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

Evaluating educational technology requirements is a significant challenge for nurse managers and medical executives. Addressing the issues of current medical education, especially in the context of the opioid crisis, necessitates a thorough reassessment and enhancement of educational tools. This assessment aims to improve the instructional tools currently used in nursing education strategically. It intends that these technologies address immediate educational demands while aligning with the organization’s strategic goals to boost patient outcomes. This paper proposes recommendations to improve the current educational infrastructure. 

How Nurses Currently Use Educational Technology

Educational technology is essential to the learning environment at St. Anthony Medical Center (SAMC). It is also vital for nurses’ continuous professional development. Nursing staff integrate instructional technology, including Clinical Decision Support Systems (CDSS) and online learning platforms, supported by SAMC’s Learning Management System (LMS) (Capella University, n.d). Nurses can access internal processes, illness administration, and care guidelines courses. SAMC leverages High-Fidelity Simulation (HFS), especially for operational education and response to emergency events.

This strategy provides a safe setting for nurses to practice real-life events, improving their abilities and expertise. In the clinical domain, the CDSS is vital for providing immediate support in decision-making and ensuring compliance with standard clinical guidelines (Ostropolets et al., 2020). However, its application uncovers significant inadequacies, particularly with the opioid issue. As the scenario states, the CDSS should be updated, and immediate actions should comply with the latest education standards. This is a crucial gap, as successful CDSS incorporation is required to improve medical practice and care outcomes (Ostropolets et al., 2020). Furthermore, e-learning solutions, which can provide up-to-date guidance and training, should be used comprehensively (Regmi & Jones, 2020).

For example, Dr. Cartwright’s observation of a lack of standardized training on opioid medication administration across disciplines highlights a gap in the efficient adoption of educational tools for standard medical procedures (Capella University, n.d). More information is needed about the efficacy of technology nurses use, and input from nurses should be improved. This information is critical for determining the usability and significance of these technologies in practical clinical situations (Huter et al., 2020). It is assumed that the adoption of current educational tools at SAMC is aligned with the most updated standard practices. This assumption is strengthened by the observations of medical personnel in the scenario, highlighting a gap between the current educational resources and the emerging medical care needs, like opioid addiction management.

The Comparison with the Desired Technology State 

Educational technologies like CDSS and e-learning platforms are crucial for optimizing clinical data processes and offering online learning courses. Implementing technology can help nurses better comprehend patients’ requirements and recognize criteria for efficient clinical procedures (Ostropolets et al., 2020;  Regmi & Jones, 2020). The SWOT analysis was performed to determine the current state of technology. SWOT analysis is a methodology for determining and assessing an organization’s or technology’s Strengths, Weaknesses, Opportunities, and Threats (O’Brien et al., 2023).

Strengths Existing expertise with CDSS and e-learning platforms for nursing education Aid nurses in the continuous learning process	Opportunities  Incorporating up-to-date, modified research-based training and education modules  Enhance nurses’ knowledge and abilities through different learning content  Effective use of tools, improving clinical skills and patient outcomes
Weaknesses  Outdated CDSS that does not fit with current opioid care protocols Inconsistent education and training among divisions, particularly for opioid medication Limited data on technology adoption and its influence on clinical outcomes	Threats Reluctance to change and acceptance of updated technology Legislative compliance concerns. Inadequate opioid management training leads to legal and ethical repercussions. Outdated clinical guidelines and inconsistent skill development among nurses pose a risk of offering suitable patient care

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

A comprehensive examination of present educational technology utilization compared to current standards in nursing education recognizes considerable areas for change. The current CDSS, critical to delivering prompt and efficient care, are out of date, particularly regarding opioid care procedures. This shortcoming is underlined by evidence revealing the essential relevance of updated CDSS for efficient care provision (Spithoff et al., 2020). Moreover, the diverse deployment of e-learning modules across divisions indicates an inconsistent strategy for ongoing education, undermining standards that promote consistency and uniformity in education and training (Regmi & Jones, 2020). For example, the scenario shows no standard education in opioid prescribing procedures across divisions, a substantial deviation from the standard integrated learning techniques (Gugala et al., 2022).

Based on these findings, SAMC must restructure its learning technology system to ensure that it meets changing nursing education requirements and patient care concerns such as the opioid crisis. The SWOT analysis concluded that best practices for standardized utilization through training sessions and promoting digital knowledge can boost technological satisfaction and abilities (Gugala et al., 2022). Concerning the CDSS, the problem is not a demand for an innovative solution. An upgrade and periodic inspection of the current system is needed. The CDSS must be updated to improve its usability as an assistance tool for evidence-based medical choices.

Assessment of Metrics for Educational Technology Use

Analyzing metrics for evaluating the performance of educational technology at SAMC is vital for comprehending its effect on nursing training and care outcomes. The evaluation is based on training completion and engagement rates, nurses’ satisfaction questionnaires, and test performance in e-learning programs. Engagement and completion rates indicate nurses’ extensive adoption of current educational technology resources and benefits for nursing practice. However, these evaluations fail to offer an entire assessment of the technology’s efficacy. For an in-depth review, indicators must include assessing patient outcomes, talent persistence rates with time, and training’s impact on clinical care (Barteit et al., 2020).

Various efficient practices can be used to improve the performance, interpretation, and application of data obtained by educational technologies. First, incorporating user approval surveys among nursing staff provides qualitative input on how instructional tools are viewed, including comfort of use and expected utility (Elia et al., 2019). However, these approaches are arbitrary and impacted by individual preferences, technology skills, and the diverse needs of nurses. Furthermore, monitoring error reduction and improved compliance to best practices following training can reveal the credibility and benefits of educational tools (Akinola & Telukdarie, 2023). Lastly, leveraging algorithms for learning and advanced statistics is recommended to improve data accuracy. It also leads to improved insights into the efficacy of SAMC’s learning technology. The holistic evaluation ensures that instructional tools are broadly accepted, boosting medical outcomes and aligning with the SAMC’s goals (Rehman et al., 2022).

Organizational Mission Aligned with the Technology

Aligning current educational technology with SAMC is critical for its effectiveness in providing care. SAMC’s strategic mission is to provide efficient patient care while promoting continuous growth and learning. Current and emerging technology for education aligns with this objective. For instance, educational technology empowers nurses with constant education opportunities, supporting SAMC’s goal of ongoing enhancement. E-learning programs enable nurses to acquire knowledge conveniently, encouraging self-driven learning and ongoing professional growth.

These training programs ensure that nurses remain current regarding recent clinical guidelines and evidence-based practices, leading to enhanced healthcare (Regmi & Jones, 2020). Simulation and online learning technology assist nurses in improving their practical abilities without jeopardizing patient safety by enabling them to practice challenging tasks and emergencies in a regulated setting. This technique directly improves patient care and aligns with SAMC’s objective. The updated CDSS is crucial for aligning with the SAMC’s mission.

The updated CDSS’s immediate support facilitates medical decisions, ensures compliance with standard practices, and fosters improved care outcomes (Ostropolets et al., 2020). Furthermore, e-learning platforms offer the most recent evidence, care guidelines, and case studies, improving nurses’ clinical knowledge. These tools offer tailored education, allowing nurses to keep updated about advancements in clinical care (Regmi & Jones, 2020). With analytical tools, LMS can help align educational technology with the strategic goal of constantly enhancing medical care. Such technologies can track and evaluate nurses’ progress in learning, offering information about aspects where additional education is required. This strategy guarantees that nurses are continually evolving and that education significantly affects patient care, especially opioid prescription (Singh & Matthees, 2021).

Recommendations

Integrating an extensive, engaging e-learning platform is the most effective approach to enhance nursing education. Such platforms must be built to address critical issues such as opioid crisis handling, alternate pain therapy, and improved care practices. Learning approaches, like simulations and scenarios, are vital to engaging nurses in learning. Furthermore, this approach connects with the SAMC’s strategic goals by equipping nurses with cutting-edge knowledge and abilities, improving patient outcomes and care provision (Regmi & Jones, 2020).  Another suggestion to strengthen nursing education at SAMC is to update the CDSS.

The evaluation shows that the CDSS is outdated and does not reflect the most recent evidence-based procedures. Ongoing updates integrating the most updated clinical guidance and evidence will improve medical decision-making and provide nurses with beneficial educational opportunities (Spithoff et al., 2020). Equal access to all nurses should provide professional growth possibilities by establishing approaches like digital knowledge training and establishing an organized procedure for completing these courses (Akinola & Telukdarie, 2023). LMS and CDSS should be synchronized to offer practical guidelines for the opioid crisis. Lastly, continuous input from nurses through surveys can help uncover areas for enhancement and evaluate the technology’s impact on their education and growth (Haleem et al., 2022).

Conclusion

In conclusion, educational technology is critical in improving nurse learning and patient care at SAMC. Establishing an engaging and responsive e-learning platform is crucial for improving learning outcomes and addressing medical concerns. This strategy is consistent with the SEMC’s aim of ongoing enhancement and efficient patient care. 

References

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Barteit, S., Guzek, D., Jahn, A., Bärnighausen, T., Jorge, M. M., & Neuhann, F. (2020). Evaluation of e-learning for medical education in low-and middle-income countries: A systematic review. Computers & Education, 145, 103726. https://doi.org/10.1016/j.compedu.2019.103726

Capella University. (n.d). Vila Health: Educational technology needs assessment. Capella.edu. https://www.capella.edu/

Elia, G., Solazzo, G., Lorenzo, G., & Passiante, G. (2019). Assessing learners’ satisfaction in collaborative online courses through a big data approach. Computers in Human Behavior, 92, 589-599. https://doi.org/10.1016/j.chb.2018.04.033

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

Gugala, E., Briggs, O., Moczygemba, L. R., Brown, C. M., & Hill, L. G. (2022). Opioid harm reduction: A scoping review of physician and system-level gaps in knowledge, education, and practice. Substance Abuse, 43(1), 972-987. https://doi.org/10.1080/08897077.2022.2060423

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, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004

Huter, K., Krick, T., Domhoff, D., Seibert, K., Wolf-Ostermann, K., & Rothgang, H. (2020). Effectiveness of digital technologies to support nursing care: Results of a scoping review. Journal of Multidisciplinary Healthcare, 13, 1905–1926. https://doi.org/10.2147/jmdh.s286193

O’Brien, N., Li, E., Chaibva, C. N., Gomez Bravo, R., Kovacevic, L., Kwame Ayisi-Boateng, N., & Neves, A. L. (2023). Strengths, weaknesses, opportunities, and threats analysis of the use of digital health technologies in primary health care in the sub-saharan African region: Qualitative study. Journal of Medical Internet Research, 25, e45224. https://doi.org/10.2196/45224

Ostropolets, A., Zhang, L., & Hripcsak, G. (2020). A scoping review of clinical decision support tools that generate new knowledge to support decision making in real time. Journal of the American Medical Informatics Association, 27(12), 1968-1976. https://doi.org/10.1093/jamia/ocaa200

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

Singh, J., & Matthees, B. (2021). Facilitating interprofessional education in an online environment during the COVID-19 pandemic: A mixed method study. In Healthcare, 9(5), 567. https://doi.org/10.3390/healthcare9050567

Spithoff, S., Mathieson, S., Sullivan, F., Guan, Q., Sud, A., Hum, S., & O’Brien, M. A. (2020). Clinical decision support systems for opioid prescribing for chronic non-cancer pain in primary care: A scoping review. The Journal of the American Board of Family Medicine, 33(4), 529-540. https://doi.org/10.3122/jabfm.2020.04.190199