Technology and Innovative Teaching Strategies in Healthcare Education
Course #31003 - $30 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
Preparing individuals to be successful in healthcare careers is complex and demanding. Educators in academia and professional development arenas related to healthcare are challenged with having to deliver complex curriculum and concepts in understandable terms to participants. Participants' success in highly demanding healthcare careers is often contingent on comprehension of this material. With medical treatments, technology, and healthcare delivery changing at a nearly constant pace, many educators find it difficult to relay the most up to date and evidenced based information. They are also challenged with breaking down the content into understandable parts for students to be able to successfully comprehend and apply to their clinical practice. Using technology and innovative teaching strategies can help to overcome these challenges that educators face.
This course is designed for healthcare educators in the academic and staff development sectors, including nursing, medical, and allied health programs.
The purpose of this course is to guide educators in implementing some of the newer, most popular technologies available and innovative strategies in healthcare education.
Upon completion of this course, you should be able to:
- Describe the application of technology to healthcare education, with examples of uses.
- Evaluate the application of innovative strategies to healthcare education.
- Outline how to match an innovative teaching strategy or technology to curriculum content.
- Discuss the incorporation of innovative strategies and/or technology into content, including the role of needs assessment and evaluation.
- Identify resources available to educators to use and implement technology and innovative strategies in teaching.
Jessica Kamerer, EdD, MSN, RNC-NICU, has worked training healthcare providers using simulation methods since 2006. She has experience utilizing simulation in academic and staff development environments. She works with college faculty, residency programs, and hospital educators to develop simulation-based educational programs. Programs range from medical student education in programs such as the family practice residency, nursing and respiratory care programs, to staff development, policy testing, and competency trainings. Her undergraduate degree from Indiana University of Pennsylvania is a Bachelor of Science in Nursing and her Master's degree from Walden University is a Master of Science in Nursing, specializing in education. Her Master's degree capstone project focus was research utilizing simulation to increase the effectiveness of graduate nurse orientation in critical care units. Her Doctorate of Education degree with a concentration in organizational leadership is from Nova Southeastern University. As an expert, Dr. Kamerer provides trainings on learner-centered teaching pedagogies including simulation, as well as consults on development of simulation curriculums, research, and grant writing. Her medical background includes emergency medicine, mental health, and neonatal intensive care. She has a specialist RNC certification as a neonatal intensive care nurse. Dr. Kamerer has been published and presented locally, nationally, and internationally on a variety of topics related to simulation, innovative teaching strategies, and neonatal medicine. She is currently a nursing faculty member and Director of Corporate Programs and Lifetime Learning at Robert Morris University.
Contributing faculty, Jessica Kamerer, EdD, MSN, RNC-NICU, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sharon Cannon, RN, EdD, ANEF
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.