Telecommunications Learning In Nursing Education Introduction
In the modern age, telecommunications has dramatically influenced how information is transmitted, including in nursing education. As a means of communicating information, telecommunications encompasses various modes such as television, telephone, video conferencing, and satellite broadcasting. It enables the distribution of educational content over great distances, reaching diverse audiences across multiple locations simultaneously. In nursing education, telecommunications plays a crucial role in enhancing both student learning and patient education, particularly in remote and underserved areas. The following sections will explore various telecommunications technologies, their impact on nursing education, and how computer-based resources are integrated into the learning experience.
What is Telecommunications Learning?
Telecommunications is defined as the electronic transmission of information over distances through various forms, including television, telephones, audio and video teleconferencing, and satellite broadcasting. In healthcare education, telecommunications technologies have enabled the dissemination of health information and education to vast audiences, overcoming geographical barriers (Austin & Husted, 1998; Tones & Tilford, 2001).
Television
Television, one of the most pervasive telecommunications devices in households worldwide, has traditionally been used for entertainment. Today, its role has expanded significantly, and it is now a powerful educational tool in homes, schools, businesses, and healthcare settings (MDM Commercial, 2015). With more televisions in private residences than telephones in the United States, TV has become an integral part of delivering educational content.
Television has been proven to be more effective than written information alone and is as effective as other audiovisual tools in enhancing knowledge and influencing behavior change. A review of more than 30 studies on the use of television as an educational aid revealed its role in increasing knowledge, skills, and influencing behavior (Nielsen & Sheppard, 1988; UNESCO, 2007). The strength of television lies in its ability to engage viewers across cognitive, affective, and psychomotor domains, as seen in the repetitive and simple messaging of TV commercials. These are designed to shape the behaviors of specific audiences effectively.
In the context of nursing and health education, cable television offers opportunities for disseminating health information to a broad audience. Cable TV is legally required to offer public access programming, allowing community members and organizations to broadcast their programs. This feature provides an affordable means of distributing educational content, as health programs can be broadcast to any home with cable access (Palmer, n.d.). However, the drawback is the lack of control over who watches these programs, and the absence of an interactive, real-time question-and-answer feature, unless it is coupled with phone-in options.
In contrast, closed-circuit television (CCTV) allows educational content to be broadcast to specific, controlled environments such as patient rooms or hospital units. This form of telecommunication offers flexibility, as patients or healthcare professionals can request specific programs at any time, similar to the on-demand service seen in hotels (Falvo, 2010). This continuous or intermittent programming ensures that educational content is accessible as needed. However, it is essential for nurse educators to follow up with learners to answer questions and assess whether learning has occurred.
Satellite broadcasting represents a more advanced form of telecommunications that allows the transmission of educational content to distant locations. Although it is more expensive, satellite broadcasting has the potential to reach a global audience with diverse educational programming. Many healthcare institutions receive satellite-broadcasted health education, even if they cannot afford to broadcast their own programs. New satellite technologies continue to be developed to expand the availability of educational content on a worldwide scale.
Video Teleconferencing
Video teleconferencing has emerged as a cost-effective and efficient method for continuing education and staff development in nursing. This technology enables healthcare professionals across large geographical areas to access high-quality educational programs without the need for travel. Various health networks, including channels like Lifetime, provide programming for cable companies and hospitals that deliver health-related content to staff and patients (Scott & Shankar, 2015). The use of video teleconferencing is becoming increasingly popular as a means of maintaining the quality and viability of continuing education programs.
Telephones
The telephone is an indispensable tool in modern life, and its use in healthcare education is no exception. Americans rely heavily on both wireless and landline telephones, making them an ideal platform for delivering health-related educational content. Recognizing this, many healthcare organizations offer telephone-based educational services. For example, the American Cancer Society has established a toll-free number where the public can access brief, pre-recorded messages on various types of cancer. Hospitals and healthcare facilities also provide telephone-based services, offering information on disease prevention, treatment options, and health referrals.
Telephones are increasingly being used to deliver support and educational interventions in chronic disease management, such as diabetes and breast cancer care. Research has shown that telephone-based consultations can help patients adjust to chronic conditions and manage their self-care more effectively (Chamberlain, Tulman, Coleman, Stewart, & Samarel, 2006; Handley, Shumway, & Schillinger, 2008; Kivela, Elo, Kyngas, & Kaariainen, 2014; Mons et al., 2013). Moreover, telephones are becoming a common tool for patient follow-up after hospital and clinic visits (Eisenberg, Hwa, & Wren, 2014; ElHalwagy & Otify, 2009). Telephone support has also been used to motivate patients to increase their physical activity levels (Green et al., 2002).
These telephone-based services are generally inexpensive and can be operated by individuals with minimal medical training, as the educational content is pre-typed by experts. However, a key limitation is the lack of opportunity for patients to ask questions in real-time. Despite this, many healthcare organizations have established telephone hotlines staffed by healthcare professionals who can provide real-time, personalized information and feedback. Poison control hotlines are one such example of the effective use of telephone services in healthcare education.
Computer Learning Resources in Nursing Education
In today’s technological society, the role of computers in education, particularly in nursing, cannot be overstated. Computers have become widespread in various sectors, including healthcare, and are now increasingly being integrated into nursing education. Computer-assisted instruction (CAI) allows for the storage of vast amounts of information and the presentation of educational content in a dynamic format, including text, graphics, and multimedia. In healthcare settings, CAI has been successfully implemented in clinics and medical offices, where patients can access educational content in waiting rooms (Andersen, Andersen, & Youngblood, 2011; Wofford, Smith, & Miller, 2005).
Computers provide an engaging learning experience by incorporating a multimedia approach that stimulates learners and transforms learning into an interactive, problem-solving process. CAI promotes the development of critical thinking skills, which are essential in nursing practice (Huang, 2005). The interactive nature of CAI makes it a powerful tool in nursing education, especially in promoting cognitive development. Research has shown that CAI enhances learning efficiency and improves information retention (Fox, 2009; Lewis, 1999).
In addition to being an effective tool for teaching cognitive skills, computers can also support the development of affective and psychomotor skills. The interactive nature of CAI allows learners to receive immediate feedback, facilitating the reinforcement of learning without the presence of an instructor (DiGiacinto, 2007). Research indicates that the combination of illustrations (visual information) and narration (verbal information) via computer enhances recall and comprehension among learners.
CAI Advantages in Nursing Education
CAI offers several advantages in nursing education. One of the key benefits is the ability to individualize instruction to meet the learner’s specific needs. Lessons can be tailored to the learner’s pace, allowing them to move quickly or slowly through the content without penalty for mistakes. Educational computer games, for example, are designed to teach subjects at varying skill levels, offering progressively complex problems at a pace determined by the learner.
Another advantage of CAI is that instructors can monitor the learner’s progress through continuous assessment. The computer tracks the learner’s responses, providing valuable feedback to both the educator and the learner. This ongoing assessment allows educators to adjust the content based on the learner’s level of understanding, ensuring that learning objectives are met. Furthermore, CAI provides immediate feedback to the learner, reinforcing knowledge and skills.
CAI also offers valuable resources for individuals with disabilities, such as those with aphasia, motor difficulties, or visual and hearing impairments. Assistive technologies, including screen readers, enable learners with visual disabilities to access educational content by converting electronic text into spoken language. However, despite the many advantages of CAI, learners with physical disabilities or those who lack computer literacy may face challenges in accessing and using computer-based educational tools.
Barriers to CAI in Nursing Education
Despite its many advantages, the implementation of CAI in nursing education is not without challenges. The high cost of hardware and software is a significant barrier, particularly for educational institutions with limited budgets. Most CAI programs must be purchased, as they are too time-consuming and complex for educators to develop on their own (Encyclopedia Britannica, 2016; Huang, 2005).
Another barrier is the lack of computer literacy among some learners and healthcare professionals. While computer literacy is increasing among younger generations, many older adults and some healthcare professionals may be uncomfortable using computers. This is particularly true for older adults, who may be computer illiterate or lack access to the necessary technology, even if they are willing to learn (Prensky, 2001).
However, as computers become more common in households and workplaces, computer literacy is expected to improve. Additionally, more research is needed on how age-related cognitive changes may impact the design and use of multimedia learning environments for older learners (Pass, Van Gerven, & Tabbers, 2014).
Instructional Materials in Nursing Education
Selecting the right instructional materials is crucial for nurse educators, as they must consider the needs of the learner, the medium, and the task at hand. The decision-making process involves evaluating the effectiveness of different educational tools based on the size and characteristics of the audience, the learning objectives, and the availability of resources. Instructional materials can include printed materials, demonstrations, audiovisual tools, and computer-based resources.
Printed materials, such as brochures and pamphlets, remain popular in nursing education. These materials allow learners to review information at their own pace. However, it is essential to ensure that printed materials are written at an appropriate reading level for the target audience. Research has shown that learners retain more information when they are actively engaged in the learning process, making interactive and multimedia materials more effective than print alone.
Demonstration materials, such as models, real equipment, and visual displays, provide hands-on learning experiences that enhance psychomotor and cognitive skills. These tools are especially useful in developing technical nursing skills. Audiovisual materials, including videos and multimedia presentations, have become increasingly popular due to their ability to engage multiple senses and improve retention of information.
The Growing Role of Multimedia in Nursing Education
Multimedia resources, such as video recordings and interactive programs, are now widely used in nursing education. Videos, in particular, are effective tools for teaching clinical skills, as they allow learners to visualize procedures and techniques. Studies have shown that nursing students who watch videos perform better in clinical skills assessments than those who rely solely on written instructions (Salina et al., 2012). Additionally, video resources are increasingly being used to educate patients on disease management and prevention.
For example, a study analyzing YouTube videos as a source of patient education for chronic obstructive pulmonary disease (COPD) found that while the quality of the content varied, YouTube has the potential to serve as a valuable educational resource for patients (Stellefson et al., 2014). Similarly, educational videos have been used effectively to teach the prevention of oral diseases, as demonstrated in a study conducted in India (Shah, Mathur, Kathuria, & Gupta, 2016).
Multimedia tools are particularly beneficial for learners with low literacy skills or cognitive impairments. Creative approaches, such as using animated cartoons or pictorial manuals, can overcome barriers to learning in these populations. For example, a study comparing printed materials with animated cartoons for educating individuals with intellectual disabilities found that the cartoon format was more effective in conveying the educational message (Leiner et al., 2004).
Challenges and Future Directions in Nursing Education
While the integration of multimedia and telecommunications in nursing education offers many benefits, there are still challenges that need to be addressed. The high cost of technology, the digital divide, and varying levels of computer literacy are significant barriers. Furthermore, the impersonal nature of some computer-based learning experiences may not be suitable for all learners, particularly those who thrive on direct interaction with educators.
Despite these challenges, the future of nursing education lies in the continued integration of telecommunications and multimedia resources. As technology evolves, nursing educators must remain adaptable, exploring new tools and strategies to enhance learning outcomes. Research is needed to continue validating the effectiveness of different educational tools and to explore how these tools can be used to improve both student and patient education.
Conclusion
Telecommunications and computer-based learning resources have transformed nursing education by providing innovative ways to engage learners and improve the delivery of healthcare education. From television and telephones to computer-assisted instruction and multimedia resources, these technologies have revolutionized how nursing students and patients receive information. As the field of nursing education continues to evolve, educators must remain flexible, leveraging the right tools to meet the diverse needs of learners while continuing to evaluate the effectiveness of different educational technologies.