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Handmaiden to Empowered Practitioner: expanding the image of nursing
Helen Connors, PhD, RN, FAAN, ANEFUniversity of Kansas, School of Nursing
and Center for Health Informatics
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Objectives
• Discuss the changing image of the nurse and the health care team.
• Identify the rationale for transforming nursing education and practice.
• Assess key elements of innovation.
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Handmaiden to Empowered Practitioner
That was Then This is Now
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The Winds of Change
• Women’s Movement – 1960’s• Education Advancement• Technology and Innovation• Health Care Reform
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Women’s Movement
• 1960’s -70’s• Baby Boomers• Career• Hospital- based to
Academic- based• Graduate Education• Were you there?
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Education Advancement
• Academic settings• Advanced degrees• Advanced practice• Learning any time any
place
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Evolution of Learning
“Learning is happening everywhere at anytime”
Thanks to advances in online, social, and mobile technologies, institutions can provide blended and online learning programs at more scalable, open, convenient, and individualized to ensure greater student achievement.
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Landscape Changes in Nursing Education and Practice
Connected Age
Our Learners
Nursing Practice
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The Connected Age
• Connecting is about reaching out and bringing in, about building synergies to create a whole that is greater than the sum of its parts.
• Connecting is a powerful metaphor.
• linked and tagged• tweeted and texted• followed and friended
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Connections
• Information age– How the Internet provided accessible information
and knowledge to anyone, anytime and any place.
• Connected Age– Metaphor changed to accessing connections
within a networked world or as some refer to it as connected learning (Ito, et al., 2013).
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People being connected through “pathways”
• Learning pathways in higher education.
• Learning pathways can be created by the individual or can be guided by other students or faculty.
• Learning pathways are about connecting the dots through connections that can be in the classroom, online or even with people and places outside the traditional academic environment.
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New Education Models
• Personalized learning• 4 year Community
Colleges• Sharing of services
across institutions• Niche colleges• Flagship networks• Franchise model- WGU• Global University
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New Education Models
• Unbundled learning eco-system
• Competency based and micro-credentialing
• Emphasis on learning outcomes
• Technology-based• Changing faculty roles
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Driving Forces to the Connected Age and the Education Revolution
• Information and communication technology (ICT)
• Expansive use of social media and mobile devices that are fueling the Connected Age
• Internet of Things (IoT)
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The Education Process
• Information gathering• Information integration• Information synthesis• New knowledge construction • Application of learning
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Horizon Report 2015Key Trends Accelerating Higher Education Technology Adoption
• Fast Trends: 1-2 years– Increasing use of blended learning– Redesigning learning spaces
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Horizon Report 2015Key Trends Continued
• Mid-Range Trends – 3-5 years– Growing focus on measuring learning– Proliferation of open educational resources
• Long Range Trends- 5 or more years– Advancing cultures of change and innovation– Increasing cross –institutional collaboration
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Horizon ReportImportant Developments
Time to Adoption – 1 year or less
–BYOD
–Flipped classroom
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Important Developments Continued
Time to adoption 2-3 years– Markerspaces
– Wearable technology
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Important Developments Continued
Time to adoption 4- 5 years– Adaptive Learning
Technologies
– The Internet of Things
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Landscape Changes in Nursing Education And Practice
Connected Age
Our Learners
Nursing Practice
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What About Students?
• ECAR Study of Undergraduate Students and Information Technology http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2014 ) published in September of 2014
• Snapshot of 75,306 students from 213 higher education institutions about their technology experiences and expectations in higher education
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General student technology experiences and expectations
• Technology is embedded into students’ lives, and students are generally inclined to use and to have favorable attitudes toward technology. However, technology has only a moderate influence on students’ active involvement in particular courses or as a connector with other students and faculty.
• Students’ academic use of technology is widespread but not deep. They are particularly interested in expanding the use of a few specific technologies.
• Most students look online or to family or friends for technology support. The minority who use institutional help desks report positive experience
ECAR Study, 2014
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Anytime, anywhere access to learning that is enabled by device proliferation
• More students own mobile devices now than ever. Although students rate network performance as generally good, projected increases in connected devices could soon challenge even the most robust campus networks.
• Many students use mobile devices for academic purposes. Their in-class use is more likely when instructors encourage such use; however, both faculty and students are concerned about their potential for distraction.
ECAR Study, 2014
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Learning environments• More students than ever have experienced a digital learning
environment. The majority say they learn best with a blend of online and face-to-face work.
• Undergraduates value the learning management system (LMS) as critical to their student experience but rarely make full use of it. Today’s undergraduates want a mobile-friendly, highly personalized, and engaging LMS experience.
• Most students support institutional use of their data to advise them on academic progress in courses and programs. Many of the analytic functions students seek already exist in contemporary LMSs.
• Few undergraduates have taken a massive open online course (MOOC).
ECAR Study, 2014
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Landscape Changes in Nursing Education and Practice
Connected Age
Our Learners
Nursing Practice
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Connected Health
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National Learning Health System
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Transform nursing field to prepare nurses to lead change and advance health for all Americans
IOM Report Goal
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Driving Forces for Health Reform
• Affordable Care Act• Integrated delivery
systems• Medical (Health) homes• Population health• Value-based care• New payment models• Incentive programs
• Cost control• Quality• Safety• Technology
advancements
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• Disruptive innovations are those that force change in industry models, business processes, vendor types, products and services.
• A disruptive innovation is an Innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network.
Clayton Christensen
Disruptive Innovations
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Culture of innovation
• Organization's mission, vision, core values
• Leadership• Hiring practices• Metrics• Rewards• Compensation
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Personal Attributes
• Know the technology/pedagogy• Seek technology assistance• Be a risk taker• Be creative • Be flexible• Be inquisitive• Be a team player• Be ready for change
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• Risk taking• Resources• Widely shared knowledge• Specific targets• Tools and techniques• Rewards and recognition• Rapidly formed relationships
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Assessing Your WorkplaceCulture of Innovation
Risk Taking
Resources
Widely shared informaton
Specific TargetsTools and Techniques
Reward System
Team Environment
-5
0
5
+5 = we have outstanding positive skills, systems and experiences on this dimension; promoting innovation
0 = our skills systems and experiences on this dimension have no real impact; neither hamper nor support innovation
-5 = we have outstanding negative skills or recent experiences on this dimension; hampering innovation
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Group Work