Exploring LMS, Simulation, and Screencasting

Learning Management Systems (LMS)

Online learning uses the Internet paired with the capabilities of LMS software to create a learning environment in which a community of learners and educators, as well as clinicians and patients, gather for the purpose of teaching and learning (Billings & Halstead, 2012). This past week, I explored LMS in the academic setting and workplace. In nursing education, online learning is frequently used to offer individual courses and complete degree programs for academic credit. LMS such as Blackboard or Moodle provide educators with set of tools for communication (e.g., chat rooms and discussions). It also includes course information, announcements, and assessment.

In clinical settings, online learning may be used to facilitate orientation to clinical practice, meet requirements for mandatory continuing education, and support career development. In addition, clinical educators can utilized LMS to monitor and manage training performance by employees and/or new hires. IU Health uses the online leaning called eLMS. But recently, I explored Totara, a LMS for the workplace. This site describes and explains how to use the user friendly system: Totara: LMS for Workplace Learning. Nonetheless, before selecting and implementing online education, the organization or institution need to give consideration to important factors which include cost, accessibility, usability, and interoperability. Nurse educators can play an integral part in the decision making when choosing a LMS. They can be extremely helpful with identifying the best practices for selecting, implementing, and evaluating online courses and programs.

Simulation

High Fidelity Simulation (HFS) is being used in nursing education as clinical practice hours. Simulation can enhance a learning environment by promoting interaction with students' minds, the content, and equipment. Nurse educators aid in making learning with simulations meaningful so that students can make connections, problem-solve, and think critically. Assistance is also needed in viewing the clinical situation as a whole rather than as isolated segments of information (Billings & Halstead, 2012). Moreover, nurse educators should take into account the advantages and challenges to simulation when deciding whether to incorporate it into the learning. Here is a insightful site that provides the advantages and disadvantages of simulation in nursing: Pros and Cons of Clinical Simulation in Nursing.

The above video describes and demonstrates High Fidelity Simulation being used at a school of nursing. When using simulation, nurse educators should guide students in understanding the data, explain what the critical issues are, and how the actions relate to the data and the issues. 

Screencasting

I also have explored and did a presentation using screencasting. I enjoyed presenting a screencast and plan to utilize it again for future teachings. According to Hardis & Yee (2010), screencasting decreases the time the learner spends on learning because the presentation can be tailored to each individual's level of understanding. Students are able to skip or fast forward over content already mastered and repeat or rewind to concentrate on more difficult content (Hardis & Yee, 2010). Screencasting can be viewed from any location at any time allowing the student to choose the learning environment and the time of day appropriate for their lifestyle. Here is a brief guide on screencasting:  

References

Billings, D. & Halstead, J. (2012). Teaching in nursing: A guide for faculty. St. Louis, MO: Elsevier. 

Hargis, J. & Yee, K. (2010). Screencasts. Turkish Online Journal of Distance Education 11 (1), p. 9-12