NURS-FPX6109 Assessment 1 Vila Health: Educational Technology Needs Assessment
Educational Technology Needs Assessment
Nursing is a noble profession that relies increasingly on research and evidence-based practices for better quality and safe patient care. Continuing professional education is integral to ensuring nurses retain their knowledge, ensure it is current, and conform to current guidelines. The state and federal governments require professionals to have a certain minimum number of confirmed continuing education forums for license renewal.
However, continuing education is integral to maintaining quality, safety, and nobility of nursing practice. Healthcare technology has helped institutions develop and increase their quality care delivery. These technologies are compatible with various fields, and this essay evaluates current healthcare technologies that can be leveraged to improve continuing professional development in the contemporary workplace.
Nurses’ Use of Educational Technology for Continuing Professional Education
The institution has availed resources and technologies that promote continuing professional education in the current workplace. These resources include conference halls and educators dedicated to teaching nurses new research and thus improving their practice. Nurses’ confusion exists because continuing professional education has been limited to meeting the licensure, promotions, and achieving higher education titles.
Most nurses take continuing professional education as increasing their level of education, such as from degree to master’s degree and master’s to PhD. Most of them are thus reluctant to participate in education that does not increase their ranks, overriding the overarching importance of continuing professional education (Jeong et al., 2018).
Online resources are embraced technologies in the workplace. The hospital has a website where the staff responsible for education constantly posts updates for the healthcare staff to read and ensure their knowledge is current. These posts include updated guidelines, new research, new evidence, and internal and external conference reports. These platforms are available during the free time and can be accessed at any moment, depending on the nurse’s free time.
Nicoll et al. (2018) online resources have been helpful because nursing does not allow many nurses to be accessible for physical classes. The educators are also limited and expensive; hence, the e-platform is cheaper and more accessible. The materials contain extensive research, and the consumers (healthcare providers) have access to them (Nicoll et al., 2018). The knowledge gained depends on care provider dedication, time available, interest, and other factors.
The hospital also utilizes social media to send information and educational material to these groups. WhatsApp and Facebook groups are the most common and most accessible to many, and information sent to these groups can be freely downloaded by anyone in the group (Alves et al., 2020). These recent technologies have eased communication and increased.
Other technologies used are online meetings such as Zoom and Google Meetings used in continuing education seminars when the attendees or the facilitator is far away. These technologies have significantly improved continuing professional education to ensure nurses are updated on new knowledge, skills, competencies, evidence-based practices, and nursing practice guidelines.
Current and Desired Education Technology Use
Technology use in the healthcare organization is not at its best. There are various barriers to the utilization of technology that require attention. The first barrier is the lack of adequate time. Nurses are busy professionals who work long shifts, and it is not easy to get a large group of nurses free at any one time (Joeng et al., 2019). Thus, some technologies, such as online forums, are limited to a small group of available nurses or nurse leaders.
In addition, some nurses are unaware that these technologies exist and thus cannot utilize them (Joeng et al., 2019). Technology is highly underutilized, and therefore, there is a need to enhance its utilization. The nurses require sensitization on the current technologies and how they improve healthcare institutions’ care delivery and professional practice.
Metrics for Determining the Benefits of Educational Technology
Various metrics are used to determine the effectiveness of the healthcare technology used. Suliman et al. (2020) note that surveys are metrics used to assess the efficacy of educational technologies, the attitude of healthcare staff towards them, and their perceived effectiveness. Healthcare technologies affect staff workload and can affect the staff attitude, compatibility/ ease of use, and efficacy in using the technologies.
There are various factors to consider when utilizing technologies. These include user-friendliness, compatibility with work schedule, depth of content, and perceived effectiveness. Surveys assess such factors and are thus effective long and short-term metrics in determining the effectiveness of education technologies. Educational programs are often directed toward solving current local, state, national, or global issues (Suliman et al., 2020). For example, education on managing medication errors aims to equip nurses with skills and knowledge to prevent and control medication errors.
Evaluating healthcare data for changes in the specific trigger for the education (such as changes in medication error rates ) could be effective in determining the effectiveness of education technologies). Outcome measures are vital metrics that help professionals change their education methods and assess their utilization and effectiveness (Nicoll et al., 2018). Thus, these metrics should be implemented to replace ineffective methods and leverage better ways.
The health informatics department should also increasingly provide and disseminate data on the effectiveness of these methods for implementing corrective actions. Healthcare leaders should take the data seriously and understand that ineffective technologies lead to poor health outcomes and can potentially affect professionals’ understanding, participation in learning, and desire for knowledge.
Existing or New Technology and Organizational Strategic Mission
Healthcare technologies are developed to achieve various aims, such as doing heavy manual work, increasing coordination, and boosting communication. A listserv is a new healthcare technology improvement that will increase communication in the institution. The technology is multipurpose and can be used to link various functions in healthcare settings.
The organization’s strategic mission is to improve individual and community health by ensuring excellence in medical education, research, and clinical care. The technology enhances healthcare institutions by providing flawless official communication and coordination between the leaders and healthcare providers (Rolls et al., 2020). Timely and swift communication enhances care coordination and delivery on time, enhancing the institutional strategic mission. The technology improves medical education, improving the achievement of the strategic mission.
Healthcare leaders can harness medical research through the new technology by promoting its utilization- sending notifications when new relevant research is available. Consuming research helps improve it and also leads to changes in healthcare settings that lead to better care quality and better patient outcomes. The new technology links various units and can be used to deliver updates from the organization’s website (Rolls et al., 2020). Healthcare workers can view organizational performance and fully participate in the organization’s activities due to flawless communication. Thus, the new technology enhances the achievement of the organization’s strategic mission.
Recommend Changes to Existing Educational Technology
The recommended technology is virtual learning using virtual simulation technology. Virtual simulations such as Sentinel City have gained fame due to their effectiveness in increasing students’ knowledge and skills. Cook et al. (2018) show that virtual simulations are a modern technology that improves education delivery, maintains education quality, and promotes better student outcomes.
An advantage of these simulations is their interactiveness. They provide an interactive experience where the student gets a close-to-reality experience and performs activities that promote their learning. Simulations help students develop skills in roles such as delegation, strategic planning, physical examination, and health history taking. Simulations can be used for a long time for generations and generations, helping deliver both knowledge and skills.
Leaders can develop virtual simulations to help with continuing professional education. These simulations can help leaders create national or state programs that expose all nurses to similar education and thus help improve their skills. They will help save a lot of funds used in planning and delivering education. It will also create uniformity of skills and knowledge among nurses, as with nursing students (Huun, 2018).
The virtual simulation will also introduce a missing part of the education: evaluation. The scores for the specific simulations will help gauge the effectiveness of education content and understanding of the healthcare provider. For a long time, professionals’ knowledge and skills have not been evaluated, but the simulations will help gauge their skills, thus increasing their participation in them (Cook et al., 2018). Thus, virtual simulation for continuing professional education.
Healthcare is dynamic and requires periodic improvements to maintain high-quality care. Continuing education helps nurses keep up with healthcare’s dynamic nature. Continuing professional education ensures their skills and knowledge are at par with current research and best practices for better quality care and delivery. These technologies include online resources such as programs and website content and social media platforms.
The effectiveness of educational programs can be evaluated using periodic surveys and organizational performance assessments in the specific areas where education is provided. Continuing education programs can leverage virtual simulations to help improve education experiences and introduce evaluation to the continuing education. Virtual simulations are an excellent technology to help develop and regulate knowledge and skills among nurses across the nation or state.
Cook, D. A., Blachman, M. J., Price, D. W., West, C. P., Baasch Thomas, B. L., Berger, R. A., & Wittich, C. M. (2018). Educational technologies for physician continuous professional development: a national survey. Academic Medicine, 93(1), 104-112. https://doi.org/10.1097/ACM.0000000000001817
Hayat, M. J., Staggs, V., Schwartz, T. A., Higgins, M., Azuero, A., Budhathoki, C., & Ye, S. (2019). Moving nursing beyond p<. 05. Research and Theory for Nursing Practice, 33(3), 217–221. https://doi.org/10.1891/1541-6522.214.171.124
Huun, K. (2018). Virtual simulations in online nursing education: Align with quality matters. Clinical Simulation in Nursing, 22, 26–31. https://doi.org/10.1016/j.ecns.2018.07.002
Rolls, K. D., Hansen, M. M., Jackson, D., & Elliott, D. (2020). Intensive care nurses on social media: An exploration of knowledge exchange on an intensive care virtual community of practice. Journal Of Clinical Nursing, 29(7-8), 1381-1397. https://doi.org/10.1111/jocn.15143
Jeong, D., Presseau, J., ElChamaa, R., Naumann, D. N., Mascaro, C., Luconi, F., Smith, K. M., & Kitto, S. (2018). Barriers and facilitators to self-directed learning in continuing professional development for physicians in Canada: a scoping review. Academic Medicine, 93(8), 1245. https://doi.org/10.1097/ACM.0000000000002237
Nicoll, P., MacRury, S., Van Woerden, H. C., & Smyth, K. (2018). Evaluation of technology-enhanced learning programs for health care professionals: a systematic review. Journal Of Medical Internet Research, 20(4), e9085. https://doi.org/10.2196/jmir.9085
Alves, A. G., Cesar, F. C. R., Martins, C. A., Ribeiro, L. C. M., Oliveira, L. M. D. A. C., Barbosa, M. A., & Moraes, K. L. (2020). Information and communication technology in nursing education. Acta Paulista de Enfermagem, 33. https://doi.org/10.37689/acta-ape/2020AO01385
Vila Health: Educational Technology Needs Assessment Scoring Guide
|Describe how nurses are currently using educational technology within a particular setting and educational context.||Does not describe how nurses are currently using educational technology within a particular setting and educational context.||Provides an unclear or cursory description of how nurses are currently using educational technology within a particular setting and educational context.||Describes how nurses are currently using educational technology within a particular setting and educational context.||Describes how nurses are currently using educational technology within a particular setting and educational context. Provides a concise, perceptive description, and identifies applicable uncertainties or additional information needed for a more definitive or comprehensive description.|
|Compare the current state of educational technology use in an organization with the desired state.||Does not describe the current state of educational technology use in an organization with the desired state.||Describes the current state of educational technology use in an organization with the desired state.||Compares the current state of educational technology use in an organization with the desired state.||Compares the current state of educational technology use in an organization with the desired state. Draws well-informed conclusions based on an insightful analysis of current usage and best practices.|
|Assess the metrics used to determine the benefits of current educational technology use.||Does not identify the metrics used to determine the benefits of current educational technology use.||Identifies the metrics used to determine the benefits of current educational technology use.||Assesses the metrics used to determine the benefits of current educational technology use.||Assesses the metrics used to determine the benefits of current educational technology use. Provides clear justification for conclusions about the efficacy of the data and recommendations for enhancing its quality, interpretation, and use.|
|Explain how new or existing educational technology for assessing and tracking learning progress aligns with the strategic mission of an organization.||Does not explain how new or existing educational technology can be used in the organization.||Explains how new or existing educational technology can be used in the organization.||Explains how new or existing educational technology for assessing and tracking learning progress aligns with the strategic mission of an organization.||Explains how new or existing educational technology aligns with the strategic mission of an organization. Presents an articulate and convincing argument for how technology furthers the organization’s strategic mission.|
|Recommend changes to existing educational technology, or current use of the technology, that will improve nursing education.||Does not recommend changes to existing educational technology, or current use of the technology.||Recommends changes to existing educational technology, or current use of the technology.||Recommends changes to existing educational technology, or current use of the technology, that will improve nursing education.||Recommends changes to existing educational technology, or current use of the technology, that will improve nursing education. Provides actionable recommendations based on a comprehensive and accurate needs assessment and clear alignment with specific outcomes.|
|Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.||Does not supports assertions, arguments, propositions, and conclusions with relevant and credible evidence.||Provides sources that lack relevance or credibility, or the evidence is not persuasive or explicitly supportive of assertions, arguments, propositions or conclusions.||Supports assertions, arguments, propositions, and conclusions with relevant and credible evidence.||Supports assertions, arguments, propositions, and conclusions with relevant, credible, and convincing evidence. Skillfully combines error-free source citations with a perceptive and coherent synthesis of the evidence.|
|Write clearly and concisely in a logically coherent and appropriate form and style.||Does not write clearly and concisely in a logically coherent and appropriate form and style.||Writes in a manner that lacks clarity or conciseness, is loosely structured, or includes errors in grammar, mechanics, or APA formatting that inhibit effective communication or detract from good scholarship.||Writes clearly and concisely in a logically coherent and appropriate form and style.||Writes clearly and concisely in a logically coherent and appropriate form and style; ensures the main points, ideas, arguments, or propositions are well developed and engaging; and adheres to all applicable disciplinary and scholarly writing standards and conventions, including error-free APA formatting.|
Resources: Needs Assessment and Gap Analysis
- The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment however, you will need to ensure that they are appropriate, credible, and valid. The Nursing Masters (MSN) Research Guide can help direct your research.
The following resources provide useful insight into the process of assessing needs and analyzing performance gaps that will inform your thinking about changes in existing technologies, or their use, that you might propose to executive leaders that would have a positive impact on current nursing processes, staff performance, and patient outcomes:
- Jannetti, A. J. (2012). A guide to performing a needs assessment and a gap analysis [PDF]. https://www.suna.org
- Guanci, G. & Bjork, C. (2019). An introduction to project management. Nursing Management (Springhouse), 50(10), 20–26.
- Lin, K., Chang, L., Tsai, F., & Kao, C. (2015). Examining the gaps between teaching and learning in the technology curriculum within Taiwan’s 9-year articulated curriculum reform from the perspective of curriculum implementation [PDF]. International Journal of Technology and Design Education, 25(3), 363–385.
- Pau, S. S. T., & Hall, A. (2021). New spaces for healthcare futures studies: Connecting existing theory to deeper participatory practice. Futures: The Journal of Policy, Planning and Futures Studies, 126, 102689.
- Paul, P. (2019). A gap analysis of teaching marketing ethics: Desired vs current state. Journal of Education for Business, 94(7). 460–470.
Read Chapter 9 “Making the Case for a Project Needs Assessment,” and Chapter 10 “Using Findings from the Clinical Needs Assessment to Develop, Implement, and Manage Sustainable Projects.”
- Harris, J. L., Roussel, L. A., Dearman, C., & Thomas, P. L. (2018). Project planning and management : A guide for nurses and interprofessional teams : a guide for nurses and interprofessional teams. ProQuest Ebook Central.