Capella FlexPath MSN Class Samples:
FPX 6030 Practicum
- NURS-FPX 6030 Assessment 6 Final Project Submission
- NURS FPX 6030 Assessment 5: Evaluation Plan Design
- NURS FPX 6030 Assessment 4 Implementation Plan Design
- NURS FPX 6030 Assessment 3: Intervention Plan Design
- NURS FPX 6030 Assessment 2: Problem Statement
- NURS FPX 6030 Assessment 1: MSN Practicum Conference Call
- NURS FPX 6103 Assessment 1 History of Nurse Education
- NURS FPX 6103 Assignment 5 Legal or Ethical Issue In Nurse Educators
- NURS FPX 6103 Assingment 4: Professional Development Plan for your Work as a Clinical Nurse Educator
- NURS FPX 6103 Assignment 3: Clinical Nurse Educator Philosophy
- NURS FPX 6103 Assignment 2: Plan of Tripartite Model of Teaching, Service, and Scholarship of a Clinical Nurse Educator role in Hospital Setting
NURS FPX 6109 Assessment 1: Educational Technology Assessment Needs
Capella 6109 Assessment 1
Assessment 1: Educational Technology Assessment Needs
School of Nursing and Health Sciences, Capella University
NURS-FPX 6109 Assessment 1:
Integrating Technology into Nursing Education
Educational Technology Assessment Needs
Assessing the need for educational technology is a crucial task for nursing leaders and healthcare administrators. Conducting a comprehensive needs assessment is essential for achieving desired outcomes and enhancing the delivery of educational courses and curricula. The use of technology in education has grown significantly worldwide, including nursing education. However, not all educators and nursing instructors are proficient in utilizing robust tools as part of their teaching methods. This report on the needs assessment is of utmost importance as it aims to collect relevant information concerning educational technology needs and how implementing these interventions can enhance learning outcomes for nursing educators and students at Michigan University.
Current Use of Educational Technology by Nurses
At the University of Michigan, esteemed professors and mentors are actively engaged in teaching various BSN, MSN, and DNP nursing courses. The institution offers extensive nursing facilities and services, including operation theatres and nearly eight hundred beds with ancillary services. NURS-FPX 6109 Assessment 1: Educational Technology Assessment Needs. The organization emphasizes remote care and utilizes cutting-edge technology to improve nursing outcomes. For instance, Epic is employed as a software tool that facilitates effective communication between trainee nurses and their patients. In a simulation-based rigorous environment, learners acquire a deep understanding of best clinical practices and ethical standards to provide high-quality services (Yoon et al., 2022). However, the organization faces challenges in utilizing appropriate technology to enhance treatment, diagnosis, and interventions for remote patients with type 2 diabetes. Many professionals are unaware of the role of Epic in this context.
Comparison with the Desired Technology State
The role of the Epic tool is pivotal in providing palliative care to professionals and students at Michigan University. It streamlines workflow and clinical data, enabling nurses to better understand their patients’ needs. Capella 6109 Assessment 1. Epic is a desired tool in the simulation-based environment to improve customer satisfaction and teamwork (Sun et al., 2018). However, the current use of centricity in various departments, such as anesthesia, indicates a lack of adequate training for nursing educators regarding the utilization and benefits of technological tools and software. This situation hampers their ability to effectively teach and requires the institution to conduct more training workshops to help educators improve their technological skills. A SWOT analysis can help compare the desired technology state.
NURS-FPX 6109 Assessment 1: Educational Technology Assessment Needs.
– Continuous investment in new technologies and tools
– Focus on better quality services
– Enhanced patient information
– Enhanced integration of tools such as Epic, AI, and e-learning
– The decision to eliminate centricity
– More communication opportunities with remote tools
– Using the centricity approach in the Anesthesia department
– Communication barriers
– Resistance to utilizing new technologies
– Slow learning pace of students
– Financial instability due to technology costs
– Regulatory compliance issues
Metrics Used and Their Assessment
Metrics play a crucial role in demonstrating the effectiveness of a tool (Mason et al., 2022). For example, metrics associated with improved learning outcomes and nurse skills development are positive indicators of Epic’s impact. NURS-FPX 6109 Assessment 1: Educational Technology Assessment Needs. Timely documentation of patient information, improved patient satisfaction and safety, and financial benefits are all positive metrics that showcase Epic’s usefulness in enhancing patient safety. Simulation-based learning with technological tools helps nurses develop essential skills, such as immediate cardiopulmonary resuscitation, surgery, vascular puncture, and anesthesia skills (Lockerby et al., 2021). Additionally, e-learning tools have proven to improve critical thinking and patient satisfaction while reducing students’ stress levels and overall workload (Minty et al., 2022).
Organizational Mission Aligned with Technology
The organization’s mission is aligned with the goal of enhancing the utilization of technology in nursing education to improve academics and customer satisfaction. Introducing Epic technology is a testament to the institution’s commitment to equipping learners with evidence-based practices. This simulation-based approach transforms nurses’ learning experiences, promoting essential qualities such as respect, trust, faith, tenacity, equality, empathy, humbleness, and motivation (Kis et al., 2019).
Recommendations for Technology Use
To enhance nursing students’ skills and compliance practices, training manuals should be created and provided to ensure proper technology use. The institution should organize financial campaigns to assist technical experts and gather feedback on learning outcomes (Harvey et al., 2022). Educational workshops conducted under the guidance of experts in this field can help professionals reduce errors and improve their proficiency in using technological tools. These recommendations align with the institution’s objectives and missions, providing nursing students with quality experiences related to various nursing practices and preparing them to utilize technology effectively in their future careers to serve people.
Harvey, P. D., Depp, C. A., Rizzo, A. A., Strauss, G. P., Spelber, D., Carpenter, L. L., Kalin, N. H., Krystal, J. H., McDonald, W. M., Nemeroff, C. B., Rodriguez, C. I., Widge, A. S., & Torous, J. (2022). Technology and mental health: State of the art for assessment and treatment. The American journal of psychiatry, 179(12), 897–914. https://doi.org/10.1176/appi.ajp.21121254
Kis, Z., Shattock, R., Shah, N., & Kontoravdi, C. (2019). Emerging technologies for low-cost, rapid vaccine manufacture. Biotechnology journal, 14(1), e1800376. https://doi.org/10.1002/biot.201800376
Leckenby, E., Dawoud, D., Bouvy, J., & Jónsson, P. (2021). The sandbox approach and its potential for use in health technology assessment: A literature review. Applied health economics and health policy, 19(6), 857–869. https://doi.org/10.1007/s40258-021-00665-1
Mason, M., Cho, Y., Rayo, J., Gong, Y., Harris, M., & Jiang, Y. (2022). Technologies for medication adherence monitoring and technology assessment criteria: Narrative review. JMIR mHealth and uHealth, 10(3), e35157. https://doi.org/10.2196/35157
NURS-FPX 6109 Assessment 1: Educational Technology Assessment Needs.
Minty, I., Lawson, J., Guha, P., Luo, X., Malik, R., Cerneviciute, R., Kinross, J., & Martin, G. (2022). The use of mixed reality technology for the objective assessment of clinical skills: A validation study. BMC medical education, 22(1), 639. https://doi.org/10.1186/s12909-022-03701-3
Sun, R., & Sosnoff, J. J. (2018). Novel sensing technology in fall risk assessment in older adults: A systematic review. BMC geriatrics, 18(1), 14. https://doi.org/10.1186/s12877-018-0706-6
Yoon, J., Lee, M., Ahn, J. S., Oh, D., Shin, S. Y., Chang, Y. J., & Cho, J. (2022). Development and validation of digital health technology literacy assessment questionnaire. Journal of medical systems, 46(2), 13. https://doi.org/10.1007/s10916-022-01800-8