Technology in Clinical

Technology in Clinical


ACU 608 Ass 2 Q.
Assessment 2: Essay – New technologies in clinical education
You are required to write an academic essay to discuss the use of two new technologies that you have utilised or will utilise in your teaching field. To complete this essay you need to describe and evaluate different technologies and teaching methods. For example, you might explore the use of wikis, digital storytelling, social bookmarking tools, online role plays, simulations, the use of smart phones for videoing and documenting learner learning, the use of video conferencing, and so on.
You are required:
• to describe why and how the technologies are used
• to compare and contrast the advantages and limitations of the technologies you have used in your teaching
• to evaluate the impact of these technologies on your teaching strategies and methods, e.g., how these technologies and strategies complement your teaching philosophy and approach to learner engagement
• to analyse educational theory that underpins the use of these learning technologies in your simulated or real clinical settings, and
• to evaluate the ethical, legal and moral issues that you could encounter while using these technologies in your teaching.
Your discussion should be supported by the evidence of relevant and contemporary learning and teaching literature (a minimum of 12 references required). See the marking rubric on pages 18-19. A formal academic writing style is expected. Your essay should be well organised, clear, logical and engaging.
Headings are encouraged.
APA 6th reference style is required.

Weighting: 40%
Length: 2000 words
Purpose: The purpose of this essay is to give you as a facilitator/educator the opportunity to evaluate
contemporary technologies for use in clinical education in your simulated / real clinical settings.
Learning outcomes assessed: 1 , 2, 3, 4
How to submit: The essay (word doc.) should be submitted to Turnitin by the due date/time. Plea

The following should be precise in your essay.

Clear concise and well-structured introduction and conclusion 10 marks. Explicitly states the argument and clearly sets out the steps the essay will take to support it. Conclusion effectively summarises the arguments and presents the final position.

There is evidence of both depth and breadth of reading. A comprehensive argument is presented, and is supported by adequate and evidence-based literature
The student has evaluated the impact of the chosen technologies on their own teaching. There is an in depth consideration on how these technologies complement their teaching philosophy and approach to learner engagement

Accurate use of APA referencing style in all instances. A wide range of in-text citations has been used. A minimum of 12 peer reviewed journals or texts are used.
There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. The essay is read without interruption.

References should come from the following sources and any others. 12 from below and the rest can be from other sources.

Avis, J., Fisher, R., & Thompson, R. (2010). Teaching in lifelong learning: A guide to theory and practice.
Maidenhead, UK: Mcgraw Hill/Open University Press.
Bastable, S. B. (2008). Principles of teaching and learning for nursing practice (3rd ed.). St. Louis: Jones and
Bartlett Publishers.
Cottrell, S. (2011). Critical thinking skills: Developing effective analysis and argument. Basingstoke: Palgrave
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works (2nd ed.).
Alexandria, Virginia USA: ASCD.
Gardner, J. (Ed.). (2012). Assessment and learning (2nd ed.).London, UK: Sage.
Gravells, A. (2012). Preparing to teach in the lifelong learning sector (5th ed.) Exeter: Learning Matters.
Higgs, J., Ajjawi, R., McAllister, L., Trede, F., & Loftus, S. (2012). Communicating in the health sciences (3rd
ed.). Victoria: Oxford University Press.
Jarvis, P. (2010). Adult education and lifelong learning (4th ed.). London: Routledge.
Levett-Jones, T. (Ed.). (2013). Clinical reasoning. Australia: Pearson.
Price, K. M., & Nelson, K. L. (2014). Planning effective instruction (5th ed.). Australia: Wadsworth.
Quinn, F., & Hughes, S. J. (2007). Quinn’s Principles and practices of nurse education. (5th. ed.). London:
Cengage Learning EMEA.
Rose, M., & Best, D. (2005). Transforming practice through clinical education, professional supervision and
mentoring. Edinburgh, NY: Elsevier Churchill Livingstone.
Scaife, J. (2009). Supervision in clinical practice: A practitioner’s guide (2nd ed.). New York: Routledge.
Uhler, B. (2012). Engaging in the scholarship of teaching and learning. Virginia: Stylus Publishing.

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Bennett, D., Bremmer, N., & Sowell, R. (2003). Developing an accelerated BSN program: the KSU partnership model. The Nursing Shortage: Strategies for Recruitment in Clinical Practice and Education, H. Feldman. NY, USA, Springer Publishing Co.
Chan, A., & Wood, V. (2010). Preparing tomorrow’s healthcare providers for interprofessional collaborative patient-centred practice today. UCBMJ 1(2), 22-24. Retrieved from
Diamond, J. (2006). Au revoir to partnerships: what’s next? International Journal of Public Sector Management 19(3), 3278-286.
Ernest Young. (n.d). Ensuring Australia’s economic sustainability Retrieved from—Public-Sector/Government-Agenda-2014—7—Health
Johnson, A. 2014. Health literacy, does it make a difference? Australian Journal of Advanced Nursing, 31(3): 39-45
McKenna, L. & Wellard, S (2004) Discursive influences on clinical teaching in Australian undergraduate nursing programs. Nurse Education Today, 24(3), 229-235.
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Rowe, M. and C. Devanney (2003) Partnership and the governance of regeneration. Critical Social policy, 23(3), 375-397.
Wildridge, V., Childs, s., Cawthra, L., & Madge, B. (2004). How to create successful partnerships – a review of the literature. Health Information and Libraries Journal, 21, 3-19.
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Csokasy, J. (2009).Philosophical foundations of the curriculum, In D. Billings, D. McGovern. & J.A. Halstead (Eds.), Teaching in nursing : A guide for faculty (3rd ed.) (pp.105-113). St. Louis, Mo: Saunders.
Dent, J. A., & Harden, R. M. (2006). A practical guide for medical teachers. London: Harcourt Publishers Limited.
Keating, S. B. (2006), Curriculum development and evaluation in nursing (pp. 49-60). Philadelphia: Lippincott Williams & Wilkins.
Leonard, D. C. (2002). Learning theories A to Z. Westport, CT: Greenwood Press.
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum foundations, principles, and issues (6th ed.). Boston, MA: Pearson. (Chapter 2).
Ornstein, A. C., & Levine, D. U. (1997). Foundations of education. Boston, MA: Houghton Mifflin.
Ornstein, A. C., E. F. Pajak, E. F., & Ornstein, S. B. (2011). Contemporary issues in curriculum (5th ed.). Boston: Pearson, Allyn and Bacon.
Reece, I., & Walker, S. (2007). Teaching, training & Learning: A practical guide (6th ed.). Sunderland: Business Education Publishers.
Sawyer, K.R. (2006). The New Science of Learning. In K.R. Sawyer (Ed.), The Cambridge Handbook of the Learning Science (pp. 1-16). New York: Cambridge University Press.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
Scardamalia, M., & Beriter, C. (2006). Knowledge Building: Theory, Pedagogy and Technology. In K. R.Sawyer (Ed.), The Cambridge Handbook of the Learning Science (pp. 97-115). New York: Cambridge University Press.
Stahl, G., Koschmann, T., & Suthers, D.D. (2006). Computer Supported Collaborative Learning. In K.R. Sawyer (Ed.), The Cambridge Handbook of the Learning Science (pp. 409-425). New York: Cambridge University Press.
Tanner, D. & Tanner, L. (1995) Curriculum development: Theory into practice. New Jersey: Prentice-Hall.

Clare, J., Edwards, H., Brown, D., & White, J. (2003). Evaluating clinical learning environments: creating education-practice partnerships and clinical education benchmarks for nursing. Learning Outcomes and Curriculum Development in Major Disciplines: Nursing. Adelaide: Flinders University Press. pp. 14- 18.
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Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), 82-101.
Herrington, J., Reeves, T.C., & Oliver, R. (2009). A Guide to Authentic e-Learning. Retrieved from
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
Smith, P. L., & Ragan, T. J. (2005). Foundations of instructional design. In, Instructional design. NJ: John Wiley & Sons Inc.
Weller, J. M., Nestel, D., Marshall, S. D., Brooks, P. M., & Conn, J. J. (2012). Simulation in clinical teaching and learning. MJA.196(9),1-5.

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