Name
Capella University
NURS-FPX 6111 Assessment and Evaluation in Nursing Education
Prof. Name
Date
The selected course title is Healthcare Technology Management (HTM), aimed at equipping students with the skills to effectively utilize Information Technology (IT) resources in healthcare settings. This program focuses on integrating technology to optimize patient care delivery and improve health outcomes. With a duration of four months and totaling 18 credit hours, students enrolled in the BS Nursing program will receive lectures in classrooms equipped with computers for hands-on guidance. To ensure the highest standards of patient care, HTM will empower students to leverage IT to develop and manage innovative healthcare solutions.
The integration of IT and medical expertise in HTM enables evidence-based techniques and practices in healthcare delivery. This discipline emphasizes quantitative analysis to assess complex information critically. HTM facilitates informed decision-making in diverse healthcare settings.
HTM entails studying and applying nursing data and expertise by integrating IT for efficient data management and utilization. HTM aims to improve patient outcomes while reducing healthcare expenditures (Robert, 2019).
In HTM, the foundation lies in utilizing statistics, to-the-point data, and far-reaching understanding. Just as nurses navigate information and knowledge to inform decision-making, HTM professionals leverage these elements to drive strategic advancements in healthcare technology (Umetsu, 2019). HTM students are encouraged to develop a realistic perspective of the healthcare landscape alongside strong technical skills. Emphasis is placed on gaining expertise in information system architecture, networking, and staying abreast of IT-driven innovations in healthcare (Umetsu, 2019).
Numerous learning objectives are implemented to empower HTM students and integrate technology with practical applications. Students will achieve the following.
The BSN program offers a comprehensive undergraduate curriculum to train proficient professionals in technology utilization. This program provides students with both theoretical understanding and practical competencies necessary for effective healthcare technology implementation. Emphasizing the integration of technological advancements in patient care it aligns seamlessly with the HTM course. This alignment ensures that students meet industry standards and are well-prepared to navigate the dynamic healthcare environment (Nazeha et al., 2020).
Assessment/Evaluation n Strategies | Learning Objectives | Program Outcomes | Learning Objectives |
Case Study Analyses and Presentations | Analyze healthcare data to identify trends, patterns, and insights Develop proficiency in implementing and managing medical devices. Stay abreast of emerging technologies and trends in HTM | Utilize critical thinking in managing healthcare technology for effective decision-making. Utilize telehealth and remote monitoring technologies effectively to improve patient care. | Exhibit clinical reasoning and critical thinking abilities in patient care scenarios (Yao et al., 2021). Graduates will efficiently utilize HTM to deliver effective and safe patient care. The American Association of Colleges of Nursing (AACN) Essential IX emphasizes clinical reasoning and judgment skills for patient-centered, high-quality care aligned with the learning objectives. |
Technology Implementation Projects | Master the use of healthcare information systems and technologies. Develop proficiency in implementing and managing medical devices. | Apply evidence-based practices for efficient patient care using healthcare technology. Utilize telehealth and remote monitoring technologies effectively to improve patient care. | Students will be able to utilize critical thinking to manage healthcare technology effectively, fulfilling the learning objectives. Graduates will efficiently apply EBP to deliver effective and safe patient care. |
Data Analysis and Interpretation | Analyze healthcare data to key out swerves, patterns, and insights. | Analyze healthcare data to distinguish trends and insights for informed decision-making. | Graduates will analyze healthcare data effectively to pinpoint trends, patterns, and insights following the learning objective of studying and utilizing data in healthcare. |
Simulation Exercises | Master the use of healthcare information systems and technologies. Develop proficiency in implementing and managing medical devices. | Apply evidence-based practices for efficient patient care using healthcare technology. Utilize critical thinking in managing healthcare technology for effective decision-making. | Utilize telehealth and remote monitoring technologies effectively to improve patient care. Stay updated with emerging technologies and trends in HTM to adapt to evolving healthcare needs (Yao et al., 2021). |
Evaluation is fundamental to educational programs in HTM and the broader academic context. The success of an HTM program can be measured by its alignment with predetermined benchmarks regarding outcomes and performance monitoring, which are informed by industry and educational standards.
The HTM program spans four months and encompasses 18 credit hours of coursework. Students will focus on learning management techniques, utilizing technical equipment in healthcare settings, ensuring the quality and excellence of healthcare services, safeguarding patient data, and implementing strategies for disease prevention (Cox, 2019).
The strategies for evaluating the HTM program in healthcare include the following:
Integration of online education administration framework to complement traditional classroom instruction.
Various learning domains including cognitive, psychomotor, and affective would be assessed through several assessments to engage students and to promote their learning abilities.
This assessment involves physical assessments, administering treatments, or operating simulation equipment, directly engaging psychomotor skills.
This activity promotes empathy and professionalism when presenting findings and recommendations in a patient-centered manner.
Encourages adaptability and responsiveness to emerging technologies and trends in healthcare technology management.
These assessments foster empathy, communication, and professionalism when interacting with simulated patients or team members (Abbasi et al., 2023).
The field of HTM has witnessed a significant increase in the complexity of skills required by practitioners. This growth underscores the urgent need for a more precise portrayal of essential competencies within the HTM domain. Currently, there is a notable absence of universally accepted guidelines for conveying fundamental HTM skills in medical education curricula (Keskinocak & Savva, 2019). Additionally, the deficiency of studies exploring the essential informatics education for potential HTM educators has also been identified as a knowledge gap. HTM professionals must be evaluated not solely based on their performance in academic or practical assessments but also on their ability to demonstrate the aptitudes necessary for success in their professional endeavors (Keskinocak & Savva, 2019).
In a rapidly evolving healthcare field, expertise in HTM is essential for ensuring both quality and efficiency in healthcare and medical device departments. HTM focuses on optimizing healthcare professionals’ job duties by strategically using IT. The Healthcare Information and Management Systems Society (HIMSS) and the Association for the Advancement of Medical Instrumentation (AAMI) are prominent organizations comprising healthcare professionals dedicated to delivering superior patient care while maintaining financial responsibility (Douville, 2023).
There is a suggestion for HTM programs to prioritize intellectual over practical training to meet the growing demands of the healthcare industry. HTM professionals can benefit from pursuing a professional degree rather than a minimal or intermediate one to align with the expectations of the healthcare system (Douville, 2023). Degree-educated HTM professionals are better equipped to analyze complex scenarios, maintain composure under pressure, and make informed decisions based on evidence-based practices. This contrasts with individuals with vocational training who may not possess the same level of preparation (Douville, 2023).
Abbasi, M., Shirazi, M., Torkmandi, H., Homayoon, S., & Abdi, M. (2023). Impact of teaching, learning, and assessment of medical law on cognitive, affective and psychomotor skills of medical students: A systematic review. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04695-2
Berga, K.-A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., & Olaiya, B. (2020). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today, 96, 104622. https://doi.org/10.1016/j.nedt.2020.104622
Cox, C. A. (2019). Nurse manager job satisfaction and retention. Nursing Management (Springhouse), 50(7), 16–23. https://doi.org/10.1097/01.numa.0000558512.58455.68
Douville, S. (2023). Advanced health technology. CRC Press. https://books.google.com.pk/books?id=0XmtEAAAQBAJ&printsec=frontcover&source=gbs_atb#v=onepage&q&f=false
Keskinocak, P., & Savva, N. (2019). A review of the healthcare-management (modeling) literature published in manufacturing & service operations management. Manufacturing & Service Operations Management, 22(1), 1–222. https://doi.org/10.1287/msom.2019.0817
Lee, R. L. T., West, S., Tang, A. C. Y., Cheng, H. Y., Chong, C. Y. Y., Chien, W. T., & Chan, S. W. C. (2020). A qualitative exploration of the experiences of school nurses during COVID-19 pandemic as the frontline primary health care professionals. Nursing Outlook, 69(3), 399–408. https://doi.org/10.1016/j.outlook.2020.12.003
Michaud, S. (2019). Feature: As HTM evolves, soft skills become more important. Biomedical Instrumentation & Technology, 53(6), 438–442. https://doi.org/10.2345/0899-8205-53.6.438
Nazeha, N., Pavagadhi, D., Kyaw, B. M., Car, J., Jimenez, G., & Tudor Car, L. (2020). A digitally competent health workforce: Scoping review of educational frameworks. Journal of Medical Internet Research, 22(11), e22706. https://doi.org/10.2196/22706
Robert, N. (2019). How artificial intelligence is changing nursing. Nursing Management, 50(9), 30–39. https://doi.org/10.1097/01.numa.0000578988.56622.21
Umetsu, K. (2019). Feature: An uncommon challenge: Leading an HTM department at a research institute. Biomedical Instrumentation & Technology, 53(5), 362–363. https://doi.org/10.2345/0899-8205-53.5.362
Yao, R., Zhang, W., Evans, R., Cao, G., Rui, T., & Shen, L. (2021). Inequities in healthcare services caused by the adoption of digital health technologies: A scoping review. Journal of Medical Internet Research, 24(3), e34144. https://doi.org/10.2196/34144
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