The healthcare sector has increasingly exploited technology to amplify networking capabilities, particularly within nursing. The COVID-19 pandemic highlighted the urgent need for swift adaptation and innovation, compelling nurses to rely on technology for connectivity and the exchange of crucial information. “The result has been the infusion of innovative, creative, technology-focused teaching methods into curricula in both academic and practice settings” (Altmiller & Pepe, 2022, para. 8). Virtual platforms, video conferencing, and online forums have become vital channels for communication among nurses, fostering the sharing of best practices, protocols, and innovative solutions in the dynamic landscape of healthcare delivery. Online learning has experienced widespread acceptance, becoming an integral component of professional development.
Two technologies reshaping the realm of continuing education for nurses are gamification and virtual patient simulation. Gamification, “or game-based learning, is an active learning strategy which uses a game to test the knowledge and skills of participants as they move toward achieving specific learning objectives. Game-based learning has been found to effectively enhance engagement with the added benefit of providing learners with immediate feedback” (Altmiller & Pepe, 2022, para. 9). Platforms like Kahoot offer interactive quizzes across various subjects and allow users to customize their own. During the challenging times of COVID-19, some of my classmates utilized Kahoot as a study tool. Additionally, apps like Quizlet enabled us to collaboratively create virtual flashcards on our mobile devices, enhancing our study experience.
Virtual patient simulation, blending elements of simulation and gaming, offers interactive digital scenarios for learners to navigate through clinical situations. This technology provides a secure space for nurses to encounter and learn from diverse patient cases, refining clinical reasoning skills and decision-making. “The experimental results show that the VP-based social learning approach not only facilitated students’ self-efficacy and clinical reasoning, but also assisted in expanding their learning scope and re-organizing their acquired knowledge” (Hwang et al., 2022, para. 8). Although my nursing school lacked access to immersive virtual reality simulation, I am aware that some medical schools have embraced this cutting-edge tool. This technology was particularly useful due to limited access to animatronic patients.
Nurses can leverage technology not only for their professional growth but also as a potent instrument for patient advocacy. Electronic communication systems, video conferencing platforms, and just-in-time training empower nurses to swiftly access important information and education. Apps such as Zoom and Skype thrived during the COVID-19 era, playing a vital role in my nursing education. Technology facilitates the swift dissemination of updates, guidelines, and safety protocols, ensuring that nurses are well-informed and equipped to advocate for the best interests of both their patients and the nursing profession.
Altmiller, G., & Pepe, L. H. (2022). Influence of technology in supporting quality and safety in nursing education. Nursing Clinics of North America, 57(4), 551–562. https://doi.org/10.1016/j.cnur.2022.06.005
Hwang, G., Chang, C. Y., & Ogata, H. (2022). The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study. Nurse Education Today, 108, 105164. https://doi.org/10.1016/j.nedt.2021.105164