Related Experiment Videos
[Being a nursing teacher in an informatized world]
Heloisa Helena Ciqueto Peres1, Paulina Kurcgant
1Escola de Enfermagem, Universidade de São Paulo. hhcperes@usp.br
Revista Latino-Americana De Enfermagem
|May 4, 2004
Summary
Teachers voluntarily adopt informatics projects based on personal experiences and social context. This understanding informs the development of technological competencies and supportive institutional policies in nursing education.
Area of Science:
- Nursing Informatics
- Educational Technology
- Social Phenomenology
Context:
- Informatics project adoption in nursing education.
- Teacher's biographical and educational experiences influence technology integration.
- Voluntary adoption through reflective decision-making.
Purpose:
- To explore the social phenomenology of informatics project adoption by nursing teachers.
- To understand the factors influencing voluntary technology adoption in educational settings.
- To inform the development of teacher competencies and institutional policies.
Summary:
- Social phenomenology reveals informatics project adoption is rooted in teachers' personal and professional contexts.
- Adoption is a voluntary, reflective process considering social and contextual factors.
- This approach highlights the interplay between individual experience and technology integration.
Impact:
- Informs the development of nursing teachers' technological and pedagogical competencies.
- Suggests the need for proactive institutional policies supporting technology integration.
- Emphasizes aligning new technologies with professional needs and the human dimension in nursing education.