Bani-issa Wegdan, Rempusheski Veronica F
University of Sharjah, College of Health Sciences, Department of Nursing, P.O. Box No. 27272, Sharjah, United Arab Emirates.
University of Delaware School of Nursing, 207 McDowell Hall, 25 N. College Avenue, Newark, DE 19716, USA.
Nurse Educ Today. 2014 Jun;34(6):906-11. doi: 10.1016/j.nedt.2014.01.006. Epub 2014 Jan 23.
Technology has changed healthcare institutions into automated settings with the potential to greatly enhance the quality of healthcare. Implementation of electronic health records (EHRs) to replace paper charting is one example of the influence of technology on healthcare worldwide. In the past decade nursing higher education has attempted to keep pace with technological changes by integrating EHRs into learning experiences. Little is known about educators' teaching beliefs and the use of EHRs as a teaching strategy.
This study explores the composition of core teaching beliefs of nurse educators and their related teaching practices within the context of teaching with EHRs in the classroom.
A collective case study and qualitative research approach was used to explore and describe teaching beliefs of seven nurse educators teaching with EHRs. Data collection included open-ended, audio-taped interviews and non-participant observation. Content analysis of transcribed interviews and observational field notes focused on identification of teaching belief themes and associated practices.
Two contrasting collective case studies of teaching beliefs emerged. Constructivist beliefs were dominant, focused on experiential, student-centered, contextual and collaborative learning, and associated with expanded and a futuristic view of EHRs use. Objectivist beliefs focused on educators' control of the context of learning and were associated with a constrained, limited view of EHRs. Constructivist educators embrace technological change, an essential ingredient of educational reform.
We encourage nurse educators to adopt a constructivist view to using technology in teaching in order to prepare nurses for a rapidly changing, technologically sophisticated practice.
技术已将医疗机构转变为自动化环境，有可能极大地提高医疗质量。实施电子健康记录（EHR）以取代纸质病历就是技术对全球医疗保健影响的一个例子。在过去十年中，护理高等教育试图通过将电子健康记录整合到学习体验中来跟上技术变革的步伐。关于教育工作者的教学信念以及将电子健康记录作为一种教学策略的使用情况，人们了解甚少。
本研究探讨了在课堂上使用电子健康记录进行教学的背景下，护士教育工作者核心教学信念的构成及其相关教学实践。
采用集体案例研究和定性研究方法，以探索和描述七位使用电子健康记录进行教学的护士教育工作者的教学信念。数据收集包括开放式录音访谈和非参与性观察。对转录访谈和观察现场笔记进行内容分析，重点是确定教学信念主题和相关实践。
出现了两个形成对比的关于教学信念的集体案例研究。建构主义信念占主导地位，侧重于体验式、以学生为中心、情境化和协作式学习，并与对电子健康记录使用的扩展和未来主义观点相关联。客观主义信念侧重于教育工作者对学习情境的控制，并与对电子健康记录的受限、有限观点相关联。建构主义教育工作者接受技术变革，这是教育改革的一个重要因素。
我们鼓励护士教育工作者在教学中采用建构主义观点来使用技术，以便让护士为快速变化、技术复杂的实践做好准备。
