1. Handmaiden to Empowered Practitioner: expanding the image of nursing Helen Connors, PhD, RN, FAAN, ANEF University of Kansas, School of Nursing and Center for Health Informatics

2. Objectives Discuss the changing image of the nurse and the health care team. Identify the rationale for transforming nursing education and practice. Assess key elements of innovation.

3. Handmaiden to Empowered Practitioner That was ThenThis is Now

4. The Winds of Change Women’s Movement – 1960’s Education Advancement Technology and Innovation Health Care Reform

5. Women’s Movement 1960’s -70’s Baby Boomers Career Hospital- based to Academic- based Graduate Education Were you there?

6. Education Advancement Academic settings Advanced degrees Advanced practice Learning any time any place

7. Evolution of Learning “Learning is happening everywhere at anytime” Thanks to advances in online, social, and mobile technologies, institutions can provide blended and online learning programs at more scalable, open, convenient, and individualized to ensure greater student achievement.

8. Landscape Changes in Nursing Education and Practice Connected Age Our Learners Nursing Practice

9. The Connected Age Connecting is about reaching out and bringing in, about building synergies to create a whole that is greater than the sum of its parts. Connecting is a powerful metaphor. linked and tagged tweeted and texted followed and friended

10. Connections Information age – How the Internet provided accessible information and knowledge to anyone, anytime and any place. Connected Age – Metaphor changed to accessing connections within a networked world or as some refer to it as connected learning (Ito, et al., 2013).

11. People being connected through “pathways” Learning pathways in higher education. Learning pathways can be created by the individual or can be guided by other students or faculty. Learning pathways are about connecting the dots through connections that can be in the classroom, online or even with people and places outside the traditional academic environment.

12. New Education Models Personalized learning 4 year Community Colleges Sharing of services across institutions Niche colleges Flagship networks Franchise model- WGU Global University

13. New Education Models Unbundled learning eco-system Competency based and micro-credentialing Emphasis on learning outcomes Technology-based Changing faculty roles

14. Driving Forces to the Connected Age and the Education Revolution Information and communication technology (ICT) Expansive use of social media and mobile devices that are fueling the Connected Age Internet of Things (IoT)

15. The Education Process Information gathering Information integration Information synthesis New knowledge construction Application of learning

16. Horizon Report 2015 Key Trends Accelerating Higher Education Technology Adoption Fast Trends: 1-2 years – Increasing use of blended learning – Redesigning learning spaces

17. Horizon Report 2015 Key Trends Continued Mid-Range Trends – 3-5 years – Growing focus on measuring learning – Proliferation of open educational resources Long Range Trends- 5 or more years – Advancing cultures of change and innovation – Increasing cross –institutional collaboration

18. Horizon Report Important Developments Time to Adoption – 1 year or less – BYOD – Flipped classroom

19. Important Developments Continued Time to adoption 2-3 years – Markerspaces – Wearable technology

20. Important Developments Continued Time to adoption 4- 5 years – Adaptive Learning Technologies – The Internet of Things

21. Landscape Changes in Nursing Education And Practice Connected Age Our Learners Nursing Practice

22. What About Students? ECAR Study of Undergraduate Students and Information Technology http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and- information-technology-2014 ) published in September of 2014 http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and- information-technology-2014 Snapshot of 75,306 students from 213 higher education institutions about their technology experiences and expectations in higher education

23. General student technology experiences and expectations Technology is embedded into students’ lives, and students are generally inclined to use and to have favorable attitudes toward technology. However, technology has only a moderate influence on students’ active involvement in particular courses or as a connector with other students and faculty. Students’ academic use of technology is widespread but not deep. They are particularly interested in expanding the use of a few specific technologies. Most students look online or to family or friends for technology support. The minority who use institutional help desks report positive experience ECAR Study, 2014

24. Anytime, anywhere access to learning that is enabled by device proliferation More students own mobile devices now than ever. Although students rate network performance as generally good, projected increases in connected devices could soon challenge even the most robust campus networks. Many students use mobile devices for academic purposes. Their in-class use is more likely when instructors encourage such use; however, both faculty and students are concerned about their potential for distraction. ECAR Study, 2014

25. Learning environments More students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work. Undergraduates value the learning management system (LMS) as critical to their student experience but rarely make full use of it. Today’s undergraduates want a mobile- friendly, highly personalized, and engaging LMS experience. Most students support institutional use of their data to advise them on academic progress in courses and programs. Many of the analytic functions students seek already exist in contemporary LMSs. Few undergraduates have taken a massive open online course (MOOC). ECAR Study, 2014

26. Landscape Changes in Nursing Education and Practice Connected Age Our Learners Nursing Practice

27. Connected Health

28. National Learning Health System

29. Transform nursing field to prepare nurses to lead change and advance health for all Americans IOM Report Goal

30. Driving Forces for Health Reform Affordable Care Act Integrated delivery systems Medical (Health) homes Population health Value-based care New payment models Incentive programs Cost control Quality Safety Technology advancements

31. Disruptive innovations are those that force change in industry models, business processes, vendor types, products and services. A disruptive innovation is an Innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network. Clayton Christensen Disruptive Innovations

32. Culture of innovation Organization's mission, vision, core values Leadership Hiring practices Metrics Rewards Compensation

33. Personal Attributes Know the technology/pedagogy Seek technology assistance Be a risk taker Be creative Be flexible Be inquisitive Be a team player Be ready for change

34. Risk taking Resources Widely shared knowledge Specific targets Tools and techniques Rewards and recognition Rapidly formed relationships

35. Assessing Your Workplace Culture of Innovation +5 = we have outstanding positive skills, systems and experiences on this dimension; promoting innovation 0 = our skills systems and experiences on this dimension have no real impact; neither hamper nor support innovation -5 = we have outstanding negative skills or recent experiences on this dimension; hampering innovation

36. Group Work