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The pace of technological evolution in healthcare is advancing. In this article key technology trends are identified that are likely to influence nursing practice and education over the next decade. The complexity of curricular revision can create challenges in the face of rapid practice change. Nurse educators are encouraged to consider the role of electronic health records (EHRs), wearable technologies, big data and data analytics, and increased patient engagement as key areas for curriculum development. Student nurses, and those already in practice, should be offered ongoing educational opportunities to enhance a wide spectrum of professional informatics skills. The nurses of 2025 will most certainly inhabit a very different practice environment than what exists today and technology will be key in this transformation. Nurse educators must prepare now to lead these practitioners into the future. •Technology trends to consider in planning the education of the nurses of 2025.•EHRs, wearable technology, big data, and patient empowerment are areas to watch.•Nurse educators are key in positioning the profession for technology success.

The \"gamification\" of science has gained a lot of traction in recent years, and games that convey scientific concepts or themes are increasingly popular. While a number of existing games touch on microbiology, very few consider the beneficial (as opposed to the detrimental) aspects of microbes. We designed a board game called \"Gut Check: The Microbiome Game\" to fill this gap. The game is meant to be both educational as well as challenging and fun. Here we discuss the development of the game, some of the logistics of game development in this context, and offer suggestions for others thinking of similar projects.

There have been continued efforts in exploring how educational technology impacts human learning and performance. Through a synopsis of the trends and perspectives on educational technology in five countries by using the STEEP (social, technological, economic, environmental and political) framework, the authors discuss the direct influence of national policies on educational technology implementation and research, the constraints of the local STEEP elements of culture on the adoption of and research on innovation and change, and the strategies and reforms that different countries have adopted to prepare the next generation for the constantly changing, globalized twenty-first century. Limitations and future research following this work are discussed.

ABSTRACT Objectives: to map the scientific evidence on educational technologies developed for women with HIV/AIDS in relation to knowledge and behavior about sexual and reproductive health. Methods: integrative review, using databases such as MEDLINE, Web of Science, SCOPUS, EMBASE, LILACS and BDENF. Methodological quality was assessed using the Critical Appraisal Skills Program, and levels of evidence were determined using Fineout-Overholt. Primary studies were included and clinical trial protocols were excluded. The results were analyzed descriptively and qualitatively, resulting in two categories. Results: of the studies selected, four dealt with educational technologies related to sexual behavior and reproductive planning, while five addressed the puerperal pregnancy cycle. These studies were considered to have good methodological quality, low bias and proven effectiveness. Conclusions: the evidence synthesis highlighted the importance of disseminating knowledge about contraceptive and conception options to prevent avoidable complications in women with HIV of reproductive age. RESUMEN Objetivos: mapear pruebas científicas de tecnologías educativas para mujeres con VIH/SIDA sobre conocimientos y comportamientos en salud sexual y reproductiva. Métodos: se efectuó una revisión integradora en las bases de datos MEDLINE, Web of Science, SCOPUS, EMBASE, LILACS y BDENF. La calidad metodológica se evaluó con el Critical Appraisal Skills Program, y los niveles de evidencia se determinaron según Fineout-Overholt. Se incluyeron estudios primarios y se excluyeron protocolos de estudios clínicos. Los resultados se analizaron descriptiva y cualitativamente, dando lugar a dos categorías. Resultados: de los estudios seleccionados, cuatro trataban de tecnologías educativas relacionadas con el comportamiento sexual y la planificación reproductiva, mientras cinco abordaban el puerperio. Se consideró que estos estudios tenían buena calidad metodológica, escaso sesgo y eficacia demostrada. Conclusiones: la síntesis de las pruebas puso de relieve la importancia de difundir conocimientos sobre opciones anticonceptivas y conceptivas para prevenir complicaciones evitables en las mujeres con VIH en edad reproductiva. RESUMO Objetivos: mapear as evidências científicas sobre as tecnologias educacionais desenvolvidas para mulheres com HIV/aids em relação ao conhecimento e ao comportamento sobre saúde sexual e reprodutiva. Métodos: revisão integrativa, utilizando bases de dados como MEDLINE, Web of Science, SCOPUS, EMBASE, LILACS e BDENF. A qualidade metodológica foi avaliada usando o Critical Appraisal Skills Program, e os níveis de evidência determinados mediante Fineout-Overholt. Foram incluídos estudos primários e excluídos os protocolos de estudos clínicos. Os resultados foram analisados de forma descritiva e qualitativa, resultando em duas categorias. Resultados: dos estudos selecionados, quatro trataram de tecnologias educacionais relacionadas ao comportamento sexual e planejamento reprodutivo, enquanto cinco abordaram o ciclo gravídico puerperal. Esses estudos foram considerados de boa qualidade metodológica, baixo viés e efetividade comprovada. Conclusões: A síntese das evidências destacou a importância da disseminação do conhecimento sobre opções contraceptivas e concepcionais para prevenir complicações evitáveis em mulheres com HIV em idade reprodutiva.

ABSTRACT Objectives: to develop a digital educational technology on LGBT-phobic bullying, in the form of a comic book, for health education among school-aged adolescents. Methods: a methodological study employing the Planning of Computer-Supported Learning Activities method to guide the organization of development stages, combined with Edgar Morin’s pedagogical framework, under the perspective of comprehension, health education, and the context of sexual and gender diversity. Results: the comic book “LGBT-Phobic Bullying: Shall We Talk?” was developed with the aim of contributing to education and awareness in the fight against LGBT-phobic bullying in school environments, serving as a health educational technology product. Final Considerations: as a contemporary approach, this technology was designed to address a sensitive topic in adolescent LGBTQIAP+ health in a reflective manner. The combination of visual storytelling in comics with educational messages can effectively contribute, alongside educational practices, to reducing stigma, prejudice, bullying, and other forms of violence against LGBTQIAP+ adolescents. RESUMEN Objetivos: desarrollar una tecnologia educativa digital sobre el acoso LGBTIfóbico, en formato de cómic, para la educación en salud de adolescentes escolares. Métodos: estudio metodológico que emplea el método de Planificación de Actividades de Aprendizaje Apoyadas por Computadora para guiar la organización de las etapas de desarrollo, combinado con el marco pedagógico de Edgar Morin, bajo la perspectiva de la comprensión, la educación en salud y el contexto de la diversidad sexual y de género. Resultados: el cómic “Acoso LGBTIfóbico: ¿Hablemos?” fue desarrollado con el propósito de contribuir a la educación y concienciación en la lucha contra el acoso LGBTIfóbico en el entorno escolar, constituyéndose como un producto de tecnologia educativa en salud. Consideraciones Finales: como una aproximación contemporânea, esta tecnologia fue diseñada para abordar de manera reflexiva un tema sensible en la salud de los adolescentes LGBTQIAP+. La combinación del poder narrativo-visual de los cómics con mensajes educativos puede contribuir eficazmente, junto con las prácticas educativas, a la reducción del estigma, el prejuicio, el acoso y otras formas de violencia contra adolescentes LGBTQIAP+. RESUMO Objetivos: desenvolver uma tecnologia educacional digital sobre bullying LGBTIfóbico, no formato de gibi, para a educação em saúde de adolescentes escolares. Métodos: estudo metodológico utilizando o método de Planejamento de Atividades de Aprendizado Apoiadas por Computador para direcionar a organização das etapas de desenvolvimento, aliado ao referencial pedagógico de Edgar Morin, sob a ótica da compreensão, da educação em saúde e do contexto da diversidade sexual e de gênero. Resultados: o gibi “Bullying LGBTIfóbico: vamos conversar?” foi desenvolvido com o propósito de contribuir para a in(formação) no enfrentamento do bullying LGBTIfóbico no ambiente escolar, constituindo-se como um produto de tecnologia educacional em saúde. Considerações Finais: Como abordagem contemporânea, essa tecnologia foi desenvolvida para abordar de forma reflexiva um tema sensível à saúde do adolescente LGBTQIAP+, cuja combinação do poder narrativo-visual dos quadrinhos com mensagens educacionais poderá contribuir, junto às práticas educativas, para a redução do estigma, preconceito, bullying e outras formas de violência contra adolescentes LGBTQIAP+.

Health information technology is now the top priority for improving nursing and health care by informing clinical care, interconnecting clinicians, personalizing care, and improving population health at large. This book presents a broad range of cutting-edge teaching technologies and a detailed overview of teaching and learning pedagogical concepts that are relevant across a variety of teaching environments. Helpful to both new and seasoned educators, these \"must-know\" strategies allow faculty to keep pace with the rapidly changing digital world. The book helps to guide faculty in making thoughtful, informed decisions on how and where to integrate technology into learning environments. A major feature of this book is the Integrated Learning Triangle for Teaching with Technologies, a faculty tool to help determine if and how specific technologies can promote student learning. Other important chapter pedagogy includes best teaching practices, teaching and learning self-assessment tools, useful tips for faculty such as \"making teaching easier,\" and reflective questions and activities for the reader.

Advances in digital technologies are dramatically altering the texts and tools available to teachers and students. These technological advances have created excitement among many for their potential to be used as instructional tools for literacy education. Yet with the promise of these advances come issues that can exacerbate the literacy challenges identified in the other articles in this issue. In this article Gina Biancarosa and Gina Griffiths characterize how literacy demands have changed in the digital age and how challenges identified in other articles in the issue intersect with these new demands. Rather than seeing technology as something to be fit into an already crowded education agenda, Biancarosa and Griffiths argue that technology can be conceptualized as affording tools that teachers can deploy in their quest to create young readers who possess the higher levels of literacy skills and background knowledge demanded by today's information-based society. Biancarosa and Griffiths draw on research to highlight some of the ways technology has been used to build the skills and knowledge needed both by children who are learning to read and by those who have progressed to reading to learn. In their review of the research, Biancarosa and Griffiths focus on the hardware and software used to display and interface with digital text, or what they term e-reading technology. Drawing on studies of e-reading technology and computer technology more broadly, they also reflect on the very real, practical challenges to optimal use of e-reading technology. The authors conclude by presenting four recommendations to help schools and school systems meet some of the challenges that come with investing in e-reading technology: use only technologies that support Universal Design for Learning; choose evidence-based tools; provide technology users with systemic supports; and capitalize on the data capacities and volume of information that technology provides.

ABSTRACT Objectives: to build and validate an educational technology to empower patients as participants in their own care. Methods: methodological study to develop an educational technology based on the elaboration, validation, and evaluation that were carried out in five stages at a teaching hospital in Amazonas. The study was carried out from 2019 to 2022, with the participation of 19 judges specialized in patient safety and 72 patients admitted to the hospital’s medical and surgical clinics, the study setting. Results: the agreement between the judges obtained an overall index of 0.85, being considered validated. The overall analysis of the booklet obtained an assessment of the level of agreement above 85%. Final Considerations: the educational technology presented here was validated and suitable for promoting patient/professional rapprochement and consolidating health care in a way that increases the patient’s ability to contribute to their treatment and prevent the occurrence of adverse events. RESUMEN Objetivos: construir y validar una tecnología educativa para empoderar al paciente como partícipe de su cuidado. Métodos: es un estudio metodológico llevado a cabo a partir de la elaboración, validación y evaluación de una tecnología educativa, realizado en cinco etapas en un Hospital escuela del Amazonas. El estudio transcurrió durante el período de 2019 a 2022, con la participación de19 jueces especialistas sobre seguridad del paciente y 72 personas internadas en las clínicas médicas y quirúrgicas del hospital, escenario del estudio. Resultados: el acuerdo entre los jueces obtuvo un índice global de 0,85, considerado como validado. El nivel de acuerdo del análisis global del folleto se estimó superior al 85%. Consideraciones Finales: la tecnología educativa aquí presentada fue validada y es apta para promover la aproximación paciente/profesional y consolidar la atención sanitaria de tal manera que aumente la capacidad del paciente en beneficio de su tratamiento, evitando así, eventos adversos. RESUMO Objetivos: construir e validar uma tecnologia educativa para o empoderamento do paciente como partícipe do seu cuidado. Métodos: estudo metodológico. para desenvolvimento de uma tecnologia educativa a partir da elaboração. validação e avaliação que foram realizadas em cinco etapas. em um Hospital de ensino no Amazonas. O estudo foi realizado no período de 2019 a 2022. participaram 19 juízes especialistas na temática de segurança do paciente e72 pacientes internados nas clínicas médicas e cirúrgicas do hospital. cenário do estudo. Resultados: a concordância entre os juízes obteve índice global de 0.85. sendo considerado validado. A análise global da cartilha obteve uma avaliação do nível de concordância acima de 85%. Considerações Finais: a tecnologia educativa aqui apresentada foi validada e apta para promover a aproximação paciente/profissional e consolidar a assistência em saúde de uma maneira que aumente a capacidade do paciente para contribuir no seu tratamento e evitar a ocorrência de eventos adversos.

This study investigates the evolution of online assessment practices through Moodle, a leading Learning Management System (LMS). It explores Moodle’s array of question types alongside the transformative impact of FastTest PlugIn (FTP) on educators’ assessment methods during and after the COVID-19 pandemic. This research examines the efficacy of various question types and import formats for large-scale question elaboration. Surveys have been conducted before and after developing courses to train educators on FTP. By analysing trends before and after adopting FTP, the study aims to gain insight into how educators from different universities and disciplines have adapted their assessment strategies among technological advancements. The introduction of FTP has significantly simplified question creation and integration within Moodle. The study also highlights differences in assessment practices between STEM and non-STEM disciplines. Surveys indicate that, following the FTP training course, the use of all question types has increased: Matching (35%), Missing Word (39%), and Cloze (22%). This work provides a comprehensive overview of current LMS trends and Moodle’s evolving role in educational technology. It emphasises the impact of technological advancements, such as FTP, on assessment practices and aims to offer actionable insights for enhancing online assessments.

ABSTRACT Objective: to know the praxis of nurses in the hospital context and, from this, to define a concept about Care-Educational Technologies. Method: qualitative, exploratory-descriptive research, developed in a university hospital in Rio Grande do Sul State, Brazil, with 21 nurses (non-probabilistic sampling), through non-participant observation and semi-structured interview, conducted from March to December 2015. Records were analyzed through content analysis. Results: the results showed that in the context of nurses' work, it is possible to deduce care-educational possibilities, based on the person-person, person-tool and/or person-universe relationship. The concept was defined based on the intertwining of caring-training and training-caring for oneself and other people. Final considerations: the reflections point to the need to develop or strengthen the autonomy of those involved in the health-disease process. This is based on the empowerment of people under their lives' conditions, in their multidimensionality, within human praxis. RESUMEN Objetivo: conocer la praxis de los enfermeros en contexto hospitalario y, a partir de ésta, construir un concepto acerca de Tecnología Cuidativo-Educativa. Método: la investigación cualitativa, exploratoria-descriptiva, desarrollada en un hospital universitario del Rio Grande do Sul, con 21 enfermeros (muestreo no probabilístico), por medio de observación no participante y entrevista semiestructurada, realizadas durante el período de marzo a diciembre de 2015. Los registros se analizaron mediante el análisis de contenido. Resultados: los resultados expresaron que, en el contexto del trabajo del enfermero, se desprenden posibilidades cuidativo-educativas, a partir de la interrelación persona-persona, persona-herramienta y/o persona-universo. El concepto fue construido a partir del entrelazamiento del cuidar-educar y educar-cuidar de sí y del otro. Consideraciones finales: las reflexiones apuntan a la necesidad de desarrollar o fortalecer la autonomía de los involucrados en el proceso salud-enfermedad, teniendo como fundamento el empoderamiento del ser humano bajo su condición de vida en su multidimensionalidad, en el ámbito de la praxis humana. RESUMO Objetivo: conhecer a práxis de enfermeiros em contexto hospitalar e, a partir disso, construir um conceito acerca de Tecnologia Cuidativo-Educacional. Método: pesquisa qualitativa, exploratória-descritiva, desenvolvida em um hospital universitário do Rio Grande do Sul, com 21 enfermeiros (amostragem não probabilística), por meio de observação não participante e entrevista semiestruturada, realizadas durante o período de março a dezembro de 2015. Os registros foram analisados por meio da análise de conteúdo. Resultados: os resultados expressaram que no contexto do trabalho do enfermeiro, depreendem-se possibilidades cuidativo-educativas, a partir da inter-relação pessoa-pessoa, pessoa-ferramenta e/ou pessoa-universo. O conceito foi construído a partir do entrelaçamento do cuidar-educar e educar-cuidar de si e do outro. Considerações finais: as reflexões apontam para a necessidade de desenvolver ou fortalecer a autonomia dos envolvidos no processo saúde-doença, tendo como fundamento o empoderamento do ser humano sob sua condição de vida na sua multidimensionalidade, no âmbito da práxis humana.