Advances in technology have made providing health care easier, more effective, and safer

however one must consider the effect all of the technological devices used for delivering and
documenting care have on the relationship between nurses and their patients (Buckner & Gregory, 2011;
Jackson, 2012; Simpson, 2004). Caring has always been considered a core nursing value and the nurse
patient relationship must be preserved along with advances in technology (Buckner & Gregory, 2011). It
is important for nursing students to understand how to use the technology that is available in a way that
enhances compassionate, holistic nursing care keeping the patient as the focus.
Technology in the care environment as well as elsewhere has a physiological effect on human
beings; electromagnetic emissions, sounds, and light can disturb us and create sensory overload (Jackson,
2012). Nurses can also fall into the trap of nursing the monitors instead of the patient (Jackson, 2012). In
order to avoid this nurses must make connections with the patient and keep them at the center of care in
the technology rich environment (Buckner & Gregory, 2011). According to Buckner and Gregory (20110
nurses can accomplish this by making the most of each interaction opportunity with patients by
maintaining presence, minimizing the impact of technology, individualizing interactions, supporting a
caring work environment, explaining the use of technology carefully, and controlling verbal and
nonverbal responses when technology frustrations arise (Buckner & Gregory, 2011). Patient and families
want to know if you are using that cell phone to text the doctor about their concerns. If alarms are
sounding they want to know why and what is going on, simply silencing the alarm is not enough a clear
explanation demonstrates concern and compassion for the patient and their wellbeing.
It is important for nursing students to be familiar with some of the technology that is used in
healthcare settings so that they are able to focus on the patients they are caring for and not allow the
technology to distract them. Nursing students in the 21st century need to be educated on how to maintain
caring in the technology rich environment and have the opportunity to practice these skills ((Buckner &
Gregory, 2011; Simpson, 2004). Integrating the concept of technology and caring in health care will

provide students with learning activities that prepare them for the current environment in which they will
be practicing.

Core Concept Teaching Strategies

CONCEPT: Technology and Caring in Heath Care
Educational Program: Four Year BSN Program Two Year ADN Program
Competency
Level 1 Competency
Blooms Level:
remembering/
understanding
A practitioner who
understands how
technology is used to
provide patient care and
how caring behaviors
effect the nurse/patient
relationship.

Level 2 Competency
Blooms Level:
understanding

Learner Objective(s)
1. The learner will list types
of technology used in patient
care areas.

Teaching Strategies
1. Virtual field trip to the
ICU.
2. Think pair share

2. The learner will recognize

how technology has made
providing nursing care to
patients more effective.

1. The learner will identify

therapeutic communication
techniques to keep the patient
at the center of care.

1. Role play understanding

how technology interferes
with communication.
2. Imagine

A practitioner who
recognizes how
technology impacts the
nurse/patient relationship
both positively and
negatively.

Level 3 Competency
Blooms Level: Applying
A practitioner who
actively engages with
patients using caring
behaviors in an ever

2. The learner will discuss the

physiologic effects technology
can have on both the patient
and the nurse.

1. The learner will develop a

plan of care for a patient
experiencing an adverse
effect of technology.
2. The learner will interpret
data retrieved from
technology to improve patient

1.Quickie case study

2. One minute paper

changing acute care

setting with high levels of
technology (ie ICU or step
down unit).

Level 4 Competency
Blooms Level: analysis &
Creating
A practitioner who
thoughtfully plans and
evaluates patient care
considering the
technology being used for
each patient.

care.

1. The learner will interpret

the effect of technologic
devices on the patient.
2.The learner will evaluate
the best way to provide
quality compassionate care in
the technology rich
environment

1.Equipment conference
2. Care Plan

TEACHING STRATEGIES PLAN #1

Virtual field trip to the ICU
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

The learners will be shown slides of patients in the ICU that are very
ill and are receiving life support from many pieces of equipment.
There will also be audio clips of the ICU environment. The patients
will range in age from infants to adults. This activity will help
students to visualize the amount of technology that is often present in
the patient care area as well as hear the noise that exists. Students will
be asked to raise hands and name equipment and ask questions about
the equipment that they see to determine what it is used for.
Cognitive (identify level): Remembering and understanding

Domain of Learning
(Blooms Taxonomy
Revised)

Affective: Receiving and responding to phenomena

Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Recognize that there is a great amount of technology involved
in caring for an ICU patient.

Understand how technology helps us gather information to

provide care.

Preparation Required by This exercise will be incorporated into lecture when the content is
Teacher/Facilitator and about health care crisis, ethics, or communication. The facilitator will
Materials Needed
need to obtain the pictures and audio to add to lecture slide content.

Time Allotted

10-15 minutes

Learning Styles Addressed Information presentation: site, sound

by Activity
Modality: visual
Approach: active, reflective
Understanding: Holistic
How is content connected to Students will begin to understand how technology has impacted
prior learning?
patient care.
Reflective Debriefing with The facilitator will ask students to consider how difficult it can be to
Learners (post-learning provide care in this environment. Students should also consider ways
activity) How will it be of communicating with critically ill patients.
accomplished?
Evaluation of Learning Learning will be accomplished during discussion as students reflect
(How will it be
on the amount technology and types of technology that are being
accomplished?)
used.
Teacher Reflection

This activity helps students to recognize how technology is involved

in direct patient care to gather information about the patient. It helps
(justify choice of learning learners understand how easy it is to become distracted by all of the
activity and good fit for equipment and forget there is a person attached to it.
the identified learning
objectives)

TEACHING STRATEGIES PLAN #2

Think pair share
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

Learners will work in groups of two or three to discuss and share

what types of technology are used to care for patients from
stethoscopes to intra-arterial blood pressure monitoring also noting
what information is obtained from the equipment.
Cognitive: Remembering, Understanding, applying

Domain of Learning
(Blooms Taxonomy
Revised)

Affective: Responding

Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Understand ways in which technology has evolved to
provide patient care.

Recognize that technology provides information about the

patient so that nurses can plan care.

Preparation Required by Paper for students to compile lists. Master list of equipment,
Teacher/Facilitator and particularly equipment used in the skills/simulation lab. This
Materials Needed
activity would be completed in skills lab.

Time Allotted

10 min. for making lists and 10 min. for sharing/discussion

Learning Styles Addressed Information presentation: site, text

by Activity
Modality: Visual, verbal

Approach: Active, Reflective

Understanding: Holistic
How is content connected to Students will see how technology helps nurses gather and
prior learning?
communicate information about the patient.
Reflective Debriefing with Facilitated discussion
Learners (post-learning
activity) How will it be
accomplished?
Evaluation of Learning The student groups will summarize their findings to the class and
(How will it be
the instructor can evaluate if the objectives are met.
accomplished?)
Teacher Reflection

This activity brings awareness to students that technology helps

nurses provide care for patients based on the information obtained.
(justify choice of learning Nurses also need to communicate what information they are
activity and good fit for gathering and how they obtain that information to patients and
the identified learning families.
objectives)

TEACHING STRATEGIES PLAN #3

Role play: Understanding how technology interferes with
communication
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

The learners will be given a case studies to role play. Volunteers will
be solicited or chosen to serve as actors. One group will be assigned a
case that displays good communication with the patient and caring
behaviors and one group will be given a case that demonstrates poor
communication and lack of care and concern for the patient.
Cognitive: Remembering , understanding, applying

Domain of Learning
(Blooms Taxonomy
Revised)

Affective: Respond, receive, organize

Psychomotor: Imitate, articulate

Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
List therapeutic communication techniques that can be
incorporated into patient care (cognitive)

Discuss ways to show care and compassion in the mist of

gathering information from technology (affective)

Preparation Required by The instructor will have to develop the case studies which will
Teacher/Facilitator and include similar situations but different interventions and outcomes.
Materials Needed
Questions to facilitate discussion will also be developed for the
debriefing.

Time Allotted

35 min. (5 min for role play prep. 10 min each scenario. 15 min.
debriefing).

Learning Styles Addressed Information presentation: site, sound

by Activity

Modality: visual, verbal

Approach: active, reflective
Understanding: Holistic

How is content connected to This activity will occur after lecture on communication and caring
prior learning?
behaviors.
Reflective Debriefing with The instructor will facilitate discussion by asking questions such as:
Learners (post-learning
activity) How will it be How do you think that made the patient feel?
accomplished?
What could the nurse have done differently?
Why did that upset the patient?
In what ways was the nurse present to the patient?
How did the nurse show compassion toward the patient?
Evaluation of Learning Evaluation of learning can be determined through discussion.
(How will it be
Can students list ways that therapeutic communication is used to
accomplished?)
show compassion and care to patient?
Teacher Reflection

This activity will help students identify poor communication

techniques. The activity will also highlight the benefit of therapeutic
(justify choice of learning presence.
activity and good fit for
the identified learning
objectives)

TEACHING STRATEGIES PLAN #4

Imagine
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

In this activity students will be asked to Imagine that they are the
patient in the hospital. The instructor will ask them to close their
eyes and then will read a scenario aloud. Imagine that you awaken
and you do no to know where you are, there are unfamiliar sounds
and smells, you can hear monitors beeping and far away voices. You
try to roll over but your arm wont go far enough and you are in pain,
you try to call out for help but your voice is too low for anyone to
hear and your throat is sore. You become overwhelmed with emotion
and begin to cry..
Cognitive: Apply, analyze, synthesize

Domain of Learning
(Blooms Taxonomy
Revised)

Affective: receive, responding, valuing

Psychomotor:

Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
List the emotions felt during this exercise

Relate to the patient experience

Preparation Required by The instructor will need to prepare the story for students to
Teacher/Facilitator and imagine.
Materials Needed

Time Allotted

30 min.

Learning Styles Addressed Information presentation: sound

by Activity

Modality: visual, verbal

Approach: Active, reflective
Understanding: Holistic

How is content connected to Students are able to recognize that the technology used can disrupt
prior learning?
the caring-healing environment.
Reflective Debriefing with Post exercise the instructor will lead discussion to help students focus
Learners (post-learning on the emotions evoked during the scenario.
activity) How will it be
accomplished?
Evaluation of Learning The students will be asked to write a one minute paper to summarize
(How will it be
what they learned. The instructor can then look at them to evaluate if
accomplished?)
the objectives were met.
Teacher Reflection

This activity will help students understand the patient perspective.

Many students have never experienced the illness, pain, and
(justify choice of learning injury they will see in the clinical setting. This activity can increase
activity and good fit for compassion and empathy towards the patient. It will also bring
the identified learning
awareness to students that the technology used to care for patients
objectives)
and the environment can be over stimulating to patients.

TEACHING STRATEGIES PLAN #5

Quickie case study
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

This strategy will be used to help students develop a care plan for a
patient experiencing an adverse effect of technology in the care
environment (insomnia). A brief introduction to the client and the
main issue of insomnia related to the light, noise, and stimulation
from the unit where they are receiving care. Students will work in
groups of two or three.
Cognitive: Understand, applying, analyzing, evaluating, creating

Domain of Learning
(Blooms Taxonomy
Revised)

Affective: receive, respond, organize

Psychomotor: articulate, embody

Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Propose a plan of care to alleviate patients symptom of
insomnia related to interruption in sleep patterns.

Preparation Required by The instructor will need to prepare the case study and groups for the
Teacher/Facilitator and activity. A care plan template can be used as a worksheet by the
Materials Needed
groups

Time Allotted

30 min.

Learning Styles Addressed Information presentation :text

by Activity
Modality: verbal
Approach: active, reflective

Understanding: sequential, holistic

How is content connected Students will be using previously learned material to create the plan
to prior learning?
of care for the patient. The concept of technology in the care
environment and caring behaviors of the nurse will be evident in the
care plan.
Reflective Debriefing with The ideas for interventions that each group listed in their care plan
Learners (post-learning will be complied by the instructor and presented in a later class.
activity) How will it be
accomplished?
Evaluation of Learning Groups will hand in proposed care plans for grading. A rubric will be
(How will it be
used
accomplished?)
Teacher Reflection

This activity will help the learners put together the concept of caring
in the high tech environment. Case studies provide real information
(justify choice of learning for students to work with when creating the care plan.
activity and good fit for
the identified learning
objectives)

TEACHING STRATEGIES PLAN #6

Clinical Questioning and One Minute Paper
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

This activity will take place in the clinical setting. Students will be
given a list of values to extract from the EMR on the patients they are
caring for. This information is retrieved from a variety of
technological devices the EMR, the IV pumps, monitors ect. This
gets them thinking ahead to prepare for the clinical experience.
Clinical questioning will be done individually with students during
the clinical experience providing the opportunity for thinking in
action. Students will write a One Minute Paper during post
conference or as a post clinical assignment about how nurses use
technology to gather information to create a plan of care for the day.
This allows the student to reflect on the care they provided using
information from technology.
Cognitive: Remembering, understanding, applying, analyzing

Domain of Learning
(Blooms Taxonomy
Revised)

Affective: receiving and responding

Psychomotor: Articulate, perfect

Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Analyze data to develop a plan of care

Preparation Required by The clinical instructor will need to have clinical questions related to
Teacher/Facilitator and the patient population and information needed to care for them ready
Materials Needed
ahead of time. For example if the patient has a central line infection
What antibiotics are they receiving and when are they due? What
other medications is the patient receiving and why?
Are there labs such as blood cultures that need to be drawn? What

labs were done today and why?

What are the vital signs? HR, Temp., BP, RR? Are they normal? If
not why do you think that value is not in the normal range?
Is the pt. NPO? What about pain and comfort? How can we keep Pt.
comfortable?

Time Allotted

10-15 min. to gather data. 5 min. per student to propose relevant

questions. 10-15 min. to write the one minute paper.

Learning Styles Addressed Information presentation: site, text

by Activity
Modality: verbal
Approach: reflective
Understanding: holistic
How is content connected to The instructor uses the clinical questioning to guide students to the
prior learning?
information they need to provide care.
Reflective Debriefing with The instructor can lead students to relevant data during clinical
Learners (post-learning questioning. Students are able to evaluate the care they provided
activity) How will it be during the one minute paper.
accomplished?
Evaluation of Learning Evaluation of learning can be determined during the clinical
(How will it be
questioning and evaluation of the one minute paper.
accomplished?)
Teacher Reflection

Students need to know how and where to gather information. They

also need to learn what data is important to know for different types
(justify choice of learning of patients in order to make a plan for the day. This activity provides
activity and good fit for the opportunity for them to think ahead, think in action and to think
the identified learning
back on care delivered.
objectives)

TEACHING STRATEGIES PLAN #7

Equipment conference
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

This activity will be done during a critical care clinical rotation. I

will be important to do this during the orientation to the unit. The
instructor will gather the different types of equipment that are used on
the unit so that students can see how they work. The equipment
needed to perform key skills will also be available.
Cognitive (identify level): Apply, Analyze

Domain of Learning
(Blooms Taxonomy
Revised)

Affective: receive, respond, organize

Psychomotor: manipulate, imitate

Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Demonstrate the ability to operate equipment

Locate equipment needed to care for patients on the assigned

unit.

Preparation Required by The instructor will need to gather and set up the equipment. It would
Teacher/Facilitator and be ideal to use a skills or simulation lab if the facility has one
Materials Needed
however an empty patient room would also work well to create the
actual patient environment. The instructor may also enlist the help of
respiratory for a ventilator set up.

Time Allotted

One hour

Learning Styles Addressed Information presentation: site, sound, text

by Activity

Modality: Visual, verbal

Approach: Active
Understanding: Sequential, holistic

How is content connected to Students will have used some of the equipment before such as IV
prior learning?
pumps, thermometers and BP machines. This will add to the
equipment they are already familiar with.
Reflective Debriefing with Students will be asked to fill out a brief survey to determine if they
Learners (post-learning found the activity helpful.
activity) How will it be
accomplished?
Evaluation of Learning The survey and the instructors will observe the students. Are they
(How will it be
trying to use equipment? Do they seem to be enjoying the activity?
accomplished?)
Teacher Reflection

This activity helps student to be more comfortable with the

equipment they are going to be seeing and gathering data from in the
(justify choice of learning care environment. Some equipment may not be the same as in skills
activity and good fit for lab as different institutions use different brands. This activity
the identified learning
provides a safe place for students to play with the equipment.
objectives)

TEACHING STRATEGIES PLAN #8

Care Plan, Put it all together
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

Students will pick a patent or diagnosis that interests them and

develop a nursing care plan. They will present the plan to the class for
grading.
Cognitive: Remembering, Understanding, applying, Analyzing,
evaluating, creating

Domain of Learning
(Blooms Taxonomy
Revised)

Affective: Receive, Respond, value, Organize, Internalize

Psychomotor: articulate

Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Create a nursing care plan for the chosen diagnosis

Articulate the plan of care to classmates.

Synthesize the data on a particular patient

Preparation Required by The instructor will need to come up with the criteria for the
Teacher/Facilitator and assignment and the topics that are to be discussed. This assignment
Materials Needed
would be completed during the students critical care
classroom/clinical time.

Time Allotted

10-15 min. per student

Learning Styles Addressed Information presentation: site, sound

by Activity
Modality: visual, verbal

Approach: active, reflective

Understanding: Holistic
How is content connected to Students are able to put it all together by adding new information
prior learning?
about the chosen topic to what they already have learned in clinical
and past experiences.
Reflective Debriefing with There will be opportunity for questions at the time of the presentation
Learners (post-learning from both the instructor and other students.
activity) How will it be
accomplished?
Evaluation of Learning Students can evaluate others presentations using the same rubric the
(How will it be
instructor uses for grading.
accomplished?)
Teacher Reflection

This activity allows the instructor to assess if the senior student is

able to synthesize the material and share the information with
(justify choice of learning colleagues.
activity and good fit for
the identified learning
objectives)