NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment

NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment

Name

Capella University

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name

Date

Educational Technology Assessment Needs

Educational technology refers to the use of digital tools, resources, and methodologies to enhance teaching and learning processes. It encompasses a broad range of applications, from online learning platforms and interactive software to multimedia content and virtual classrooms, aimed at improving educational outcomes and accessibility (Haleem et al., 2022). If nurses want to see nurse education and patient care go forward, they must ensure that instructional technology is integrated effectively. In my role as director of nurse education, I undertake a comprehensive needs assessment to determine the status, what needs to change, and how we can improve our use of educational technology. I intend to improve patient outcomes, optimize staff performance, and raise the bar for nursing education by coordinating technological endeavors with established organizational goals and best practices.

How Nurses Currently Use the Educational Technology

The majority of nurses in the contemporary environment rely on various forms of instructional technology to supplement both formal classroom instruction and ongoing professional development opportunities. Modules on e-learning platforms provide accessible resources for self-paced learning and encompass topics such as clinical recommendations, procedural updates, and professional development courses (Altmiller & Pepe, 2022). Nursing students participate in scenario-based training with the use of simulation equipment, which provides a safe space for them to hone their clinical skills in a simulated setting. 

In addition, teleconferencing, webinars, and virtual meetings made possible by remote communication technology allow for more adaptable learning possibilities, especially for employees located in different parts of the world. Insufficient information about the frequency and efficacy of educational technology utilization is present in the description. So yet, there has been no documentation of specific indicators like user engagement, knowledge retention rates, or the influence on clinical practice (Karl et al., 2022). There is also a lack of particular comments from nurses about the benefits and drawbacks of the current technology.

The description was based on informal observations, comments from a small number of nursing educators, and the scant data available in training records and usage logs. The current understanding is limited in its correctness and thoroughness due to the lack of structured examinations or surveys (Flaubert et al., 2021). Obtaining insights directly from nursing staff and quantifying the amount and effectiveness of educational technology consumption would require additional data collection methods like surveys, interviews, and usage analytics. This would allow for a more thorough and accurate description.

Comparison of the Current State of Educational Technology

The organization will implement a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis to assess the existing and desired states of educational technology utilization. Using this method, the organization’s educational technology utilization can be thoroughly evaluated in terms of its strengths, flaws, possibilities, and dangers.

SWOT Analysis

Assessing the Metrics

Organizational metrics for measuring the value of educational technology utilization mostly center on e-learning module completion rates and simulation session participation. While these KPIs do show some activity, they cannot tell the whole story when it comes to measuring how educational technology has changed nursing and patient outcomes. There is more to a successful learning experience and its application to clinical practice than just the completion percentage (Ardestani et al., 2023). Just as in real life, just because you take part in a simulation doesn’t mean you’ll be good at it.

A number of best practices might be put into place to improve data quality, interpretation, and utilization. To begin with, a more complete picture of the efficacy of educational interventions could be obtained by combining pre- and post-assessment scores to gauge knowledge acquisition and retention. Using these tests, teachers can see where their students are struggling and how far they’ve come. The practical usefulness of instructional technology can be better understood through competency evaluations administered after simulation sessions (Huang et al., 2022). These exams measure the application of skills in clinical contexts.

To have a better understanding of how educational technology is considered to affect nursing practice, it is helpful to conduct surveys of both learners and clinical preceptors. Educational interventions can be better designed and implemented based on the results of these surveys, which can measure their usefulness, relevance, and efficacy (Sapri et al., 2022). Furthermore, by utilizing data analytics capabilities within an LMS, the company may monitor the progress of learners, spot patterns in their learning, and tailor instructional content to each individual’s requirements and preferences.

Organizational Mission

The organization’s public statement outlines the strategic purpose, which centers on providing high-quality patient care via innovative nursing education and ongoing professional development for nurses. This objective is perfectly in line with educational technology, which is driving innovation in nursing education and improving staff clinical proficiency (Brunt & Morris, 2023). Our nursing staff is empowered through the utilization of accessible learning resources, interactive training modules, and immersive simulation experiences made possible by new or current educational technology. This, in turn, promotes a culture of innovation and lifelong learning (Gause et al., 2022). We maintain our dedication to providing excellent healthcare and ensuring patient safety by strategically integrating technology into our educational programs, which in turn equips our nurses with the information and skills necessary to provide superior patient care.

Recommended Changes

My recommendations for better nursing education include extensive training and continuous support for nursing staff, as well as set standards for incorporating educational technologies into the curriculum. This method improves participation and learning by making sure current technology is used consistently and effectively. Investigating the potential use of cutting-edge technology, such as VR simulations, can enhance clinical skill competency through practical, experiential learning. Best practices in the field stress the significance of established protocols and continuous training; studies show that immersive learning experiences are successful in nursing education, and these findings support the recommendations.

Conclusion

The results of the needs assessment have shed light on where our organization stands in terms of educational technology utilization and where we may make improvements. Through the implementation of established guidelines, comprehensive training, and the exploration of novel solutions, our nursing team may foster a culture of innovation and continuous learning. By doing so, we pledge to stay true to our strategic goal of providing excellent patient care and fostering excellence in nursing practice through our educational technology programs.

References

Altmiller, G., & Pepe, L. H. (2022). Influence of technology in supporting quality and safety in nursing education. Nursing Clinics of North America, 57(4), 551–562. https://doi.org/10.1016/j.cnur.2022.06.005 

Ardestani, M. S. F., Adibi, S., Golshan, A., & Sadeghian, P. (2023). Factors influencing the effectiveness of E-learning in healthcare: A fuzzy ANP study. Healthcare, 11(14), 2035. https://doi.org/10.3390/healthcare11142035 

Brunt, B. A., & Morris, M. M. (2023). Nursing professional development evidence-based practice. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK589676/ 

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). Educating nurses for the future. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573912/ 

Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis, 45(1). https://doi.org/10.4102/curationis.v45i1.2261 

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(3), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004 

NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment

Huang, Z., Sindakis, S., Aggarwal, S., & Thomas, L. (2022). The role of leadership in collective creativity and innovation: Examining academic research and development environments. Frontiers in Psychology, 13(13). https://doi.org/10.3389/fpsyg.2022.1060412 

Karl, K. A., Peluchette, J. V., & Aghakhani, N. (2022). Virtual work meetings during the COVID-19 pandemic: The good, bad, and ugly. Small Group Research, 53(3), 343–365. https://doi.org/10.1177/10464964211015286 

Ryan, G., Callaghan, S., Rafferty, A., Higgins, M., Mangina, E., & McAuliffe, F. (2021). Learning outcomes of immersive technologies in healthcare student education: A systematic review of the literature (Preprint). Journal of Medical Internet Research, 24(2). https://doi.org/10.2196/30082 

Sapri, N. D., Ng, Y. T., Wu, V. X., & Yobas, K. P. (2022). Effectiveness of educational interventions on evidence-based practice for nurses in clinical settings: A systematic review and meta-analysis. Nurse Education Today, 111(1), 105295. https://doi.org/10.1016/j.nedt.2022.105295