Notably, the current healthcare environment is focused much on the application of technology in solving most of the healthcare problems that continue to face the country. The application of evidence-based methodology in the care giving process is one such initiative aimed at making sure that only the best care that has been derived from research is employed in providing care to patients. As such, from the foregoing, there is the need to create way for innovations in nursing education with the objectives of addressing future needs of the healthcare system (Laurillard, 2013). It has been proven that technological advancements are a great milestone in ensuring efficiency and effectiveness in the process of nursing education. It also boosts the competence levels of nursing students.
The application of technology in the learning process, however, can be faced with challenges since the cultural backgrounds of nursing students differ. The most significant difference in this situation is the fact that students come from different generations. As such, the competence of different students in absorbing technology affects the ease with which they incorporate this knowledge in their learning. A lack of prior knowledge in the application of informatics in the learning process is a likely source of frustration for learners. Generational differences are usually evident when aspiring nurses who enter college directly after high school are compared to the non-traditional students who have had another career before enrolling in a nursing program (Laurillard, 2013). The point to note here is that nursing students who have come directly from high school have had interactions with current technologies like computers thereby having more exposure to nursing informatics. On the hand, second-career nursing students that have been in environments deficient of computer exposure are likely to find trouble adjusting to the new learning environment. From this comprehension, therefore, this group of students is disadvantaged in the learning process.
References
Laurillard, D. (2013). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
