Works Cited

1. Herrman JW. Keeping their attention: innovative strategies for nursing education. J Contin Educ Nurs. 2011;42(10):449-456.

2. Karge BD, Phillips KM, Jessee T, McCabe M. Effective strategies for engaging adult learners. J Coll Teach Learn. 2011;8(12):53-56.

3. Hilty DM, Benjamin S, Briscoe G, et al. APA summit on medical student education task force on informatics and technology: steps to enhance the use of technology in education through faculty development, funding and change management. Acad Psychiatr. 2006;30(6):444-450.

4. Wass V, Richards T, Cantillon P. Monitoring the medical education revolution: the impact of new training programmes must be evaluated. BMJ. 2003;327:1393.

5. Souza KH, Kamin C, O'Sullivan P, Moses A, Heestand D. Organizational models of educational technology in U.S. and Canadian medical schools. Acad Med. 2008;83(7):691-699.

6. Pan SC, Franklin T. In-service teachers' self-efficacy, professional development, and web 2.0 tools for integration. New Horizons in Education. 2011;59(3):28-40.

7. Vogt M, Schaffner B, Ribar A, Chavez R. The impact of podcasting on the learning and satisfaction of undergraduate nursing students. Nurse Educ Pract. 2010;10(1):38-42.

8. Digital Learning Compass. Distance Education Enrollment Report, 2017. Available at Last accessed September 20, 2018.

9. Groff J, Mouza C. A framework for addressing challenges to classroom technology use. AACE. 2008;16(1):21-46.

10. Sangrà A, Vlachopoulos D, Cabrera N. Building an inclusive definition of e-learning: an approach to the conceptual framework. International Review of Research in Open and Distributed Learning. 2012;13(2).

11. Santally MI, Rajabalee Y, Cooshna-Naik D. Learning design implementation for distance e-learning: blending rapid e-learning techniques with activity-based pedagogies to design and implement a socio-constructivist environment. European Journal of Open, Distance and E-Learning. 2012;1-14.

12. Avillion A, Holtschneider ME, Puetz LR. Innovation in Nursing Staff Development: Teaching Strategies to Enhance Learner Outcomes. Marblehead, MA: HCPro, Inc; 2010.

13. Songhao H, Takashi-Maeda KS, Kubo T. Evolution from collaborative learning to symbiotic e-learning: creation of new e-learning environment for knowledge society. US-China Education Review. 2011;8(1):46-53.

14. McGee JB, Kanter SL. How we develop and sustain innovation in medical education technology: keys to success. Med Teach. 2011;33:279-285.

15. American Heart Association. BLS for Healthcare Providers Online Part 1. Available at Last accessed September 20, 2018.

16. O'Reilly T. What is Web 2.0? Design Patterns and Business Models for the Next Generation of Software. Available at Last accessed September 20, 2018.

17. Tunks KW. An introduction and guide to enhancing online instruction with web 2.0 tools. Journal of Educators Online. 2012;9(2):1.

18. Project Tomorrow. Speak Up 2007 for Students, Teachers, Parents and School Leaders Selected National Findings—April 8, 2008. Available at Last accessed September 20, 2018.

19. Project Tomorrow. Learning in the 21st Century: 2011 Trends Update. Available at Last accessed September 20, 2018.

20. Project Tomorrow. Creating our Future: Students Speak Up about Their Vision for 21st Century Learning. Available at Last accessed September 20, 2018.

21. O'Bannon B, Britt V. Creating/developing/using a wiki study guide: effects on student achievement. J Res Technol Educ. 2012;44(4):293-312.

22. Lehman R, Conceicao S. Creating a Sense of Presence in Online Teaching. San Francisco, CA: Jossey-Bass; 2010.

23. Yoo S, Huang W. Comparison of web 2.0 technology acceptance level based on cultural differences. Educ Technol Soc. 2011;14(4):241-252.

24. Hew KF, Cheung WS. Use of web 2.0 technologies in K-12 and higher education: the search for evidenced-based practice. Educational Research Review. 2013;9:47-64.

25. Grosseck G. To use or not to use web 2.0 in higher education? Procedia Soc Behav Sci. 2009;1(1):478-482.

26. Kamerer JL, Brophy FT, Corvino JA. SLIM: blending technologies to create better learning experiences. J Nurs Regul. 2011;2(2): 47-50.

27. Hayden J. Use of simulation in nursing education: national survey results. J Nurs Regul. 2010;1(3):52-57.

28. Jeffries P. A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nurs Educ Perspect. 2005;26(2):96-103.

29. Oermann MH, Shellenbarger T, Gaberson KB. Clinical Teaching Strategies in Nursing. 5th ed. New York, NY: Springer Publishing Company; 2018.

30. Kamerer J. Teaching Healthcare Professionals Using Simulation. Sacramento, CA: NetCE; 2018.

31. Mayville ML. Debriefing: essential step in simulation. Newborn Infant Nurs Rev. 2011;11(1):35-39.

32. Miller M, Hartung SQ. Evidence-based clicker use: audience response systems for rehabilitation nurses. Rehab Nurs. 2012;37(3):151-159.

33. DiVall MV, Hayney MS, Marsh W, et al. Perceptions of pharmacology students, faculty members, and administrators on the use of technology in the classroom. Am J Pharm Educ. 2013;77(4):1-7.

34. Tregonning AM, Doherty DA, Hornbuckle J, Dickinson JE. The audience response system and knowledge gain: a prospective study. Med Teach. 2010;34(4):e269-274.

35. Lee ST, Dapremont JA. Engaging nursing students through integration of the audience response system. Nurs Educ Perspect. 2012;33(1):55-57.

36. Sullivan R. Principles for constructing good clicker questions: going beyond rote learning and stimulating active engagement with course content. Journal of Educational Technology Systems. 2009;37(3):335-347.

37. Woodring BC, Hultquist BL. Using lecture in active classrooms. In: Bradshaw MJ, Hultquist BL (eds). Innovative Teaching Strategies in Nursing and Related Health Professions. 7th ed. Sudbury, MA: Jones & Bartlett Publishers; 2017: 143-162.

38. Coman L, Solomon P. Problem-based learning. In: Bradshaw MJ, Hultquist BL (eds). Innovative Teaching Strategies in Nursing and Related Health Professions. 7th ed. Sudbury, MA: Jones & Bartlett Publishers; 2017: 179-188.

39. Echeverri JF, Sadler TD. Gaming as a platform for the development of innovative problem-based learning opportunities. Science Educator. 2011;20(1):44-48.

40. Hodges HF. Preparing new nurses with complexity science and problem-based learning. J Nurs Educ. 2011;50(1):7-13.

41. Yu D, Zhang Y, Xu Y, Wu J, Wang C. Improvement in critical thinking dispositions of undergraduate nursing students through problem-based learning: a crossover-experiment. J Nurs Educ. 2013;52(10):574-581.

42. Meo SA. Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.Adv Physiol Educ. 2013;37(3):249-253.

43. McFalls M. Integration of problem-based learning and innovative technology into self-care course. Am J Pharm Educ. 2013;77(6):1-5.

44. Rowe M, Frantz J, Bozalek V. The role of blended learning in the clinical education of healthcare students: a systematic review.Med Teach. 2010;34:e216-e221.

45. Garrison DR, Kanuka H. Blended learning: uncovering its transformative potential in higher education. Internet in Higher Education. 2004;7(2):95-105.

46. Jonas D, Burns B. The transition to blended e-learning: changing the focus of educational delivery in children's pain management. Nurse Educ Pract. 2010;10(1):1-7.

47. Lewin LO, Singh M, Bateman BL, Glover PB. Improving education in primary care: development of an online curriculum using the blended learning model. BMC Med Educ. 2009;9:33.

48. Lehmann R, Bosse HM, Simon A, Nikendei C, Huwendiek S. An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors. BMC Med Educ. 2013;13(23):1-9.

49. Jaffe L. Games are multidimensional in educational situations. In: Bradshaw MJ, Hultquist BL (eds). Innovative Teaching Strategies in Nursing and Related Health Professions. 7th ed. Sudbury, MA: Jones & Bartlett Publishers; 2017: 199-210.

50. Fabricatore C, Lopez X. Sustainability learning through gaming: an exploratory study. EJEL. 2012;10(2):209-222.

51. Mullet JH, Akerson NM, Turman A. Healing the past through story. Adult Learning. 2013;24(2):72-78.

52. Willis P. Scheherazade's secret: the power of stories and the desire to learn. Aust J Adult Learn. 2011;51:110-122.

53. Clarke LE, de Jong JD. The value of story in medicine and medical education: a chance to reflect. Journal for Learning through the Arts. 2012;8(1):1-16.

54. Roberts D. Vicarious learning: a review of literature. Nurse Educ Pract. 2010;10(1):13-16.

55. Hustad E, Arntzen AAB. Facilitating teaching and learning capabilities in social learning management systems: challenges, issues and implications for design. J Integr Des Process Sci. 2013;17(1):17-35.

56. Razak NA, Saeed M, Ahmad Z. Adopting Social Networking Sites (SNSs) as interactive communities among English Foreign Language (EFL) learners in writing: opportunities and challenges. English Language Teaching. 2013;6(11):187-198.

57. Lowenstein AJ. Strategies for innovation. In: Bradshaw MJ, Hultquist BL (eds). Innovative Teaching Strategies in Nursing and Related Health Professions. 7th ed. Sudbury, MA: Jones & Bartlett Publishers; 2017: 59-70.

58. Huxley A. Brave New World and Brave New World Revisited. New York, NY: Harper Perennial Modern Classics; 2005.

59. Clark-Wilson A. Approaches to in-service teacher development in England and Wales concerning the use of technology in secondary mathematics. Teach Math Appl. 2009;28:208-211.

60. Bourbonnais FF. Transitioning a master's of nursing course from campus to on-line delivery: lessons learned. Nurse Educ Pract. 2010;10(4):201-204.

61. Gregory JL. Lecture is not a dirty word, how to use active lecture to increase student engagement. HIGH. 2013;2(4):116-122.

62. Handal B, Cavanagh M, Wood L, Petocz P. Factors learning to the adoption of learning technology: the case of graphic calculators. Australasian J Educ Tech. 2011;27(2):343-360.

63. Simon D, Jackson K, Maxwell K. Traditional versus online instruction: faculty resources impact strategies for course delivery. Business Education and Accreditation. 2013;5(1):107-116.

64. Brooks CF. Toward "hybridized" faculty development for the twenty-first century: blending online communities of practice and face-to-face meetings in instructional and professional support programmes. Innov Educ Teach Int. 2010;47(3):261-270.

65. Hertz MB. Mentoring and Coaching for Effective Tech Integration. Available at Last accessed September 20, 2018.

66. Hasson C, Cornelius F, Suplee PD. A technology-driven nursing faculty resource center. Nurse Educ. 2008;33(1):22-25.

67. Davis KJ. Exploring virtual PLCs: professional development for the busy practitioner. Perspectives on School-Based Issues. 2013;14(2):28-32.

68. Risling T, Ferguson L. Communities of practice in nursing academia: a growing need to practice what we teach. Int J Nurs Educ Scholarsh. 2013;10(1):1-8.

69. Burke KM, Craig C. The dedicated education unit: innovating within the regulatory framework. J Nurs Reg. 2011;1(4):9-12.

70. Perumal J. Student resistance and teacher authority: the demands and dynamics of collaborative learning. J Curriculum Stud. 2008;40(3):381-398.

71. Felder RM. Sermons for grumpy campers. Chemical Engineering Education. 2007;41(3):183-184.

72. Braithwaite B. Tapping into technology. Nurs Stand. 2010;28(6):66.

73. Hayden JK, Smiley RA, Alexander M, Kardong-Edgren S, Jeffries PR. The NCSBN National Simulation Study: a longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. J Nurs Reg. 2014;5(2Suppl):S1-S64.

Copyright © 2018 NetCE, P.O. Box 997571, Sacramento, CA 95899-7571
Mention of commercial products does not indicate endorsement.