when real object is too
– Symbolic representations (most small, too large, too expensive,
abstract stimuli) too complex,
 Some can be made or
 Types of Instructional Materials: purchased.
Written Materials  Readily available
• Advantages  Appeal to kinesthetic, visual
 Available to learner in absence of learners
educator
 Widely acceptable, familiar • Disadvantages
 Readily available commercially,  May not be suitable for learners
relatively with poor abstraction abilities or
 cheap visual impairment
 Convenient forms  Some models are fragile,
 Becoming more widely available expensive, bulky, or difficult to
in multiple languages transport.
 Suitable for learners who prefer
reading  Demonstration Materials: Displays
 Learner controls rate of reading  2D objects that serve as useful
tools for a variety of teaching
• Disadvantages purposes
 Most abstract form to convey  Types
information  Whiteboards
 Immediate feedback may be  Flip charts
limited.  Bulletin boards
 Proper reading level essential for  Storyboards
full usefulness
 Inappropriate for visually or • Advantages
cognitively impaired learners  Many are flexible and/or
portable.
 Demonstration Materials: Models  Stimulate interest or ideas in
 3D objects allowing learner to observer
immediately apply knowledge,  Influence cognitive and affective
psychomotor skills while the behaviors
teacher gives feedback
 Enhances learning for visual, • Disadvantages
kinesthetic  May take up a lot of space
 Unsuitable for large audiences
  Limited information can be  Audiovisual Materials: Projected
included at once. Learning Resources
 Not effective for teaching  Ex: Overhead transparencies,
psychomotor skills PowerPoint slides,
 Advantages
 Demonstration Materials: Posters  Appropriate for varied group
 Hybrid of print and visual media using sizes
written word with graphic illustrations  Attractive learning mode for
all ages
• Advantages  Some forms are very
 Can reinforce and condense flexible.
information
 Can be reused for multiple  Disadvantages
encounters  Potential lack of flexibility
 Circulate message quickly and  Some forms may be
simultaneously to potential learners expensive.
 inexpensive and easy to produce  Requires darkened room for
some forms
• Disadvantages
 Content is static  Audiovisual Materials: Audio
 If displayed too long, viewers Learning Resources
may disregard  Ex: CDs, sound players, radio,
podcasts
 Audiovisual Materials  Advantages
• Advantages  Can deliver many types of
 Stimulate seeing and hearing messages
 Increase understanding and  Help learners who need
retention of information repetition, reinforcement
 More learner content control  Good for auditory learners
 More learner control over  Useful to visually-impaired,
sequencing, pacing, information low literate learners
timing  Review material on learner’s
schedule
• Factors in selection
 Availability of materials,  Disadvantages
programs, equipment  Relies only on sense of
 Effect on learning ability hearing
 Technical feasibility  Cannot be used with
 Learner physical/cognitive hearing-impaired learners
limitations  Some learners may become
 Accuracy, appropriateness of distracted.
content  Lack of opportunity for
interaction between
instructor and learner
 Audiovisual Materials: Video  Disadvantages
Learning Resources  Complicated to set up interactive
 Ex: Digital video files and DVDs capability
(software); camcorders, DVD  Expensive to broadcast via
recorders, television sets, satellite
computer monitors (hardware)  May not be interactive
 May not be able to repeat
 Advantages information
 Widely used educational
tool  Audiovisual Materials: Computer
 May be cost effective, easy Learning Resources
to use,
 Uses visual, auditory senses  Advantages
 Flexible for use with different  Interactive potential: quick
audiences feedback
 tool for role modeling and  Promotes problem solving,
demonstration critical thinking
 Increases learning efficiency,
 Disadvantages retention, comprehension
 Viewing formats limited  Potential database is enormous.
depending on availability of  Promotes cognitive learning
hardware domain
 Commercial products may be  Can be individualized, including
expensive for aphasia, motor difficulties,
 Some purchased materials may visual/hearing impairment,
be too long or inappropriate learning disabilities
for audience.
 Disadvantages
 Audiovisual Materials:  Primary learning efficacy:
Telecommunications Learning cognitive domain less useful for
Resources attitude/behavior change or
 Ex: Television, telephones, psychomotor skill development
teleconferencing,  Software and hardware are
 Advantages expensive.
 Relatively inexpensive,  Limited use for most older adults,
widely available low-literate learners, those with
 Reach many people physical limitations
simultaneously, in multiple  Lack of personal, compassionate,
places, at great distances individual instruction
 Many influence all learning
domains.  Evaluating Instructional Materials
 Key considerations
 Learner/audience characteristics
 Task(s) to be achieved
  Media: effectiveness and
availability
 Other things to remember
 Aim for active learner
involvement.
 Aim to stimulate multiple
senses/learning modes.
 Instructional materials should
complement and supplement
learning, not substitute.
 Evaluation Checklist
 Content
 Instructional design
 Technical production
 Packaging

 State of the Evidence

 Research on the impact of
various tools on the acquisition,
retention, and recall of
information and satisfaction with
learning is relatively recent.
 Distance learning and interactive
media are increasingly viable
options for learners.
 Research has verified the
effectiveness of different tools
with varied audiences under
varied circumstances; no one
tool is superior to another. More
evidence is needed.
CHAPTER 12: Technology in  Health Education in a
Education Technology-Based World

 The Information Age  Information Age: Change in focus

• A period in history characterized by: from industry to information;
 Birth of the Internet, World Wide impacted economy, culture (mobile
Web technology, information explosion)
 Development of Internet way of life
technology  Effects on health education:
 Wide-scale computer production  Infrastructure can now link
 Development of user-friendly people globally.
software  The Internet is widely used and
• “Fourth Industrial Revolution” today is available quickly to most
characterized by technology fusion: Americans.
 Artificial intelligence  Tens of thousands of healthcare
 Biotechnology applications are available online
 3D printing  Development of new field:
 Nanotechnology consumer informatics (empower
people to manage own health)
• Impact on teachers and learners:
 Increased accessibility of  Consumer Informatics
information (time and place)  Aims to:
 “Digital natives” think and  Strengthen relationship between
process information in new ways patient and provider
because they are exposed to  Teach and empower patients
digital technology from early age. dealing with health and wellness
 Technology is issues
powerful—Teacher must also  Not restricted to computer-based
understand educational programs
principles, access, cost, support,  Studies/implements methods for
equipment, process, outcomes making information accessible
 integrates consumer preferences into
• Impact of Information Age technology future educational programs
on education:
 Increase access to educational  Emerging Concerns
programs  Cybersecurity
 Improve existing practices  Thirty-five percent of Americans
 Create new strategies that have been notified that personal
empower individuals, transform information has been
experiences compromised.
 A study of healthcare
organizations found that 94%
have been victims of
cyberattacks.
  As more health information is  Memorization becomes less
stored and exchanged, important than critical thinking.
increased risk for compromise
 Many healthcare organizations  Nurses should help individuals
are setting up patient portals or access, evaluate and use available
secure websites. information.
 Should encourage and support
 Limited oversight/control over posted patients in attempting to seek
Internet/World Wide Web information required knowledge
 Authorship disclosure
 Quality of information  Learner/consumer
 Privacy and confidentiality  Access to information has
 Consumers may make serious encouraged more dialogue with
healthcare decisions based on providers when seeking
information that has not been clarification and understanding.
reviewed for accuracy, currency,  Forced into more active role
bias.  Those who go online use that
information to make healthcare
 Healthcare education and informatics decisions or feel more confident
professionals are working together. in questioning the provider.
 internet Healthcare Coalition -  May use information for home
Established the e-Health Code of treatment
Ethics  Twice as likely to look up
information after provider visit
 e-Health Code of Ethics: Principles
 Candor  Technological Strategies in
 Honesty Healthcare Education: World Wide
 Quality Web
 Informed Consent
 Privacy  Virtual space for information
 Professionalism  Component of the Internet
 Responsible partnering  Designed to display information
 Accountability  Contains billions of webpages
 Text, graphic, audio, and video
 Impact of Technology on Teacher formats
and Learner
 Access to information bridges gap  The Internet
between teacher and learner.  Global network of computers
 Teachers are becoming facilitators of  Designed to create and
learning rather than providers of exchange information
information.  World Wide Web is a small
 Strive to create collaborative component of the Internet.
atmospheres  Able to exist (and did) without
the World Wide Web
 Computer literacy  Approximately 60% of Americans
 The ability to use the computer have used Web information that:
hardware and software  Influenced decisions about how
necessary to accomplish routine to treat an illness
tasks  Led them to ask questions
 Led them to seek a second
 Recognizing the influence of the medical opinion
WWW, nurses should:  Influenced decisions about
 Assess client’s use of the WWW whether to seek the assistance
and clarify information found of a healthcare provider
 hare resources
 Help develop Web-based  Nurses must establish open dialogue
resources with patients about information found
online, in case patients find it:
 Healthcare Consumer Education in  Difficult to understand
a Technological World  Disturbing
 Misleading
 Gaps exist between those individuals  Inaccurate
who have access to information  Discouraging
technology resources and those who
do not.  Information literacy competencies:
 Historical risk factors:  Identify the information needed.
 Age (>65 years)  Access the information needed.
 Race (African Americans)  Know how to evaluate the
 Level of Education (<High information found.
School)  Use the information deemed
 Household makeup (homes valid.
without children)
 Presence of disabilities  Computer literacy competencies:
 Reduce a problem or topic to a
 Determine whether patient: searchable command.
 Has an Internet-compatible  Categorize webpages according
device to purpose.
 Has internet access  Identify sources of potential bias.
 Is knowledgeable about using  Judge the information’s
the device accuracy and reliability.
 Is interested in using the Internet  Judge the information’s
for resources completeness.
 If patient has no access but has  Determine the information’s
interest: currency.
 Suggest libraries, senior centers,  Identify resources to answer
community Centers questions.
 Criteria for evaluating shown
health-related websites  Bullying or biased messages
 Accuracy conveyed
 Design  Privacy and confidentiality
 Authors/Sponsors
 Currency  Webcasts: Live broadcasts over the
 Authority Internet
 Can share audio and/or video
with participants in multiple
 New technology is also raising the locations at once
question of telepractice and  training device for sharing
licensure. lectures and demonstrations
 Ease of use must be considered.  Webinars: Web-based conferencing
 E.g., patient portals that allows for interaction
– Need simple design
– Test data must be  The Internet: E-Mail/Texting
understandable.  Advantages:
– Question responses must be  Easy to use
accurate.  Efficient
– Responses must be timely.  Can be used any time, day or
night
 Professional Education and the  World-wide access
WWW: Social Media  Ability to compose thoughts and
 Useful for networking, education, questions
support  Provides a written record
 Blogs, wikis
 Consumers may turn to these for  Disadvantages:
health-related information,  Messages lack context.
experiences, commentary on  Not all information is
other media. appropriate.
 Facebook, Twitter, YouTube  Takes time to complete an
 Used for health education, interaction
conversations, and support  Legal issues related to the
written record created
 Advantages  Privacy and security cannot be
 Relatively simple, cost-effective assured.
education  Text messages often involve a
 Learning experiences can be charge.
media-rich.  Text messages may fall outside
 Sites can be easy to use and HIPAA compliance.
access.
 Concerns
 Marketing sites
 Unhealthy or harmful behaviors
 The Internet: Electronic Discussion  The Internet: Other Online
Groups Discussions

 • Broad category covering many  Online forums, message boards,

formats of online discussion bulletin boards
 Uses:  Many are anonymous.
 Means of networking  Most require registration.
 Vehicle for information exchange  Allow users to post to discussion
 Can be used to provide online board rather than e-mail
support
 The Internet: Online Chats
 Advantages:
 Easy to use  Provide a mechanism for information
 Low cost exchange between multiple people in
 Available 24/7 many locations at once
 Anonymity  Advantages:
 Disadvantages:  Allow for real-time discussion
 Few checks for accuracy  Widely accessible
 Can be time-consuming  Useful for the homebound or
 May result in e-mail overload isolated
 Disadvantages:
 The Internet: Mailing Lists  Moves very quickly
 May lose focus from discussion
 One of most popular ways to set up topic
electronic discussion group  Requires everyone to be on at
 E.g., LISTSERV the same time
 Uses:  Not ideal for those with certain
 Teach large groups at once disabilities or low literacy
 Collaborative learning
 Learning from experience of  Issues Related to Technology Use:
others Digital Divide
 Providing service to a specific
group  Fifteen percent of American adults do
not use the Internet.
 Advantages  Influenced by age, income,
 No need/pressure to contribute education level, and ability
 No cost beyond Internet access  May not be used because of
 Anonymity relevance, ease of use, expense,
 Disadvantages or physical access issues
 High volume of messages  Those at risk are those older than
 Usually no professional facilitator 65, household income under
present $30k, did not complete high
 Possible inaccurate information school, those with disabilities,
 Possible group dynamics issues households without children
 Issues Related to Technology Use:  Distance education: teacher and
Encouraging Older Adults learner are separated
 Reinforce principles of ergonomics.  Available at online/traditional
 Identify resources that provide institutions
computer access and support in the  Includes online courses,
community. correspondence courses,
 Use motivational strategies. independent study,
 Create supportive and videoconferencing
nonthreatening teaching  Can be very effective
environments.  Students with professional
experiences have significant
 Issues Related to Technology Use: learning gains.
Digital Inclusion with Disabilities
 Less likely to have a computer and  Distance education principles
Internet access  High-quality curriculum and
 May have difficulty using hardware instruction
and software  Online program aligns with
 Considerations institution’s role and mission
 Web page design  Faculty support
 Software selection  Learning resources
 Adaptive devices  Students and student services
 Commitment to support faculty
 Technology for Professional and students
Development in Nursing  Evaluation and assessment of
students and program as a
 Degree programs for distance whole
learners at all levels are increasingly
available.  State of the Evidence
 Continued education programs are  Growing body of research on use of
widely available in a variety of technology in patient and
formats. professional education
 Keep practice current  Computer and Internet
 Provide career mobility technology have become integral
 Enhance professional to daily life in the U.S. and other
development parts of the world.
 Staff development and training via  Focuses are on how technology
technology is increasing. is used, the obstacles presented,
 e-learning learning outcomes
 Advantages
 Efficient
 Cost effective
 Promote positive patient
outcomes
 Lead to nursing staff satisfaction