NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Name

Capella University

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name

Date

Slide 1: Greetings, everyone, and thank you for joining me today. I’m _____. Today, I am excited to present our comprehensive plan for implementing advanced virtual reality (VR) technology in Vila Health.

Vila Health: Implementing New Educational Technology

Slide 2: Healthcare professionals embrace innovative solutions to enhance educational strategies, improve staff proficiency, and ultimately deliver exceptional patient care. Virtual reality technology offers immersive, hands-on training experiences that can significantly improve the learning and skill acquisition process for our nursing staff. By simulating real-life scenarios, VR can bridge the gap between theoretical knowledge and practical application, ensuring that our staff is well-prepared for the complexities of real-world patient care (Popov et al., 2019). This presentation will outline the steps for implementing this new educational technology, detail the resources required, discuss the necessary end-user training, and explain how we plan to evaluate the effectiveness of this change.

Steps in a Plan to Implement Changes in Existing Technologies 

Slide 3: Implementing changes in existing educational technologies at Vila Health, particularly the integration of virtual reality (VR) technology, requires a systematic and strategic approach to ensure successful adoption and impact. The initial phase of implementing VR technology at Vila Health involves a comprehensive assessment of the current educational technology landscape. This assessment includes evaluating the usage and effectiveness of VR in existing training and development programs. Stakeholder feedback, particularly from nurse educators and end users familiar with VR simulations, will be gathered to gain insights into areas for improvement and how VR can be leveraged effectively (Kim & Ahn, 2021). The next step is to define clear objectives and goals for implementing VR technology. These objectives will be aligned with VR’s benefits, such as enhancing staff proficiency, improving patient care outcomes, and creating immersive learning experiences. Setting SMART goals ensures that the implementation remains focused and measurable and contributes to the organization’s mission and strategic priorities.

The procurement and integration of VR technology, including platforms like MindMotion Pro and Osso VR, into Vila Health’s educational framework requires collaboration between IT teams, nurse educators, and external vendors (Hartman et al., 2024). This process involves selecting the most suitable VR platforms, ensuring compatibility with existing systems, and establishing support structures for troubleshooting and maintenance.

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Slide 4: A crucial step in the implementation strategy is pilot testing VR modules to identify technical challenges and user experience issues before full-scale deployment. This phased approach allows for adjustments and refinements based on feedback from end users. Continuous feedback loops ensure that VR simulations are engaging, effective, and aligned with learning objectives. Comprehensive training programs will be developed to address potential user resistance or the need for staff members to become more familiar with VR technology (Shorey et al., 2020).

These training programs will provide hands-on experience, troubleshooting guidance, and resources for staff to enhance their VR skills. Continuous education and feedback loops will be incorporated to encourage user adoption and overcome any initial hesitations. Monitoring and evaluating the impact of VR implementation is essential to track metrics related to staff engagement, learning outcomes, and patient care quality (Shorey et al., 2020). Data-driven insights will guide continuous improvement efforts, enabling Vila Health to optimize VR usage, expand VR-based training programs, and measure the return on investment in educational technology.

Problems and Contingency 

Slide 5: While implementing changes in existing educational technologies, especially the integration of virtual reality (VR) technology, at Vila Health, it is crucial to anticipate potential challenges and have contingency plans in place to address them effectively. Potential technical challenges related to VR hardware or software compatibility, network infrastructure, or system integration may arise (Bondy et al., 2021). To mitigate these challenges, Vila Health will collaborate closely with IT experts and VR vendors to ensure seamless implementation and ongoing technical support. Regular system checks, updates, and maintenance protocols will also be established to minimize downtime and disruptions. User resistance or lack of familiarity with VR technology among staff members could pose challenges (Dhar et al., 2023). Comprehensive training programs, continuous education, and feedback loops will be implemented to address these challenges, encouraging user adoption and engagement with VR technology.

It is crucial to ensure that VR content aligns with learning objectives and addresses specific training needs. Vila Health will collaborate with nurse educators and subject matter experts to customize VR simulations, scenarios, and learning paths tailored to different roles and responsibilities within the organization. Regular content updates and assessments will ensure that VR content remains relevant and effective in meeting educational goals. Protecting sensitive patient data and maintaining privacy standards while using VR technology is paramount (Frøiland et al., 2023). Vila Health will implement robust data security measures, encryption protocols, and access controls to safeguard patient Information within VR simulations. Compliance with healthcare regulations and regular audits will be conducted to ensure adherence to privacy guidelines and ethical standards.

Resource Requirements for a Successful Technology Change Implementation

Slide 6: A detailed and comprehensive analysis of various resources is crucial to determining the resource requirements for a successful implementation of VR technology at Vila Health. These resources encompass human, capital, technical support, and budgetary considerations essential for a successful technology change implementation. The implementation of VR technology will require a dedicated team of professionals with diverse expertise (Frøiland et al., 2023). This includes IT specialists for system integration, VR developers for content creation and customization, nurse educators for training and support, and administrative staff for coordination and management. The human resources plan should outline roles and responsibilities, staffing requirements, and training programs to ensure proficiency in using VR technology.

Acquiring VR hardware and software components is a significant aspect of the resource requirements. This includes VR headsets, controllers, sensors, software licenses for VR platforms like MindMotion Pro and Osso VR, and possibly additional computing equipment for simulation development and hosting. The capital investment plan should detail the procurement process, costs, vendor agreements, and ongoing maintenance expenses. A robust technical support infrastructure is essential for troubleshooting, maintenance, and updates related to VR technology (Lee & Yoon, 2021). This includes help desk support for end users, collaboration with VR vendors for software updates and patches, system monitoring tools for performance optimization, and backup solutions for data protection. The technical support plan should outline service level agreements, escalation procedures, and training for support staff.

Developing a comprehensive budget for VR technology implementation involves estimating costs across various categories. This includes initial hardware and software acquisition costs, ongoing maintenance and support expenses, training and development costs, and potential costs for content customization or outsourcing (Lee & Yoon, 2021). The budget projections should be aligned with the organization’s financial goals and constraints, ensuring transparency and accountability in resource allocation. A successful technology change implementation requires careful consideration and planning of human capital, technical support, and budgetary resources (Liu et al., 2023). A detailed analysis of these resource requirements is crucial to ensure a seamless and effective integration of VR technology at Vila Health.

The End-User Training Requirements

Slide 7:  To ensure the successful implementation of VR technology at Vila Health, a thorough assessment of end-user training requirements is paramount. The first step in this process involves evaluating the current capabilities of end users regarding VR technology. This assessment encompasses understanding their familiarity with VR hardware and software, their previous experience with similar technologies, and their overall comfort level with immersive learning environments. Surveys, interviews, and hands-on demonstrations can serve as practical tools for gathering this essential information and providing insights into the existing knowledge base of end users (Lee et al., 2020). Once the current capabilities of end users are assessed, the focus shifts towards defining clear performance expectations.

This step is crucial for aligning the training programs with the organizational goals and objectives associated with VR implementation. It involves identifying the specific skills, competencies, and knowledge areas that end users need to develop or enhance through the utilization of VR technology (Mulders et al., 2020). For instance, nurses may require training in patient assessment using VR simulations or emergency response protocols in a virtual environment. By establishing performance benchmarks and clear learning objectives, Vila Health can ensure that the training programs meet the intended outcomes and contribute effectively to staff proficiency.

Understanding the support needs of end users is another critical aspect of determining training requirements. This involves identifying the types of support required by end users throughout the implementation process and beyond. These support needs may include technical support for troubleshooting VR hardware or software issues, educational support for understanding VR content and applications, and logistical support for accessing training materials and resources (Mulders et al., 2020). By addressing these support needs proactively, Vila Health can enhance the overall user experience and facilitate a smoother transition to VR technology adoption among staff members.

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Based on the comprehensive assessment of end-user capabilities, performance expectations, and support needs, a structured and tailored training program can be developed. This program should encompass a variety of training modalities, including hands-on training sessions using VR technology, interactive workshops, online courses, video tutorials, and simulation-based exercises (Stoumpos et al., 2023). The training content should be customized to cater to the specific learning styles, preferences, and job roles of different end users within the organization, ensuring maximum engagement and knowledge retention.

Continuous education and feedback mechanisms are also integral components of the end-user training strategy. Training is an ongoing process, and Vila Health must implement continuous education initiatives to keep end users updated with new features, applications, and best practices related to VR technology (Lee et al., 2020). Feedback mechanisms such as surveys, focus groups, and performance evaluations should be utilized to gather insights from end users about the effectiveness of training programs, identify areas for improvement, and address any emerging challenges promptly. This feedback loop ensures that the training remains relevant, engaging, and impactful over time, contributing to the overall success of VR implementation at Vila Health.

Plan to Evaluate the Effectiveness of a Technology Change

Slide 8: Implementing a comprehensive plan to evaluate the effectiveness of a technology change, such as the integration of VR technology at Vila Health, is essential for assessing its impact on staff proficiency, patient care outcomes, and overall organizational performance. The evaluation plan should encompass several vital steps to ensure a thorough and meaningful assessment of success. Firstly, it is crucial to establish clear objectives and goals that align with the intended benefits of VR technology usage. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART criteria), providing a framework for evaluating success against predefined benchmarks (Di Natale et al., 2020). For example, objectives include improving nursing staff’s clinical decision-making skills, reducing error rates in simulated scenarios, and enhancing patient satisfaction scores post-implementation.

Defining key performance indicators (KPIs) is essential to track and measure the success of the technology change. These KPIs should be directly linked to the established objectives and goals, enabling quantifiable assessment of outcomes. KPIs related to VR implementation may include metrics such as staff engagement levels with VR training programs, proficiency in using VR platforms, patient outcomes influenced by VR-based interventions, and the cost-effectiveness of VR technology compared to traditional training methods (Altmiller & Pepe, 2022). Data collection mechanisms play a crucial role in the evaluation process, allowing for the collection of relevant data points to assess the impact of VR technology. This may involve utilizing software tools for data analytics, conducting surveys or assessments, analyzing performance metrics from VR training platforms, and gathering feedback from end users and stakeholders (Altmiller & Pepe, 2022). Collecting both quantitative data and qualitative data provides a holistic view of the technology’s effectiveness.

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Once data is collected, thorough analysis and interpretation are necessary to derive meaningful insights from the evaluation process. Statistical analysis, trend analysis, and comparative analysis between pre-implementation and post-implementation data help identify trends, patterns, strengths, weaknesses, and areas for improvement. Qualitative feedback analysis also provides valuable qualitative insights into user experiences, perceptions, and challenges faced during VR technology adoption. The evaluation process should culminate in actionable recommendations based on the evaluation findings (Turnbull et al., 2021). These recommendations may include refining VR training programs, adjusting VR content and simulations based on user feedback, providing additional support or resources to end users, scaling successful initiatives, addressing any identified issues or concerns, and aligning future technology investments with organizational goals and priorities. 

Criteria for Evaluation

Slide 9:  Establishing clear criteria for evaluation is paramount to ensure a valid and comprehensive assessment of success. Criteria for evaluation should be aligned with the objectives, KPIs, and desired outcomes of VR technology implementation. Examples of criteria for evaluation may include effectiveness in improving staff proficiency, impact on patient care quality and safety, cost-effectiveness compared to traditional training methods, user satisfaction and engagement levels, scalability and sustainability of VR initiatives, and alignment with organizational goals and strategic priorities (Popov et al., 2019). These criteria serve as benchmarks for measuring success and guide decision-making processes for continuous improvement and optimization of VR technology usage within the organization.

Conclusion

Slide 10: Implementing advanced virtual reality (VR) technology at Vila Health aims to enhance educational strategies, improve staff proficiency, and deliver exceptional patient care. The systematic approach outlined covers assessment, planning, implementation, and evaluation, ensuring successful integration. Vila Health’s commitment to innovation and continuous improvement is reflected in this comprehensive plan. The goal is to unlock VR technology’s full potential for positive outcomes in healthcare education and practice.

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 

Bondy, C., Chen, L., Grover, P., Hanson, V., Li, R., & Shi, P. (2021). Evaluating technology-mediated collaborative workflows for telehealth. Institute of Electrical and Electronics Engineers Journal of Biomedical and Health Informatics, 25(12), 4308–4316. https://doi.org/10.1109/jbhi.2021.3119458 

Dhar, E., Upadhyay, U., Huang, Y., Uddin, M., Manias, G., Kyriazis, D., Wajid, U., AlShawaf, H., & Syed Abdul, S. (2023). A scoping review to assess the effects of virtual reality in medical education and clinical care. Digital Health, 9, 205520762311580. https://doi.org/10.1177/20552076231158022 

Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006–2033. https://doi.org/10.1111/bjet.13030 

Frøiland, C. T., Husebø, A. M. L., Aase, I., Akerjordet, K., & Laugaland, K. (2023). A digital educational resource to support and enhance effective mentorship practices of nursing students in nursing homes: A qualitative study. BioMed Central Nursing, 22(1), 1–13. https://doi.org/10.1186/s12912-023-01570-9 

Hartman, C., Kim, I., & Ryu, J. (2024). Conceptualizing collaborative team learning in XR for medical education and training. Lecture Notes in Computer Science, 44–63. https://doi.org/10.1007/978-3-031-61047-9_3 

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Kim, Y.-J., & Ahn, S.-Y. (2021). Factors Influencing nursing students’ immersive virtual reality media technology-based learning. Sensors, 21(23), 8088. https://doi.org/10.3390/s21238088 

Lee, D., & Yoon, S. N. (2021). Application of artificial intelligence-based technologies in the healthcare industry: Opportunities and challenges. International Journal of Environmental Research and Public Health, 18(1), 271. https://www.mdpi.com/1660-4601/18/1/271 

Lee, J., Lee, H., Kim, S., Choi, M., Ko, I. S., Bae, J., & Kim, S. H. (2020). Debriefing methods and learning outcomes in simulation nursing education: A systematic review and meta-analysis. Nurse Education Today, 87(1), 104345. https://doi.org/10.1016/j.nedt.2020.104345 

Liu, K., Zhang, W., Li, W., Wang, T., & Zheng, Y. (2023). Effectiveness of virtual reality in nursing education: A systematic review and meta-analysis. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04662-x 

Mulders, M., Buchner, J., & Kerres, M. (2020). A framework for the use of immersive virtual reality in learning environments. International Journal of Emerging Technologies in Learning (IJET), 15(24), 208–224. https://www.learntechlib.org/p/218562/ 

Popov, S., Mitkova, M., Surchev, S., Petkov, T., Todorov, M., Sotirova, E., Sotirov, S., Bozov, H., Minkov, M., & Tankov, I. (2019). Virtual reality as educational technology. 2019 29th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE). https://doi.org/10.1109/eaeeie46886.2019.9000438 

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Shorey, S., Ang, E., Ng, E. D., Yap, J., Lau, L. S. T., & Chui, C. K. (2020). Communication skills training using virtual reality: A descriptive qualitative study. Nurse Education Today, 94, 104592. https://doi.org/10.1016/j.nedt.2020.104592 

Stoumpos, A. I., Kitsios, F., & Talias, M. A. (2023). Digital transformation in healthcare: technology acceptance and its applications. International Journal of Environmental Research and Public Health, 20(4). https://doi.org/10.3390/ijerph20043407 

Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to e-learning during the COVID-19 pandemic: How have higher education institutions responded to the challenge? Education and Information Technologies, 26(5). https://doi.org/10.1007/s10639-021-10633-w 

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Name

Capella University

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name

Date

Educational Technologies Comparison

In nursing education, selecting the most suitable educational technology is vital for ensuring effective teaching and learning outcomes. The Learning Management System (LMS) offers a central platform for providing, dealing with, and tracking educational content and activities, facilitating comprehensive training and competency assessment in nursing education (James, 2022). This paper compares two versions of a similar technology to enhance nursing education, specifically focusing on opioid management at St. Anthony Medical Center (SAMC). By evaluating each version’s features, benefits, and capabilities, this comparison aims to provide insights into the optimal technology solution for addressing the unique educational needs and challenges within SAMC’s nursing education program.

Part 1

Learning Management Systems for Nursing Education

LMS are comprehensive software applications designed to ease the management, distribution, and tracking of educational content and training plans. In nursing education, LMS platforms are crucial in organizing coursework, delivering e-learning materials, and monitoring learner progress. These systems offer a centralized platform where educators can create, distribute, and manage learning resources while learners can access content, participate in activities, and track their progress (James, 2022).

The first version of the LMS we are comparing is the current system utilized by SAMC. This LMS is likely a standard platform tailored to the specific needs of healthcare education, offering features such as course creation, content management, discussion forums, assessment tools, and learner analytics. It is the backbone of SAMC’s educational infrastructure, supporting traditional classroom-based and online learning initiatives (Mtshali et al., 2022).

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

The second version of the LMS is a proposed collaborative e-learning platform aimed at addressing specific challenges related to opioid administration and management within SAMC. This version likely builds upon the functionalities of traditional LMS platforms by incorporating advanced features such as high-fidelity simulations, case studies, immediate feedback mechanisms, and enhanced decision support tools tailored to opioid crisis scenarios. It emphasizes interactive and practical learning experiences to prepare better nursing staff to handle real-life situations effectively (Chen et al., 2022).

Both versions of the LMS are designed to streamline nursing education, improve learning outcomes, and enhance patient care by providing access to relevant and engaging educational content, fostering collaboration among learners, and offering tools for assessing competency and tracking progress. However, the proposed collaborative e-learning platform seeks to address specific gaps in SAMC’s educational infrastructure related to opioid crisis management, making it a targeted solution for addressing critical needs in nursing education (Chen et al., 2022; Mtshali et al., 2022).

 Comparing the Features, Capabilities, and Benefits

Assumptions

The current LMS utilized at SAMC serves as a foundational tool for managing nursing education. However, it is presumed that this system may lack specific features and capabilities tailored to address the challenges associated with opioid crisis management effectively. Given this assumption, decision-makers may recognize potential gaps in the current LMS, hindering its ability to adequately support nursing education in addressing the complexities of opioid crisis scenarios (Tuma, 2021). This assumption underscores the importance of assessing whether the existing technology sufficiently meets the educational needs of opioid crisis management or if an alternative solution is necessary to bridge any identified gaps.

On the other hand, it is assumed that the proposed collaborative e-learning platform presents advanced features and capabilities explicitly designed to confront the challenges posed by opioid crisis scenarios. These features may include high-fidelity simulations and decision support tools uniquely tailored to assist nursing staff in navigating the complexities of opioid-related situations effectively. This assumption suggests that the proposed platform may offer a more targeted and comprehensive approach to addressing the educational requirements of SAMC, particularly concerning opioid crisis management (Tuma, 2021). Decision-makers prioritize this platform based on its potential to provide tailored solutions aligned with SAMC’s strategic goals and educational objectives in combating opioid-related challenges.

Part 2

Benefits and Limitations of Comparing Similar Educational Technologies

Undertaking a comparison of similar Learning Management Systems (LMS) in educational technologies offers several benefits in informing decision-making processes within nursing education contexts. Firstly, such comparisons enable stakeholders, including educators and administrators, to comprehensively understand the available options and their respective features, capabilities, and benefits. This facilitates informed decision-making by providing insights into which technology best aligns with the institution’s specific educational needs and objectives, such as addressing challenges related to opioid crisis management at SAMC (Chen et al., 2023).

Furthermore, comparing similar technologies of LMS allows for identifying gaps and shortcomings in existing solutions, prompting considerations for potential upgrades or replacements to meet the evolving needs of nursing education better (Mtshali et al., 2022). In nursing education, the utilization of LMS has been associated with enhanced outcomes. For instance, educational programs that incorporate a minimum of 50% direct care clinical experiences often demonstrate superior performance, while those with at least 35% full-time faculty members also exhibit positive results (Spector et al., 2022).

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Undertaking a comparison of similar LMS in e-learning technologies offers several benefits in informing decision-making processes within nursing education contexts. Firstly, such comparisons enable stakeholders, including educators and administrators, to comprehensively understand the available options and their respective features, capabilities, and benefits. This facilitates informed decision-making by providing insights into which technology best aligns with the institution’s specific educational needs and objectives, such as addressing challenges related to opioid crisis management at SAMC (Chen et al., 2023).

However, it is essential to acknowledge certain limitations associated with this type of comparison. While comparing similar technologies can provide valuable insights, it needs to capture the nuanced differences between individual platforms or solutions fully. Each technology may offer unique functionalities or approaches not adequately reflected in a side-by-side comparison. Additionally, the effectiveness of a technology within a specific educational context may depend on various factors beyond its features and capabilities, such as user experience, organizational readiness, and implementation support (Sezer et al., 2022).

Assumptions

• The comparison of LMS assumes that the identified versions of educational technology accurately represent the range of options available for addressing opioid crisis management in nursing education at SAMC (Sonneborn et al., 2022).
• It is assumed that the features, capabilities, and benefits listed in the LMS comparison table provide a comprehensive overview of each technology’s potential to meet the educational needs and objectives related to opioid crisis management (Sonneborn et al., 2022).
• The comparison assumes that decision-makers at SAMC will use the information presented in the table to make informed decisions regarding the selection and implementation of LMS technology for addressing opioid crisis management in nursing education (Remsberg et al., 2023).

Analysis

Best Teaching and Learning Situations 

The LMS at SAMC is best suited for various teaching and learning situations, particularly those related to addressing challenges associated with opioid management in nursing education. Firstly, the LMS can effectively deliver standardized training modules and educational resources on opioid crisis management to nursing staff across different departments and disciplines. Through the centralized platform, educators can ensure consistent dissemination of evidence-based practices, guidelines, and protocols for safe opioid administration and monitoring (Madhavanprabhakaran et al., 2021).

Moreover, the LMS’s learner progress tracking capabilities make it well-suited for assessing and monitoring nursing staff’s competency and proficiency in opioid management. Educators can utilize the LMS to track learners’ completion of training modules, performance on assessments, and engagement with educational materials, allowing for targeted interventions and support where needed. Additionally, the LMS can facilitate collaborative learning environments, enabling nursing staff to engage in discussions, share best practices, and collaborate on case studies related to opioid crisis scenarios (Sonneborn et al., 2022).

Furthermore, the LMS’s accessibility and usability features make it suitable for accommodating diverse learning needs and preferences among SAMC nursing staff. By offering intuitive user interfaces, mobile-friendly designs, and compatibility with assistive technologies, the LMS ensures equitable access to educational resources and training materials (Mtshali et al., 2022). Overall, the LMS at SAMC serves as a versatile and effective tool for delivering tailored education and training experiences that address the specific challenges and requirements associated with opioid management in nursing practice.

Incorporating the LMS into SAMC’s Nursing Education Program for Opioid Management

The LMS can seamlessly integrate into SAMC’s nursing education program to enhance opioid management practices and improve patient outcomes. Firstly, SAMC can develop specialized training modules within the LMS that focus specifically on opioid management, covering topics such as safe administration, monitoring, assessment of opioid-related risks, and interventions for opioid overdose (Pereira et al., 2022). These modules can be tailored to meet the needs and competencies of different nursing roles and specialities, ensuring comprehensive education across the organization. Additionally, SAMC can leverage the LMS to facilitate interactive and engaging learning experiences for nursing staff. This can include incorporating multimedia elements such as videos, case studies, simulations, and interactive quizzes to enhance knowledge retention and practical application of opioid management principles. Furthermore, the LMS can support asynchronous learning, allowing nurses to access training materials at their convenience and pace, accommodating varying schedules and learning preferences (Engle et al., 2023).

Furthermore, the LMS’s assessment and tracking functionalities can be crucial in evaluating nursing staff’s competency and progress in opioid management. SAMC can design assessments within the LMS to measure nurses’ understanding of opioid-related concepts and their ability to apply knowledge in clinical scenarios. Continuous assessment and feedback mechanisms can help identify areas for improvement and provide targeted support to enhance nurses’ skills and confidence in managing opioid-related challenges (Engle et al., 2023).

Moreover, SAMC can promote a culture of continuous learning and improvement by integrating the LMS into ongoing professional development initiatives. The LMS can serve as a repository for updated evidence-based practices, guidelines, and resources related to opioid management, ensuring that nursing staff stay abreast of the latest developments in the field. Regular refresher courses and competency assessments within the LMS can reinforce learning and ensure that nursing staff maintain proficiency in opioid management over time (Pereira et al., 2022). Incorporating the Learning Management System into SAMC’s nursing education program for opioid management offers a comprehensive and scalable solution to address the complexities of opioid-related challenges.

Conclusion

In conclusion, integrating the LMS into the SAMC nursing education program presents a strategic approach to addressing the challenges of opioid management. By leveraging the LMS’s capabilities for tailored education, interactive learning, and ongoing assessment, SAMC can effectively equip nursing staff with the knowledge and skills to navigate opioid-related scenarios confidently. Ultimately, this proactive approach not only enhances patient safety and care outcomes but also contributes to the continuous improvement and professional development of nursing staff at SAMC.

References

 Chen, C.-J., Tsai, H.-J., Lee, M.-Y., Chen, Y.-C., & Huang, S.-M. (2023). Effects of a Moodle-based e-learning environment on e-collaborative learning, perceived satisfaction, and study achievement among nursing students: A cross-sectional study. Nurse Education Today, 130, 105921. https://doi.org/10.1016/j.nedt.2023.105921 

Chen, Y.-C., Chen, C. – J., & Lee, M.-Y. (2022). Effects of a Moodle-based e-learning management system on e-collaborative learning, perceived satisfaction, and study achievement among nursing students: A cross-sectional study. Research Square, 1, 1–4. https://doi.org/10.21203/rs.3.rs-1402422/v1 

Engle, A., Cleary, J., & Cabral, C. L. (2023). Interprofessional opioid and addiction teaching day for third year medical and pharmacy students. Journal of Interprofessional Education & Practice, 30. https://doi.org/10.1016/j.xjep.2022.100585 

Harerimana, A., & Mtshali, N. G. (2021). E-learning in nursing education in Rwanda: A middle-range theory. Journal of Nursing Education and Practice, 11(7), 1–13. https://doi.org/10.5430/jnep.v11n7p78 

James, J. (2022). E-Learning in nursing education. International Journal of Advances in Nursing Management, 10(3), 295–300. https://doi.org/10.52711/2454-2652.2022.00067 

Madhavanprabhakaran, G., Francis, F., John, S. E., & Al Rawajfah, O. (2021). COVID-19 pandemic and remote teaching: Transition and transformation in nursing education. International Journal of Nursing Education Scholarship, 18(1). https://doi.org/10.1515/ijnes-2020-0082 

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Mtshali, N. G., Harerimana, A., Mdunge, V. N., & Mthembu, Z. M. (2022). Postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal province. African Journal of Health Professions Education, 14(2), 89–97. https://doi.org/10.7196/ajhpe.2022.v14i2.1163 

O’Connor, S., Wang, Y., Cooke, S., Ali, A., Kennedy, S., Lee, J. J., & Booth, R. G. (2023). Designing and delivering digital learning (e-Learning) interventions in nursing and midwifery education: A systematic review of theories. Nurse Education in Practice, 69. https://doi.org/10.1016/j.nepr.2023.103635 

Pereira, J., Meadows, L., Kljujic, D., Strudsholm, T., Parsons, H., Riordan, B., Faulkner, J., & Fisher, K. (2022). Learner experiences matter in interprofessional palliative care education: A mixed methods study. Journal of Pain and Symptom Management, 63(5), 698–710. https://doi.org/10.1016/j.jpainsymman.2021.12.034 

Remsberg, C. M., Richardson, B., Bray, B. S., Wilson, M., Kobayashi, R., Klein, T., Anderson, J., Peterson, S., Gigray, C., & DeWitt, D. (2023). An interactive online interprofessional opioid education training using standardized patients. The Journal of Teaching and Learning Resources, 19. https://doi.org/10.15766/mep_2374-8265.11328 

Sezer, H., Yagcan, H., & Şahin, S. (2022). Emergency remote teaching experiences and learning management system acceptance of nursing students during the COVID-19 pandemic: Turkey example. Journal of Basic and Clinical Health Sciences, 6(1). https://doi.org/10.30621/jbachs.1008411 

Singh, A., Sharma, S., & Paliwal, M. (2020). Adoption intention and effectiveness of digital collaboration platforms for online learning: The Indian students’ perspective. Interactive Technology and Smart Education, 18(4). https://doi.org/10.1108/itse-05-2020-0070 

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Sonneborn, O., Lawrence, K., & Ward, S. (2022). Postgraduate medical imaging nursing curriculum: Development and indications for nursing practice. Journal of Radiology Nursing, 41(2), 106–111. https://doi.org/10.1016/j.jradnu.2022.01.003 

Spector, N., Silvestre, J., Mcintosh, Q., & Kaminski-Ozturk, N. (2022). National nursing education annual report: 2020-2021 aggregate data. https://www.ncsbn.org/public-files/AnnualProgramReport-AggregateData-2022.pdf 

Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62(1), 231–235. https://doi.org/10.1016/j.amsu.2021.01.051 

NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology

Name

Capella University

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name

Date

Vila Health: The Impact of Educational Technology

The integration of cutting-edge educational technology enhances patient outcomes, operational efficiency, and collaborative learning in the dynamic healthcare landscape (Antoniou, 2021). As organizations adapt to evolving demands and implement digital innovations, educational technology, especially e-learning platforms, becomes crucial. This evaluation examines the influence of educational technology on clinical practices, workforce efficiency, and healthcare results within the setting of Vila Health. By reviewing these transformations and the responsibilities of the nurse educator, we emphasize the importance of learning technologies in attaining institutional objectives and enhancing patient care services.

Description of New Technology in Vila Health

Vila Health, a leading healthcare institution committed to advancement and quality, is poised to revolutionize its educational technology landscape by embracing state-of-the-art E-learning systems. With a workforce exceeding 11,000 and a system that includes six health organizations and 21 health centers, Vila Health acknowledges the critical impact of technology on improving staff skills and enhancing patient care (Alowais et al., 2023). Currently, just 65% of workers utilize the current E-learning sources, highlighting the requirement for more reachable and retaining solutions.

The execution of cutting-edge e-learning programs at Vila Health is designed to enhance team education and growth by assisting various learning styles and preferences. With a $1.9 million investment, Vila Health strategies to introduce engaging virtual reality experiences and collaborating simulations, aiming for a 31% boost in employee engagement (Dhar et al., 2023). These proposals will provide customized knowledge appropriate to specific purposes, promoting ongoing education and proficient development. Moreover, instant progress tracking and data analysis will enable managers to evaluate the effectiveness of training initiatives and pinpoint areas for enhancement, boosting workforce efficiency and patient care results.

Proposed Technology Changed Organization’s Mission, Vision, Values, and Goals

The implementation of cutting-edge E-learning modules at Vila Health reflects our commitment to providing quality patient care by promoting constant education and specialized growth. Allocating resources to virtual reality and dynamic simulations highlights our dedication to advancing healthcare and achieving superior standards (Dhar et al., 2023). These systems will enhance employee proficiency and prepare our team to thrive in a swiftly changing industry, improving patient results and reinforcing our objective to be at the forefront of healthcare advancement. The careful implementation of these digital learning solutions reflects our fundamental principles of responsibility and adaptability (Alfaleh et al., 2023). With customized learning routes and immediate data insights, we guarantee that every team member receives captivating and pertinent education designed to meet their specific requirements.

Impact of Proposed Technology on Organization

The deployment of e-learning systems at Vila Health has significant consequences for operational effectiveness and employee productivity. By integrating sophisticated virtual reality components and dynamic simulations, these systems can improve training methods, minimizing the time and resources typically allocated to face-to-face sessions (Hsiao et al., 2020). Additionally, tailored learning pathways and immediate data insights allow managers to detect skill deficiencies and adapt educational material to meet individual staff requirements, cultivating a more adaptable and quicker team.

The incorporation of online learning modules corresponds with Vila Health’s strategic goals of utilizing technological progress and promoting a culture of ongoing education. By committing to cutting-edge instructional technology, the organization affirms its dedication to advanced healthcare provision. It guarantees that employees are equipped with the most current expertise and abilities (Savage et al., 2022). Moreover, this adjustment underscores Vila Health’s commitment to employee empowerment and career development, improving job satisfaction and increasing retention rates.

Role of Nurses in Implementing the Educational Technology

As a vital part of their job, nurses conduct needs assessments to determine what kind of training is required and to verify that the chosen e-learning platforms meet the demands of the business and its employees. Beckett (2020) notes that nurse educators also work with IT and training departments to develop and personalize training materials, ensuring that they are interesting, useful, and available to everyone on the team. In addition, they deal with any problems that crop up throughout the shift by holding training seminars and providing continuous support to staff. The nurse educator can help the implementation go off without a hitch by creating a supportive learning environment and rallying the troops to get involved.

Improving and refining e-learning programs requires the active participation of nurse educators in assessing their effectiveness. In order to identify areas that need improvement and make the appropriate modifications to instructional resources, they review usage data and get feedback from employees. The nurse educator also acts as a go-between for staff and upper management, ensuring that the e-learning programs have all the tools they need to continue being successful (Kimura et al., 2023). By ensuring that staff are proficient with the new technology, the nurse educator furthers Vila Health’s fundamental goal of enhancing the quality and safety of patient care.

Impact of Proposed Technology on Future Nursing Education Programs

Nursing students can take advantage of e-learning programs’ self-paced learning opportunities by accessing instructional materials whenever it is most convenient for them. Nursing schools can better prepare their students for the clinical setting by using VR and interactive simulations. Students are able to gain practical experience in a controlled setting. Nursing knowledge retention and performance can be enhanced through the use of individualized learning paths that are designed to cater to each student’s unique learning preferences and styles (Dhar et al., 2023). Nursing students and faculty are able to work together more effectively through these programs. Students can participate in faculty-led conversations and peer-led learning through online collaboration tools, virtual classrooms, and discussion boards, which promotes the development of scientific cognitive abilities (Dhar et al., 2023). Every student receives individualized attention since teachers can track their progress in real time and see where they need more help.

Conclusion

The integration of advanced e-learning programs at Vila Health proposes to enhance employee teaching and patient care by incorporating immersive virtual reality and interactive simulations. This initiative targets improved engagement, personalized learning paths, and real-time analytics to boost staff performance and satisfaction. The nurse educator plays a key role in aligning these technologies with organizational goals, ensuring effective implementation, and fostering a culture of continuous learning and professional growth.

References

Alfaleh, R., East, L., Smith, Z., & Wang, S.-Y. (2023). Nurses’ perspectives, attitudes and experiences related to e-learning: A systematic review. Nurse Education Today, 125, 105800. https://doi.org/10.1016/j.nedt.2023.105800

Alowais, S. A., Alghamdi, S. S., Alsuhebany, N., Alqahtani, T., Alshaya, A., Almohareb, S. N., Aldairem, A., Alrashed, M., Saleh, K. B., Badreldin, H. A., Yami, A., Al Harbi, S., & Albekairy, A. M. (2023). Revolutionizing healthcare: The role of artificial intelligence in clinical practice. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04698-z 

Antoniou, P. E. (2021). Implementing digital learning for health. Elsevier EBooks, 103–125. https://doi.org/10.1016/b978-0-12-813144-2.00007-6

Beckett, H. (2020). Effect of e-learning on nurses’ continuing professional development. Nursing Management, 27(2), 16–22. https://doi.org/10.7748/nm.2020.e1899

Dhar, E., Upadhyay, U., Huang, Y., Uddin, M., Manias, G., Kyriazis, D., Wajid, U., AlShawaf, H., & Syed Abdul, S. (2023). A scoping review to assess the effects of virtual reality in medical education and clinical care. Digital Health, 9. https://doi.org/10.1177/20552076231158022 

NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology

Dhar, E., Upadhyay, U., Huang, Y., Uddin, M., Manias, G., Kyriazis, D., Wajid, U., AlShawaf, H., & Abdul, S. (2023). A scoping review to assess the effects of virtual reality in medical education and clinical care. Digital Health, 9, 295–300. https://doi.org/10.1177/20552076231158022

Hsiao, Y.-T., Liu, H.-Y., & Hsiao, C.-C. (2020). Development of a novel interactive multimedia E-Learning model to enhance clinical competency training and quality of care among medical students. Healthcare, 8(4), 500. https://doi.org/10.3390/healthcare8040500

Kimura, R., Matsunaga, M., Barroga, E., & Hayashi, N. (2023). Asynchronous e-learning with technology-enabled and enhanced training for continuing education of nurses: A scoping review. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04477-w

Savage, A. J., McNamara, P. W., Moncrieff, T. W., & O’Reilly, G. M. (2022). Review article: E‐learning in emergency medicine: A systematic review. Emergency Medicine Australasia, 34(3), 322–332. https://doi.org/10.1111/1742-6723.13936

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