The University of Rochester School of Nursing has made significant shifts in its educational approach over the past five years, replacing traditional textbook and lecture methods with tablet-based immersive learning experiences. This transformation was partly influenced by the strain on nurses during the COVID-19 pandemic and the subsequent need for technological solutions in healthcare. The school experienced a 50% enrollment increase, despite a general downturn in higher education enrollments during the pandemic.
Transition to a High-Tech Curriculum
The “Redefining Our Classroom Initiative,” launched in 2018, was central to the new approach, with programs catering to both experienced nurses and newcomers to the field. Students receive iPads for interactive activities and simulations, designed to prepare them for the dynamic healthcare environment. The initiative received strong leadership support, which, alongside faculty buy-in, was crucial to the success of the transition.
The technology-centric curriculum extends beyond graduation, as alumni retain access to digital materials. The tools provided are meant to foster students’ critical thinking and clinical judgment in preparation for real-world healthcare settings.
Focus on Experiential Learning
UR Nursing’s recent expansion includes a $15 million facility with labs and rooms outfitted for immersive education. Instructional designers collaborate with faculty to create active learning scenarios, which students record and review for immediate feedback. Virtual Reality (VR) technology further boosts experiential learning, with recently passed legislation in New York allowing simulation exercises to account for a portion of clinical training hours.
The integration of technology in education is measured using the SAMR model, showing a 100% modification in learning. Students’ critical thinking skills have reportedly improved, as reflected in higher exam scores and recognition by the American Association of Colleges of Nursing.
Empowering Educators and Students
The faculty’s adaptation to the new teaching methods includes achieving technological proficiency with tools like SimulationiQ software, enhancing their ability to guide students. The hands-on approach and the ability to self-assess have been well-received, as indicated by student surveys. The continuous evolution of the program strives to offer more opportunities for student-instructor evaluations.
