Transforming Nursing Education Through Interprofessional Collaborative Innovation

Abstract

This project story is about transforming nursing education through interprofessional collaborative innovation to develop and use a complement of technology-based portable simulation devices collectively known as the Healthcare Education Simulation Station. This collection of inexpensive, simulated point-of-care instruments controlled wirelessly by an instructor or simulation operator were developed and field tested by an interdisciplinary team to enhance learning experiences in several configurations, including those using standardized patients and those using static and low-, mid-, and high-fidelity manikins. The core feature of this project story is the collaboration of students and faculty from two unrelated disciplines, nursing and engineering. The story includes a description of the development, field testing, and initial deployment of a simulated pulse oximeter, capnograph, automated sphygmomanometer, cardiac monitor, thermometer, and fetal monitor. Underpinning this project story is Rogers' Diffusion of Innovation theory and how the characteristics of the innovation, the personnel, and the environment worked together to enable this project and the innovation's subsequent diffusion into nursing education. The aspiration to improve learning experiences for students in multiple disciplines was paramount. The desire to acquire high-quality, dynamic educational tools for nursing educators, coupled with an environment that encourages collaboration, led to an innovation that can transform nursing preparation and ultimately improve patient care, while minimizing cost.

E-learning in nursing education in Rwanda: A middle-range theory

“…[40,41,73,74] E-learning improves education quality by using innovative and student-centred approaches where students are selfdirected, learn collaboratively and promote inquiry-based and lifelong learning. [75,76] Furthermore, the literature indicates that using technology would improve patients' quality of care. [18,24,[77][78][79][80] The integration of e-learning in nursing education in Rwanda responds to the national policies and laws favouring ICT in education.…”