Building Microlearning Content Development Skills using Informatics and Artificial Intelligence Among Students Nurse Educators
Presentation
Overview
Overview
Description
Building the Skills of Microlearning Content Development using Informatics and Artificial Intelligence among Student Nurse Educators: A Course Revision Background: Microlearning is the delivery of short, highly specific educational materials addressing one or two learning objectives. Microlearning can be a powerful means of delivering evidence-based, interactive educational content tailored to the target audience in academic, healthcare, and industry settings. The American Association of Colleges of Nursing (AACN) has championed the incorporation of competency-based education into the nursing curriculum, emphasizing an active learning process that translates knowledge, skills, and attitudes into measurable outcomes. This change in focus necessitated revisions to master’s programs in nurse education, enabling novice educators to develop time-relevant competencies to prepare evidence-based, interactive educational content. To align with AACN's competency-based education, a nursing informatics course was revised to integrate informatics and generative Artificial Intelligence (GenAI) tools, training student nurse educators to develop timely, engaging, and tailored microlearning content. The abstract highlights revisions to the nursing informatics course within the Master's in Nurse Educator program at University of North Carolina, School of Nursing. Methods: The revision process involved developing a course curriculum map using backward design and identifying appropriate sub-competencies, as well as relevant teaching/learning assessments and strategies. The course revision included teaching/learning modules that 1) introduces the theoretical framework informing microlearning; 2) builds skills in using informatics and AI tools to evaluate the learning needs of audience considering the social determinants of learning; 3) expands the concepts of multimedia design; 4) provides hands-on opportunities to develop evidence-based lesson plans for microlearning; 4) impart skills in using AI tools to build microlearning content, such as infographics, videos, and quizzes; 6) engages student in self-reflection and peer-review; and 7) extends the knowledge on ethical/ legal considerations of using GenAI in nursing education. The faculty member underwent rigorous curriculum development training to develop rubrics for evaluating students' mastery of sub-competencies. Evaluation/outcome of the course revision: The revised course will be reviewed for compliance with the Quality Matters criteria. The impact and effectiveness of the revised course will be assessed by collecting feedback from students and course facilitators, identifying areas for improvement, and ensuring relevance. The course will be adapted based on students' feedback, with the help of course designers and the curriculum development committee. The results from the assessments will be consolidated and disseminated in peer-reviewed manuscripts and conference presentations to share insights on developing competency-based informatics courses for nurse educators and on leveraging AI tools to prepare microlearning content. The dissemination of learning outcomes will sustain the momentum for advancing competency-based education, enabling nurse educators to develop the competencies needed to leverage the latest advancements in informatics and GenAI tools and to prepare evidence-based microlearning content.
