top of page
Search
Writer's picturejmarydoughty
Apr 30, 20235 min read

Trends in Adult Education


When I started planning this post, I wanted to write about virtual classroom learning as this is what I am currently working on in my organization. However, as I searched for articles, I found myself uninspired, even bored, with the discussions around virtual delivery of clinical education. Most of the articles I found were repetitive, predictable, and many written by organizations selling learning management systems – not exactly unbiased analysis of the advantages and disadvantages.


Discouraged, that the plan I made was not looking fruitful, I started digging deeper to see what else is going on in clinical education, what other emerging trends were being discussed:


Hanover Research provided a report on emerging trends and innovation in health sciences education in November 2022 through a best practice literature review. While it is based on health education programs, the principles are relevant to the role that I play in LTC as a Clinical Nurse Educator (CNE). This report outlines 4 overall trends, some which already guide much of the work that I currently do, and some which provide an interesting space for further application in an LTC setting. These trends are: Developing a competency-based curriculum, implement inter-professional health education, invest in extended reality technology, and finally, include artificial intelligence instruction.


  1. Developing a competency-based curriculum: This is something we are already doing in LTC clinical education in my organization, although it is an under-utilized concept. The LTC CNE team developed a Competency Assessment Planning Evaluation (CAPE) tool for both nurses and health care aides (HCA) to guide their self-directed learning. We are currently working on revising the nursing new employee orientation class session to integrate the CAPE tool into the curriculum so that the participants can identify and then guide their own learning and create ongoing learning plans.

  2. Inter-professional health education: In LTC the nurse-to-patient ratio can be anywhere from 1:25 to 1:150 so inter-professional collaboration is key in maintaining quality care simply from a workload perspective. In LTC we also integrate PIECES education and concepts which is grounded in the importance of team collaboration and mobilization.

  3. Invest in extended reality technology: While the organization I work for does access some extended reality technology through the BC Simulation Network, the resources relevant to the LTC environment are not well integrated. The organization I work for was highly involved in the COVID-19 resources for LTC on the BC Simulation Network, but unfortunately, they represent a snapshot in time and quickly became out of date as BCCDC guidance changed and protocols changed with them. As an educator not completely comfortable with the sophisticated technology of extended reality the frequent changes in practice within healthcare make me question if reflexive extended reality education is realistic with the current mix of knowledge and skills of the current team. Would outsourcing this kind of education result in a decrease in the quality of the PRC-focused principles that we base our care on?

  4. Artificial intelligence instruction: This provides a very interesting avenue that has not even been discussed in my area. The possibilities for AI technology in LTC is fascinating, from creating careplans, strategizing outside of the box care for unusual presentation, integrating vast knowledge in responding to responsive behaviour in a matter of seconds The hurdle here would be overcoming the technological learning gap, and the knee-jerk fear that AI will reduce the need for clinicians.


So, what are the implications these trends will have in LTC clinical education and my “classroom”?


It is validating that the LTC education program in which I am involved are already engaging with some of these trends, even as they are presented as emerging. I often think of LTC being behind the times but seeing how we are already engaging in competency-based education, recognizing the value of inter-professional education, and even the rudimentary ways we use simulation and the potential for extended reality learning, is inspiring.


A major implication of integrating a CAPE tool into our practice, as well as engaging simulation, and the possibility of AI technology is to encourage accountability in the learner’s own education. A competency framework with self-assessment allows the learner to identify their own needs and seek out resources – which should be expanded to include more sophisticated extended reality and AI – and evaluate their own learning based on that.


However, a challenge will be to increase the technological literacy of both participants and educators. The vast growth of virtual classrooms and asynchronous online learning has illuminated these challenges, and if we continue to steepen the learning curve with even more sophisticated methods, we risk alienating the learner who is not comfortable. Talent LMS says that virtual learning can be accessible even if the learners only know how to log into a computer and browse the web – but what if even that is not in their skill set? As an educator this will put me in a position to be not only facilitator of the learners’ goals, but also facilitator of their technological skills so that we can close that gap before moving forward and risking leaving learners behind.


What will I need to do to prepare?

Writing this blog post is really the first time I have considered AI and extended reality as a current or future option in LTC education. There are several things I will need to do to prepare, including increasing my knowledge and understanding of these technologies.


If we are to think about using AI generated care plans or other products it will be important to understand where that information comes from and how it is compiled. Sources report that AI in healthcare is inevitable, but it cannot replace a critically thinking clinician so it will need to be socialized as a tool not as an answer. However, an understanding of this, and the ability to critically analyze information sources will be essential if clinicians are to be integrate tools like this into practice. It cannot be assumed that all the clinicians in the current work force will have these skills.


In addition, the potential resistance to change is a significant barrier. Healthcare is often so entrenched in the way things are, not the way things could be, and extremely unforgiving when a change does not go perfectly according to plan the first time. As an educator overcoming these barriers will require patience, clear communication, and most importantly finely tuned listening skills to really hear and address the concerns related to changes in clinical education.


References:


Imran, N. & Jawaid, N. (2020). Artificial intelligence in medical education: Are we ready for it? Pakistan Journal of Medical Sciences. 35(5). 857-859. doi: 10.12669/pjms.36.5.3042 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7372685/


Javaid, S. (2023). AI/ML Data collection in 2023: Guide, challenges, and 4 methods. AIMultiple.com. https://research.aimultiple.com/data-collection/


Khan, H., Zulfiquar, B., Qazi, A.M., Kuhuawar, S.R., Rehman, K., Kumari, D. (2021) Pros and cons of online courses from medical student’s standpoint. The Professional medical journal. 23(3). 387-391. https://doi.org/10.29309/TPMJ/2021.28.03.6158.


Pavlou, C., (2022). Face-off: The Advantages and disadvantages of online training. TalentLMS. https://www.talentlms.com/blog/online-training-advantages-disadvantages/




8 views0 comments

Recent Posts

See All

Kommentare

bottom of page