Struggling with your nursing dissertation? Get expert nursing dissertation writing help now and achieve the success you deserve!
Vila Health Educational Technology Needs Assessment
As distinct from the field of healthcare, whereby continuing education and training are critical in delivering excellent patients care, the use of educational technology has assumed a very important role. NURS FPX 6109 Assessment 1 healthcare organizations depend on academic institutions to continually update their knowledge about medical knowledge, healthcare procedures, and technology, nurse educators are critical components within the healthcare system fraternity in ensuring that the nursing staff possess current and relevant skills and competencies. However, it’s important to note that existing literature shows that educational technologies, when utilized effectively, can be a powerful tool in enhancing nursing education, offering a wide range of possibilities (Smith, 2020). This potential, however, is not yet fully realized, as it depends on factors like accessibility of technology, feasibility, and relevance to the organisation’s objectives. This evaluation process will stress the appraisal of the current status of the educational technologies within the NJ nursing education concern in the context of Vila Health, a healthcare setting that has been developed as a virtual environment. They are Dr Smith, a 44-year-old African American female who is working as the director of nursing education at Vila Health.
How Nurses Currently Use the Educational Technology
Presently, education technology is being adopted in Vila Health within the scope of a healthcare organization and in the practices of nurses to increase efficiency in accomplishing their objectives and in the development of their knowledge and competence (Smith & Johnson, 2021). A common application of educational technology in nursing education is practice with nonsupervised simulation-based learning; this involves solving clinical scenarios in a computerized clinical environment. They can achieve objectives such as developing thinking, decision, and client clinic skills while being secure because they work in a safe, simulated environment. Also, there is widespread use of e-learning platforms to disseminate educational material asynchronously. The advancements in remote learning technologies like video and teleconferences have a vital function in supporting virtual meetings, seminars, and continuing education classes (Jones, 2019). They can actively engage with others and share cases, ideas, and insights during live sessions, webinars, and other online events, which means that they do not have to travel to a conference site and can learn as long as they wish.
NURS FPX 6109 Assessment 1 Gained Popularity Education
Although educational technology has gained popularity within education systems, there are questions and further information that, if acquired, will enhance a more complete understanding of the concept. For instance, it would be meaningful to evaluate the extent and the frequency of the usage of educational technologies by nurses and the perception of their relevance and outcomes concerning the learning objectives (Johnson & Patel, 2020). In addition, regarding the general knowledge of the remaining difficulties or limitations in the application of educational technology mentioned earlier, such as technical problems or accessibility, it would be useful to have a broader understanding of its application within the organisation.
The Comparison with the Desired Technology State
Vila Health is using several forms of education technologies for example the use of simulation, online learning environment sources, calendars, video, and other forms of telecommunication tools (Smith & Johnson, 2021). They are useful tools that can be applied to improve nurses’ clinical competency, overall knowledge base, and professional advancement. However, there are some inconsistencies between the current application and the nursing standards in the education system. However, there are several areas of weakness that should be considered: NURS FPX 6109 Assessment 1 limited coherence of technological-infused learning environments with evidence-based practices and effective pedagogy. There may be additional possibilities fro Vila Health to incorporate active learning strategies and formative assessments as well as a flexible approach to learning for its e-learning modules Which incorporate such interactivities as videos (Brown et al., 2020). It will also improve students’ knowledge acquisition, problem-solving skills, and clinical judgment to the level that corresponds to the original goals of the organization and other stakeholders.
Metrics Used and Their Assessment
In evaluating the various measures adopted in the advancement of current educational technologies used in Vila Health, one may need to carefully examine their effectiveness, and should other improvements be deemed necessary, make proposals with regard to the quality, as well as the method of measurement and analysis. At the moment, NURS FPX 6109 Assessment 1 Vila Health may use several approaches to evaluate the effects of educational technology on nursing courses, nursing staff productivity, and patients (OBN, 2021). They could involve things such as the overall completion rates of the delivered e-learning modules, the scores for the performance in the simulation-based assessments, feedback from the participants, and the self-perceived improvements in such parameters as their knowledge or performance. These metrics give insight into whether and how educational interventions are fulfilling their primary designs, but there are several factors to consider when assessing educational effectiveness.
Firstly, cademian must question concerning the reliability and validity of the said metrics. Specifically, are the forms of assessment to reflect the intended intentions of the practices of educational technology and is the scholarship equally valid for the intended goals; These are the questions that have led to different argumentations. For instance, learners may complete courses on e-learning modules but they may not demonstrate mastery of clinical competencies; or patients may benefit less from clinical procedures facilitated by e-learning because the content and instructional designs may not match the objectives of the course.
Click here to get: NURS FPX 6109 Assessment 3 Educational Technologies Comparison
Secondly, the extent of measurement should be evaluated In other words, did the metrics capture all important aspects of the activity. To what extent the even introduced metrics are comprehensive covering the cognitive, affective, and psychomotor domains of learning?For example, although performance indices that have been obtained in simulation-based assessments may be used to measure the clinical skills training performance, they may not reflect the changes in the thinking skills or in the communication expertise abilities.
NURS FPX 6109 Assessment 1 Organizational Mission Aligned with the Technology
By identifying educational technology needs for purposes such as teaching and learning and for patient care and staff development at Vila Health, the following recommendations can be suggested to improve nursing education in accordance with technology use:
To begin with, the availability and utility of the technologies targeted for the improvement of education is the biggest priority. Some recommendations include the use of easy-to-understand graphical interfaces and easy-to-navigate constructs on the e-learning platforms to enhance the access of these platforms by all nursing staff as proposed in the study by Smith and Johnson (2021). Further, ensure they avail staff members of training and support materials to facilitate their mastery of digital resources and enable the best utilisation of those items.
Secondly, learning materials matching learning outcomes is another critical approach when it comes to making a positive impact on the aspects of technology integrated with the delivery of education (Garcia et al., 2021). More specifically, it is recommended to review the current e-learning modules and simulation scenarios with an aim to evaluate how they meet with major learning points, evidence-based practices, as well as clinician competencies (Jones, 2019). Working with subject matter professionals and educators further to help design new content that would respond to new trends in both healthcare provisions and NURS FPX 6109 Assessment 1 healthcare protocols is also necessary.
In addition, it is important to incorporate active learning processes into educational technologies applied in staff training, as this would help to improve attention and critical thinking levels among nursing staff (Johnson & Patel, 2020). Employing the concepts of case-based learning, problem-solving activities, and group discussions in the development of e-learning modules and breathing life into simulation scenarios enhances the learners’ engagement and better understanding of the material presented.
Assertions, Arguments, Propositions, and Conclusions
Smith and Johnson (2021) in their study illustrate how the ease of use and navigation of the utilities are critical factors in the learning technologies in the education of nursing staff. They argue that while it is important to train faculty members and NURS FPX 6109 Assessment 1 educational technologies and resources that would enhance the healthcare professional’s digital literacy skills, the full potential of technology in education cannot be harnessed. Additionally, Brown, Abeselom and Moges (2020) argue that in order to enhance teaching/learning processes, there is a need to ensure congruence between the contents taught in school and the learning outcomes in particular. Their study implies that subject matter experts and educators should be consulted before the onset of the e-learning modules and simulation scenarios to ensure that the kind of clinical competencies and evidence-based practices that are being considered for an online learning solution are effectively met by the solution. Moreover, Johnson and Patel (2020) recommend the incorporation of active learning strategies into educational technology intervention to increase vigour and enrich critical thinking skills among the nursing workforce. What they found is that when course participants are engaged in case-based learning, problem solving and classroom discussions within e-learning format, then there is improved knowledge retention of the subject matter.
References
Al Maini, M., Al Weshahi, Y., Foster, H. E., Chehade, M. J., Gabriel, S. E., Saleh, J. A., Al Wahshi, H., Bijlsma, J. W. J., Cutolo, M., Lakhanpal, S., Venkatramana, M., Pineda, C., & Woolf, A. D. (2019). Clinical Rheumatology, 39(3), 627–642. https://doi.org/10.1007/s10067-019-04544-y
Journal of Personalized Medicine, 13(2), 235. https://doi.org/10.3390/jpm13020235
Fernández, D., Vigo, D., Sampson, N. A., Hwang, I., Aguilar-Gaxiola, S., Al-Hamzawi, A. O., Alonso, J., Andrade, L. H., Bromet, E. J., de Girolamo, G., de Jonge, P., Florescu, S., Gureje, O., Hinkov, H., Hu, C., Karam, E. G., Karam, G., Kawakami, N., Kiejna, A., & Kovess-Masfety, V. (2020). Psychological Medicine, 51(12), 2104–2116. https://doi.org/10.1017/s0033291720000884
González-Calatayud, V., Prendes-Espinosa, P., & Roig-Vila, R. (2021). Artificial intelligence for student assessment: A systematic review. Applied Sciences, 11(12), 5467. https://doi.org/10.3390/app11125467
Rodriguez-Villa, E., & Torous, J. (2019). BMC Medicine, 17(1). https://doi.org/10.1186/s12916-019-1447-x
Santos, A. da S., Rodrigues, L. do N., Andrade, K. C., Santos, M. S. N. dos, Viana, M. C. A., Chaves, E. M. C., Santos, A. da S., Rodrigues, L. do N., Andrade, K. C., Santos, M. S. N. dos, Viana, M. C. A., & Chaves, E. M. C. (2020). Revista Brasileira de Enfermagem, 73(4). https://doi.org/10.1590/0034-7167-2019-0083