Course Craft

Training healthcare teams to assess and manage pain in elderly patients with dementia is uniquely challenging. These residents often struggle to communicate discomfort, leaving caregivers to rely on non-verbal cues and behavioural changes to recognize distress. Without a structured approach, pain can go unrecognized or misattributed, leading to unnecessary suffering and potentially escalating behaviours. To address this, I developed a five-day, AODA-compliant training program designed for mixed-level learners (novice nursing students and experienced practitioners). The curriculum integrates RNAO Best Practice Guidelines (BPG) on Pain Assessment and Management , the PAINAD (Pain Assessment in Advanced Dementia) tool , and leading instructional design frameworks like  CSAM (Context, Scaffolding, Assessment, Motivation) , TPACK (Technological Pedagogical Content Knowledge) , and the Community of Inquiry (CoI) framework . What Makes This Program Different? Accessibility First: The...

Healthcare education faces a dual challenge when preparing teams to work with elderly patients who have dementia: the need for clinically rigorous content and universally accessible, engaging instruction . Patients with advanced dementia often cannot communicate their pain verbally, so caregivers must rely on subtle cues and behavioural changes to identify distress. Without structured training, these signs can be missed or misinterpreted, leading to unnecessary suffering and behavioural escalations. To address this gap, a five-day, AODA-compliant training program was developed for mixed-level learners , including novice nursing students and experienced practitioners working in Ontario long-term care (LTC) settings. The program integrates the RNAO Pain Assessment and Management Best Practice Guideline (BPG) , the PAINAD (Pain Assessment in Advanced Dementia) tool , and instructional approaches informed by Rob Power’s research on accessible instructional design and the CSAM framework ...

The rapid integration of artificial intelligence (AI) agents into various professional spheres necessitates a critical examination of their role in higher education. As nursing education strives to prepare future clinicians for an increasingly technologically sophisticated healthcare landscape, understanding students' self-efficacy with AI tools becomes paramount. A forthcoming study by Power (in review), "Evaluating Graduate Education Students’ Self-Efficacy with the Use of Artificial Intelligence Agents: A Case Study," offers invaluable insights into this evolving relationship, providing a framework for fostering confidence and competence with AI among nursing students. The Self-Efficacy Imperative: Power's Case Study on AI in Education Power's (in review) case study investigated graduate education students' self-efficacy regarding the use of AI agents, specifically focusing on large language models like ChatGPT, for academic writing tasks. The methodology i...

In an era where technology profoundly shapes our cognitive landscapes, understanding its impact on brain function offers invaluable insights for professional development. A foundational study by Wu, Cheng, Feng, D'Angelo, Alain, and Spence (2012) illuminated the neuroplastic changes induced by playing first-person shooter (FPS) video games, particularly in enhancing spatial selective attention. This research, initially exploring the cognitive benefits of gaming, holds profound implications when applied to the rigorous and dynamic field of nursing education, suggesting innovative approaches to cultivate critical cognitive skills in future healthcare professionals. The Neuroplasticity of Attention: A Gamer's Advantage Wu et al. (2012) conducted an experiment demonstrating a direct causal link between playing FPS games and neuroplastic change. Through the measurement of event-related potentials (ERPs) in participants before and after just 10 hours of gameplay, the researchers obse...

The rapid ascent of digital learning, significantly accelerated by recent global events, has irrevocably reshaped educational landscapes. While offering unprecedented flexibility and access, this paradigm shift presents both opportunities and profound challenges for student mental health and well-being. As educators, particularly those operating at the graduate level, it is incumbent upon us to critically examine how digital pedagogy intersects with mental health, and crucially, how principles of diversity, equity, and inclusion (DEI) must guide our approaches to create truly supportive and effective learning environments. The Double-Edged Sword of Digital Learning and Mental Health Digital learning, in its various forms, has democratized access to education, allowing individuals from diverse geographical locations and life circumstances to pursue academic aspirations (Fedynich, 2013, as cited in OJDLA, n.d.). This inherent flexibility can alleviate stressors associated with physical a...

The landscape of nursing education is continuously evolving, driven by rapid advancements in healthcare technology and the increasing reliance on diverse pedagogical modalities, including online and virtual learning environments. For graduate students and nurse educators, the imperative to design instruction that is not only robust but also precisely aligned with complex clinical competencies is paramount. This demands a systematic and intentional approach to instructional design, ensuring that every learning experience, particularly within digital realms, is meticulously planned from its foundational objectives to its immersive implementation. Defining Clinical Competence: The Bedrock of Nursing Learning Objectives At the heart of effective nursing education lies the clear articulation of learning outcomes and objectives. As Power (2023a) emphasizes, well-defined learning objectives are the compass guiding all instructional activities. In nursing, these objectives extend beyond theore...

As graduate students in the evolving landscape of digital pedagogy, we are continually presented with the challenge of designing educational experiences that are not only effective but also meticulously planned to leverage the unique affordances of various learning environments. This commitment to intentional design is paramount, particularly when navigating the complexities of virtual and online spaces. Drawing upon established principles of instructional design, this post explores the critical role of systematic planning, from crafting precise learning outcomes to developing comprehensive blueprints, in fostering robust and engaging digital learning. The Foundation of Design: Outcomes and Objectives Effective instructional design commences with clearly articulated learning outcomes and objectives. As Power (2023a) highlights, learning goals represent generalized statements of what is to be covered, while learning objectives are specific, measurable statements about learner performanc...

In the fast-paced, high-stakes world of nursing, effective education is paramount. But how do we keep future nurses engaged, motivated, and truly prepared for the complexities of patient care? While traditional methods have their place, modern educators are increasingly looking to the dynamic principles of games to enhance learning. This isn't just about fun; it's about harnessing powerful motivational tools to build critical skills and instill confidence. Let's explore how game-based learning and gamification are transforming nursing education. Understanding the Game Plan: Gamification vs. Game-Based Learning It's easy to confuse these two terms, but they represent distinct approaches to integrating game elements into learning: Gamification is about taking elements from games – like points, badges, and leaderboards – and applying them to non-gaming scenarios to boost engagement and encourage participation. Think of it as adding a "game layer" to existing act...

In today's dynamic healthcare landscape, nursing education isn't just about textbooks and lecture halls anymore. It's about preparing future nurses for complex clinical realities, often in fast-paced, technology-rich environments. This means our educational approaches need to be just as dynamic and connected. Two foundational models in online and mobile learning offer invaluable guidance for how we can truly elevate nursing education: the Community of Inquiry (CoI) framework and models for mobile learning. Building a Vibrant Learning Community: The Community of Inquiry in Nursing Think about the rich discussions that happen in a clinical debrief, or the collaborative problem-solving among nurses on a unit. How do we replicate that kind of deep engagement and critical thinking in an online learning environment? This is where the Community of Inquiry (CoI) framework, a widely recognized model in higher education, becomes incredibly powerful. The CoI framework posits that mean...

In nursing education, the pace of technological change often feels relentless. From new simulation equipment and electronic health record (EHR) systems to cutting-edge telehealth platforms, there's a constant pressure to adopt the latest innovations. It’s that familiar feeling where you might ask: "Is this technology truly serving our goals of preparing competent, compassionate nurses, or are we just scrambling to keep up?" This question isn't just a fleeting thought; it highlights a fundamental challenge in how we design and deliver nursing education today. This challenge resonates deeply with insights from R. Power's work, which explores the philosophies guiding educational technology, the persistent myths in teaching, and the critical need for inclusive design. Applying these ideas to nursing education reveals powerful opportunities to move beyond reactive adoption towards truly intentional integration. The Philosophical Pulse of Nursing Education Technology Ju...

The unprecedented events of the COVID-19 pandemic thrust higher education into a rapid digital transformation, profoundly impacting nursing education. As Power, Kay, and Craig (2024) observe, the abrupt shift to online teaching led to widespread innovation in digital tool use and pedagogical practices across Canadian universities. This experience, while disruptive, underscored the immense potential of digital pedagogies, but also highlighted persistent challenges in ensuring equitable and culturally responsive learning environments.  This is particularly relevant to nursing practice in diverse communities. The pandemic forced nursing programs to rapidly adopt virtual clinical experiences, online lectures, and telehealth simulation platforms. Power, Kay, and Craig (2024) note that while instructors gained comfort with new digital tools, challenges emerged with student engagement in virtual spaces (e.g., breakout rooms) and ensuring students understood their role in the online learni...

As a graduate student reflecting on the complexities of modern education, this week’s readings have illuminated a critical intersection regarding philosophy guided technology adoption and its profound implications for specialized fields like nursing education. Mark David Webster’s empirical work (2016, 2017) on educational technology leaders reveals philosophical tensions that resonate deeply with the challenges faced by nursing educators and program administrators in post-secondary institutions. Webster's research identifies that technology leaders often approach their roles with an instrumental view of technology, seeing it as a tool to achieve specific educational ends. This perspective frequently coexists with a technological optimism and the belief that technological change is inevitable. The philosophical tension arises from a core dilemma that while leaders acknowledge that "Educational goals and curriculum should drive technology," a powerful, ideological imperati...