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 4: Implementation of Proposed Educational Technology
Capella 6109 Assessment 4
Assessment 4: Implementation of Proposed Education Technology
School of Nursing and Health Sciences, Capella University
NURS-FPX 6109 Assessment 4:
Integrating Technology into Nursing Education
Implementation of Proposed Educational Technology
Videoconferencing tools offer numerous benefits for improving educational endeavors in healthcare organizations and medical institutions. After a comprehensive comparison, it has been determined that the proposed technology, Goto Meeting, provides myriad benefits to educators and learners in learning settings. This report presents a technology implementation plan for Goto Meeting to enhance the learning outcomes of the institution.
Steps in a Plan to Implement Changes in Existing Technologies
To empower people with online education, the first step in the implementation plan is to identify technology policies that govern the organization. The new policy will be established based on brand-new tools and plans to ensure effective technology use (Fiske, 2019). It must include acceptable use policies (AUPs) and ensure the privacy of student records. The plan should also address financial contingencies and security safeguards for various transactions performed in the institution (Matsumoto, 2021). Moreover, it should cover the acquisition, maintenance, and disposal of technology, along with information security policies. NURS-FPX 6109 Assessment 4: Implementation of Proposed Education Technology
Formalizing the technology plan with specific timelines and milestones, such as a one-week implementation and testing period for Goto Meeting, will aid in effective execution. Budget goals, such as allocating $30,000 for acquiring secure hardware and software, should be included. Additionally, infrastructure and support, including computer systems and equipment installation, are vital components of the plan.
NURS-FPX 6109 Assessment 4: Implementation of Proposed Education Technology
Engaging teachers and learners is a crucial step to familiarize them with the new tools and devices acquired by the institution. Students should be encouraged to refine their skills through practical applications, such as using spreadsheets for budget balancing and creating creative slide shows or attaching documents and emails, to become acquainted with the new technology (Shah, 2021).
Problems and Contingency
Several problems may arise during video conferencing, necessitating a contingency plan. Issues like poor audio quality can hinder proper communication and reduce productivity levels. Unreliable internet connections and security concerns may also worry both teachers and learners. To address these issues, the organization should have a certified network infrastructure and a team of troubleshooting professionals dedicated to handling such problems promptly (Unni et al., 2021).
Resource Requirements for a Successful Technology Change Implementation
The implementation of video conferencing requires appropriate hardware. The organization already has some basic hardware, but for effective videoconferencing, it needs equipment that supports 1280×720 resolution for video services and 3840×2160 (4K) for cameras. Fast computer processors with a minimum of 2 GB of RAM and a quad-core processor are essential for high-quality audio and video (Odendaal et al., 2020). A desirable network bandwidth of 1 Mbps is necessary to support 15 fps at 720p resolution. Additionally, microphones, video display screens, and integrated software are required, along with a mobile video conferencing app to give participants access to sessions on their smartphones and gadgets.
The End-User Training Requirements
End-user training is crucial to ensure successful technology change implementation. Administrators and educators must work with subject matter experts to understand end-user needs and develop training goals. Performance metrics should be used to assess the effectiveness of the training program and ensure learners’ success (Calle et al., 2017). Relevant content must be created or updated to align with training objectives, and a comprehensive launch plan must be developed in collaboration with the leadership team. Evaluating the program’s success using collected metrics will aid in future improvements.
A Plan to Evaluate the Effectiveness of a Technology Change
Constant evaluation of the technology implementation plan is essential to align strategies with new realities. Evaluating the achievement of desired goals and analyzing implementation benchmarks and budget trends will facilitate effective planning (Brunson, 2020). User surveys and questionnaires can gauge progress, and experiential e-learning can be used as a framework to assess technology’s usability and impact on learning (Matsumoto, 2021).NURS-FPX 6109 Assessment 4: Implementation of Proposed Education Technology. By regularly reviewing the plan and making necessary revisions, the organization can ensure the success of videoconferencing technology in improving learning outcomes.
Brunson, C. A., Johnson, K. L., & Spencer, N. (2020). Implementation of technology to enhance nursing practice peer review processes. Nursing administration quarterly, 44(4), 357–364. https://doi.org/10.1097/NAQ.0000000000000440
Calle, E. A., Leiby, K. L., Raredon, M. B., & Niklason, L. E. (2017). Lung regeneration: Steps toward clinical implementation and use. Current opinion in anaesthesiology, 30(1), 23–29. https://doi.org/10.1097/ACO.0000000000000425
Fiske, A., Henningsen, P., & Buyx, A. (2019). Your robot therapist will see you now: Ethical implications of embodied artificial intelligence in psychiatry, psychology, and psychotherapy. Journal of medical Internet research, 21(5), e13216. https://doi.org/10.2196/13216
Matsumoto, K., Hamatani, S., & Shimizu, E. (2021). Effectiveness of videoconference-delivered cognitive behavioral therapy for adults with psychiatric disorders: Systematic and meta-analytic review. Journal of medical Internet research, 23(12), e31293. https://doi.org/10.2196/31293
Odendaal, W. A., Anstey Watkins, J., Leon, N., Goudge, J., Griffiths, F., Tomlinson, M., & Daniels, K. (2020). Health workers’ perceptions and experiences of using mHealth technologies to deliver primary healthcare services: A qualitative evidence synthesis. The Cochrane database of systematic reviews, 3(3), CD011942. https://doi.org/10.1002/14651858.CD011942.pub2
Shah, A. C., & Badawy, S. M. (2021). Telemedicine in pediatrics: Systematic review of randomized controlled trials. JMIR pediatrics and parenting, 4(1), e22696. https://doi.org/10.2196/22696
Unni, E. J., Patel, K., Beazer, I. R., & Hung, M. (2021). Telepharmacy during COVID-19: A scoping review. Pharmacy (Basel, Switzerland), 9(4), 183. https://doi.org/10.3390/pharmacy9040183