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Download Date 10/10/2021 11:06:52 The Pulse 2004 Item Type Newsletter/Magazine Publication Date 2004 Keywords University of Maryland School of Nursing--Publications; University of Maryland, Baltimore. School of Nursing Publisher University of Maryland, Baltimore. School of Nursing Download date 10/10/2021 11:06:52 Link to Item http://hdl.handle.net/10713/4742 Volume 15, No, 1, Spring/Summer 2004 ! MARYLAND SCHOOL OF NURSING om the Dean The Institute of Medicine's (TOM) report, Crossing the Quality Chasm: A New Health System for the 21st Century (2002) concluded that the American health delivery system is in need offundamelltal change. Trying harder will flot work-dumging the systems ofmre will. A major aspect of creating such change is re-envisioning the WilYhealth cafe professionals are educated. Technology and informatics is at the core of a new vision for how health professionals should be educated and how they should practice for the 21st century. In a subsequent 10M report, Health Professional Education: A Bridge to Qua/ity (2003), five core competencies were identified as needed by all health professionals, They include: providing patient- centered care, working in interdisciplinary teams, using evidence-based practice, applying quality improvement in practices and practice environments, and using informatics. Informatics and technology underpins all the other competencies and provides the Om!! In.'ler D Aih", means to reduce medical errors, to communicate, to make decisions, and to manage knowledge At the University of Maryland School of Nursing, we realize that the nurse of the future will live and work in the age of technology and be a knowledge worker, using technology and informatics to learn, provide care, run systems of care, and conduct research At continued on next page Table of Contents Fmm the DC';I1 From rhi' (~IIC"iFJiw.' On the Cover Debra SPLInt, r\1S'.:\3, RN, director 01 the School of 1\ ursing's clinical simulation laboratories, instructs 13S'\Jstudeur Jcfr'l'e;' Rictkcrk ill the nco-unrul sirnulution laboratorv. Photography: Joe Rubino FROM THE DEAN continued from pg. 2 the School of Nursing, advances in technology prevalent in American homes, online courses have increased opportunities to improve the began to replace interactive video classes. In quality of and access to nursing education. Fall 2001, we became one of the first schools These technological advances have provided of nursing in the nation to offer the RN to BSN the information and skill sets necessary to be a program completely online. Currently, there are knowledgeable nurse of the future: a nurse more than 65 courses that are Web-based or educator, a nurse administrator, or a Web enhanced. nurse scientist. Technology is at the forefront in the School's The School became a model for nursing schools Clinical Education and Evaluation Laboratory, a worldwide during the early 19905, with the Joint endeavor with the School of Medicine. The opening of a "state-of-the-art" clinical learning examination rooms in the lab are equipped with facility for undergraduate and graduate students, audio and video equipment that records the where a critical care unit was simulated. enabling students as they treat standardized patient-actors students to practice advanced procedures in the who are given a disease or condition to portray. same manner as in an actual hospital setting. Through this technology, students can watch Today, the School boasts 24 advanced clinical themselves working with patients and faculty can simulation laboratories, including basic skills and grade the videotapes. specialty units, All of the labs have teaching stations with a built-in computer with access to This is Just a snapshot of the innovative programs the Internet, bedside computers, and any software and cutting edge technology we are using at the program in the School. University of Maryland School of Nursing to prepare nurses, educators, scientists, and When the School initiated the state's first advanced practice nurses for the professional master's program in nursing informatics, the health care workforce of today and the future, use of computers in research, health care We hope you enjoy reading more about our systems, and society as a whole was technological advances in nursing education in burgeoning. Anticipating a rapidly growing this issue of The Pulse, demand for nurses competent in both nursing practice and in~ormati'cs:-the Schoot-soorr-r-'- implemented a Idoctoral emphasis area in informatics-the first in the world. Currently, the School offefs the only doctoral program in the nation with la focus on informatics In 1991. the fl1st course offered by Interactive Janet D. Allan, PhD, RN, CS, FAAN video technology was transmitted from a Dean and Professor classroom in Baltimore to a classroom at Frostburg statelUniversity in Western Maryland. ~~h~;~;~ ~;:~~b~~g~~~~~~lllo~rXe~:~;~adn~he counties, As In'ternet access became more - page 3 From the Guest Editor times, we must delicately match equipment requirements (hardware and software, simulations, multimedia, computer, and network) and personnel skills (computer, network, multimedia, instructional design, and simulations specialists) to support our faculty, staff, students, and the community. A smoothly functioning infrastructure is necessary to support both our traditional activities and our newer virtual ones. Quality technology, appropriately incorporated and properly used, should be invisible to the end user. It should be there to support and facilitate their teaching-learning efforts, clinical practice, or research processes. To this end, the School of Nursing's Web site is rapidly H"'!'''r,; Cvvi"~!,,n, 1)./;/), 1\.'\', .""·O(i,;/,, deem .r,1!' ;"!;m",,,:i,,,',' u"cI I,,,rl,'il.',~:ec!"'I"Iui;i,'.\ evolving, It is no longer Just a storefront that advertises our School, but a virtual environment that erases physical differences of time and distance as it provides lVe no longer live in an Ilge where nurses can practice, interactive opportunities to learn about our programs, reset/felt, or leach without tire support of technology. 1t events, and activities. The Web site allows visitors to is intertwined throughout every aspect of our fives. Yel, locate and communicate with faculty, learn about the face of teclmology changes rapidly. Although there special events and professional opportunities, are myriluf positive uses of tcchnology, there can also be investigate academic programs, and identify the negative cOl/sequences, such as inaccurate test or lab School's plan for the future. results (rom a computerized system, which is not caught before ~ lrealmclll is changed. A proven method to avoid On the pages that follow you will read about or minimize negative complications is for nurses /0 educational, research, and clinical practice activities become involved in every phase of tile techuology taking place in our internationally recognized simulation development cycle. The University of Maryland School and standardized patient labs, as well as our nursing of Nursing both recognizes this and an:epts the inherent informatics and online RN-BSN programs. You will also responsibility to assurnc an active role in identifying learn about other exciting faculty, staff, and alumni work where changes need 10 be made or used to best meel our in informatics/technology-intensive settings. mission and to keep nursing and nursing education positioned in the feud, au the aming edge. Some of our other new initiatives include building a centralized clinical database that supports clinical In my role as associate dean for information and nursing research, expanding our Web-based and Web- learning technologies, I actively work in collaboration enhanced offerings to include continuing education, and with our many specialties to identify where changes providing forms of health education over the Web. are needed to build and redefine our technology Through the efforts you see in this and future issues of infrastructure so that it is robust and flexible enough The Pulse. we will remain a national and world leader in to meet our current needs, and is able to grow and nursing education, research, and practice. change with the times, That is, an environment that allows us to teach, engage in clinical practice, and This issue of The Pulse confirms that technology has perform research efficiently and effectively. This is an not only become an integrated part of our nursing environment that brings with it Increasing expectations program, but that we have begun to make that from our students, the community, and the individual technological leap. consumers of our care. Creating this future-oriented environment requires more than simply replacing equipment or adding new Barbara Covington, PhD, RN staff members to support our teaching, clinical, and Associate Dean for Information and research missions. Rather, in these cost-constrained Learning Technologies page 4 ADVANCING NURSING AND EDUCATION THROUGH TECHNOLOGY Simulation Labs Offer Students Real-Life Clinical Interactions 1 Patient l. Samson, 67, iniortns his nurse that lie 200. then 300, then 360 joules to Samson, "doesn't feel right." The IIl1rSe assesses the patient's the scribe documents each action. vital signs; then he stops breathing and his-pulse __ grows [aint, 'the nurse calls for help, phoncs in II Despite nearly 45 minutes of emergency care, code blue, ami begills CPR. wituin mjn~tes, Samson's heart rate neverlspikes into a normal another nurse arrives, and together the fair glove rhythm, instead flatlining Ion the monitor. The lip while administeriug tag-team CPR. Within advanced practice health care provider (such as seconds, a crash cart defibrillator ami an a nurse practitioner) callslthe time of death A emergency code team arrive at the patient's team member objects, wanting to try again for bedside, ami after quickly donning safely gloves, a positive outcome. Silenbe reigns among the the nine-member leam springs into actihl!. student emergency team. They learn a harsh lesson. one nearly as harsh as death: the code leader's call is inviolate and not every patient can be saved despite the best efforts.
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