NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

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NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Name

Capella university

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name

Date

Vila Health: Implementing New Educational Technology

Slide 1: Hello, I am Golda, and I am here to present “Vila Health: Implementing New Educational Technology.” 

Slide 2: The introduction of new educational technology at St. Anthony Medical Center (SAMC) is driven by the imperative to address critical challenges in nursing education and patient care, particularly in the context of the opioid crisis. Recognizing the need for innovative solutions to enhance nursing practice, SAMC has embarked on a strategic initiative to implement advanced Learning Management Systems (LMS) and Clinical Decision Support Systems (CDSS) (Capella University, n.d). This presentation outlines the planned changes and provides a comprehensive plan for successful implementation and evaluation.

Planned Change Overview

Slide 3: In response to the evolving challenges in opioid crisis management within nursing education at SAMC, we propose implementing a comprehensive educational technology solution. This planned change involves two key components: upgrading the existing CDSS and introducing a new LMS. The upgraded CDSS will incorporate the latest evidence-based practices and guidelines for opioid management, providing real-time decision support to nurses in clinical settings (Ostropolets et al., 2020). Additionally, introducing the LMS will revolutionize our educational approach by offering a centralized platform for delivering interactive e-learning modules, simulations, and assessments tailored to address the specific needs of opioid crisis management. This technology-enhanced approach aims to empower our nursing staff with the knowledge, skills, and resources necessary to effectively navigate and mitigate the challenges posed by the opioid crisis, ultimately leading to improved patient outcomes and enhanced quality of care at SAMC (James, 2022).

Implementing Changes Steps

Slide 4: To effectively implement the proposed changes in existing educational technologies, we have outlined a comprehensive plan tailored to address the specific needs of opioid crisis management in nursing education at SAMC. Following are the steps for implementing changes;

  1. Needs Assessment: Perform a detailed needs assessment to classify gaps and encounters in opioid crisis management education. Gather input from stakeholders, including educators, administrators, and frontline nursing staff, to ensure a comprehensive understanding of the requirements (Seliaman & Albahly, 2023).
  2. Select and Customize LMS: Choose a suitable LMS that aligns with SAMC’s educational goals and requirements. Customize the LMS platform to incorporate modules and resources tailored to opioid crisis management, including interactive e-learning modules, simulations, and assessments (Seliaman & Albahly, 2023).
  3. Upgrade CDSS: Collaborate with technology vendors and healthcare experts to upgrade the existing CDSS with the latest evidence-based practices and guidelines for opioid management. Ensure seamless integration with existing electronic health record systems for real-time decision support (Stefan et al., 2022).
  4. Develop Training Programs: Design comprehensive training plans for nursing team to explain them with the new LMS and upgraded CDSS. Provide ongoing support and resources to enable a smooth change and acceptance of the new technologies (Sultan et al., 2023).
  5. Rollout and Training: Roll out the new technologies across SAMC’s nursing education programs, providing comprehensive training and support to all staff members. Monitor implementation progress and provide ongoing support to ensure successful adoption and integration into daily practice (Stefan et al., 2022).
  6. Evaluation and Continuous Improvement: Continuously evaluate the effectiveness of the implemented technologies in improving opioid crisis management education and patient outcomes. Gather feedback from stakeholders and make adjustments as needed to optimize educational technologies at SAMC (Seliaman & Albahly, 2023).

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Slide 5: Besides the outlined steps, contingency plans will be developed to address potential problems during implementation. These plans will encompass strategies for troubleshooting technical issues with the LMS and CDSS. Additionally, they will involve providing extra training and support to staff members encountering challenges with the new technologies, along with establishing clear communication channels for reporting and resolving issues promptly (Iqbal & Nauman, 2024). In addition to the outlined steps, another potential problem during implementation could be resistance to change among staff members. To address this, proactive change management strategies will be employed, including clear communication of the benefits of the new technologies, engagement of staff in the implementation process through feedback mechanisms and involvement in decision-making, and providing incentives or recognition for adopting the changes. This approach will help mitigate resistance and foster a culture of acceptance and collaboration throughout the implementation process (Iqbal & Nauman, 2024). Regular assessments and feedback mechanisms will be implemented to proactively identify and address any unforeseen challenges, ensuring a successful implementation process.

Resource Requirements

Slide 6: A thorough evaluation of resource requirements is essential to support the successful implementation of the proposed educational technology change at SAMC. This assessment encompasses human and capital resources necessary for acquiring, implementing, and maintaining the new technology. By carefully allocating these resources, SAMC can effectively support its nursing staff in adapting to the new educational technology and ultimately improve patient care outcomes.

Required Human Resources

Regarding human resources, SAMC will need a team of dedicated training personnel proficient in technology and opioid crisis management. These trainers and educators will facilitate training sessions on the new LMS and upgraded CDSS. Additionally, an IT support team will be essential to oversee the implementation process, troubleshoot technical issues, and assist nursing staff. Subject matter experts with expertise in opioid crisis management will also play a crucial role in developing content for the LMS and offering guidance on CDSS utilization (Mayowa et al., 2022).

Required Capital Resources

Capital resources will be allocated to procure necessary software and licensing agreements. This includes investment in the selected LMS software and upgrades to the existing CDSS to ensure alignment with evidence-based practices for opioid management. Infrastructure upgrades, such as hardware updates and network enhancements, can also be necessary to support the implementation (Luthans & Broad, 2020).

Budget Projections

Slide 7: Budget projections will encompass initial implementation costs and ongoing maintenance and support expenses. Initial costs will include software procurement, licensing fees, infrastructure upgrades, and training expenses. In total, the estimated budget for the implementation and maintenance of the educational technology change at SAMC is projected to be $1.5 million over the next three years. Ongoing budget considerations will include software updates, technical support services, and staff training programs to ensure continuous operation and effectiveness of the educational technology (Ryan et al., 2023).

Technical Support Requirements

Lastly, technical support requirements will involve establishing a dedicated helpdesk service to provide assistance and troubleshooting support to nursing staff. Additionally, vendor support agreements should be in place to ensure rapid resolution of software-related issues that can arise during and after implementation (Luthans & Broad, 2020). By carefully allocating these resources, SAMC can effectively implement the proposed educational technology change and support its long-term success.

End-User Training Requirements

Slide 8: For guaranteeing the effective rollout of the proposed educational technology alteration at SAMC, it is vital to thoroughly evaluate the training needs of end-users, who in this context are the nursing staff and educators at SAMC. The present level of end-user information and expertise regarding the proposed changes, particularly the utilization of the LMS and CDSS, can vary among SAMC nursing staff. While some nurses already have experience with similar technologies, others require more extensive training due to differences in technological proficiency and familiarity with opioid crisis management protocols (Anjali et al., 2021).

The assessment of end-user capabilities revealed varying levels of proficiency and familiarity with the proposed educational technology among nursing staff at SAMC. End-user performance expectations should align with the objectives of the educational technology change, which include enhancing nurses’ abilities to manage opioid-related emergencies effectively. Therefore, end users are expected to demonstrate proficiency in navigating the LMS to access relevant training modules, engaging with interactive content, and utilizing the CDSS to make informed decisions in the opioid crisis (Snekha & Ayyanathan, 2023).

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Slide 9: To meet these expectations, end users will require comprehensive initial training sessions tailored to their individual learning needs and technological competencies. These sessions should cover topics such as navigating the LMS interface, accessing and completing training modules related to opioid crisis management, and effectively utilizing the CDSS to support clinical decision-making (Naciri et al., 2021).

Ongoing support will be essential to address any questions, concerns, or technical issues end users may encounter during the implementation process and beyond. This support includes access to help desk services for immediate assistance, regular communication channels for sharing updates and best practices, and periodic refresher training sessions to reinforce learning and address emerging needs. By proactively identifying and addressing the end-user training requirements, SAMC can ensure that nursing staff are adequately prepared to effectively leverage the new educational technology. It will ultimately lead to improved patient outcomes in opioid crisis management (Iqbal & Nauman, 2024).

Evaluation

Slide 10: To evaluate the effectiveness of the proposed educational technology change at SAMC, a comprehensive plan for assessment must be formulated, focusing on specific, measurable criteria aligned with the initiative’s objectives. Firstly, performance measurement data related to utilizing the LMS and CDSS will be essential for assessing the effectiveness of the technology change. Metrics such as the frequency of LMS logins, completion rates of training modules on opioid crisis management, and utilization rates of the CDSS during clinical decision-making processes can provide valuable insights into the adoption and integration of the new technology into nursing practice (Stefan et al., 2022).

Patient outcomes data, such as the incidence and severity of opioid-related emergencies, medication administration errors, and patient satisfaction scores, can serve as indicators of the impact of educational technology change on clinical practice and healthcare delivery. By comparing these outcomes before and after implementing the new LMS, SAMC can determine whether the initiative has improved patient care and safety (Naciri et al., 2021).

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Slide 11: Furthermore, feedback from nursing staff regarding their experiences with the new technology, including perceived ease of use, satisfaction with training materials, and perceived impact on their ability to manage opioid-related emergencies, should be collected through surveys or focus group discussions. This qualitative information can offer valuable perspectives on user interaction and pinpoint opportunities for enhancement or supplementary assistance (Naciri et al., 2021).

Reasonable conclusions drawn from the evaluation data can include insights into the effectiveness of the educational technology change in enhancing nurses’ knowledge and skills in opioid crisis management, improving clinical decision-making processes, and ultimately contributing to better patient outcomes. Additionally, the assessment findings can inform future changes or refinements to the educational technology initiative, ensuring continuous improvement and alignment with SAMC’s strategic goals and mission (Mayowa et al., 2022). 

The evaluation of the educational technology implementation provided valuable insights into its effectiveness in addressing the challenges of opioid crisis management in nursing education at SAMC. Based on the assessment findings, recommendations for future changes include refining training programs, enhancing technical support services, and continuously updating content to align with evolving best practices and guidelines in opioid management. These adjustments aim to further optimize the educational technology initiative and ensure its ongoing relevance and impact on nursing practice and patient care outcomes (Mayowa et al., 2022).

Conclusion

Slide 12: In conclusion, implementing the proposed educational technology change at SAMC can significantly enhance nursing education and patient care outcomes. By leveraging advanced LMS and CDSS, nurses can acquire essential skills in opioid crisis management and make informed clinical decisions. Through comprehensive evaluation and ongoing support, SAMC can ensure the effectiveness of the technology change, leading to continuous improvement in nursing practice and better healthcare outcomes for patients.

References

Anjali, P., Harshita, N., Akash, M. D. N., Vinith, P., & Prasada Reddy, G. S. (2021). VMATE – Intelligent e-Learning management system for educational institutions. IOP Conference Series: Materials Science and Engineering1042(1). https://doi.org/10.1088/1757-899x/1042/1/012011 

Capella University. (n.d). Vila Health: Educational technology needs assessment. Capella.edu. https://www.capella.edu/

Iqbal, S., & Nauman, S. (2024). Assessment of school teacher’s disaster preparedness by using comprehensive school safety framework. Qlantic Journal of Social Sciences5(1), 64–70. https://doi.org/10.55737/qjss.379718229 

James, J. (2022). E-Learning in nursing education. International Journal of Advances in Nursing Management10(3), 295–300. https://doi.org/10.52711/2454-2652.2022.00067 

Luthans, F., & Broad, J. D. (2020). Positive psychological capital to help combat the mental health fallout from the pandemic and VUCA environment. Organizational Dynamics51(2). https://doi.org/10.1016/j.orgdyn.2020.100817 

Mayowa, A. S., Samuel, A., & John, A. T. (2022). Design and implementation of a web based leave management system. International Journal of Computer Applications Technology and Research11(04), 123–144. https://doi.org/10.7753/ijcatr1104.1006 

Naciri, A., Radid, M., Kharbach, A., & Chemsi, G. (2021). E-learning in health professions education during the COVID-19 pandemic: A systematic review. Journal of Educational Evaluation for Health Professions18(27). https://doi.org/10.3352/jeehp.2021.18.27 

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Ostropolets, A., Zhang, L., & Hripcsak, G. (2020). A scoping review of clinical decision support tools that generate new knowledge to support decision making in real time. Journal of the American Medical Informatics Association, 27(12), 1968-1976. https://doi.org/10.1093/jamia/ocaa200 

Ryan, D. A., Montoya, I. D., Koutoujian, P. J., Siddiqi, K., Hayes, E., Jeng, P. J., Cadet, T., McCollister, K. E., & Murphy, S. M. (2023). Budget impact tool for the incorporation of medications for opioid use disorder into jail/prison facilities. Journal of Substance Use and Addiction Treatment146https://doi.org/10.1016/j.josat.2022.208943 

Seliaman, M. E., & Albahly, M. S. (2023). The reasons for physicians and pharmacists’ acceptance of clinical support systems in Saudi Arabia. International Journal of Environmental Research and Public Health20(4). https://doi.org/10.3390/ijerph20043132 

Snekha, S., & Ayyanathan, N. (2023). An educational CRM chatbot for learning management system. Shanlax International Journal of Education11(4), 58–62. https://eric.ed.gov/?id=EJ1396285 

Stefan, R., Carolin, K., & Dagmar, K. (2022). Implementation and evaluation of a clinical decision support eLearning course. 2022 IEEE German Education Conferencehttps://doi.org/10.1109/gecon55699.2022.9942741 

Sultan, H., Mahmood, H. F., Fatima, N., Nadeem, M., & Waheed, T. (2023). Clinical decision support system for Unani medicine practitioners. ArXiv (Cornell University)https://doi.org/10.48550/arxiv.2310.18361 

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