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Integrate iPads Into Bloom's Digital Taxonomy With This 'Padagogy Wheel' - Edudemic

Integrate iPads Into Bloom's Digital Taxonomy With This 'Padagogy Wheel' - Edudemic | Technology and Nursing Education | Scoop.it
The Padagogy Wheel takes an expanded approach Bloom's Digital Taxonomy and offers 62 iPad apps that fit into the organized chaos that is Bloom's.

Via John Evans
Laureen Turner's insight:

This is an excellent tool. 

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Jim Price's curator insight, May 24, 2013 9:41 AM

'organized chaos' - that's waht teaching really is, and complexity is really organised chaos!

Anjela Webster's curator insight, May 24, 2013 3:21 PM

Gret quick visual reference.

Mohini Lata's curator insight, May 25, 2013 8:15 AM

 

The Pedagogy Wheel is the mobile learning of the ongoing importance of Bloom’s Taxonomy which is fundamental to good teaching and learning. Digital technology learning identifies which tool to be used at different levels of thinking. The pedagogy wheel serves a creative pedagogical use for learning goals which are higher order thinking skills. The action verbs of higher order thinking relates directly to the Draft Australian Curriculum Technologies sub-strand of digital Technologies processes and production skills which states that when using digital technologies students will use a range of digital systems and their components and peripherals. These apps are to serve a creative pedagogical use in mathematical higher order thinking classroom.

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Social Media & Nursing Informatics - Part I - So Many Questions - ADVANCE (blog)

Social Media & Nursing Informatics - Part I - So Many Questions ADVANCE (blog) Regina Wysocki, BSN, RN, school nurse, wrote that social media "is a way for nurses who work in the informatics field as well as nurses who might be interested in...
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27 Strategies to Motivate Students in Class ~ Educational Technology and Mobile Learning

27 Strategies to Motivate Students in Class ~ Educational Technology and Mobile Learning | Technology and Nursing Education | Scoop.it

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2014 Nursing Informatics Workforce Survey | HIMSS

2014 Nursing Informatics Workforce Survey | HIMSS | Technology and Nursing Education | Scoop.it
This survey captures Nursing Informatics salary, professional status and practice trends while identifying changes that have occurred over the last 9 years in the nursing informatics workforce. (#Nursing informatics - specialty rising?
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The Art of Informatics [Infographic] - Business 2 Community

The Art of Informatics [Infographic] - Business 2 Community | Technology and Nursing Education | Scoop.it
The Art of Informatics [Infographic]
Business 2 Community
Nursing informatics is one of the fastest growing sector within the healthcare industry.
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Clinical Informatics and service redesign, the HEAT is on by ...

Clinical Informatics and service redesign, the HEAT is on by ... | Technology and Nursing Education | Scoop.it
Mental Health Services across Scotland are working hard on improving access to both mental health and psychological services. The approach being taken in NHS Ayrshire and Arran has included a complete rethink on how ...
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The Hitchhiker’s Guide to nursing informatics theory: using the Data-Knowledge-Information-Wisdom framework to guide informatics research | OJNI

The Hitchhiker’s Guide to nursing informatics theory: using the Data-Knowledge-Information-Wisdom framework to guide informatics research | OJNI | Technology and Nursing Education | Scoop.it
RT @paulasmeal: http://t.co/faXVf9gNWg Interesting theoretical framework for nursing informatics. I like the addition of wisdom to this fr…
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Excellent description of nursing informatics theory 

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HIMSS Nursing Informatics Community Weighs In on Revised Scope ...

HIMSS Nursing Informatics Community Weighs In on Revised Scope ... | Technology and Nursing Education | Scoop.it
By Joyce Sensmeier & Christel Anderson The HIMSS Nursing Informatics Community, representing more than 6000 nurse informaticists seized the opportunity to provide comments to the American Nurses Association (ANA) ...
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Social media use in nursing education. [Online J Issues Nurs. 2012] - PubMed - NCBI

PubMed comprises more than 23 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
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Demand for informatics nurses rises

Demand for informatics nurses rises | Technology and Nursing Education | Scoop.it
Nurses can have a promising future in nursing informatics, a specialty that combines nursing information and knowledge with management of data and information technology.
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Ten essential tips for searching the Web | Macworld

Ten essential tips for searching the Web | Macworld | Technology and Nursing Education | Scoop.it
Searching for the right results among the billions of pages on the Web? You don't need just a search engine; you also need some know-how.

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How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Business | Wired.com

How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Business | Wired.com | Technology and Nursing Education | Scoop.it
Students in Matamoros, Mexico weren't getting much out of school -- until a radical new teaching method unlocked their potential.

Via Mathew Mitchell
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As nursing educators  - this is a challenge - how do we take what we "have to teach" and turn our classrooms into student centered areas of inquiry ? 

 

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Laureen Turner's comment, October 16, 2013 11:29 AM
This is amazing - what a wonderful, heartfelt story.
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Excellence in nursing education generates outstanding patient care - StandardNet

Excellence in nursing education generates outstanding patient care - StandardNet | Technology and Nursing Education | Scoop.it
Excellence in nursing education generates outstanding patient care
StandardNet
Our School of Nursing in the Dr. Ezekiel Dumke College of Health Professions at Weber State University commemorates its 60th anniversary this year.
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11 health care social media stats to turn heads

11 health care social media stats to turn heads | Technology and Nursing Education | Scoop.it

Nowadays, social media is usually included in our hospital, clinic and/or physician marketing and public relations campaigns. I compiled a list of recent statistics that still validates why we all need to embrace social media technology and seek out opportunities to use it effectively.

 

Twenty-eight percent of people who use social media for personal reasons support a health-related cause using social media.Mayo Clinic’s podcast listeners jumped to 76,000 in one month after the clinic started using social media.Sixty percent of people who use social media trust posts by their doctors. 55% trust hospital posts.Eighty-seven percent of doctors use social media for personal reasons. 67% of those doctors use social media for professional use.Only 15% of hospitals hire a full time social media manager. 6% assign an intern.Patients are most likely to share information about their health using social media with doctors and hospitals more than other groups or people.Of more than 1,500 hospitals nationwide who have an online presence, Facebook is most popular.Eighty-eight percent of physicians use the Internet to research pharmaceutical, biotech and medical devices.California, Texas and New York hospitals use social media the most of any other state.Massachusetts General Hospital’s emergency department researchers worked to create iPhone app EMNet finder, directing users to the closest ER anywhere in the U.S.During the deadly 2009 shooting rampage at Fort Hood, Scott & White Healthcareemployees offered constant updates on ER access, hospital status, Red Cross news and more. S&W’s rank of Twitter followers increased by 78%.

New statistics fly across our desks and smartphones every day, what statistics catch your attention? Please share in the comments section below.


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eMedToday's curator insight, October 2, 2013 8:00 PM

interesting facts

Allison Emma Schizkoske's curator insight, October 9, 2013 8:00 PM

this is interesting to see the stats and see what precent of people do trust thier doctors post online. This is some really interesting numbers. 

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It's time to embrace informatics - Nursing Times

It's time to embrace informatics - Nursing Times | Technology and Nursing Education | Scoop.it
It's time to embrace informatics
Nursing Times
Nursing informatics is the use of information and technology to support practice, education and research.
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CPOE Adoption on ADVANCE for Nurses

CPOE Adoption on ADVANCE for Nurses | Technology and Nursing Education | Scoop.it
Informatics nurses gather crucial data, perform evidence-based research and design, and implement systems to improve the quality of patient care. According to the American Nurses Association, nursing informatics is "a ...
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Excellent method for decreasing errors. 

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It’s just not good enough in 2014 to say ‘I don’t do technology’

It’s just not good enough in 2014 to say ‘I don’t do technology’ | Technology and Nursing Education | Scoop.it
The term “nursing informatics” is often used and misused in healthcare, Anne Cooper from NHS England explains what it really means and how it affects each and every one of you (Nursing: 'It's just not good enough in 2014 to say you don't do technology'...
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'iLabs' offer a new way to add science experiments to online education

'iLabs' offer a new way to add science experiments to online education | Technology and Nursing Education | Scoop.it
Stanford Professor Lambertus Hesselink  makes digital versions of real-world science experiments available to anyone on the Internet.

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Infographic: 2014 Nursing Informatics Workforce Survey - HIT Consultant

Infographic: 2014 Nursing Informatics Workforce Survey - HIT Consultant | Technology and Nursing Education | Scoop.it
Healthcare Informatics Infographic: 2014 Nursing Informatics Workforce Survey HIT Consultant Today at HIMSS 2014, HIMSS released the results of the 2014 HIMSS Nursing Informatics Workforce Survey, which examines the roles, responsibilities and...
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What is Nursing Informatics?

What is Nursing Informatics? | Technology and Nursing Education | Scoop.it
One of the biggest specialties to emerge in the past few years is nursing informatics. But what is it and how can it help in patient care? (RT @InforenfSEIS: What is nursing informatics?
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iPad Apps Can Support Evidence-Based Practice

iPad Apps Can Support Evidence-Based Practice | Technology and Nursing Education | Scoop.it

The American Speech-Language, Hearing Association (ASHA) uses a well-known definition put forth by David Sackett and colleagues to define evidence based practices. 


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Kathleen McClaskey's curator insight, December 30, 2013 1:03 PM

According to The National Professional Development Center (NPDC) many interventions for autism exist, only some have been shown to be effective through scientific research. Interventions that researchers have shown to be effective are called evidence-based practices. Currently, the Center has identified 24 evidence-based practices.

 

Here is a comprehensive list of iPad apps that support evidence based practice for both speech language pathology and autism spectrum disorders. The table is meant for informational purposes only to illustrate how apps support evidence based practice and to use as you determine appropriate.

 

www.proactivespeechtherapy.com

Kaylee Shepherd's comment, February 12, 9:34 AM
5. Education teachers and therapists are using ipads to help kids with diseases learn. Every student will have different preferences and individual needs. It is the educational teacher's job to find the best "fit" for each student.
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Examples of Social Media Use in Nursing Education

Examples of Social Media Use in Nursing Education | Technology and Nursing Education | Scoop.it

Blogging, Twitter®, Facebook®, and LinkedIn® are common and logical places to begin social media integration into nursing curriculum. The NLN highlights three core content areas for nursing informatics courses: computer literacy, information literacy, and informatics (NLN, n.d.). Other key areas of curricular emphasis through the use of social media include professional communication; health policy; patient privacy and ethics; and writing competencies. Several varied examples of social media in nursing curricula follow to illustrate some typical applications. 

Informatics Courses

The design of one undergraduate informatics course incorporated the three NLN nursing informatics core areas by using social media. To that end, students in this course were required to:

submit no paperwork in a Microsoft Word® document or physical paper format

create a blog in which they wrote professionally on certain topics; create a sound webliography on a healthcare topic; and keep a course journal

create a Twitter® account with a specified number of legitimate healthcare and nursing followers; a specific number of substantial interactions with others; and attendance and participation in at least one online nursing or healthcare chat within this platform

use and explore other social media and Web 2.0 tools (e.g., SlideShare®, Slide Rocket®, Glogster®, Prezi®) to engage in collaboration on group projects and presentations. (Schmitt and Lilly, 2011)

The purpose of using social media tools to facilitate such integration was to emphasize professional communication; better improve student comprehension and use of technology beyond electronic medical records (EMR) and personal computer word processing programs; and enhance student networking and collaboration with other nurses globally.

Prior to engaging in these social media platforms all students completed Health Insurance Portability and Accountability Act (HIPAA) educational training and required reading in regard to privacy, ethics, and professional communication. Students wrote about and presented through these mediums on course content issues including nursing informatics, meaningful use, the IOM report on the future of nursing, evaluation of electronic health record systems, privacy, security, and patient use of the Internet and technology as a health resource. This particular class was further revised during the 2011–2012 academic year by nurse informaticist Kezia Lilly to include student creation of electronic portfolios, podcasts, Vokis®, multimedia presentations, and LinkedIn® profiles to assist students with networking and applying for further education or future employment. The following descriptions of e-portfolio, Twitter®, and Wikipedia® assignments provide more specific details about how the undergraduate and/or graduate level informatics courses incorporated social media tools.

E-portfolios. One assignment often used to assist students in professional communication and networking is the e-portfolio, which is assigned to undergraduates in the informatics course and carried through to their capstone course in the RN-to-BSN program. Students are instructed on how to create an e-portfolio through Google, also known as a Googlio®. A tutorial for beginning Googlio accounts is provided (Googlios, n.d.) and several articles on e-portfolio reading are provided. Students are instructed to load specific assignments; a professional resume and photo; mission statement; and any other professional items that display involvement, community work, and knowledge. Private information is excluded, but students are encouraged to provide a contact e-mail for prospective viewers who may have interest in their work. Students add to this e-portfolio (e.g., major assignments, attendance at conferences) throughout each course. Students are free to explore other mediums for creation of their e-portfolio, such as Wordpress® and Blogger®. In our experience, the creation of e-portfolios through Google® has been particularly helpful and has allowed students to track evidence of their RN-to-BSN program learning in one centralized area. The e-portfolios are used by students after program completion as a way to easily display professional nursing and specialty knowledge to employers.

Twitter®. Another required activity in the undergraduate informatics course helps students to better understand why people engage in social media; how people seek health information there; and how social media can be used as a networking and information gathering tool. Undergraduate students participate in a "Twitter®" assignment and are required to do the following:

create a Twitter® account at the beginning of the course

learn how to use a secondary platform to manage the Twitter® account such as Tweetdeck® or Hootsuite®

begin following at least 60 legitimate nursing and health care Twitter® resources

have 40 legitimate followers in nursing and health care to their account by the end of the course

engage in a set number of substantial of microblog updates which must be related to current information in healthcare but follow all privacy guidelines

demonstrate the use and understanding of hashtags

engage in at least one health care related 'chat' during the duration of the course.

 

Assignments are graded based on a rubric and each student shares their account with faculty and others in the course. Faculty also use the course number as a hashtag and hold weekly class "chats" to discuss current topics in nursing and course information or issues.

 

Wikipedia® . An activity within graduate informatics courses required students to write Wikipedia® articles on topics related to health and/or informatics (Booth, Stern, & Tkac, 2012). Students were requested to search Wikipedia® for articles or subjects that were either poorly written or missing from the encyclopedia. Working in small groups, students presented and verbally defended the importance of their proposed Wikipedia® topic/article to the course instructor. Upon ratification by the instructor, students either generated a new article for Wikipedia® or updated an existing article into a scholarly, lay-language, encyclopedia entry. Very quickly, a number of students found their additions challenged by Wikipedia® editors or modified by other users of Wikipedia®, teaching them the importance of accuracy and the peer review process. In one case, students had to defend and justify the uniquenessof their article, as it had been flagged for merger with another topic of similar underpinning. The Wikipedia® criteria for a good article [Available:http://en.wikipedia.org/wiki/Wikipedia:Good_article_criteria] were operationalized into a rubric for the students, and their updates/revisions were graded accordingly. …students demonstrated comprehension of privacy, health care policy issues, ethics, and an improvement in both professional writing and engagement. Overall, students commented that they were impressed with the rapidity with which information was shared, critiqued, and modified on Wikipedia®. Similarly, most students reflected that they felt attached to their newly revised or created articles, leading a few to state they planned to follow and update their pages beyond the duration of the course.

Through these activities, students demonstrated comprehension of privacy, health care policy issues, ethics, and an improvement in both professional writing and engagement. Integration of technology throughout this course helped students demonstrate attainment of TIGER competencies along with achieving better understanding of computer science, library science, information management, and professional conduct in online environments. Qualitative and quantitative responses from students in course evaluations showed initial trepidation but ended with enthusiasm for the many new skills and understandings they had gained.

Graduate Nurse Educator Programs

To actively engage and prepare graduate nurse educator students, we developed a graduate course, Technology for Healthcare Education (Sims-Giddens, 2011). This course prepares future faculty to assess the variety of generations and learning styles in classrooms and to go beyond PowerPoint presentations. By exploring strategies to utilize technology and digitally enhance course content, nurse educator graduate students learn the significance and process of incorporating social media (e.g., class social media sites), YouTube productions, and podcasts.

Graduate students are encouraged to pilot social media strategies in practicum courses. One graduate student incorporated a private blog in place of a reflective journal so undergraduate nursing students could share successful clinical experiences or procedures with peers, as well as express any frustrations encountered. Another student incorporated a class wiki for undergraduates to complete a group assignment, providing them opportunity to learn the importance of teamwork and group dynamics.

Before learning to use technology for a classroom application, many graduate students used Facebook® to connect with friends and family but had not explored other social networking sites nor considered use of social media in graduate education. Brainstorming sessions allowed students to identify new applications to actively engage undergraduates in the classroom. Students became excited thinking of faculty research and collaborative opportunities within and across nursing programs, as well as across colleges and universities.

Using Social Media beyond Informatics Courses

A different approach was to embed the use of social media technologies alongside traditional teaching methods in a senior-level nursing theory course. The author screen-recorded and narrated animated Prezi® slideshows of both clinical and professional situations. The videos were then subsequently uploaded to the author's personal Vimeo® account and the link shared through the university's learning management system. Discussion of the video narrative and preparatory readings for the class were completed online and further extended during the face-to-face element of the class. Overall, students found the teaching approach to be engaging. This approach allowed for a more complex situation to be presented, given the audiovisual nature of the case scenarios.

Another collaborative application was piloted between nursing programs in America, Finland, and the Philippines. Faculty established a private wiki and students in community health classes were invited to participate in a global health perspectives assignment. Students introduced themselves by creating personal, narrated Power Point presentations; wrote and shared essays about health promotion and prevention and the relationship between health and the environment; and developed Power Point presentations about health care delivery systems and community health services in their countries. This exchange encountered challenges, such as faculty time to develop the collaborative group and how best to include and evaluate the assignments for a particular course. The logistics of university calendars and time zone delays presented scheduling problems. Benefits of the collaborative assignment included student exposure to international cultures and health care delivery systems, and trying new technology (Finnish students narrated using Power Point for the first time). Student comments from this exchange were very positive and encouraged faculty to continue the collaborative effort. Faculty learned about educational and curricular differences, and negotiated assignments and evaluation so the learning experience would benefit students. This virtual collaborative was an exciting adventure, one that will be discussed, refined, and repeated.


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Peter Wilkinson www.peter.uk.com's curator insight, November 17, 2013 8:05 AM

If you are in London on 20 Nov it will be worthwhile booking to come to this event.

 

Serious Networking, Top Speakers and Fun, Fun, Fun

 

Join us at ‘The social Media Business Club’ on 20 November in Piccadilly 

 

Here is the link for more info https://social-media-business-club.eventbrite.co.uk/ ;

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Killer apps that could keep you healthy

Killer apps that could keep you healthy | Technology and Nursing Education | Scoop.it
For those wanting to keep their distance from health threats like E. coli-contaminated lettuce or the flu, there are two upcoming apps for that.

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Transforming Teaching Practice with the iPad - Free 3 part video series from Justin Baeder

Transforming Teaching Practice with the iPad - Free 3 part video series from Justin Baeder | Technology and Nursing Education | Scoop.it

Via Tom D'Amico (@TDOttawa)
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Sun Tzu's The Art of War, Illustrated (Chapter 5: Energy)

Sun Tzu's The Art of War, Illustrated (Chapter 5: Energy) | Technology and Nursing Education | Scoop.it
Chapter 5: Energy 1. Sun Tzu said: The control of a large force is the same principle as the control of a few men: it is merely a question of dividing up their numbers. 2.

Via Mathew Mitchell
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An awesome thought into how to take notes. I dont draw - but I could do this. 

 

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Mathew Mitchell's curator insight, October 15, 2013 12:49 PM

Didn't think you could draw? Check out Jessica Hagy. Using simple drawings (and a big dollop of humor) she's illustrated a classic book!

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4 Common Questions About Nursing Informatics Finally Answered - NurseTogether

4 Common Questions About Nursing Informatics Finally Answered http://t.co/vOsLYsLXSm
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Interesting commentary 

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