Falls among the elderly population is one of the major issues facing nursing care, hence requires a method to close the gap by teaching nurses, students, and patients on the best ways to prevent them. Technology plays an insurmountable role in teaching and learning in both a hospital setting and a classroom (Dudeney & Hockly, 2022). According to Dijk et al. (2020), learning and teaching play crucial roles in the physical therapies adopted by medics. Good learning and teaching plans are essential to ensure the community, colleagues, patients, and an individual become experts in mastering the concepts they learn (Englander et al., 2020). Shayan et al. (2019) reveal that one must stay abreast of the most current practices and evidence in clinical practices. Moreover, as a teacher, one must understand how to design and implement teaching strategies that result in valuable outcomes for patients and students (McDonald et al., 2018). Alodwan and Almosa (2018) proposed fives phases of developing an eLearning for patients and students: Analysis, Design, Development, Implementation, and Evaluation (ADDIE). Each of these phases complements each other, thus strengthening the overall learning outcome.
The design of this technology-based learning and teaching experience begins with the needs analysis of the clinical and classroom setting. This analysis helps to understand the various styles, expertise levels, and learning outcomes of the patients and students (Zhang, 2020). This design is meant for patients with basic reading and writing abilities to the most learned medics in the healthcare sector. For this reason, the experience incorporates a wide range of audiences with a vast range of styles to meet each person’s needs. Due to these variations, the learning and teaching experience will have various technological considerations, benefits, and challenges to the targeted audience. Most importantly, the experience will help in collecting valuable information regarding patient and students’ issues, thus helping experts to give the needed solution.
The experience is practical in different situations in clinical and classroom settings. For example, considering a group of elderly people prone to falls, hence experience significant risks to life. The educational programme will provide real-time information regarding how to prevent falls, both the patients and nursing students (Ab Latif & Nor, 2020). To achieve this, this learning and teaching experience will provide critical information regarding factors contributing to falls and behaviours that can help prevent them. Since the information must remain as fresh as possible, the materials will be presented in the most dynamic way possible.
This phase entails goals, objectives, strategies definition, and the assessments that will be conducted to address the needs identified earlier. The alignment of the learning objectives is crucial in this phase. According to Lafleur (2021), this begins by defining the learning objectives, so learners are aware of what to expect in the study. At the same time, it helps in aligning the instructions approaches designed to support meeting the objectives, and the assessments for measuring the learning achievements. Cennamo and Kalk (2019) reveal that instructional strategy begins by summarising the analysis of needs, followed by the statement of the problem, the description of the targeted audience, then the description of the learning programme, and finally, the statement of educational goals. Based on this idea, the current eLearning programme for teaching and learning is as follows:
- Analysis: Fall prevention is a common issue among elderly people, some of whom have assistants who can read and write (Kang & Song, 2018). Technology provides a way to engage the affected people and caregivers to understand what they can do to prevent such issues.
- Problem statement: The issue of false has continued to be a risk to the general public due to lack of information (Fahlström et al., 2018). Many older people do not need to be in hospitals for fear of falls when they can learn some crucial behaviours to help them prevent falls while they are under in-home care plans.
- Description of audience: The current educational plan targets elderly people who are prone to false hence putting their lives at risk. The programme also targets nurses who give care to such patients or can provide valuable information regarding the feedback they receive from time to time, depending on the issue facing their patients. At the same time, the programme will be crucial to nursing students to equip them with real-life experiences with fall issues among the elderly.
- Description of learning goals: The current learning programme is aimed at equipping elderly people and their caregivers with valuable information that can help them change situations resulting in their falls (Chidume, 2021). The measurement of outcomes should reflect a decrease in the cases of falls registered within a given time (Liu-Ambrose et al., 2019). Moreover, it will measure the outcome of the lessons and experiences gained by students and practicing nurses.
The development of the technology will require the expertise of information technology professionals. These will require various audio-visual products, media, graphics, video, images that will result in creating user interfaces for all parties (Rodríguez-Dueñas et al., 2021). Most importantly, the phase entails creating a platform that integrates all the parties involved in the study programme. Based on the adopted design, all the parties can write and read from the platform created (Klímová, 2018). Based on these needs and ease of penetration, the programme will be delivered through an interactive application that can be accessed through smartphones, tablets, and computers.
Implementation and Evaluation
When the development of the app is completed, a few elderly people, students, and nurses will be recruited to explore how the app works and to give their feedback to help further enhance the capabilities of the platform. They will also report any issues they face, which will help in improving the user interface and experience. The implementation of the learning process will be a continuous one, where the ongoing programmes will be continuously improved to help enhance the educational outcomes (Wongvibulsin & Zeger, 2020). This will help improve the health outcomes as a result of reduced cases of falls and increased interventional results.
Critical Reflection of the Experience Designed
Creating a technology-based teaching and learning experience requires a systematic process resulting in the effective instruction of various targeted learners. According to Alqurashi (2019), such a design should incorporate elements of needs assessment, learning objectives and outcome assessment, motivational hooks, and learning resource boosters. Electronic learning makes it possible for the designer to develop key active teaching and learning plans, assessments, and summaries that can help students and patients follow the lessons taught (McEnroe-Petitte & Farris, 2020). This helps them to master and use the concepts to create more value in the health recovery process.
The experience created needs the learners to access smartphones and the Internet to access real-time resources such as livestream and daily actionable assessment and activities. In case they meet any challenge, they have a way to write about any issue regarding the programme or platform (Parsazadeh et al., 2018). The provision for all parties to write and contribute valuable information makes it easy to evaluate the effectiveness of the interventions adopted. For instance, the learners will be required to fill out various assessment forms that will give instant results regarding their learning progress and provide recommendations.
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