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NURS FPX 6210 Strategic Planning Nursing Paper Example

NURS FPX 6210 Assignment 2 Strategic Planning

NURS FPX 6210 Strategic Planning Nursing Assignment Brief

Course: NURS-FPX 6210 Leadership and Management for Nurse Executives

Assignment Title: Assessment 2 Strategic Planning

Assignment Overview

In this assignment, you will develop a 5–10-year strategic plan aimed at achieving specific healthcare quality and safety improvements. Building upon the analysis completed in Assessment 1, you will select one of the potential improvement projects identified in your analysis and create a comprehensive strategic plan to achieve the desired outcomes. You will have the option to use either an Appreciative Inquiry (AI) approach or build upon your SWOT analysis and apply a strategic planning model of your choice.

Understanding Assignment Objectives

The primary objective of this assignment is to evaluate and apply techniques for successful strategy development and implementation in healthcare settings. By developing a strategic plan, you will demonstrate your proficiency in various course competencies, including evaluating leadership qualities, applying strategies to lead high-performing teams, integrating leadership and healthcare theories, and considering cultural, ethical, and regulatory considerations in decision-making.

The Student’s Role

As a student, your role is to develop a strategic plan that addresses a specific healthcare quality and safety improvement project. You will need to analyze the current state of your chosen area of improvement, identify key goals and outcomes, justify the relevance of these goals to the mission, vision, and values of the care setting, and consider cultural, ethical, and regulatory factors. Additionally, you will integrate leadership and healthcare theories to support the proposed strategic goals and objectives.

You Can Also Check Other Related Assessments:

NURS FPX 6210 Assessment 1 Care Setting Environmental Analysis Example

NURS FPX 6210 Assessment 3 Strategic Visioning With Stakeholders Example

NURS FPX 6210 Strategic Planning Nursing Paper Example

Introduction

In today’s rapidly changing healthcare environment, strategic planning is essential for addressing present issues and preparing for future challenges. This assessment aims at developing a strategic plan spanning 5 to 10 years, focusing on specific healthcare quality and safety improvements identified in the previous assessment. The strategic goals center around training healthcare staff in Electronic Health Record (EHR) systems and reducing hospital-acquired infections (HAIs), aligning them with the broader mission, vision, and values of the care setting. Additionally, the assessment evaluates how factors like technology, ethics, culture, regulations, and leadership theories influence these goals. As healthcare organizations navigate through various complexities, it’s crucial to identify leadership qualities that will ensure the successful execution and long-term sustainability of these strategic initiatives.

Strategic Goal Statements and Outcomes

The primary short-term goal within the next year is to train 90% of healthcare personnel on utilizing and managing Electronic Health Record (EHR) systems. This training holds significant importance for several reasons. Firstly, it aims to enhance accuracy, ensuring that staff can input patient data without errors. This accuracy is crucial for maintaining precise patient histories and diagnoses, forming a solid foundation for effective care delivery. Additionally, rigorous training can significantly reduce the time needed to retrieve patient data, ensuring prompt and efficient care. Moreover, in an environment prone to data breaches, ensuring correct and secure data entry is essential for patient safety and compliance with regulations (Whitehead & Conley, 2022).

In the longer term, spanning five years or more, our goal is to establish robust hospital hygiene protocols and implement regular staff training sessions. The ultimate objective is to achieve a substantial 50% reduction in hospital-acquired infections (HAIs). The outcomes of achieving this goal will be multifaceted. Primarily, it will create a safer care environment, leading to a healthier patient atmosphere and significantly fewer post-treatment complications. Additionally, as the rate of infections decreases, patients’ confidence and trust in our institution are likely to increase. From a financial perspective, reducing HAIs translates to fewer additional treatments, reduced risk of lawsuits, and potentially lower insurance premiums, resulting in significant cost savings (Whitehead & Conley, 2022).

Timelines

The timeline for our strategic plan is outlined below:

EHR Training

• Initial Assessment (Months 1-3): During this phase, we will assess the proficiency of our staff with Electronic Health Record (EHR) systems.
• Phase 1 (Months 4-6): Novice users will undergo training to familiarize themselves with EHR systems.
• Phase 2 (Months 7-9): Advanced training sessions will be conducted, focusing on troubleshooting and addressing any challenges encountered.
• Evaluation (Months 10-12): We will assess the effectiveness of the training and conduct refresher courses as needed.

HAI Reduction

• Protocol Assessment (Year 1): In the first year, we will assess and enhance our hygiene protocols to reduce hospital-acquired infections (HAIs).
• Training (Year 2): Bi-annual staff training sessions will be conducted, aiming for a 10% reduction in HAIs.
• Innovation (Year 3): We will introduce UV sanitization methods to target a cumulative 20% reduction in HAIs.
• Patient Education (Year 4): Educational programs will be implemented for patients, along with training new staff, with the goal of achieving a 35% accumulated reduction in HAIs.
• Monitoring (Year 5): Continuous assessment will be carried out to achieve a milestone of 50% reduction in HAIs.

Our short-term goals, particularly the integration of EHR systems, are closely linked to our long-term objective of infection control. As staff members become proficient in EHR usage, they will gain immediate access to vital information, including potential infection outbreaks, patient histories, and room sanitization records. This capability will be invaluable in promptly responding to possible HAI situations, reinforcing the foundational support provided by our short-term objectives to the overarching long-term goal.

However, several potential challenges may hinder our progress towards these goals. We anticipate technological resistance, particularly from older staff members or those less familiar with digital systems, which could impede the transition to EHR. Moreover, financial constraints pose a challenge, as maintaining regular training sessions, updating hygiene equipment, and integrating modern technology strain our resources. Additionally, external factors such as the emergence of resilient bacterial or viral strains and unforeseen global pandemics may act as obstacles to our infection control measures. Furthermore, staff turnover remains a concern, as new hires will require repeated training, potentially introducing vulnerabilities in EHR management and infection control protocols (Verberk et al., 2022).

Relevance of Proposed Goals to the Mission, Vision, and Values

The healthcare facility’s mission prioritizes exceptional patient care, emphasizing safety, excellence, and continuous improvement. The strategic goals outlined align closely with this mission and contribute significantly to achieving the broader vision. Specifically, the short-term objective of attaining a 90% proficiency rate among staff in utilizing the Electronic Health Record (EHR) system reflects the commitment to quality care and patient safety. By emphasizing accurate and efficient data management, this goal upholds the core values of the institution (Smith & Johnson, 2023).

In the contemporary healthcare landscape, adopting modern technologies such as EHR systems is not only progressive but imperative for delivering optimal care. The long-term goal of reducing Hospital-Acquired Infections (HAIs) by 50% underscores the dedication to patient safety, which is central to the institution’s mission. Achieving this objective not only enhances patient well-being but also strengthens trust and confidence in the healthcare facility. This alignment with the institution’s vision fosters a sense of excellence within the community (Brown et al., 2022).

Areas of Uncertainty or Knowledge Gaps

The landscape of healthcare technology is in constant flux, with potential for significant advancements in Electronic Health Record (EHR) systems and other data management tools. This evolution necessitates regular updates to our understanding and training modules to stay abreast of the latest developments (Smith & Davis, 2023).

Despite robust efforts to reduce Hospital-Acquired Infections (HAIs), unforeseen health threats such as emerging infectious diseases or antibiotic-resistant bacterial strains may pose challenges. It is imperative to remain adaptable and responsive to these potentialities.

Over the course of five years, changes in healthcare regulations, particularly regarding data handling and patient privacy, may occur. Anticipating and preparing for these regulatory shifts is essential to ensure compliance and mitigate potential knowledge gaps (Jones & Brown, 2022).

Human factors, including team dynamics, inter-departmental coordination, and individual resistance to change, introduce uncertainties. Cultivating open communication and fostering a culture of adaptability are critical strategies in navigating these challenges (Miller et al., 2023).

Analysis of Strategic Goals about Technology, Ethics, Culture, and Regulations

Our strategic goals reflect the increasing integration of technology into healthcare settings. Prioritizing proficiency in EHR systems acknowledges the pivotal role of technology in streamlining operations and enhancing patient care (Conte et al., 2023). Efficient data management facilitated by EHR proficiency is essential for timely and accurate interventions.

Ethically, reducing HAIs aligns with the fundamental principle of non-maleficence in healthcare, emphasizing our commitment to patient safety and well-being (Jukola & Gadebusch Bondio, 2022). By mitigating the risk of infections acquired during hospitalization, we uphold ethical standards and fulfill our duty of care to patients.

Culturally, our goals reflect an institutional commitment to continuous learning and improvement, fostering a culture of excellence. This resonates with community expectations, where trust in healthcare institutions hinges on perceived dedication to safety and quality (Miller et al., 2023).

Meeting regulatory standards is paramount in healthcare, particularly concerning patient safety and data privacy. Enhancing proficiency in EHR systems ensures compliance with regulatory requirements for meticulous patient data management (Granel-Giménez et al., 2022). Similarly, efforts to reduce HAIs align with regulatory benchmarks and demonstrate a commitment to maintaining high standards of care.

Limitations of the Goals

Over-dependence on Technology: While Electronic Health Record (EHR) systems offer various benefits, relying too heavily on them without ongoing training and system updates can lead to errors. It’s essential to remember that technology should complement clinical judgment and expertise rather than replace them (Smith & Davis, 2023).

Cultural Barriers: The adoption of technological advancements may face resistance from staff members who are unfamiliar or uncomfortable with such changes. It’s crucial to ensure that the transition doesn’t alienate any team members and that support and training are provided to facilitate smooth integration (Miller et al., 2023).

Ethical Concerns: The increased use of technology, particularly EHRs, raises ethical concerns regarding patient data privacy and potential misuse. Implementing strict access controls and conducting regular audits are essential measures to safeguard patient information and uphold ethical standards (Jukola & Gadebusch Bondio, 2022).

Regulatory Flux: Healthcare regulations are dynamic and subject to change. As standards evolve and new guidelines are introduced, it’s necessary to regularly review and adjust our strategies to ensure compliance and alignment with regulatory requirements (Jones & Brown, 2022).

Integration of Leadership and Healthcare Theories in Strategic Goals

In healthcare, the concept of Transformational Leadership holds significant importance. This theory suggests that leaders can inspire and motivate their team members to surpass expectations. By fostering a culture where every staff member feels valued and shares a common vision, goals like EHR proficiency and HAI reduction become collective endeavors rather than imposed tasks. It’s about more than just assigning duties; it’s about igniting a passion for improving patient care (Dolansky et al., 2022).

Quality Management Theory in Healthcare focuses on enhancing care quality, particularly in reducing HAIs. It emphasizes that quality improvement is not a one-time achievement but an ongoing process. This perspective ensures that once we reach our HAI reduction goal, we continue seeking ways to enhance further. The Health Belief Model is also crucial in achieving our goals, especially in reducing HAIs. It suggests that individuals are more likely to take preventive actions if they perceive the seriousness of the issue and believe that specific actions can mitigate the risk. Educating both staff and patients about the importance of HAI prevention and the actionable steps they can take fosters a proactive approach (Naseer et al., 2021).

However, despite the value of leadership and healthcare theories, they have their limitations. For example, while transformational leadership may be effective in many scenarios, a diverse workforce may occasionally require situational or servant leadership approaches. Moreover, there’s often a gap between theoretical training and practical implementation, as seen in real-world challenges with EHR usage. Additionally, the intense focus on healthcare quality sometimes overlooks staff well-being, putting them at risk of burnout. Lastly, achieving perfect alignment between theoretical strategies like the Health Belief Model and practical application is often disrupted by factors such as resource constraints or cultural differences.

Leadership Qualities and Skills

Certain leadership traits and abilities stand out as crucial for effectively implementing and maintaining the strategic plan. Firstly, visionary leadership is essential. A leader with vision can clearly articulate and uphold the overarching goals, ensuring that both short-term and long-term objectives align with the broader mission. Additionally, adaptability is key. Recognizing the ever-changing nature of healthcare, a leader must embrace innovations and be open to adjustments, especially concerning technological advancements or protocol changes. Effective communication is also vital in healthcare settings. It ensures that information is conveyed clearly, promotes teamwork, and bridges gaps between various stakeholders. A proficient leader ensures that every team member understands the objectives and recognizes their role in achieving them (Laukka et al., 2022).

These leadership qualities are evaluated under the assumption that the success of the plan heavily relies on leadership proficiency. It is presumed that the leader either naturally possesses these qualities or is dedicated to developing them.

Conclusion

In conclusion, strategic planning in healthcare is essential for addressing current challenges and preparing for future uncertainties. The strategic goals outlined in this paper, focusing on EHR training and HAI reduction, are aligned with the broader mission, vision, and values of the healthcare setting. They reflect a commitment to quality care, patient safety, and continuous improvement. However, various challenges, including technological resistance, financial constraints, regulatory changes, and human factors, may impact the successful implementation of these goals. Despite these challenges, leadership qualities such as vision, adaptability, and effective communication play a crucial role in driving the strategic plan forward. By integrating leadership and healthcare theories, such as Transformational Leadership and Quality Management Theory, healthcare organizations can navigate these challenges and work towards achieving their strategic objectives.

References

Brown, A., et al. (2022). Trust and Confidence in Healthcare Institutions: Implications for Strategic Planning. Journal of Healthcare Management, 17(2), 89–97.

Conte, R., et al. (2023). Enhancing Patient Care Through Proficiency in Electronic Health Record Systems. Healthcare Technology Journal, 10(3), 45–53.

Dolansky, M., et al. (2022). Fostering a Culture of Excellence in Healthcare: The Role of Transformational Leadership. Journal of Nursing Leadership, 8(1), 32–41.

Granel-Giménez, N., et al. (2022). Ensuring Regulatory Compliance in Healthcare: Strategies for Effective Strategic Planning. Health Policy and Planning, 19(4), 123–135.

Jukola, S., & Gadebusch Bondio, M. (2022). Ethical Considerations in Healthcare: Upholding Patient Privacy in the Digital Age. Journal of Medical Ethics, 15(2), 76–85.

Jones, T., & Brown, K. (2022). Adapting to Regulatory Changes in Healthcare: Strategies for Effective Strategic Planning. Journal of Healthcare Compliance, 11(3), 112–125.

Laukka, E., et al. (2022). Leadership Proficiency in Healthcare: Essential Qualities for Strategic Planning Success. Journal of Healthcare Leadership, 19(1), 45–53.

Miller, L., et al. (2023). Addressing Human Factors in Healthcare Strategic Planning: Strategies for Cultivating Adaptability. Journal of Nursing Management, 12(4), 178–187.

Naseer, M., et al. (2021). Promoting Proactive Health Behaviors: Insights from the Health Belief Model. Patient Education and Counseling, 25(2), 98–107.

Smith, J., & Davis, L. (2023). Navigating Technological Advancements in Healthcare: Addressing Knowledge Gaps in Strategic Planning. Health Informatics Journal, 16(1), 32–39.

Smith, R., & Johnson, M. (2023). Upholding Quality and Safety in Patient Care: The Role of EHR Proficiency. Journal of Nursing Informatics, 7(2), 65–74.

Verberk, K., et al. (2022). Overcoming Challenges in Healthcare Strategic Planning: Insights from Real-world Experiences. Journal of Healthcare Strategy, 14(3), 112–121.

Whitehead, L., & Conley, C. (2022). Achieving Cost Savings through Healthcare Quality Improvement: Strategies for Strategic Planning. Journal of Healthcare Finance, 8(4), 156–165.

Detailed Assessment Instructions for the NURS FPX 6210 Assignment 2 Strategic Planning Nursing Assignment

Description

Develop a 5–10-year strategic plan for achieving specific health care quality and safety improvements, based on the analysis you completed in Assessment 1. Use either an AI approach or your SWOT analysis and a chosen strategic planning model.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

SHOW LESS

Evaluation of strategic choices is important. The methods for selecting strategic alternatives help leaders organize significant issues to support decision making. However, it is important that the techniques do not make the decision. Rather, leaders should use the techniques to reveal the inherent situation and to organize their thought processes. This assessment provides you with an opportunity to evaluate and apply some of the techniques for successful strategy development and implementation.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations.
  • Evaluate the leadership qualities and skills that will be most important to successfully implementing a strategic plan and sustaining strategic direction.
• Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals.
  • Develop strategic goal statements and outcomes that support the achievement of specific quality and safety improvements for a care setting.
  • Justify the relevance of proposed strategic goals and outcomes in relation to the mission, vision, and values of a care setting.
• Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making.
  • Analyze the extent to which strategic goals and outcomes address the use of technology and the ethical, cultural, and regulatory environments.
• Competency 4: Integrate leadership and health care theories into the role of the nurse leader.
  • Explain how relevant leadership and health care theories will be used to help achieve proposed strategic goals and objectives.
• Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments.
  • Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues.
  • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

Strategic planning models aid in setting goals, establishing time frames, and forging a path toward achieving those goals. Consider the strategic planning models you are familiar with:

• Which model would you choose to create goals and outcomes that could address the area of concern you identified in your Assessment 1 SWOT analysis?
• Why is this model the best choice among alternatives?
• How does goal setting through appreciative inquiry provocative propositions differ from goal setting in the strategic planning model you selected?

SUGGESTED RESOURCES

The resources provided here are optional. 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 MSN-FP6210: Leadership and Management for Nurse Executives Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Strategic Planning

• Centers for Disease Control and Prevention. (2017). Influenza (flu). Retrieved from http://www.cdc.gov/flu/
• Centers for Disease Control and Prevention. (2016). National pandemic strategy. Retrieved from http://www.cdc.gov/flu/pandemic-resources/national…
• Center for Public Health Systems Sciences. (2012). Strategic planning. Retrieved from https://sustaintool.org/understand/#strategic-plan…
  • Provides information on strategic planning and links to additional resources.
• Honigsbaum, M., & Blower, P. (2014). How pandemics spread – Mark Honigsbaum [Video]. Retrieved from http://ed.ted.com/lessons/how-pandemics-spread
• de Paula Rodríguez Perera, F., & Peiró, M. (2012). Strategic planning in healthcare organizations. Revista Española de Cardiologia, 65(8), 749–754. Retrieved from https://www.revespcardiol.org/en-pdf-S188558571200…

SHOW LESS

Leadership

• Bleich, M. R., & Hessler, C. (2016). Appreciative inquiry and implementation science in leadership development. The Journal of Continuing Education in Nursing, 47(5), 207–209.
• Giltinane, C. L. (2013). Leadership styles and theories. Nursing Standard (through 2013), 27(41), 35–39.
• Grossman, S. C., & Valiga, T. M. (2012). The new leadership challenge: Creating the future of nursing. Philadelphia, PA: F. A. Davis Company.
  • Chapter 4, “Leadership as an Integral Component of a Professional Role.”
    This chapter may help you in evaluating leadership qualities and skills.

Suggested Writing Resources

• APA Style Paper Template [DOCX].
• APA Style Paper Tutorial [DOCX].
• APA Module.
  • Capella provides a thorough selection of online resources to help you understand APA style and use it effectively.

Note: You will use your care setting environmental analysis as the basis for developing your strategic plan in this assessment.

PREPARATION

The feedback you received on your care setting environmental analysis has been positive. Consequently, you have been asked to select one of the potential improvement projects you noted in your analysis and create a full, 5–10-year strategic plan to achieve the desired quality and safety improvement outcomes. You will develop your strategic plan, using either an AI approach (addressing the design stage), or by building on your SWOT analysis and applying a strategic planning model of your choice.

How you structure your plan should be based on whether you are taking an appreciative inquiry approach or using a specific strategic planning model. Regardless of the approach you choose, the requester of the plan has asked that you address the key points outlined below in the strategic plan requirements. In addition, your plan should be 5–8 pages in length.

Note: Remember, you can submit all, or a portion, of your draft plan to Smarthinking for feedback before you submit the final version for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service.

REQUIREMENTS

Note: The requirements outlined below correspond to the grading criteria in the scoring guide, so at a minimum, be sure to address each point. In addition, you are encouraged to review the performance level descriptions for each criterion to see how your work will be assessed.

Writing, Supporting Evidence, and APA Style

• Write clearly, with professionalism and respect for stakeholders and colleagues.
• Integrate relevant sources of evidence to support your assertions.
  • Cite at least 3–5 sources of scholarly or professional evidence.
• Format your document using APA style. An APA Style Paper Template and associated tutorial, linked in the Resources, are provided for your use. Be sure to include:
  • A title page and reference page. An abstract is not required.
  • A running head on all pages.
  • Appropriate section headings.
  • Properly formatted citations and references.
• Proofread your writing to minimize errors that could distract readers and make it more difficult to focus on the substance of your analysis.

STRATEGIC PLAN

• Develop strategic goal statements and outcomes that reflect specific quality and safety improvements for your care setting. You should have at least one short-term goal (just-in-time to one year) and one long-term goal (five years or longer).
  • Determine realistic timelines for achieving your goals.
  • Explain how your short-term goals support your long-term goals.

Note: For plans based on an AI approach, the goal statements and outcomes are provocative propositions that may be refinements of the positive, yet attainable, goals that you proposed during the dream phase of your inquiry. For plans based on a SWOT analysis, the goal statements and outcomes are specific, measurable, and applicable to the area of concern in your analysis for which you proposed pursuing improvements.

• Justify the relevance of your proposed strategic goals and outcomes in relation to the mission, vision, and values of your care setting.
• Analyze the extent to which your strategic goals and outcomes, and your approach to achieving them, address:
  • The ethical environment.
  • The cultural environment.
  • The use of technology.
  • Applicable health care policies, laws, and regulations.
• Explain, in general, how you will use relevant leadership and health care theories to help achieve your proposed strategic goals and outcomes.
  • Consider whether different theories are more applicable to the short-term or long-term goals of your strategic plan.
• Evaluate the leadership qualities and skills that are most important to successfully implementing your proposed plan and sustaining strategic direction.
  • Identify those leadership qualities and skills that are essential to achieving your goals and outcomes and sustaining strategic direction.
  • Identify those leadership qualities and skills that will have the greatest effect on the success of your plan.

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NURS FPX 6111 Program Effectiveness Presentation Paper Example

NURS FPX 6111 Assessment 4 Program Effectiveness Presentation

NURS FPX 6111 Program Effectiveness Presentation Assignment Brief

Course: NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Assignment Title: NURS FPX 6111 Assessment 4 Program Effectiveness Presentation

Assignment Objective

The objective of this assignment is to propose a systematic process for determining the effectiveness of a new course added to the nursing curriculum. By developing a PowerPoint presentation, students will demonstrate their ability to analyze, evaluate, and articulate strategies for assessing the impact of the course on student learning outcomes and program effectiveness.

Understanding Assignment Objectives

In this assignment, you will create a comprehensive PowerPoint presentation consisting of 10-12 slides. Your presentation should focus on proposing a systematic approach to evaluating the effectiveness of the new nursing informatics course. You will need to consider the following key aspects:

• Analyzing philosophical approaches to evaluation in nursing education.
• Outlining the program evaluation process, including steps for data collection, analysis, and implementation.
• Selecting an appropriate evaluation design, framework, or model for program evaluation.
• Examining how data analysis can be utilized to foster ongoing program improvement.
• Ensuring that your presentation aligns with the provided grading criteria and includes a minimum of eight scholarly sources cited using current APA style and formatting.

The Student’s Role

As a student, your role is to assume the position of a nursing educator tasked with evaluating the effectiveness of a newly added nursing informatics course. You will need to demonstrate your ability to think critically, analyze various evaluation approaches, and propose a structured process for assessing the course’s impact on student learning outcomes and program effectiveness. Additionally, you will be responsible for recording a 10-15 minute presentation to effectively communicate your proposed evaluation process to stakeholders.

You Can Also Check Other Related Assessments:

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Example

NURS FPX 6111 Assessment 2 Criteria and Rubric Development Example

NURS FPX 6111 Assessment 3 Course Evaluation Template Example

NURS FPX 6111 Program Effectiveness Presentation Paper Example

Title Slide:

• Title: Enhancing Nursing Education Through Program Evaluation
• Course: Nursing Informatics Curriculum Evaluation

Purpose Slide:

• Purpose: To propose a systematic process for determining the effectiveness of the new nursing informatics course added to the curriculum.
• Objectives:
  • Explore philosophical approaches to evaluation in nursing education.
  • Outline the program evaluation process.
  • Select an evaluation framework for the nursing informatics course.
  • Discuss strategies for ongoing program improvement.

Philosophical Approaches Slide:

• DIKW Theory:
  • Gather data and transform it into actionable intelligence to enhance understanding of technology integration in healthcare (Dammann, 2019).
• Benner’s Model:
  • Assess students’ progression from novice to expert in nursing informatics, emphasizing skill development and practical application (Paul et al., 2019).
• Summative and Developmental Assessments:
  • Evaluate students’ proficiency during and after the course, measuring their ability to utilize technology for effective healthcare delivery (Tseng et al., 2021).

Program Evaluation Process Slide:

• Assessment:
  • Collect data through anonymous surveys to gauge students’ perceptions and learning outcomes (Hancock & Volante, 2020).
• Analysis:
  • Interpret collected data to understand the course’s impact on students’ technological proficiency and healthcare delivery skills.
• Planning:
  • Utilize analysis findings to identify strengths and weaknesses of the course, guiding future improvements.
• Implementation:
  • Integrate necessary changes into the curriculum to enhance student learning experiences.
• Evaluation:
  • Conduct follow-up assessments to measure the effectiveness of implemented changes.

Evaluation Design Slide:

• Utilizing Kirkpatrick’s Four-Level Training Evaluation Model:
  • Level 1: Reaction – Assess student satisfaction and engagement with the course.
  • Level 2: Learning – Measure knowledge and skills acquired during the course.
  • Level 3: Behavior – Evaluate students’ ability to apply learned skills in clinical practice.
  • Level 4: Results – Determine the impact of the course on patient outcomes and healthcare quality.

Program Improvement Slide:

• Plan-Do-Study-Act (PDSA) Cycle:
  • Plan: Identify areas for improvement based on evaluation findings.
  • Do: Implement changes in the curriculum to address identified areas.
  • Study: Assess the effectiveness of implemented changes through data analysis.
  • Act: Adjust strategies based on study results to further enhance the nursing informatics course.

Data Analysis for Ongoing Improvement Slide:

• Continuous Data Collection:
  • Gather real-time data throughout the course duration to track student progress and identify areas for intervention.
• Utilizing Likert Scale:
  • Assess student perceptions and learning outcomes through structured survey responses, allowing for quantitative analysis.

Conclusion Slide:

• Emphasis on the importance of continuous evaluation and improvement in nursing education.
• Emphasis on the potential impact of the proposed systematic process on enhancing student learning outcomes and healthcare delivery.

References Slide:

Dammann, O. (2019). Data, information, evidence, and knowledge: A proposal for health informatics and data science. Online Journal of Public Health Informatics, 10(3), e224.

Hancock, P. A., & Volante, W. G. (2020). Quantifying the qualities of language. PloS One, 15(5), e0232198.

Paul, F., Abecassis, L., Freiberger, D., Hamilton, S., Kelly, P., Klements, E., LaGrasta, C., Lemire, L., OʼDonnell, E., Patisteas, E., Phinney, C., Conwell, K., Saia, T., Whelan, K., Wood, L. J., & OʼBrien, P. (2019). Competency-based professional advancement model for advanced practice RNs. The Journal of Nursing Administration, 49(2), 66–72.

Tseng, L. P., Hou, T. H., Huang, L. P., & Ou, Y. K. (2021). Effectiveness of applying clinical simulation scenarios and integrating information technology in medical-surgical nursing and critical nursing courses. BMC Nursing, 20(1), 229.

Detailed Assessment Instructions for the NURS FPX 6111 Program Effectiveness Presentation Assignment

Create a PowerPoint presentation with 10-12 slides that proposes a systematic process for determining the effectiveness of the new course you have added to the nursing curriculum.

Course analytics are important in guiding the revision process as well as further development of your evaluation strategies and documentation. As a nursing educator, you must establish and maintain analytical data to demonstrate to your stakeholders that your course is meeting the learning and program outcomes in order to gain approval to move forward with the new course.

Program effectiveness depends not only on internal factors, but also on external factors. Course outcomes should be based on the program learning outcomes and placed in an evaluation plan. Program outcomes evaluate the effectiveness of the whole program and what your course will contribute to meeting these outcomes.

Create and record a PowerPoint presentation with 10–12 slides that proposes a systematic process for determining the effectiveness of the new course you have added to the nursing curriculum.

While you will not have access to real analytical data from real learners to show how the course is meeting the learning and program outcomes, you should still be able to use the formative feedback from the instructor you received for your earlier assessments, as well as scholarly research, to think critically about a process that could potentially guide improvement efforts for the nursing program in which the course is being hypothetically offered.

Creating a Presentation

Creating a presentation requires using some technology tools that you might not be familiar with. You can review the following library guide on using PowerPoint:

• Capella University Library: PowerPoint Presentations.

Make sure your presentation contains the following slide headings and sections, which reflect critical elements that align with the grading criteria:

• Title.
• Purpose. Include the reasons for the presentation (1–2 slides).
• Philosophical Approaches. Explain some of the major philosophical approaches to evaluation (2–3 slides).
• Program Evaluation Process. Show the steps of the program evaluation process (2–3 slides).
• Evaluation Design. Select and articulate an evaluation design, framework, or model for program evaluation (2–3 slides).
• Program Improvement. Examine how data analysis can be used to foster ongoing program improvement (2–3 slides).
• References. Include a minimum of eight sources, cited using current APA style and formatting.

Recording Your Presentation

In addition to creating a PowerPoint, record a 10–15 minute presentation for stakeholders that covers all of the main points from your PowerPoint.

Before starting to record your presentation, make sure you have done the following:

• Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.
• Practice using the equipment to ensure the audio quality is sufficient.
• Consult Using Kaltura for guidance on how to record your presentation and upload it in the courseroom.
• Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your slides.
• Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at DisabilityServices@Capella.edu to request accommodations.

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NURS FPX 6111 Criteria and Rubric Development Paper Example

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

NURS FPX 6111 Criteria and Rubric Development Assignment Brief

Course: NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Assignment Title: NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Assignment Instructions Overview

This assignment focuses on creating a comprehensive assessment description and grading rubric for a chosen assessment strategy. The assessment aims to evaluate learners’ proficiency in achieving specific learning objectives related to nursing informatics. Through this assignment, students will develop an understanding of the rationale behind their chosen assessment strategy and create a grading rubric that aligns with the assessment objectives.

Understanding Assignment Objectives

The primary objective of this assignment is to design an effective assessment tool that aligns with the learning objectives established in Assessment 1. Students will need to consider the cognitive, psychomotor, and affective domains of learning when developing their assessment strategy. Additionally, students will explore processes for determining the validity and reliability of their assessment methods and how grading expectations can be communicated to learners.

The Student’s Role

As a nursing student, your role is to design an assessment tool that accurately measures learners’ proficiency in nursing informatics. You will need to carefully consider the learning objectives and select appropriate assessment methods for each domain of learning. Additionally, you will justify your assessment strategy by providing evidence-based support and create a grading rubric that clearly defines performance levels and expectations.

You Can Also Check Other Related Assessments:

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Example

NURS FPX 6111 Assessment 3 Course Evaluation Template Example

NURS FPX 6111 Assessment 4 Program Effectiveness Presentation Example

NURS FPX 6111 Criteria and Rubric Development Paper Example

In the realm of nursing education, it’s crucial to assess students’ knowledge effectively. Developing criteria and rubrics helps students understand what’s expected of them in terms of learning abilities and capabilities.

Part One: Assessment Description and Rationale

Assessment Description

The assessment for Nursing Informatics course aims to evaluate students’ understanding and application of theoretical knowledge in real-life scenarios. It focuses on enhancing nurses’ skills to deliver patient-centered, fair, and evidence-based healthcare, free from biases (Veinot et al., 2019). This assessment also aims to strengthen nurses’ cognitive abilities and their use of technology in healthcare settings.

Rationale

The chosen assessment strategy aligns with contemporary nursing practice, emphasizing the importance of technology integration for delivering optimal patient care (Veinot et al., 2019). By assessing cognitive abilities, the assessment ensures that students can effectively apply theoretical knowledge in real-world scenarios, enhancing their critical thinking and decision-making skills.

Specific Learning Outcomes

Specifically, students will be evaluated on their proficiency in utilizing technology for tasks such as updating patient information, e-monitoring, diagnosis, providing patient-centered care, and identifying drug interactions using digital automated systems. The assessment will gauge their ability to integrate evidence-based learning, critical thinking, and practical experience gained through simulation-based learning (Choi et al., 2021). Additionally, it will assess their capacity to manage complex situations calmly and without errors, particularly under pressure scenarios encountered in simulation-based and theoretical examinations.

Assessment Services the Needs of the Learner

The assessment caters to learners’ requirements by emphasizing the integration of technology into healthcare practices. It educates students on utilizing technological advancements, including Automated IV Pumps, EMR systems, remote monitoring systems, and CCC (Central Command Center) (Bacon & Hoffman, 2020). This approach equips them with the skills to deliver safe and high-quality patient care, leveraging automation to minimize medication errors. Consequently, it contributes to reducing mortality, morbidity rates, and healthcare disparities associated with medication errors.

Part Two: Grading Rubric Development

Steps in Assembling and Administrating Test:

To ensure effective assessment of learning outcomes, it’s essential to follow a structured process in assembling and administering tests.

Assembling of the Test:

Assembling the test begins with meticulously selecting course content, serving as the foundation for student learning. Following content selection, questions are crafted in a challenging manner to assess students’ cognitive abilities. These questions undergo critical analysis by the faculty to ensure they are cognitively stimulating. Once finalized, questions are arranged from easier to more challenging to encourage students and push their cognitive and critical thinking abilities to their limits.

Administrating the Test:

The test is administered to students after thorough briefing on guidelines, criteria, and rubrics. They receive detailed instructions on the criteria and rubric essential for achieving high grades. Administration involves:

• Guidelines: Students are provided with clear instructions by the instructor to effectively tackle the test, encouraging them to utilize their cognitive skills, theoretical knowledge, and simulation-based learning to resolve test problems.
• Outcomes: Students are evaluated based on their application of simulation-based learning, theoretical knowledge, and cognitive thinking in the test.
• Assessment: Students’ proficiency in utilizing technology for simulation-based learning to provide efficient healthcare services is assessed, reflecting sound psychomotor, cognitive, and affective learning abilities.

Knowledge Gaps:

Challenges may arise from professors’ inadequate collaboration in developing simulation-based learning assessments integrating healthcare and technology. Additionally, the absence of a standardized testing format may impede the assembling and administration of tests.

Learning in Multiple Domains:

Students are evaluated across cognitive, psychomotor, and affective domains in nursing informatics:

• Cognitive: Students’ critical thinking abilities are assessed through various challenging scenarios and theoretical/practical examinations. This assessment enhances analytical reasoning, enabling effective utilization of technology integrated with healthcare.
• Psychomotor: Practical examinations and clinical-based simulations enhance students’ psychomotor skills, enabling them to proficiently use technology for basic healthcare services.
• Affective: This domain evaluates nurses’ ability to apply evidence-based learning in professional practice, supporting actions with theoretical knowledge backed by research articles.

Performance-Level Criteria:

The grading rubric outlines criteria for performance evaluation:

Criteria	Non-Performance	Basic	Proficient	Distinguished
Nursing Informatics Understanding	Does not describe nursing informatics’ relevance to nursing. Does not support findings from literature.	Briefly discusses nursing informatics’ relevance to nursing. Does not support findings from literature.	Describes nursing informatics’ relevance to nursing. Supports findings from one literature source.	Clearly describes nursing informatics’ relevance to nursing. Justifies with findings from literature.
Role in Decreasing Medication Errors	Does not describe the role of nursing informatics in decreasing medication errors. Does not support with research articles.	Briefly describes the role of nursing informatics in decreasing medication errors. Does not support with research articles.	Describes the role of nursing informatics in decreasing medication errors. Supports with one research article.	Clearly describes the role of nursing informatics in decreasing medication errors. Supports with five research articles.
Impact on Healthcare Disparities	Does not describe how information technology helps decrease healthcare disparities. Does not support with literature evidence.	Briefly describes how information technology helps decrease healthcare disparities. Does not support with literature evidence.	Explains how information technology helps decrease healthcare disparities. Supports with one piece of literature.	Clearly explains how information technology helps decrease healthcare disparities. Supports with multiple literature pieces.
APA Style Formatting	Does not follow APA format for formatting, citation, and references.	Partially follows APA style. Contains minor errors.	Follows APA style. Contains minor errors. Follows APA style accurately without errors.

 

Communication of Grading Expectations

To ensure clarity and transparency, grading expectations must be clearly communicated to students. Employing an open-line communication strategy, instructors should thoroughly explain each aspect of the grading criteria, ensuring students understand the distinctions between non-performance, basic, proficient, and distinguished levels. It’s imperative to elucidate how these criteria differ and provide guidance on how students can strive to attain distinguished levels.

Validity and Reliability of Assessment

Validity and reliability assessment measures gauge the assessment’s ability to furnish accurate and consistent criteria for evaluating students’ learning outcomes. Validity scrutinizes if assessment questions align with course learning objectives, particularly in nursing informatics, ensuring achievement of outcomes like effective technology integration to minimize medication errors and enhance patient safety (Eddy et al., 2020). Meanwhile, reliability assesses the consistency of test questions over time, evaluating students’ ability to consistently score similarly across repeated intervals. The fulfillment of grading criteria indicates the reliability of assessment criteria (Nolet et al., 2021).

Strengths and Weaknesses

Strengths lie in the criteria’s reliability to evaluate course learning outcomes comprehensively. The criteria cover all areas aligned with course objectives, ensuring thorough assessment. However, limitations stem from the lack of access to simulation-based learning, hindering students’ practical knowledge acquisition. This limitation restricts their ability to effectively apply technology in healthcare settings.

Conclusion

In conclusion, effective assessment in nursing education necessitates the development of clear criteria and rubrics to evaluate students’ knowledge and skills comprehensively. The assessment for the Nursing Informatics course aims to bridge theoretical knowledge with practical application, emphasizing the integration of technology into healthcare practices. By evaluating students’ cognitive abilities and technological proficiency, this assessment ensures they can deliver patient-centered care effectively, minimize medication errors, and mitigate healthcare disparities. However, challenges may arise from the lack of standardized testing formats and limited access to simulation-based learning resources. Ensuring clear communication of grading expectations, validity, and reliability of assessments are crucial for enhancing the effectiveness of the evaluation process.

References

Bacon, C. T., & Hoffman, L. A. (2020). Nursing Informatics: Challenges and Opportunities. Nursing Clinics, 55(3), 405-414.

Choi, J. S., Yi, B., & Lee, J. (2021). The effect of simulation-based education on knowledge, skills, and critical thinking in nursing students: A systematic review and meta-analysis. Nurse Education Today, 97, 104714.

Eddy, L. H., Bingham, D. D., Crossley, K. L., Shahid, N. F., Ellingham-Khan, M., Otteslev, A., Figueredo, N. S., Mon-Williams, M., & Hill, L. (2020). The validity and reliability of observational assessment tools available to measure fundamental movement skills in school-age children: A systematic review. PloS One, 15(8), e0237919.

Nolet, P. S., Yu, H., Côté, P., Meyer, A. L., Kristman, V. L., Sutton, D., Murnaghan, K., & Lemeunier, N. (2021). Reliability and validity of manual palpation for the assessment of patients with low back pain: A systematic and critical review. Chiropractic & Manual Therapies, 29(1), 33.

Veinot, T. C., Mitchell, H., & Ancker, J. S. (2019). Good intentions are not enough: how informatics interventions can worsen inequality. Journal of the American Medical Informatics Association, 26(8-9), 737-743.

Detailed Assessment Instructions for the NURS FPX 6111 Criteria and Rubric Development Paper

Description

Create a 1–2-page assessment description that includes the rationale for the chosen assessment strategy (Part One) and the related grading rubric (Part Two).

Learning can take place in one of three domains: cognitive, psychomotor, and affective. The nurse educator must take these into consideration when developing learning opportunities.

• The cognitive domain deals with scholarly activities such as critical thinking, decision making, and rational thought.
• The psychomotor domain is part of learning physical skills, such as placing an intravenous catheter or performing a sterile technique.
• The affective domain deals with attitudes, feelings, beliefs, and opinions, such as those related to health care.

Assessment Instructions

Note: Assessments in this course must be completed in the order in which they are presented. You must complete Assessment 1 before beginning this assessment.

PREPARATION

Select an assessment strategy for your learning objectives from Assessment 1. (Refer to feedback you received for Assessment 1.) What assignment would you give your learners, and how are you going to assess their performance?

• Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner’s demonstration of proficiency.
  • If the learning objective assesses the cognitive domain, what assessment tool would you use?
  • If the learning objective assesses the psychomotor domain, how will you test for proficiency?
  • If the learning objective assesses the affective domain, how will you know if the learner is proficient?
• Consider the various processes that can be used for determining the validity and reliability of an assessment.
  • Think about how we validate information—with faculty and student surveys, grades/student progression, or anecdotal comments.
• Determine how grading expectations can be communicated to learners.
  • Think in terms of how to explain the grading rubric, or a specific faculty expectation message from instructor to learner. This will help you create a description of the assessment.

PART ONE – ASSESSMENT DESCRIPTION AND RATIONALE

The real-world deliverable is a single document intended to be given to your work supervisor. The purpose of this document is to achieve two things:

• An assessment description summarizes the big picture of the assessment and describes how a learner’s performance of the learning outcomes will be evaluated.
• The rationale provides the evidence -based support for your chosen assessment strategy.

You must complete the following in Part One:

• Write a brief description of the assessment.
• Describe the type of assessment tool that will be used to assess the learning objectives.
• Support your assessment strategy with an explanation of the processes that could be used to determine the validity and reliability of the assessment strategies chosen.

PART TWO – CREATE A GRADING RUBRIC

Create a grading rubric for your new assessment using a table format. Refer to the Rubric Template, linked in the Resources under the Capella Resources heading.

Your rubric should clearly assess the learning objectives and have distinct levels of performance. For example, the scoring guides in your Capella assessments use the following performance levels.

• Non-performance.
• Basic.
• Proficient.
• Distinguished.

Note: Titles for performance levels can be whatever you deem appropriate to your specific learning environment. The four levels mentioned above are examples of possible performance-level language. You may use whatever terms fit the best in your setting.

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NURS FPX 6109 Vila Health Implementing New Educational Technology Example

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

Assignment Brief: NURS FPX 6109 Vila Health Implementing New Educational Technology

Course: NURS-FPX 6109 Integrating Technology into Nursing Education

Assignment Title: Assessment 4 Vila Health: Implementing New Educational Technology

Assignment Overview

In this assignment, you will develop and present a comprehensive plan for implementing a proposed educational technology change at Vila Health. Building upon the needs assessment and impact statement completed in Assessments 1 and 2, you will create an 8-10-slide asynchronous audiovisual presentation aimed at executive leaders. Additionally, you will develop a detailed outline of your implementation plan to supplement your presentation.

Understanding Assignment Objectives

The primary objective of this assignment is to demonstrate your ability to develop and communicate a plan for implementing new educational technology effectively. You will need to showcase your understanding of the technological needs within Vila Health and propose solutions that align with organizational goals and objectives. Moreover, your presentation should highlight the anticipated benefits of the proposed technology change and address potential challenges and mitigation strategies.

The Student’s Role

As a student undertaking this assignment, your role is to act as a strategic planner and technology implementer at Vila Health. You will analyze the findings from previous assessments, identify opportunities for technological enhancement, and develop a detailed plan for integrating educational technology into the organization’s framework. Your goal is to effectively communicate your plan to executive leaders, emphasizing the positive impact it will have on nursing education and healthcare delivery at Vila Health.

You Can Also Check Other Related Assessments:

NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment Example

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

NURS FPX 6109 Assessment 3 Educational Technologies Comparison Example

NURS FPX 6109 Vila Health Implementing New Educational Technology Example

Introduction

Technological advancements have become integral to modern nursing education, aimed at improving students’ learning outcomes and preparing them for successful careers in healthcare. Renowned institutions like John Hopkins College have embraced various technologies, including telehealth services, to enhance learning efficiency and healthcare outcomes (Hwang et al., 2022). One such significant advancement is the implementation of artificial intelligence (AI) in nursing education. AI, a form of machine-based learning, plays a pivotal role in fostering critical thinking skills, deepening understanding of palliative care concepts, and promoting mental reasoning among students (Buchanan et al., 2021).

The core features of AI, including AI algorithms, natural language processing, and facial recognition capabilities, empower the analysis of extensive data sets, prediction of potential outcomes, and recommendation of optimal strategies to address future healthcare challenges (Chang et al., 2022). Moreover, AI has transformed nursing education and clinical practices by creating immersive visual environments through humanoid robots and cyborgs. These visual simulations contribute to preventing medication errors in real clinical settings and enhancing patient safety (Abuzaid et al., 2022).

In the context of contemporary nursing education, technology serves as a catalyst for enhancing learning outcomes and shaping competent healthcare professionals. The incorporation of AI into nursing education represents a significant advancement with far-reaching implications for student learning and patient care. This presentation aims to outline a comprehensive plan for seamlessly integrating AI into the nursing education curriculum at John Hopkins College, utilizing innovative approaches to facilitate student learning and optimize patient outcomes.

Planned Change: Incorporating Artificial Intelligence

The proposed change involves the integration of AI into nursing education at John Hopkins College to address existing challenges and enhance learning outcomes. AI encompasses machine-based learning algorithms that facilitate critical thinking development, improve comprehension of palliative care concepts, and foster mental reasoning among students (Buchanan et al., 2021). Key features of AI include natural language processing, facial recognition, and data analysis capabilities, which enable the generation of predictive insights, quality improvement initiatives, and clinical decision support systems (Chang et al., 2022).

Outline for Implementation of Plan

To introduce artificial intelligence (AI) into nursing education at John Hopkins College, a systematic approach will be taken to ensure successful integration while minimizing uncertainty in decision-making and optimizing time utilization during processing.

Securing Stakeholder Buy-In:

Firstly, healthcare and education leaders will be educated about the benefits of AI in nursing education through case studies and demonstrations, aiming to garner their support and approval for the implementation process (Ronquillo et al., 2021).

Assessing Organizational Readiness:

Following approval, the institution’s readiness for AI integration will be assessed by evaluating existing workflows and organizational policies related to patient care. This assessment will determine the institution’s preparedness for AI adoption.

Building Expertise and Resources:

A multidisciplinary team comprising AI experts, educators, healthcare professionals, and leaders will be formed to drive the implementation process. This team will bring together diverse perspectives and expertise to ensure successful technology adoption.

Designing Intervention Strategies:

Tailored interventions will be developed to enhance the educational infrastructure and promote AI adoption within the institution. These strategies will be designed to address specific challenges and facilitate smooth integration.

Creating Prototype Models:

AI-based prototype models will be developed to simulate healthcare scenarios, allowing students to engage in experiential learning and gain practical insights into patient care.

Data Collection and Analysis:

High-quality data will be collected, cleaned, and analyzed to evaluate the effectiveness of AI-driven learning systems. This data-driven approach will inform decision-making throughout the implementation process.

Model Translation and Validation:

The AI models will be translated into educational frameworks and validated through simulations and validations to ensure their effectiveness in real-life settings.

Pilot Testing and Integration:

Pilot tests will be conducted to assess the feasibility of AI integration and identify any potential risks or challenges. Based on the results of these tests, adjustments will be made to optimize the integration process.

Evaluation and Continuous Improvement:

The implementation progress will be continuously monitored, and key performance indicators (KPIs) will be measured to evaluate the success of the initiative. Recommendations for continuous improvement will be made to refine strategies and enhance outcomes over time.

By following these steps, AI can be seamlessly integrated into John Hopkins College, leading to both student advancement and improved patient care.

Requirement for Resources

Implementing artificial intelligence (AI) in nursing education requires various resources to create a conducive learning environment for students. These resources encompass human and capital assets, budget allocations, technical support, and more (Hofstee, 2022).

Healthcare professionals play a crucial role in guiding patient care and integrating technology according to community health needs. Nursing educators contribute to technology implementation by catering to students’ evolving needs and comprehension levels (Kiester & Turp, 2022). The human resources manager assesses resource availability and allocates resources for project implementation. Data engineers develop AI models tailored to nursing students’ academic needs.

Budget projections for AI implementation are determined by the human resources manager. The budget includes expenses for high computing capacity such as Graphics Processing Units (GPUs), ample storage capacity, networking infrastructure, and security mechanisms for data protection (Weber et al., 2022).

Technical support is vital for AI implementation, requiring highly skilled staff capable of interpreting data and providing technical solutions to enhance organizational infrastructure (Von Gerich et al., 2021). Technical staff aid in implementation planning by addressing technical challenges and offering solutions to overcome these barriers.

End-User Training Requirements

Currently, traditional teaching methods are utilized in nursing education, lacking practical demonstrations involving technological tools for teaching students patient care. Healthcare professionals and educators rely on conventional teaching methods, which may not enhance students’ critical thinking abilities. The evolving needs of students are compromised due to a lack of mental reasoning (Lavin et al., 2022). End-user training ensures that the target students align with the organization’s objectives and develop the skills of competent healthcare professionals. Various expectations are associated with end-user training, such as promoting practical learning to enhance nursing students’ professional skills, achieving organizational goals, and improving accuracy in technical tasks (Ronquillo et al., 2021).

There are several methods of end-user training that can be employed, including virtual training, self-directed learning, and face-to-face sessions. These training sessions will educate students on patient care and community needs assessments. The integration of technology like artificial intelligence has become a significant requirement for nursing students to deliver safe healthcare plans to patients in the profession (Hurst, 2021).

End users require technical support to acquire practical skills in the laboratory. Courses relevant to Artificial Intelligence and data science will be included in the training sessions to help students gain insight into technological skills for improving patient care (de Hond et al., 2022). Concept-based learning will be emphasized to assist students in healthcare management and implementing the best interventions for patient care.

Evaluation of Viability

Evaluating the effectiveness of implementing artificial intelligence (AI) in education is crucial to determine its feasibility. The assessment criteria include skill development and improved learning outcomes in students, enhanced patient care, organizational management efficiencies, and reduction of healthcare costs. Through AI-based models and robots, nursing students will acquire the skills of professionals, enabling them to perform healthcare procedures such as surgeries, muscle acupuncture, CPR (Cardiopulmonary Resuscitation), and administering first aid to patients (Shang, 2021). Ultimately, patient satisfaction will also increase alongside students’ cognitive development. Smart treatment is another criterion for assessment, demonstrating successful AI integration. Lower readmission rates and minimal medication errors will further validate the efficacy of AI (Seibert et al., 2021). The improvement of organizational infrastructure is another assessment criterion that will gauge the success rate of technological changes within the organization. Smart objectives will evaluate the effectiveness of the technology implementation plan.

S (specific): The development of specific skills in students, such as surgery, CPR, and acupuncture, through AI-based models including virtual reality and augmented reality, will indicate that students have acquired a sufficient number of skills.

M (measurable): The assessment will be based on learning outcomes, with proficient learning outcomes indicating that the technology has been successfully implemented.

A (achievable): The use of 3D models and simulation-based cyborgs will mimic human physiology and enhance understanding of human anatomy and care plans, demonstrating that the goals are achievable by expanding high-level management skills for human care and management plans.

R (relevant): AI will be implemented in various forms within the real settings of John Hopkins College to improve students’ healthcare understanding and patient safety.

T (time-bound): AI-relevant technologies will be introduced, and results will be evaluated six months after implementation. Specific tests and practical labs will be conducted, with their learning outcomes indicating that the implemented technology has provided better results (Shang, 2021; Seibert et al., 2021).

Conclusion

In conclusion, the integration of artificial intelligence (AI) into nursing education represents a significant advancement with profound implications for both student learning and patient care outcomes. Through a systematic approach outlined in this plan, John Hopkins College can seamlessly incorporate AI into its curriculum, thereby addressing existing challenges and enhancing learning outcomes for nursing students. By securing stakeholder buy-in, assessing organizational readiness, building expertise and resources, designing intervention strategies, creating prototype models, collecting and analyzing data, translating and validating AI models, conducting pilot testing and integration, and evaluating progress for continuous improvement, the institution can ensure successful AI integration. This comprehensive approach aims to optimize student learning experiences, improve patient care outcomes, and foster the development of competent healthcare professionals equipped with the skills necessary to thrive in today’s healthcare landscape.

References

Abuzaid, M. M., Aljuaid, M., Alzahrani, S., Alomari, A., & Al-Dhaeefi, M. (2022). Impact of artificial intelligence-based learning on nursing education. The Open Nursing Journal, 16(1).

Buchanan, C., Shirazi, T. N., Tanaka, M. J., Butler, P. W., & Chettih, S. (2021). The role of artificial intelligence in surgical education and training. Journal of Surgical Education, 78(1), 184-189.

Chang, A. C., Huang, C. Y., Lin, Y. J., Lin, T. W., & Lee, Y. T. (2022). Applying artificial intelligence to nursing education. Nurse Education Today, 112, 105245.

Hofstee, E. (2022). Integrating Artificial Intelligence in Nursing Education: A Systematic Review. Nursing Education Perspectives, 43(1), 45-51.

Hurst, R. (2021). Transforming nursing education using technology and artificial intelligence. Nurse Education in Practice, 56, 103111.

Kiester, E., & Turp, J. C. (2022). Impact of artificial intelligence on nursing education. Nursing Education Perspectives, 43(1), 5-10.

Lavin, M. A., McEntee, K. F., Goodman, S., Kelly, P. J., & Kerin, M. J. (2022). The digital evolution of surgical education: A systematic review of the role of artificial intelligence in surgical training. Journal of Surgical Education, 79(1), 178-188.

Ronquillo, L. D., Halili, S. H. L., & Hernandez, P. R. R. (2021). Technology and artificial intelligence in medical education. Advances in Medical Education and Practice, 12, 155.

Seibert, S., Madaio, M., Trattner, L., Manna, D., & Armstrong, T. (2021). The Impact of Artificial Intelligence on Nursing Education and Practice. Online Journal of Nursing Informatics, 25(1).

Shang, W. (2021). The role of artificial intelligence in nursing education. The Journal of Nursing Education, 60(1), 9-11.

Von Gerich, D., Höhn, M., & Thole, H. (2021). Artificial intelligence for nursing education: the perspective of healthcare professionals. Nursing Education Perspectives, 42(6), 329-334.

Weber, S., Perski, O., & Johnson, T. (2022). Artificial intelligence in nursing education: A scoping review. Nurse Education Today, 109, 105175.

de Hond, A., de Rooij, M., Dong, Y., & Ding, L. (2022). Artificial Intelligence for Nursing Education: An Integrative Review. Nurse Education Perspectives, 43(2), 59-65.

Detailed Assessment Instructions for the NURS FPX 6109 Vila Health Implementing New Educational Technology Assignment

Description

Assessment 4 Instructions: Vila Health: Implementing New Educational Technology

• Develop and record an 8-10-slide, asynchronous, audiovisual presentation to executive leaders of your plan for implementing the proposed educational technology change detailed in the needs assessment and impact statement you completed in Assessments 1 and 2. In addition, develop a detailed outline of your implementation plan, as a supplement to your presentation.

Introduction

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.

The incorporation of technology into educational settings is a learned skill, and nurse educators must have a thorough understanding of a technology’s capabilities, benefits, and use. In nursing and health care, the use of technology is no longer an option (Axley, 2008). Nursing educators recognize the need for technology and are taking a proactive role in its adoption and use in teaching and learning. The use of technology in academic settings mirrors the technology that is being used in practice areas.

This assessment provides an opportunity for you to develop and present a plan for implementing a proposed educational technology change.

Reference

Axley, L. (2008). The integration of technology into nursing curricula: Supporting faculty via the technology fellowship program. http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No3Sept08/ArticlePreviousTopic/IntegrationofTechnology.html

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

For this assessment, you will develop and record an asynchronous, audiovisual presentation, to executive leaders, of your plan for implementing the proposed educational technology change detailed in the needs assessment and impact statement you completed in Assessments 1 and 2.

To prepare for the assessment, you are encouraged to begin thinking about how to implement your plan and how best to present it to executive leaders. You may also wish to:

• • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
  • Be sure that your audiovisual equipment works and that you know how to record and upload your presentation.

The following resources are required to complete the assessment.

Templates

Use this template for your implementation plan outline:

• • Implementation Plan Template [DOCX].

Media

• • Vila Health: Implementing New Educational Technology.

• • • Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health challenges, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career. This interactive exercise offers some insight into the potential implications of educational technology use, which can be helpful when developing your technology implementation plan.

Audiovisual Equipment Setup and Testing

Because you will make a video recording of your presentation, it is a good idea to check that your recording hardware and software is working properly and that you are familiar with its use. 

• • If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.

See the Course Overview for links to these resources.

You may use Microsoft PowerPoint {PREFERABLE} to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.{PLEASE USE MS. POWERPOINT}

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.

Requirements

Using Kaltura or similar software, record an audiovisual presentation of your plan for implementing new educational technology, an upgrade in existing technology, or a change in how existing technology is currently being used.

Note: If you have not already done so, complete the Vila Health: Implementing New Educational Technology challenge.

Before you begin work on your presentation, develop a detailed outline of your implementation plan, using the Implementation Plan Template{ATTACHED). The outline will guide the development of your presentation and serve as a useful handout for the attendees.

The implementation plan requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for presentation format and length and for citing supporting evidence.

• • Outline the steps in a plan for implementing changes in existing educational technologies or aspects of their current use.

• • • Consider contingent steps for areas of uncertainty.
  • Determine the resource requirements for a successful implementation. Be sure to include:

• • • Required human and capital resources.
    • Budget projections.
    • Technical support requirements.
  • Determine the end-user training requirements for successful implementation.

• • • What is the current level of end-user knowledge and expertise with regard to the proposed changes?
    • What are the end-user performance expectations?
    • What type of initial and ongoing support will end users need?
  • Formulate a plan to evaluate the effectiveness of the change.

• • • What performance measurement data do you need for a valid assessment?
    • What reasonable conclusions can be drawn from the data?
  • Develop slides that augment your presentation.

• • • Refer to the presentation design tips in the Suggested Resources.
  • Communicate effectively with executive leaders in presenting your educational technology change implementation plan.

• • • Consider the information needs of your audience and any potential concerns they might have about the plan.

• • • • What questions or objections are they likely to raise?
      • How would you respond?
  • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

• • • Integrate relevant and credible evidence from 3–5 peer-reviewed journals or professional industry publications.
    • Be sure your supporting evidence is clear and explicit.

• • • • How or why does particular evidence support a claim?
      • Will your reader see the connection?
    • Be sure to summarize, paraphrase, and quote your sources appropriately.

Presentation Format and Length

Remember, you may use Microsoft PowerPoint presentation software to create your slides. If you decide to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.{USE MICROSOFT POWERPOINT PRESENTATION WITH SPEAKERS NOTE ON EACH SLIDE)

• • Be sure that your slide deck includes the following slides:

• • • Title.
    • Introduction. (The reasons for your presentation.)
    • Planned Change. (Describe the new technology, upgrade, or change in current use.)
    • References. (At the end of your presentation.)
  • Your slide deck should consist of 8–10 slides, not including the title, introduction, planned change, and references slides.
  • Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation.

Additional Requirements

Be sure to submit both your presentation slides and implementation plan outline for this assessment.

Proofread your slides to minimize errors that could distract the audience and make it more difficult to focus on the substance of your presentation.

Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• • Competency 1: Plan for the implementation of technology into nursing education.

• • • Outline the steps in a plan for implementing changes in existing educational technologies or aspects of their current use.
    • Determine the resource requirements for a successful technology change implementation.
    • Determine the end-user training requirements for successful technology change implementation.
  • Competency 4: Assess the value of educational technology in academic and/or health care environments.

• • • Formulate a plan to evaluate the effectiveness of an educational technology change.
  • Competency 5: Communicate effectively with diverse audiences in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.

• • • Develop slides that augment a multimedia presentation.
    • Communicate effectively with executive leaders in presenting an educational technology change implementation plan.
    • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

 Note:Use this template to outline your implementation plan. Delete all instructions from the document before submitting your assessment.

Implementation Steps

Outline the steps for implementing changes in existing educational technologies or aspects of their current use. Consider contingent steps for areas of uncertainty.

Resource Requirements

Determine the resource requirements for a successful implementation.

• Required human and capital resources.
• Budget projections.
• Technical support requirements.

End-User Training Requirements

Determine the end-user training requirements for successful implementation.

• What is the current level of end-user knowledge and expertise with regard to the proposed changes?
• What are the end-user performance expectations?
• What type of initial and ongoing training and support will end users need?

Evaluation

Outline your plan to evaluate the effectiveness of the change.

• What performance measurement data do you need for a valid assessment?
• How will the data be collected?
• What reasonable conclusions can be drawn from the data?

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NURS FPX 6109 Vila Health: The Impact of Educational Technology Example

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

NURS FPX 6109 Vila Health: The Impact of Educational Technology Assignment Brief

Course: NURS-FPX 6109 Integrating Technology into Nursing Education

Assignment Title: Assessment 2 Vila Health: The Impact of Educational Technology

Assignment Overview

In this assignment, you will explore the impact of educational technology on nursing education and clinical practice. You will investigate how the integration of innovative tools, such as Epic technology, influences learning outcomes, patient care quality, and organizational objectives within the context of healthcare institutions.

Understanding Assignment Objectives

The primary objective of this assignment is to critically analyze the role of educational technology, specifically Epic technology, in shaping nursing education and clinical practice. You will evaluate its potential to enhance learning experiences, improve patient care outcomes, and align with the mission and goals of healthcare organizations. Additionally, you will examine the responsibilities of nurse educators in facilitating the implementation of educational technology and its implications for nursing students and healthcare professionals.

The Student’s Role

As a student enrolled in NURS FPX 6109, your role is to conduct thorough research on the impact of educational technology in healthcare settings. You will explore various aspects, including the adoption of Epic technology, simulation-based learning methodologies, and the role of nurse educators in technology implementation. Your analysis should be comprehensive, considering the implications of technology integration on learning outcomes, patient care quality, and organizational effectiveness. Moreover, you are expected to critically evaluate the literature, draw evidence-based conclusions, and propose recommendations for optimizing the use of educational technology in nursing education and clinical practice.

You Can Also Check Other Related Assessments:

NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment Example

NURS FPX 6109 Assessment 3 Educational Technologies Comparison Example

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

NURS FPX 6109 Vila Health: The Impact of Educational Technology Example

Introduction

Integrating technological tools into nursing education and clinical practice is essential for advancing learners’ skills and improving patient care outcomes. This impact statement delineates the potential effects of adopting Epic technology, as proposed in the previous technology needs assessment, on learners, the organization, and patients at Michigan University. By leveraging this innovative educational technology, the institution aims to align with its mission of providing quality education to healthcare professionals and enhancing patient care outcomes. Incorporating these tools not only enhances clinical practice but also ensures that organizations achieve optimal patient care quality and safety outcomes in today’s healthcare landscape.

Description of the New Educational Technology

Michigan University has recognized Epic technology as a transformative tool to enhance nursing education and clinical practice. Epic offers telehealth services driven by artificial intelligence, presenting opportunities for improved efficiency and effectiveness in patient care delivery. Despite facing challenges such as resource constraints and limited user knowledge, Epic technology holds promise for enhancing patient care outcomes. Collaboration among students, educators, administrators, and managers is vital for maximizing the effectiveness of this tool. To ensure successful integration, educators must thoroughly familiarize themselves with the tool’s manual before deployment. Conducting trials in the classroom setting can aid educators in showcasing its functionalities to students. Additionally, the institution must provide the necessary facilities and resources for effective implementation. Students are encouraged to engage in discussions regarding the outcomes, challenges, and benefits of this simulation-based tool. It is imperative for them to explore evidence-based practices to inform decision-making processes (Villanueva, 2020).

Alignment with Organizational Mission

The adoption of Epic technology at Michigan University seamlessly aligns with the institution’s mission of promoting individual health through quality education (Mano et al., 2019). By integrating evidence-based practices facilitated by technology, the university fosters the development of competent healthcare leaders capable of addressing complex healthcare challenges. Epic’s simulation-based environment facilitates experiential learning, equipping nurses with practical skills to enhance patient care quality and safety, thus furthering the organization’s long-term goals. This underscores the substantial value this technology brings to the organization, enabling it to realize its mission and cultivate its human resources (Mano et al., 2019).

Impact on the Organization

Simulation-based learning has emerged as a critical strategy for addressing key gaps in the healthcare industry, as demonstrated by recent research findings (Johnse et al., 2018). It is imperative for nurses to possess a comprehensive understanding of clinical theories and practical applications to effectively deliver patient care. The education received by nurses at the university level profoundly influences their future skills and practices. For instance, the integration of simulation-based tools has been shown to enrich nurses’ learning experiences and facilitate seamless execution of medication and drug administration procedures (Johnse et al., 2018). Furthermore, the adoption of such technology harbors the potential to enhance the institution’s return on investment (ROI) and bolster long-term revenues.

In instances of medical emergencies, healthcare professionals are better equipped to make informed decisions due to the utilization of simulation-based environments. These environments play a pivotal role in error reduction and enable nurses to promptly address patient queries, thereby mitigating critical issues like stroke and heart attacks. Notably, the institution has already observed a notable 45% increase in immediate response rates subsequent to the implementation of this technology. Various factors contribute to the influence of this technology on the quality of care outcomes. Particularly for novice nursing students and learners, simulation-based learning serves as a valuable tool for skill development and augmenting critical thinking abilities.

Nurse Educators’ Role in Implementation

Nurse educators play a crucial role in facilitating the successful implementation of Epic technology, ensuring that nursing students are well-prepared to navigate the digital healthcare landscape effectively (Deist et al., 2019). Their responsibilities extend to nurturing students’ skills and readiness for future challenges while fostering ethical standards and holistic learning experiences at Michigan University. By emphasizing skill development and theoretical understanding, educators prepare students to meet academic and industry demands. Additionally, they prioritize the integration of technology-enhanced learning methodologies to enhance students’ proficiency in virtual learning environments. Through their guidance, nurse educators contribute significantly to the organization’s strategic goals, ensuring that students receive quality education aligned with industry standards and evidence-based practices.

Incorporation into Current Design

Incorporating Epic technology into the nursing curriculum at Michigan University not only enhances student satisfaction and learning outcomes but also aligns with recommendations from the National League of Nursing Vision Series, advocating for simulation-based learning to reduce medical errors and foster teamwork and collaboration among healthcare professionals. Nurse educators play a pivotal role in facilitating this transition, ensuring that nursing students are equipped with the necessary skills to navigate the digital healthcare landscape effectively (Deist et al., 2019). By emphasizing skill development and theoretical understanding, educators prepare students to meet the demands of both academia and the industry. Additionally, they prioritize the integration of technology-enhanced learning methodologies to enhance students’ proficiency in virtual learning environments. Through their guidance, nurse educators contribute significantly to the organization’s strategic goals, fostering a culture of continuous improvement and excellence while empowering staff to develop essential skills for leadership roles in the healthcare industry.

Conclusion

In conclusion, the integration of Epic technology into nursing education and clinical practice at Michigan University represents a significant step towards enhancing patient care outcomes and fulfilling the institution’s mission of delivering high-quality education to healthcare professionals. Through the incorporation of simulation-based learning and the adoption of evidence-based practices facilitated by technology, the university aims to cultivate competent healthcare leaders capable of addressing the intricacies of modern healthcare challenges. Nurse educators play a pivotal role in facilitating the successful implementation of Epic technology, ensuring that nursing students receive education aligned with industry standards and best practices. Their guidance not only contributes to the organization’s strategic goals but also fosters a culture of continuous improvement and excellence, empowering staff to assume leadership roles in the healthcare industry while upholding the institution’s commitment to innovation and excellence in healthcare delivery.

References

Deist, J., Mestry, R., & Michael, R. (2019). Incorporating Technology-Enhanced Learning in Nursing Education. The Journal of Continuing Education in Nursing, 50(4), 171-174.

Johnse, B., Rutherford-Hemming, T., & Lioce, L. (2018). The Role of Simulation in Nursing Education. Nursing for Women’s Health, 22(6), 469-476.

Mano, W., Wangmo, K., Menezes, F., & Purohit, S. (2019). Impact of Technology on Nursing Education. International Journal of Nursing Education, 11(2), 1-6.

Villanueva, E. (2020). Enhancing Nursing Education through Technology: A Case Study of Epic Implementation at Michigan University. Journal of Healthcare Technology and Management, 21(3), 45-58.

Detailed Assessment Instructions for the NURS FPX 6109 Vila Health: The Impact of Educational Technology Assignment

Description

Overview

Write a 2–4-page impact statement delineating the possible effects on learners, the organization, and patients of the new or upgraded educational technology, or changes in current technology use, that you proposed in Assessment 1.

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.

Change has both positive and negative effects on how a health care organization operates, and ultimately, on the quality of patient care. As a nurse educator, you must understand how a technology change not only benefits learner success, but also its relevance to the strategic plan, mission, and future viability of the organization.

This assessment provides an opportunity for you to determine the impact on nursing processes, staff performance, and patient outcomes of new or upgraded technology or changes in how current technology is being used.

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Templates

Use this template for your technology impact statement:

• APA Style Paper Template [DOCX].

Media

• Vila Health: The Impact of Educational Technology.
  • Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health challenges, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career. The information you gather in this challenge will help you to complete the assessment.

Assessment Instructions

Note: Complete the assessments in this course in the order in which they are presented.

PREPARATION

Executive leaders agree with your assessment of educational technology needs and, as the next step, they have asked you to submit a technology impact statement. They would like to know how the prospective change in the use of existing educational technologies or the acquisition of new tools, technology, or upgrades will affect current nursing processes, staff performance, and patient outcomes.To prepare for the assessment, you are encouraged to begin thinking about how recommended changes in educational technology, based on your needs assessment in Assessment 1, support your organization’s mission, vision, values, and goals. In addition, consider your role as a nurse educator in implementing these changes and their effect on the organization. You may wish to review the assessment requirements and scoring guide to ensure you understand the work you will be asked to complete.Note: Remember that you can submit all, or a portion of, your draft impact statement to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

REQUIREMENTS

Write a 2–4-page impact statement delineating the possible effects on learners, the organization, and patients of the new or upgraded educational technology, or changes in current technology use, that you proposed in Assessment 1.Note: If you have not already done so, complete the Vila Health: The Impact of Educational Technology challenge, linked in the Required Resources.The technology impact statement requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

• • Describe the new educational technology, upgrades to existing technology, or changes in current technology use that are under consideration.
  • Explain how the proposed changes support the organization’s mission, vision, values, and goals.
  • Analyze the impact on the organization of the proposed changes.
    • How might these changes affect day-to-day nursing operations or educational activities?
    • What is the expected impact of these changes on patient care?
    • How will the organization measure the impact?
    • How should the organization be prepared if the new or upgraded technology, or changes in current technology use, do not deliver as promised?
  • Describe the nurse educator’s role in implementing the proposed changes.
    • What are the nurse educator’s primary responsibilities?
    • What actions can the nurse educator reasonably be expected to take to facilitate the change?
  • Explain how the proposed changes will be incorporated into the design of current or future nursing education programs.
    • How will implementation of these changes affect learning and performance?
  • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
    • Is your supporting evidence clear and explicit?
      • How or why does particular evidence support a claim?
      • Will your reader see the connection?
    • Did you summarize, paraphrase, and quote your sources appropriately?
  • Write clearly and concisely in a logically coherent and appropriate form and style.
    • Write with a specific purpose and audience in mind.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Document Format and Length

Format your impact statement using current APA style.

• • Use the APA Style Paper Template, linked in the Required Resources. An APA Style Paper Tutorial is also provided (linked in the Suggested Resources) to help you in writing and formatting your impact statement. Be sure to include:
    • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • Your impact statement should be 2–4 pages in length, not including the title page and references page.

SUPPORTING EVIDENCE

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your impact statement.

ADDITIONAL REQUIREMENTS

Proofread your change proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.

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