Note: The assessments in this course build upon each other. You must complete Assessment One before beginning this assessment. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
- Competency 2: Select technologies appropriate for nursing education in an academic and/or health care environment.
- Identify the impact to the organization if changes are made to a technology in an academic or a health care setting.
- Competency 3: Incorporate technology into the design of nursing education programs in academic and/or health care environments.
- Describe how a technology can be incorporated into the design of nursing education programs for an academic or a health care environment.
- Determine the benefits to a learner/student of technology in nursing education programs.
- Competency 4: Employ educational technology tools to assess and track learning in academic and/or health care environments.
- Align an educational technology tool's ability to assess and track performance with the mission, vision, and values of an academic or health care organization.
- CALS Communications and Marketing. (2017).
- Guo, P., Watts, K., & Wharrad, H. (2016).
Additional Resources for Further Exploration
- Hebda, T. L., & Czar, P. (2013). Handbook of informatics for nurses and healthcare professionals(5th ed.). Boston, MA: Pearson. Available from the bookstore.
- Healthcare Information and Management Systems Society. (2015). The TIGER initiative. Retrieved from http://www.himss.org/professionaldevelopment/tiger-initiative
- Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era.Sudbury, MA: Jones and Bartlett. Available from the bookstore.
- List of Professional Associations [DOC].
Refer to the results of your technology gap assessment to create a 2–3 page nursing educational technology impact statement for adding a new mannequin to the simulation at the University of Missouri.
Describe the possible impacts to learners, the organization, and patients if changes are made to the nursing simulation technology you have identified.
- What type of nursing education technology is currently under consideration for change? simulation
- How does this technology support the mission, vision, values, and outcomes of the organization? See the web site at
- What are the upsides as well as the downsides of this change?
- How, specifically, might day-to-day nursing operations or educational activities be impacted (positively and negatively)?
- What are the expected impacts to patient care?
- How will the organization track the impact of the change?
- How should the organization be prepared if the technology does not deliver as promised?
- What role in this change should the nurse education team play?
- How could this change in technology be incorporated into the design of nursing education current or future programs?
- What are the benefits to a learner/student of technology in nursing education programs?
- Written communication: Written communication is free from errors that detract from the overall message.
- APA formatting: Resources and citations are formatted according to APA style and formatting.
- Number of resources: Minimum of three resources.
- Length of paper: Minimum of 1–2 typed double-spaced pages, not including the title page and references, with one-inch margins.
- Font and font size: Times New Roman, 12 point.
Health Care and Technology for Nurse Educators
The Institute of Medicine has recommended five core competencies into nursing and health education. Informatics is one of those core competencies and it influences the other four competencies in nursing and health care (Mastrian, McGonigle, Mahan, & Bixler, 2011). Because informatics is an important part of current nursing practice, nurse educators must understand the informatics skills nurses need and develop competencies to facilitate that skill development.
Changes in Nursing Education
Technology advancements create continuous change within the nursing education environment. Information systems have forever changed nursing education.
- The learners have changed.
- The educators have changed.
- Higher education has changed.
- Staff education has changed.
Educational technology has evolved and resulted in a change in instructional strategies. All of the changes in education have required faculty development. One issue that plagues faculty members is finding the time to commit to faculty development, in addition to a full teaching workload. The changing learners are often called the net-generation. The net-generation is social and prefers problem-based learning instead of sequential knowledge learning (Mastrian, McGonigle, Mahan, & Bixler, 2011).
Distance learning has been practiced for over 150 years (DeYoung, 2015, p. 144). In recent years, distance learning has been adapted to an online format, such as:
- Interactive television classes.
- Various distance learning approaches for clinical education.
- Synchronous and asynchronous distance learning classes.
e-Portfolios: Sharing Your Teaching and Learning Philosophy
With the development of information systems, many nursing faculty members have developed electronic portfolios, or e-Portfolios, that are presented as Web pages. Many faculty members include a personal teaching and learning philosophy in their e-Portfolios.
DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Boston, MA: Pearson.
Mastrian, K., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Publishers.
Simulation technology: mission, vision, values, and outcomes
The following assignment is based on the evaluation of the effect of the simulation technology on the nursing education in the University of Missouri. In doing this, the assignment will aim to analyze the positive and negative influences of simulation technology on nursing education and patient’s care along with the recommendation for the University of Missouri to install special technology to track the effect of simulation technology.
Nursing Education Technology in University of Missouri System
University of Missouri has embraced modern simulation technology in order to deliver the quality education to the nursing professionals via improved curriculum (University of Missouri, 2018).
Simulation technology: mission, vision, values, and outcomes
The mission of the University of Missouri System is to "discover, disseminate, preserve and apply knowledge" (University of Missouri, 2018). According to Michelle Aebersold and Dana Tschannen (2013), the use of the simulation technology in nursing education can be done in a variety of ways leading to the overall improvement in the patients care, quality health outcome and generation of an organized system of care. Comprehensive application of the simulation technology helps in the discovery of nee approach of learning techniques among the nursing professionals. Thus, the overall concept of the simulation technology truly supports the mission, vision, values of University of Missouri.
Impact on simulation technology on in day-to-day nursing operation
As per the reports published by Michelle Aebersold and Dana Tschannen (2013), simulation can be used in a variety of ways under particular nursing settings. University of Missouri applies simulation technology under critical care orientation that helps the nursing professionals to work under scenario focused conduction with high frequency and high acuity situations. According to the reports published by Goldswothy (2012), simulation technology helps to streamline on-line courses for the trainee nurses while effectively monitoring their clinical experience.
In the University of Missouri, simulation was mainly generated via the application of special scaffolding approach, which initiated through learning stations, minor cases followed by major cases. The major cases encompass acute respiratory distress syndrome, cardiogenic shock, septic shock and abdominal aortic aneurysm. Thus, overall the application of the simulation technology helped University of Missouri in the improvement of the overall learning experience of the nursing professionals along with providing them a comfortable environment to skillfully manage working pressure. Simulation technology also helps the nursing professionals to work effectively as team via improving their team skills (Aebersold et al., 2011).
Impact on simulation technology on in day-to-day nursing operation
Simulation in virtual environments has also generated. This is mainly prevalent under the academic settings (Second Life) (Aebersold & Tschannen, 2012). According to Jenson & Forsyth (2012) this virtual setting is the main limitation of the simulation technology. Even if simulation is applied under realistic setup, the nursing students in the University of Missouri tend to tense up and freeze under the real clinical scenario and this hampers the quality of care.
Impact over patient care
Simulation technology helps in the improvement of the overall patient outcome as shown by the study of Theilen et al. (2012). According to their study, periodic in situ simulation training of the nurses under the pediatric emergency set up help to improve the hospital response towards the deteriorating patients. Thus it can be said that the proper application of the simulation technology will help University of Missouri to improve prompt response upon the nursing professional which help to handle critical cases at a successful rate.
Organization tracking the impact of change
In order to track the success of modern simulation technology in nursing education, University of Missouri must undertake an audit process in order to track the overall patients’ outcome from the discharge diagnosis (Theilen et al., 2012). University of Missouri must also install a proper feedback tracking software in order to evaluate the overall patient experience during their stay in hospital after the application of the modern simulation technology in nursing education. The overall patient’s feedback will help to evaluate the success of the simulation technology (Pennathur et al. 2010). In order to track the experience of nurse in the domain of education via the application of simulation technology, special nurse survey software can be use by University of Missouri (Pennathur et al. 2010).
Preparation of the organization in case of technology failure
Organization must always nurture a second backup on case of the technology failure so that the education of the nurses and the quality of the patients care is not hampered. Simulation of objectives and environments differ widely from the original physical representation (e,g : Mannequin simulators) to the computer-generated display. So in order to deal with sudden technology failure, University of Missouri must install mannequin simulators which will help the nurses to get real experience of the clinical scenario and such that even under the technology failure, they can work effectively to handle the overall situation (Pennathur et al. 2010).
Incorporation of the change in technology
Simulation in virtual environments
In order to incorporate change in technology in the design of the nursing education, the University of Missouri must apply proper change management model like the Kurt Lewin Change Management model. The subsequent three steps of the Kurt Lewin’s change management model unfreezing, changing and refreezing) will help in the generation of the awareness for change, implementation of the change and successfully getting accustomed under the changed environment (Shirey, 2013).
Benefits of technology in nursing education
Application of technology in the learning and professional practice of the nurses helps to improve the overall health outcomes of the patients along with generation of an organized healthcare system. Interaction tools and adaptive learning help to create better outcomes. Application of the simulation technology in the nursing education will help the nurse educators and their students in University of Missouri to achieve better outcomes on their high-stake tests. It also help in the generation of personalized learning experience via detecting the domains of weakness and providing relevant content and remediation tools (Mastrian et al., 2011).
Thus from the discussion it can be concluded that simulation technology is effective in improving the overall process of nursing education and the quality of patient care. However, proper change management principal needs to be undertaken in order to implement this new technological change in the University Missouri.
Aebersold, M., & Tschannen, D. (2012). Using virtual simulations in second life for teaching and learning in nursing education. Engaging the Avatar: New Frontiers in Immersive Education, 311.
Aebersold, M., Kocan, M. J., Tschannen, D., & Michaels, J. (2011). Use of simulation in stroke unit education. The Journal of Neuroscience Nursing : Journal of the American Association of Neuroscience Nurses, 43(6), 349-353. doi: 10.1097/JNN.0b013e318234e9ca; 10.1097/JNN.0b013e318234e9ca
Goldsworthy, S. (2012). High fidelity simulation in critical care: A Canadian perspective. Collegian, 19(3), 139-143.
Jenson, C. E., & Forsyth, D. M. (2012). Virtual reality simulation: using three-dimensional technology to teach nursing students. CIN: Computers, Informatics, Nursing, 30(6), 312-318. doi: 10.1097/NXN.0b013e31824af6ae
Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Jones and Bartlett Learning.
Michelle Aebersold PhD, R. N., & Dana Tschannen PhD, R. N. (2013). Simulation in nursing practice: The impact on patient care. Online Journal of Issues in Nursing, 18(2), 83. DOI: 10.3912/OJIN.Vol18No02Man06
Pennathur, P. R., Cao, D., Sui, Z., Lin, L., Bisantz, A. M., Fairbanks, R. J., ... & Wears, R. L. (2010). Development of a simulation environment to study emergency department information technology. Simulation in healthcare: journal of the Society for Simulation in Healthcare, 5(2), 103. doi:
Shirey, M. R. (2013). Lewin’s theory of planned change as a strategic resource. Journal of Nursing Administration, 43(2), 69-72. doi: 10.1097/NNA.0b013e31827f20a9
University of Missouri [UMSL]. (2018). College of nursing: Mission statement.