A technology training protocol for meeting QSEN goals: Focusing on meaningful learning

Abstract

The purpose of this paper is to describe and discuss how we designed and developed a 12-step technology training protocol. The protocol is meant to improve meaningful learning in technology education so that nursing students are able to meet the informatics requirements of Quality and Safety Education in Nursing competencies. When designing and developing the training protocol, we used a simplified experiential learning model that addressed the core features of meaningful learning: to connect new knowledge with students' prior knowledge and real-world workflow. Before training, we identified students' prior knowledge and workflow tasks. During training, students learned by doing, reflected on their prior computer skills and workflow, designed individualized procedures for integration into their workflow, and practiced the self-designed procedures in real-world settings. The trainer was a facilitator who provided a meaningful learning environment, asked the right questions to guide reflective conversation, and offered scaffoldings at critical moments. This training protocol could significantly improve nurses' competencies in using technologies and increase their desire to adopt new technologies.

Scaffolding in Health Sciences Education Programmes: An Integrative Review

“…Duff et al [ 42 ] designed an oral health midwifery module starting with activities that aim to foster comprehension of oral cavity anatomy and physiology before mapping simulations and actual clinical practice activities that required the application and integration of knowledge on oral health pathologies. To assist nurses in learning new work-related software skills, Luo and Kalman [ 47 ] sequenced procedural steps that built on each other in facilitating students to complete tasks independently. Miller et al [ 46 ] utilised a scaffolded sequence of writing assignments to overcome academic writing exertions.…”

“…The design covered the six collaborative competencies spread over three years. The scaffolding design promoted structuring and sequencing of IPE content from simple foundational tasks through intermediate tasks until students could independently manage real cases requiring complex solutions under authentic conditions Luo and Kalman [ 47 ] Peer-reviewed article – Nursing Forum USA To describe the design and development of a 12-step technology training protocol to support learning of new software by nurses Empirical –qualitative Nursing – module not specified Classroom Experiential learning theory A scaffolding strategy to facilitate learning new software among nurses was presented as a series of steps that followed the experiential learning theory. Nurses used previous knowledge to navigate the application of procedural workflow on new software.…”

Filipino Nurses' Feedback on Using a Web-Based Medication Management System

“…29 Nurses must also have technological competence in utilizing innovations in healthcare and professional acumen in providing quality care with technology. 30 Furthermore, nurses will also have better inclination and adjustment when reassuring tutelage is provided in the hospital organization. 31 Nurses also experienced enabling as the theme of behavior in changing oneself.…”

Testing a mobile app for child abuse treatment: A mixed methods study

“…This finding was further explained by the results from the interviews: Participants thought SACA had a user-friendly screen and features, that using it was similar to using their other mobile apps, and SACA’s workflow of treating patients was similar to what the participants currently use—a checklist on a paper sheet in the emergency room. Connecting with people’s prior knowledge and experience helps make the new technologies meaningful to them and therefore easier for people to implement new technologies in the future [ 16 ].…”

“…2 ). Individualized training will be designed based on users’ real-world workflow to give users a meaningful learning experience [ 16 ]. The training will consider users’ age, reading comprehension level, prior knowledge, work experience, and thinking process when using SACA.…”