1. SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING Prof. O.N. Makhubela-Nkondo UNIVERSITY OF SOUTH AFRICA USERS:

2. JUSTIFICATION PREVIOUSLY little credence given to technology for nursing related clinical skills The commonest device mobile phones to text patients & receive instructions from doctors

3. LAB USERS Operator include an interdisciplinary team clinical preceptors Statisticians nurse specialists physical therapist nuclear scientists

4. SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING The computer laboratory and terminals in the Clinical Teaching Department also called the Computer or Technology Centre are connected to the ICT department of the University TECHNOLOGY ENHANCED LEARNING TEACHING IS DEFINED IN THE CONTEXT OF: Access to clinical practice Flexible learning Use of technology Superior infrastructure Resourcefulness Conducive clinical environment

5. METHODOLOGICAL CONSIDERATIONS Participant observer during sabbatical leave Comparative analysis – Northeastern University Naturalistic observation Cinematography/ taking pictures/photos Face-to-face interviews Non-intrusive exploration Content analysis

6. SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING what it is & how it works Resourced with audiovisual devices Centre for Simulation-Based Learning Available facilities for paced demonstrations Expositions are conducted Learners emulate and replicate as though in the clinical setting Centre is replica of a ward Connect university-based learner to what matters most Patient is symbolized by a mannequin/model Computer-generated laboratory without any hassles for the patient.

7. SIMULATED CLINICAL NURSING PRACTICE: TECHNOLOGY ENHANCED LEARNING TEACHING

11. CONCLUSIONS Clinical merit should not be an elusive vision Integrated skills training-an interconnected academic and clinical nursing framework Easy access to the “clinical site” effectively enhances knowledge integration Parity in academic and clinical skills

12. REFERENCES Alspach, J. (1982) The Educational Process in Critical Care Nursing, Mosby: Toronto. Cioffi, J. (2001) Clinical simulation: development and validation. Nurse Education Today, 21, 479-486. Lee, L.Y.K. et al (2010) The establishment of an integrated skills training centre for undergraduate nursing education, International Nursing Review, Volume 57, Number 3, September. Smith, S.F. (2004) Clinical Nursing Skills 6 th Edition, Preutice hall: New Jersey.

13. THANK YOU