Executive Summary
Technology is transforming numerous sectors worldwide, with nursing education being a key area of impact. The revision of nursing curricula is focused on expanding educational opportunities beyond traditional face-to-face classroom environments. Technological advancements have significantly improved access to education, especially for students in remote or underserved regions, enabling them to engage with coursework without physical attendance.
In nursing education, technology offers flexible and convenient access to learning materials through internet connectivity, encourages learner autonomy, enriches the learning experience, and promotes collaboration between students and instructors. These tools support various learning styles, enhance competency development, and foster professional growth in nursing practice.
A coalition of stakeholders identified a considerable gap between the existing reliance on conventional resources—such as textbooks, journal articles, and in-person lectures—and the preferred integration of more interactive tools like Zoom software to enhance learning delivery. To bridge this gap, recommendations included assessing institutional readiness, leveraging existing strengths, and addressing identified weaknesses. Lewin’s Change Theory was proposed as the foundational framework for guiding the integration process, complemented by strategies to overcome challenges such as internet accessibility issues, training demands, and financial considerations.
Given the widespread use of laptops, tablets, and smartphones among students, equipping nursing students with the skills to effectively utilize these technological tools is essential for modern nursing education.
Zoom Platform Technology Proposal
Virtual platforms like Zoom have become widely accepted due to their ability to engage students actively, accommodate diverse learning preferences, and extend educational access to learners unable to attend in-person sessions. The COVID-19 pandemic accelerated the adoption of these technologies, necessitating remote participation in both classroom and clinical nursing education.
The pandemic also exposed limitations in existing educational tools while demonstrating the effectiveness of virtual simulation as a learning strategy. This proposal targets the integration of Zoom technology into the course “Role of the BSN Nurse in Promoting Community Health,” applying Lewin’s Change Theory to ensure a safe, efficient educational environment through virtual simulations amidst ongoing public health challenges.
Literature Review
Summary of Findings
Virtual technologies like Zoom expand educators’ ability to engage students actively and meaningfully. Virtual simulations provide enhanced learner interaction, immediate feedback, and easy access to educational content, increasing student confidence and satisfaction (Bastable, 2019). Zoom is particularly advantageous for courses that do not require physical presence, offering flexible learning anytime and anywhere (Xiangming & Song, 2018).
| Study/Author | Key Points |
|---|---|
| Bastable (2019) | Virtual simulations improve interaction, feedback, self-efficacy, and learner satisfaction |
| Xiangming & Song (2018) | Zoom offers portable access to course content at any time and place |
| Padilha et al. (2019) | Nursing students consider Zoom essential for effective learning |
| Shin et al. (2019) | Zoom enhances engagement, particularly in remote or resource-limited settings |
| Fox (2019) | Zoom supports blended learning and student flexibility |
| Raoufi et al. (2020) | Zoom is a viable platform for distance nursing education |
During the COVID-19 crisis, Zoom ensured continuity in nursing education without compromising outcomes. Its accessibility via smartphones and mobile data makes it particularly useful for students with limited access to traditional computers. Incorporating Zoom into the BSN community health course enhances learning efficiency and aligns with program objectives.
Identified Gaps in Technology Use
The COVID-19 pandemic drastically limited in-person learning and clinical experiences due to safety precautions. Current curricula heavily depend on traditional teaching approaches, such as textbooks and face-to-face lectures, which restrict flexibility and adaptability to contemporary educational needs.
A key gap is the lack of video conferencing and virtual meeting platforms within the curriculum. Introducing Zoom offers real-time, flexible interaction options suitable for students managing academic and personal commitments. Research indicates that Zoom positively impacts student engagement, academic performance, and satisfaction among learners and faculty (Shin et al., 2019; Raoufi et al., 2020).
Gap Analysis Process
Stakeholders performed a gap analysis during pandemic closures to evaluate the disparity between existing technology and the desired integration of Zoom.
| Step Number | Description |
|---|---|
| 1 | Identify the need for change |
| 2 | Analyze the current gap |
| 3 | Plan the change implementation |
| 4 | Evaluate change outcomes |
Surveys from students and faculty confirmed that the current technologies were outdated, reinforcing the necessity for modern platforms. This analysis provided a structured plan to shift from traditional teaching methods toward Zoom-enabled instruction.
Stakeholders and Their Roles
Successful integration requires a collaborative effort among multiple stakeholders:
| Stakeholder | Role and Responsibilities |
|---|---|
| Nursing Administrators | Manage funding, allocate resources, and coordinate with other institutions |
| Nurse Educators | Lead curriculum integration and identify resource needs |
| Nursing Students | Offer feedback on technology usability and participate in evaluations |
| IT Personnel | Assess costs, provide technical support, and oversee implementation |
This collaborative structure promotes shared goals and coordinated progress toward curriculum enhancement.
Methods of Collaboration
Various communication channels were used to ensure effective collaboration:
| Method | Purpose |
|---|---|
| Weekly Meetings | Encourage real-time dialogue, build trust, and provide feedback |
| Emails | Facilitate follow-up, maintain documentation |
| Face-to-face | Foster open discussion and brainstorming |
This mix of synchronous and asynchronous communication ensured continuous engagement and record-keeping.
Current Technologies in Use
Two primary technologies support the enhancement of the community health nursing course:
| Technology | Features & Benefits | Limitations |
|---|---|---|
| Zoom | Interactive video communication; remote learning flexibility; device accessibility | Limited internet access; technical issues; learning curve |
| Lippincott Solutions | Evidence-based curriculum; flipped classroom; virtual simulations | Requires reliable internet; maintenance; user training needed |
Zoom’s 24/7 availability facilitates continuous access, reducing missed learning opportunities caused by illness or other commitments.
Challenges Faced in Technology Use
The pandemic highlighted several difficulties:
Reduced clinical access, limiting hands-on practice.
Lack of immediate feedback in remote learning.
Technical problems and unfamiliarity with new tools.
Strategies to Overcome Challenges
Platforms like Zoom and Lippincott Solutions help by:
Providing remote access to lectures and resources.
Enabling real-time collaboration and feedback.
Supporting virtual clinical skill development through simulations.
Learning Material Accessibility
Students can access learning materials continuously through virtual clinical environments, which enable safe, repeated practice of nursing skills from any location with internet connectivity. The availability of web-enabled devices allows students to study flexibly, whether at home, work, or other convenient settings, fostering autonomous learning.
Summary of Needs Assessment Findings
The needs assessment revealed significant gaps in current technology use, especially evident during the pandemic when physical attendance was impossible. The introduction of online platforms such as Zoom and Lippincott Solutions enables students to complete coursework safely and flexibly, enriching the educational experience and aligning with national nursing standards.
Online learning improves accessibility, accelerates knowledge acquisition, reduces costs associated with textbooks, and optimizes educators’ time.
Collaboration with Stakeholders
A diverse group including administrators, educators, students, and IT personnel participated in the curriculum change decision. Communication occurred mainly via emails and surveys, complemented by face-to-face discussions.
| Pros of Zoom Integration | Cons of Zoom Integration |
|---|---|
| Maintains connection despite COVID-19 restrictions | Not all users have access to computers/mobile devices |
| Accessible from any location with internet | Some face unreliable internet or connectivity costs |
| Supports real-time interaction and collaboration | Potential digital divide and equity concerns |
| User-friendly with available technical support | Concerns over varying levels of technological literacy |
Stakeholders generally agreed that Zoom’s advantages outweigh its limitations, recognizing its role in cost reduction and maintaining safe learning environments.
Force Field Analysis: Organizational Readiness
The implementation of Zoom faces various supporting and opposing forces:
| Forces Supporting Implementation | Forces Opposing Implementation |
|---|---|
| Easy internet access to course materials | Limited internet access for some users |
| User-friendly platform encouraging collaboration | Lack of devices like laptops or smartphones |
| Enables learning during pandemic | Resistance from educators favoring traditional methods |
| Ongoing technical support and training | Financial barriers for devices and internet costs |
Internal obstacles include budget limitations, resistance to change among educators, and lack of qualified trainers. External challenges involve software availability, internet reliability, and affordability of devices and data plans.
Change Theory Selection and Justification
Lewin’s Change Theory was chosen for implementing Zoom due to its clear three-stage approach—unfreezing, moving, and refreezing—that supports a smooth transition to new technology (Mitchell, 2013).
Unfreezing: Recognize curriculum gaps and prepare stakeholders for change.
Moving: Engage stakeholders through communication, training, and support.
Refreezing: Solidify change by fostering confidence and providing ongoing resources and feedback.
This model helps to reduce resistance and ensures lasting integration.
Potential Resistance and Barriers
Potential challenges include:
Educators’ preference for traditional teaching methods.
Students lacking access to devices or reliable internet.
Technical difficulties such as software glitches disrupting learning.
Implementation Plan Based on Lewin’s Change Model
| Stage | Actions |
|---|---|
| Unfreezing | Identify gaps, select stakeholders, conduct needs assessment, propose Zoom integration, obtain approval |
| Moving | Communicate benefits, train superusers, offer varied learning methods, test technology, gather feedback |
| Refreezing | Monitor satisfaction, evaluate effectiveness, provide technical support, conduct annual reviews |
Proposal Purpose and Rationale
The proposal aims to integrate Zoom into the course “The Role of the BSN Nurse in Promoting Community Health” to enhance learning outcomes and maintain safe educational delivery during public health emergencies. Research supports Zoom’s effectiveness in facilitating remote nursing education.
Explanation of Proposal and Needs Gap
School closures and restrictions on in-person learning revealed a critical gap in virtual learning capacity. Zoom facilitates visual and verbal communication regardless of location, enabling students to achieve learning objectives remotely and mitigating educational disruptions.
Importance and Impact of the Proposal
The proposal promotes uninterrupted learning during health crises and equips educators and students to adapt to evolving technologies. It enhances educational outcomes, supports remote learners—especially in underserved areas—and aligns nursing education with contemporary professional standards.
References
Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing practice (5th ed.). Jones & Bartlett Learning.
Fox, E. (2019). Mobile technology: A tool to increase global competency among higher education students. International Review of Research in Open and Distributed Learning, 20(2), 242–259. https://doi.org/10.19173/irrodl.v20i2.3961
Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management, 20(1), 32–37. https://doi.org/10.7748/nm2013.04.20.1.32.e1013
Padilha, J. M., Machado, P. P., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in nursing education: Randomized controlled trial. Journal of Medical Internet Research, 21(3). https://doi.org/10.2196/11529
Raoufi, S., Manoochehri, H., Zarifsanaiey, N., & Nikravanmofrad, M. (2020). Developing an e-learning model for nursing education. Journal of Clinical & Diagnostic Research, 14(1), 11–16. https://doi.org/10.7860/JCDR/2020/43134.13451
Shin, H., Rim, D., Kim, H., Park, S., & Shon, S. (2019). Educational characteristics of virtual simulation in nursing: An integrative review. Clinical Simulation in Nursing, 37, 18–28. https://doi.org/10.1016/j.ecns.2019.08.002
Xiangming, L., & Song, S. (2018). Mobile technology affordance and its social implications: A case of “Rain Classroom.” British Journal of Educational Technology, 29(2), 276–291. https://doi.org/10.1111/bjet.12586