NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology

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NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology

NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology

Name

Capella university

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name

Date

Vila Health: The Impact of Educational Technology

Technology-based instructional resources enable nursing students to manage complicated clinical challenges, enhancing patient care. There are challenges related to integrating such technologies into educational practice. To solve the issues of opioid administration and management issues, the recommended technology improvement is establishing a collaborative e-learning platform at St. Anthony Medical Center (SAMC). The e-learning platform offers a significant advancement in nursing learning by educating improved medical procedures. This assessment investigates the proposed modifications in existing instructional technology and an examination of the technology’s influence on the SAMC organization.

Description of Proposed Educational Technology Change

SAMC’s e-learning platform offers technical innovations for opioid emergency management. The suggested Learning Management System (LMS) changes significantly from conventional in-person learning approaches. It underscores an online platform developed to address the increasing need for nursing education and boost patient care. To create a stimulating and successful learning experience, the platform’s primary features include high-fidelity simulations, extensive case studies, and immediate feedback features (Schneider & Binder, 2019). This SAMC platform will use technology to empower healthcare workers with theoretical and practical information for efficiently addressing the opioid challenges. Simulation elements of the e-learning system give care providers a dynamic, secure setting to participate in real-life scenarios regarding opioid crisis control.

This practical learning allows nurses to acquire essential abilities in a monitored environment, equipping them for real-life circumstances (Morrell et al., 2023). Furthermore, case studies enhance the educational experience by giving practical examples and improving knowledge regarding opioid crisis response. Immediate feedback allows for advancing skills in patient care practice (Darei̇ & Elhag, 2022). Furthermore, investing in improving the Clinical Decision Support System (CDSS) benefits nurses’ clinical practice. It helps medical professionals make informed judgments by implementing best practices (Wijnhoven, 2022). Investing in this new platform is critical for decision-making leaders who want to encourage their teams to provide adaptive and improved patient care in SAMC, which values efficient opioid crisis control. These technologies help nurses improve their professional abilities by delivering training modules on various nursing disciplines (Rouleau et al., 20219). The shift shows the SAMC’s dedication to using technology to enhance education and health outcomes.

Alignment with Organizational Mission, Vision, Values, and Goals

The advanced LMS deployment and the change in CDSS are linked to the SAMC’s purpose, vision, principles, and strategic goals. SAMC is committed to providing empathetic and high-quality medical services that promote the health of our communities. SAMC aims to deliver effective patient care while encouraging ongoing development and learning. Our e-learning platform, like LMS, assists this goal by ensuring our nurses have advanced information and practical abilities to manage the opioid crisis. It aids in delivering efficient patient care.

The LMS strengthens the mission to provide outstanding medical care by integrating learning and skills (Regmi & Jones, 2020). Similarly, SAMC anticipates an efficient medical setting, promoting avoiding illness, health literacy, and better health outcomes. Offering advanced expertise and knowledge to medical staff using the e-learning platform LMC establishes a health setting that effectively addresses medical concerns, which aligns with our vision for medical care (Schneider & Binder, 2019). The e-learning platform reflects organizational principles and values by adopting research-based learning, fostering interprofessional cooperation through collaborative learning, and improving the education environment (Regmi & Jones, 2020).

Furthermore, improved CDSS increases nursing staff’s decision-making skills, allowing them to provide more efficient patient care. By these values, SAMC’s personnel are well-prepared to handle the challenges of opioid emergencies (Mebrahtu et al., 2021). The suggested technological innovation is consistent with the SAMC’s strategic goal of improving patient care. The LMS and CDSS help the SAMC achieve its goals through ongoing education. 

Analysis of Educational Technology on Organization

Introducing the e-learning tool for opioid crisis management offers significant implications for organizational processes. For instance, the suggested LMS can transform the SAMC by streamlining procedures, encouraging the sharing of ideas, and enabling flexible learning. The LMS platform advances the training model toward an adaptive, collaborative approach, influencing nurses’ workflow and education activities. Furthermore, it will improve nurses’ involvement and clinical competence (Mahdavi et al., 2023). However, some challenges, like staff reluctance and technological concerns, are linked to e-learning. Moreover, training sessions will result in more nursing duties during work hours. 

Medical personnel with advanced knowledge and skills in opioid management reveal efficient responses to opioid crisis by making informed decisions through CDSS, resulting in improved care (Armando et al., 2023). Moreover, assessing the effect of e-learning systems such as LMS and CDSS ensures that expected outcomes are attained. SAMC must develop Key Performance Indicators (KPIs) that match organizational goals to evaluate staff’s knowledge and practical skills in addressing the opioid crisis (Housawi et al., 2020). These KPIs entail assessing the incidence and extent of opioid crisis, observing medical procedures to identify the use of advanced skills, and performing regular assessments of medical staff’s clinical efficacy.

Immediate feedback features in the LMS platform can help evaluate user satisfaction and discover areas for development for future updates (Darei̇ & Elhag, 2022). Effective change management techniques are required to address these issues and improve learning. SAMC should create change management plans to address the problems related to learning practice. The plan entails regular monitoring of the LMS platform’s efficiency, prompt detection of flaws, and a continual support system for nurses so that the SAMC can take prompt action to deliver desired outcomes (Mohammadi et al., 2021)

Nurse Educator’s Role in Successful Implementation

Nurse educators’ are vital for effectively integrating the e-learning platform, LMS, by formulating and delivering instructional and training sessions (O’Connor et al., 2023). Nurse educators are responsible for organizing educational workshops, providing guidance, and guaranteeing that the e-learning LMS platform is consistent with SAMC’s learning and revolutionary goals. Furthermore, they can work with IT personnel to solve technological issues in LMS while maintaining transparent interaction channels among staff. Such actions establish an encouraging learning setting by recognizing nurses’ concerns and promoting their involvement. Their role has many implications for the SAMC organization, such as aiding in the smooth transition of e-learning. They boost practical skills and improve care practices. It leads to ongoing education, innovation, and enhanced medical outcomes (Tayyib et al., 2021).

Integration of Technology in Nursing Education Programs

The LMS, e-learning platform, and changed CDSS will be readily incorporated into SAMC’s present and future nursing learning programs. We will modify the current educational program to combine online courses that use a novel platform. These courses will include seminars and simulated activities to ensure the theory is applied in the real world. Furthermore, we will consist of scenarios and case studies as a vital component to provide practical skills. Immediate feedback can help enhance patient care promptly (Darei̇ & Elhag, 2022).

Furthermore, the CDSS’s data analytics feature will provide knowledge for improving educational initiatives to meet nurses’ demands in medical decision-making better and apply best clinical practices (Wijnhoven, 2022). Adopting these modifications will encourage interactive learning and analytical thinking, resulting in improved comprehension of opioid management. It also aids in ongoing education, allowing nurses to boost their abilities using individualized feedback. The integrated e-learning platform can promote better educational outcomes and improve nurses’ performance in practical clinical settings, improving healthcare at SAMC (Schneider & Binder, 2019).

Conclusion

To conclude, the change to an updated LMS and CDSS significantly impacts the workflow and learning environment of the SAMC, as it aligns with its strategic goals and mission. However, difficulties are expected, and planning and continual nurse educator participation are critical for effective change execution. This technology revolution signifies an essential milestone toward enhanced nursing education and health outcomes by making better clinical decisions.

References

Armando, L. G., Miglio, G., de Cosmo, P., & Cena, C. (2023). Clinical decision support systems to improve drug prescription and therapy optimisation in clinical practice: A scoping review. British Medical Journal Health & Care Informatics30(1). https://doi.org/10.1136%2Fbmjhci-2022-100683

Darei̇, I. S., & Elhag, A. (2022). The effect of feedback type in the e-learning environment on students’ achievement and motivation. Journal of Educational Technology and Online Learning5(3), 694–705. https://doi.org/10.31681/jetol.1111527 

Housawi, A., Al Amoudi, A., Alsaywid, B., Lytras, M., bin Μoreba, Y. H., Abuznadah, W., & Alhaidar, S. A. (2020). Evaluation of Key Performance Indicators (KPIs) for sustainable postgraduate medical training: An opportunity for implementing an innovative approach to advance the quality of training programs at the Saudi Commission for Health Specialties (SCFHS). Sustainability12(19), 8030. https://doi.org/10.3390/su12198030

Mahdavi, F., Adibi, S., Golshan, A., & Sadeghian, P. (2023). Factors influencing the effectiveness of e-learning in healthcare: A fuzzy ANP study. Healthcare11(14), 2035–2035. https://doi.org/10.3390/healthcare11142035

Mebrahtu, T. F., Skyrme, S., Randell, R., Keenan, A. M., Bloor, K., Yang, H., & Thompson, C. (2021). Effects of computerised Clinical Decision Support Systems (CDSS) on nursing and allied health professional performance and patient outcomes: A systematic review of experimental and observational studies. British Medical Journal Open11(12), e053886. https://doi.org/10.1002%2F14651858.CD014699

NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology

Mohammadi, M. K., Mohibbi, A. A., & Hedayati, M. H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the COVID-19 pandemic in Afghanistan. Education and Information Technologies26, 5165-5198. https://doi.org/10.1007/s10639-021-10517-z

Morrell, S., Pittman, G., McEwen, A., Rickeard, D., Manfoukh, H., & Parent, B. (2023). Using simulation to improve nurse practitioner education regarding opioid prescribing and medical assistance in dying. Nurse Practitioner Open Journal3(1), 22. https://doi.org/10.28984/npoj.v3i1.402

O’Connor, S., Wang, Y., Cooke, S., Ali, A., Kennedy, S., Lee, J. J., & Booth, R. G. (2023). Designing and delivering digital learning (E-learning) interventions in nursing and midwifery education: A systematic review of theories. Nurse Education in Practice69, 103635. https://doi.org/10.1016/j.nepr.2023.103635 

Regmi, K., & Jones, L. (2020). A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BioMed Central Medical Education20, 1-18. https://doi.org/10.1186/s12909-020-02007-6

Rouleau, G., Gagnon, M. P., Côté, J., Payne-Gagnon, J., Hudson, E., Dubois, C. A., & Bouix-Picasso, J. (2019). Effects of e-learning in a continuing education context on nursing care: Systematic review of systematic qualitative, quantitative, and mixed-studies reviews. Journal of Medical Internet Research21(10), e15118. https://doi.org/10.2196/15118

NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology

Schneider, M., & Binder, T. (2019). E-Learning in medicine: Current status and future developments. Hamdan Medical Journal12(4), 147-151. https://doi.org/10.4103/HMJ.HMJ_74_19

Tayyib, N., Alsolami, F., Asfour, H., Alshhmemri, M., Lindsay, G., Ramaiah, P., & Ali, H. (2021). Undergraduate nursing students endorse education standards in blended e-learning theory teaching during COVID-19 pandemic. The Open Nursing Journal15(1). http://dx.doi.org/10.2174/1874434602115010291

Wijnhoven, F. (2022). Organizational learning for intelligence amplification adoption: Lessons from a clinical decision support system adoption project. Information Systems Frontiers24(3), 731-744. https://doi.org/10.1007/s10796-021-10206-9

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