NURS FPX 6109 Assessment 3: Educational Technologies Comparison

Capella 6109 Assessment 3

Assessment 3: Educational Technologies Comparison 

Student Name

Capella University

School of Nursing and Health Sciences, Capella University

NURS-FPX 6109 Assessment 3:

Integrating Technology into Nursing Education

Prof. Name:

Date

Educational Technologies Comparison

Comparing and evaluating educational technologies is essential to enhance knowledge and improve the quality of services in nursing education. This report aims to discuss the successful integration of new technology into the nursing education environment, focusing on the comparison between Adobe Connect and GoToMeeting.

Comparing the Features, Capabilities, and Benefits of Similar Educational Technologies

To improve daily outcomes, nurses and practitioners must understand the role of technology in education. Both Adobe Connect and GoToMeeting are e-learning technologies used for nursing education and training. Incorporating these technologies into the current learning model, which involves computer-based learning, can enhance evidence-based research skills for nursing students and practitioners (Silva, 2019).

Adobe Connect serves as web-based video conferencing software for hospitals and business organizations, providing online meeting solutions. While both Adobe Connect and GoToMeeting offer paid plans with features like voice over IP (VoIP) and call-in audio options, Adobe Connect lacks a free tier offer. Compared to GoToMeeting, Adobe Connect offers more options for educators and learners, including polls, whiteboard features, and support for up to 100 webcams (Sandelin, 2019).

However, using Adobe Connect may require the installation of Flash or third-party software, which could present challenges. Additionally, the restricted access to microphones and webcams for meeting attendees can be a drawback, potentially leading to frustration (Sandelin, 2019).

The Benefits and Limitations of Comparing Similar Educational Technologies

Comparing and incorporating new e-learning technologies can significantly improve the quality of education and teaching. These technologies can enhance information skills classes, increase class attendance, and provide resources, thereby reducing financial burdens for nursing students (Silva et al., 2019). However, the incorporation of technology in the classroom may lead to distractions and reduced face-to-face interactions between teachers and students.

Teaching and Learning Educational Technology

A side-by-side comparison of both technologies reveals that GoToMeeting is better suited to meet the education and training needs of the organization compared to Adobe Connect. GoToMeeting offers superior product support and is widely used in American hospitals, making it a preferred option (Kowitlawakul et al., 2022). NURS-FPX 6109 Assessment 3: Educational Technologies Comparison.

Incorporating GoToMeeting in a nursing education program allows for better collaboration, group work, and more engaging lessons. Nurse educators can adopt a student-centered classroom approach, fostering strong relationships and partnerships between academic and practice settings. This interactive environment improves student engagement and motivation (Kerr, 2020).

NURS-FPX 6109 Assessment 3: Educational Technologies Comparison 

To incorporate GoToMeeting into the nursing education program, the institution can install the software on all computers and provide simple installation manuals to students, enabling them to access the technology conveniently from their laptops and gadgets (Kerr, 2020).

Conclusion

Comparing educational technologies is essential to identify the best fit for nursing education and improve the overall learning experience. GoToMeeting stands out as a preferred option due to its product support, widespread use, and potential for enhancing collaboration and engagement in nursing education. By incorporating this technology, nurse educators can adopt a student-centered approach and create an interactive learning environment that benefits both students and the institution.

References

 Kerr, L., & Macaskill, A. (2020). The journey from nurse to advanced nurse practitioner: Applying concepts of role transitioning. British journal of nursing (Mark Allen Publishing), 29(10), 561–565. https://doi.org/10.12968/bjon.2020.29.10.561

Kowitlawakul, Y., Tan, J. J. M., Suebnukarn, S., Nguyen, H. D., Poo, D. C. C., Chai, J., Wang, W., & Devi, K. (2022). Utilizing educational technology in enhancing undergraduate nursing students’ engagement and motivation: A scoping review. Journal of professional Nursing: Official Journal of the American Association of Colleges of Nursing, 42, 262–275. https://doi.org/10.1016/j.profnurs.2022.07.015

Melo, P. O. C., Mendes, R. C. M. G., Linhares, F. M. P., & Guedes, T. G. (2022). Production and use of educational technologies in nursing post-graduation. Revista brasileira de enfermagem, 75(5), e20210510. https://doi.org/10.1590/0034-7167-2021-0510

Sá, G. G. M., Silva, F. L., Santos, A. M. R. D., Nolêto, J. D. S., Gouveia, M. T. O., & Nogueira, L. T. (2019). Technologies that promote health education for the community elderly: Integrative review. Tecnologias desenvolvidas para a educação em saúde de idosos na comunidade: revisão integrativa da literatura. Revista latino-americana de enfermagem, 27, e3186. https://doi.org/10.1590/1518-8345.3171.3186

NURS-FPX 6109 Assessment 3: Educational Technologies Comparison 

Sandelin, A., Kalman, S., & Gustafsson, B. Å. (2019). Prerequisites for safe intraoperative nursing care and teamwork-Operating theatre nurses’ perspectives: A qualitative interview study. Journal of clinical nursing, 28(13-14), 2635–2643. https://doi.org/10.1111/jocn.14850