E-learning, or online learning, is becoming more popular among healthcare students. There is no universally accepted definition of e-learning. Still, it often refers to internet-based learning rather than face-to-face interaction, and it includes traditional learning methods that are supplemented with online resources. It can take many different forms and many different reasons to use it. Many studies investigate whether e-learning may add distinctive characteristics to nursing assignments and whether it can develop a professional identity in the same way that more “traditional” types of learning might. When combining nursing assignments help with the e-learning places a benchmark for the students to get a clarity of the subject. Nursing assignments were earlier also a part of the education system and are still a part that can’t be removed no matter how digitalized the education industry becomes.
In nursing, the impact of e-learning:
E-learning technology alters social interaction by allowing people to learn and express ideas in various ways, such as through email, discussion boards, blogs, and wikis. Participating in an online community, where the traditional social indicators are not immediately apparent, allows people to explore, manage, and present their identities in new ways. Some aspects of the technology used in e-learning can impact how people establish and portray their identities online.
Communication can be synchronous or asynchronous:
E-learning for nurses frequently includes “live” forums, in which participants can react and respond in real-time; it also includes asynchronous communication, such as wikis or discussion boards in which participants communicate to one another after a delay.
While these platforms provide great potential for information exchange and collaboration, the asynchronous character of some of them might also influence how identity is established, according to researchers. People have more control over internet interactions than traditional social ones because they have more time to plan or correct responses and the option to log on and off at any time.
According to research, an e-learning environment may allow those who would otherwise be excluded to engage in a community of practice. It may enable more introverted student nurses to participate more fully in online learning than in traditional classroom settings.
Avatars, text, and visual communication:
E-learning varies from traditional teaching methods. It frequently lacks the nonverbal and nuanced language cues that we take for granted in face-to-face conversation, such as tone and intonation. The use of video podcasts in health education overcomes this by allowing students to hear and see what others are saying. In addition, “emoticons” (such as joyful or sad smiles) and nicknames have been established to represent feelings and identity.
While many may see the lack of familiar social cues as a disadvantage, e-learning can provide a less threatening manner of communicating and learning. This feature of e-learning also allows student nurses to experiment with diverse, “nontraditional” communication styles – skills that are essential when working with a variety of client groups.
The evolution of e-learning has also resulted in intricate virtual worlds in which people can be represented by avatars (visual representations of themselves), such as animations. Second Life and other virtual communities provide a variety of virtual experiences and opportunities that complement and even surpass those accessible in real Life. People in Second Life, for example, can choose to be male skydiving fanatics one minute and a six-foot-tall female salsa dancer the next.
People in such contexts are not bound by their physical or social traits, allowing them to assume various identities that would not be conceivable in face-to-face conversations. It has been stated that the introduction of these virtual worlds helps people to adjust their identities to the learning situation, allowing them to “be” someone else for a brief period. This ability can be exploited in an educational setting through game-informed learning, in which instruction is structured to have game-like aspects to encourage the identity change that is thought to be necessary for “deep learning”.
Games, education, and self-identity:
Game-based learning activities are becoming more common in e-learning to allow learners to role-play as healthcare professionals in a safe environment before entering real-world practice. These exercises are especially effective in facilitating the identity shift required in professional training because they allow learners to seamlessly transition from one identity to another.
Learners, according to Gee, have:
- Their real-world identities, which represent their current status and abilities
- Their virtual identities – what they want to be
- Projective identities serve as a link between the two by encouraging students to believe that they may adopt a virtual identity and use it in the actual world
A good game-based nursing assignment help can assist people in achieving their desired identity, which is that of a qualified nurse. This is an active process in which students practice skills in a secure setting, form connections with their real-life selves, and are rewarded for their efforts and successes.
Such game-based activities can meet both broad learning objectives that apply to the nursing profession and more specific learning objectives relevant to specific nursing specialties, such as working with people who have learning disabilities and challenging behavior.
Nurses need to be constantly updating their skills and knowledge in order to provide nursing care that is best practice and evidenced based. Continuing professional development (CPD) is necessary for the maintenance of professional standards by nurses improving and broadening their breadth of knowledge, skills, expertise and competence (Nursing and Midwifery Board of Australia, 2010) . There a re many deterrents to nurses participating in CPD. Schweitzer & Krassa (2010) and Young (2003) identified that nurses do not undertake CPD, due to the cost of attending, family responsibilities, travel distances and the inability to get time off work, usually due to under-staffing.
Conclusion:
Nurse education assists students in transitioning from beginner to qualified nurses and changes aid this learning process in the students’ identities.
For instance, nurses were satisfied with the use of e-learning and they improved their knowledge. The most common topics covered by the e-learning interventions were medication calculation, preparation, and administration.
While e-learning cannot provide all forms of learning experiences, research suggests that the technologies employed in online learning can help the process change in ways that face-to-face teaching cannot. If considerations such as geographical location would normally make it difficult, e-learning can enable online communities of practice. It may give students greater control over online interactions than face-to-face instruction, encouraging introverted students to participate more fully. Moreover, nursing assignments play a different role in helping students understand concepts in a more clear way. Although, there are many students who approach My Assignments Pro to get nursing assignment help.
