Using Innovation to Teach How to Use Technology

Using Innovation to Teach How to Use Technology

Introduction

In light of numerous nursing inefficiencies and shortages, there is a need to use innovative strategies in order to teach nursing staffs how to use new technologies in providing a wide range of healthcare services to the patients. In this regards, numerous propositions can prove to be highly beneficial to the nursing cause. Some of these are highlighted and discussed in this paper.

Discussion

In the article 'Interactive Learning Research: Application of Cognitive Load Theory to Nursing Education', Hessler & Anderson (2013) begin by investigating the efficiency of interactive self-paced computerized case studies as opposed to traditional hand-written models. The purpose of this move is to assess the outcomes of student knowledge, attitude, and content retention. Using the Cognitive Load Theory (CLT), the authors were able to base the study on a sound theoretical framework. The Cognitive Load Theory (CLT) is a theory of cognitive load during learning. It was established by John Sweller and Paul Chandler. CLT assumes that learning is associated with cognitive load, and describes which learning can be made easier or more difficult. It explains the concept of working memory which plays a particularly important role in learning and knowledge acquisition. Working memory is for problem-solving and information processing. It is assumed that the working memory capacity is limited, and only a certain amount of information can be maintained in the long run. Another assumption is that people store the knowledge in so-called schemes. So while learning both new schemes are constructed and new knowledge with existing schemes linked. It is important that the working memory has enough available capacity and is not cognitively overloaded to accommodate scheme acquisition and, consequently, effective learning. By using Cognitive Load theory and Instructional Design theory in nursing education, ...