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NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment

ByDaniel Rossi Updated on

NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment – Step-by-Step Guide

The first step before starting to write the NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment Instructions

  • Conduct an educational technology needs assessment for your current workplace setting or another health care setting you are familiar with and interested in. Document the results of your needs assessment in a 3-5 page report.

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. Have a look at NURS-FPX6109 Assessment 2 Vila Health: The Impact of Educational Technology.

As thoughtful stewards of organizational resources, nurse educators must be able to determine whether new educational technology, upgrades to existing technology, or changes in current technology use will help to close performance gaps, improve patient outcomes, and yield measurable benefits for nursing staff and the organization at large. A comprehensive needs assessment distinguishes needs from wants, compares the current state with the desired state, and enables sound decision making.

This assessment provides an opportunity for you to assess the need for changes in existing educational technology, or the current use of that technology, to improve nursing education in a setting of your choice.

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

Preparation

Workplace Setting and Educational Context

You may choose your current workplace setting or another health care setting you are familiar with and interested in as the context for this assessment and all subsequent assessments. Also, in your selected setting, choose the educational context within which the technology is being used:

  • Academic.
  • Clinical (on the job).
  • Continuing professional education.

As you work through each assessment in this course, imagine yourself as the director of nursing education or fulfilling a similar role in your organization. In your capacity as director, you are aware that several organizational training initiatives and ongoing educational programs have not met expectations. You suspect that part of the reason for this can be attributed to the ineffective use of existing educational technologies, and in some cases, the lack of appropriate tools and technology. Consequently, you have decided to conduct a needs assessment to determine what changes in existing technologies, or their use, you might propose to executive leaders that would have a positive impact on current nursing processes, staff performance, and patient outcomes.

To prepare for the assessment, you are encouraged to reflect on how educational technologies, such as simulation equipment, e-learning, and remote communication technologies, are used to support nursing education or training programs you are familiar with. Then, consider the effectiveness of these technologies and whether new or upgraded technologies, or changes in current use, might help close performance gaps and improve patient outcomes. In addition, you may wish to review the assessment requirements and scoring guide to ensure you understand the work you will be asked to complete.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

The following resources are required to complete the assessment.

MSN Program Journey

The following is a useful map that will guide you as you continue your MSN program. This map gives you an overview of all the steps required to prepare for your practicum and to complete your degree. It also outlines the support that will be available to you along the way.

  • MSN Program Journey.

Templates

Use this template for your needs assessment.

  • APA Style Paper Tutorial [DOCX].

Media

  • Vila Health: Educational Technology Needs Assessment.
  • 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.
Requirements

Conduct an educational technology needs assessment.

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

The needs assessment 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 how nurses are currently using educational technology within the setting and educational context you have chosen for this assessment.
  • What information is lacking that would provide you with a more complete or accurate description of current usage?
  • Is your description based on any particular assumptions?
  • Compare the current state of educational technology use with the desired state (best practices in nursing education).
  • Choose any analysis methodology that you are familiar with and comfortable using. For example:
  • Gap analysis.
  • SWOT or TOWS analysis.
  • Appreciative inquiry (discover and dream steps).
  • Address the following:
  • What, if any, changes are needed in how nurses currently use the existing technology?
  • Is there a need for a new technology solution?
  • On what do you base your conclusions?
  • Assess the metrics used to determine the benefits of current educational technology use.
  • Are the metrics sufficient for the intended purpose?
  • What are the best practices that could help improve the quality, interpretation, and use of the data?
  • Explain how new or existing educational technology aligns with the strategic mission of the organization.
  • If needed, locate a public statement of the organization’s mission.
  • Recommend changes to existing educational technology, or current use of the technology, that will improve nursing education.
  • How will your recommendations result in improvements in nursing education?
  • What evidence do you have to support your conclusions and recommendations?
  • 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 needs assessment using current APA style.

  • Use the APA Style Paper Tutorial to help you in writing and formatting your needs assessment. 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 needs assessment should be 3–5 pages in length, not including the title page and references page.
Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications to support your needs assessment.

Additional Requirements

Proofread your needs assessment, 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 assessment.

Portfolio Prompt: You may choose to save your needs assessment 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.
  • Describe how nurses are currently using educational technology within a particular setting and educational context.
  • Competency 2: Select technologies appropriate for nursing education in an academic and/or health care environment.
  • Compare the current state of educational technology use within an organization with the desired state.
  • Recommend changes to existing educational technology, or current use of the technology, that will improve nursing education.
  • Competency 3: Incorporate technology into the design of nursing education programs in academic and/or health care environments.
  • Assess the metrics used to determine the benefits of current educational technology use.
  • Competency 4: Assess the value of educational technology in academic and/or health care environments.
  • Explain how new or existing educational technology aligns with the strategic mission of an organization.
  • Competency 5: Communicate effectively with diverse audiences in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
  • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
  • Write clearly and concisely in a logically coherent and appropriate form and style.

NURS-FPX6109 Assessment 1 Educational Technology Needs Assessment Example

Educational Technology Needs Assessment

Nursing is a noble profession that relies increasingly on research and evidence-based practices to deliver better quality and safer patient care. Continuing professional education is integral to ensuring nurses retain their knowledge, keep it current, and adhere to current guidelines. The state and federal governments require professionals to complete a certain minimum number of continuing education forums to renew their licenses. However, continuing education is integral to maintaining the quality, safety, and integrity of nursing practice. Healthcare technology has enabled institutions to develop and enhance their quality of care delivery. These technologies are compatible with various fields, and this essay evaluates current healthcare technologies that can be leveraged to improve continuing professional development in the contemporary workplace.

Nurses’ Use of Educational Technology for Continuing Professional Education

The institution has availed resources and technologies that promote continuing professional education in the current workplace. These resources include conference halls and educators dedicated to teaching nurses new research, thereby improving their practice. Nurses’ confusion exists because continuing professional education has been limited to meeting licensure requirements, advancing to higher levels of responsibility, and achieving higher educational titles. Most nurses view continuing professional education as a means to increase their level of education, such as from a degree to a master’s degree and from a master’s to a PhD. Most of them are thus reluctant to participate in education that does not increase their ranks, overriding the overarching importance of continuing professional education (Jeong et al., 2018).

Technologies in the workplace embrace online resources. The hospital has a website where the staff responsible for education constantly posts updates for the healthcare staff to read and ensure their knowledge is current. These posts include new and updated guidelines, new research, new evidence, and internal and external conference reports. These platforms are available during free time and can be accessed at any moment, depending on the nurse’s free time. Nicoll et al. (2018) online resources have been helpful because nursing does not allow many nurses to be accessible for physical classes. The educators are also limited and expensive; hence, the e-platform is cheaper and more accessible. The materials contain extensive research, and the consumers (healthcare providers) have access to them (Nicoll et al., 2018). The knowledge gained depends on the care provider’s dedication, time available, interest, and other factors.

The hospital also utilizes social media to send information and educational materials to these groups. WhatsApp and Facebook groups are the most common and accessible to many, and information sent to these groups can be freely downloaded by anyone in the group (Alves et al., 2020). These recent technologies have facilitated communication and increased accessibility. Other technologies used include online meetings, such as Zoom and Google Meet, which are utilized in continuing education seminars when attendees or the facilitator are far away. These technologies have significantly enhanced continuing professional education, ensuring that nurses stay updated on new knowledge, skills, competencies, evidence-based practices, and nursing practice guidelines.

Current and Desired Education Technology Use

The use of technology in healthcare organizations is not at its best. There are various barriers to the utilization of technology that require attention. The first barrier is the lack of adequate time. Nurses are busy professionals who work long shifts, and it is not easy to get a large group of nurses free at any one time (Joeng et al., 2019). Thus, some technologies, such as online forums, are limited to a small group of available nurses or nurse leaders. Additionally, some nurses are unaware of these technologies and therefore cannot utilize them (Joeng et al., 2019). Technology is highly underutilized, and therefore, there is a need to enhance its utilization. Nurses require sensitization on current technologies and how they enhance healthcare institutions’ care delivery and professional practice.

Metrics for Determining the Benefits of Educational Technology

Various metrics are used to assess the effectiveness of healthcare technology. Suliman et al. (2020) note that surveys are metrics used to assess the efficacy of educational technologies, the attitude of healthcare staff towards them, and their perceived effectiveness. Healthcare technologies can impact staff workload and affect their attitude, as well as the compatibility/ ease of use, and efficacy in using the technologies. There are various factors to consider when utilizing technologies. These include user-friendliness, compatibility with work schedule, depth of content, and perceived effectiveness. Surveys assess such factors and are thus effective long-term and short-term metrics in determining the effectiveness of education technologies. Educational programs are often designed to address current local, state, national, or global issues. For example, education on managing medication errors aims to equip nurses with skills and knowledge to prevent and control medication errors.

Evaluating healthcare data for changes in the specific trigger for education (such as changes in medication error rates) could be effective in determining the effectiveness of education technologies. Outcome measures are vital metrics that help professionals change their education methods and assess their utilization and effectiveness (Nicoll et al., 2018). Thus, these metrics should be implemented to replace ineffective methods and leverage more effective approaches. The health informatics department should also increasingly provide and disseminate data on the effectiveness of these methods for implementing corrective actions. Healthcare leaders should take the data seriously and recognize that ineffective technologies can lead to poor health outcomes, potentially affecting professionals’ understanding, participation in learning, and desire for knowledge.

Existing or New Technology and Organizational Strategic Mission

Healthcare technologies are developed to achieve various aims, such as reducing the need for heavy manual work, enhancing coordination, and improving communication. A listserv is a new healthcare technology improvement that will increase communication in the institution. The technology is multipurpose and can be used to link various functions in healthcare settings. The organization’s strategic mission is to improve individual and community health by ensuring excellence in medical education, research, and clinical care. The technology enhances healthcare institutions by providing flawless official communication and coordination between the leaders and healthcare providers (Rolls et al., 2020). Timely and swift communication enhances care coordination and delivery, ensuring on-time care and alignment with the institutional strategic mission. The technology improves medical education, improving the achievement of the strategic mission.

Healthcare leaders can harness medical research through new technology by promoting its utilization and sending notifications when new, relevant research becomes available. Consuming research helps improve it and also leads to changes in healthcare settings that result in better care quality and improved patient outcomes. The new technology links various units and can be used to deliver updates from the organization’s website (Rolls et al., 2020). Effective communication enables healthcare workers to view organizational performance and fully participate in the organization’s activities. Thus, the new technology enhances the organization’s achievement of its strategic mission.

Recommend Changes to Existing Educational Technology

The recommended technology is an online Listserv for disseminating information, improving interactions, and increasing access to knowledge. The Listserv will enhance the existing online educational resource. Unlike other programs, Listserv utilizes an official email channel to send notifications to all healthcare providers (Hayat et al., 2019). The platform enables nurses to participate in discussion forums and share their knowledge, making it accessible to other professionals and helping to improve the nursing profession. The Centers for Medicare and Medicaid Services (CMS) is a large organization that has utilized the platform to share timely and accurate updates regarding its services to registered members (CMS.gov, 2021).

The organization uploads guidelines and other vital material in some instances, but most healthcare providers do not get them. Thus, utilizing Listserv will increase utilization and participation in discussion forums by notifying the professionals using email, an official channel. Listserv notifies nurses of updates and increases their access to knowledge. The Listserv will also remind nurses of the importance of continuing education in professional development and improvement in nursing practice. Thus, Listservs are a simple, essential technology to enhance continuing professional education for nurses.

Conclusion

Healthcare is a dynamic field that requires periodic improvements to maintain high-quality care. Continuing education helps nurses stay current with the dynamic nature of healthcare. Continuing professional education ensures that their skills and knowledge are at par with current research and best practices for better quality care and delivery. These technologies include online resources such as programs, website content, and social media platforms. The effectiveness of educational programs can be evaluated using periodic surveys and organizational performance assessments in the specific areas where education is provided. Continuing education programs can utilize Listserv to enhance official communities and keep professionals current with the latest knowledge and skills. Healthcare leaders should consider implementing technology improvements to enhance continuing professional education within their institutions.

References

Centers for Medicare and Medicaid Services (2021). Coverage Information Exchange. Listserv. https://www.cms.gov/Medicare/Coverage/InfoExchange/listserv

Hayat, M. J., Staggs, V., Schwartz, T. A., Higgins, M., Azuero, A., Budhathoki, C., & Ye, S. (2019). Moving nursing beyond p<. 05. Research and Theory for Nursing Practice, 33(3), 217–221. https://doi.org/10.1891/1541-6577.33.3.217

Rolls, K. D., Hansen, M. M., Jackson, D., & Elliott, D. (2020). Intensive care nurses on social media: An exploration of knowledge exchange on an intensive care virtual community of practice. Journal Of Clinical Nursing, 29(7-8), 1381-1397. https://doi.org/10.1111/jocn.15143

Jeong, D., Presseau, J., ElChamaa, R., Naumann, D. N., Mascaro, C., Luconi, F., Smith, K. M., & Kitto, S. (2018). Barriers and facilitators to self-directed learning in continuing professional development for physicians in Canada: a scoping review. Academic Medicine, 93(8), 1245. https://doi.org/10.1097/ACM.0000000000002237

Nicoll, P., MacRury, S., Van Woerden, H. C., & Smyth, K. (2018). Evaluation of technology-enhanced learning programs for health care professionals: a systematic review. Journal Of Medical Internet Research, 20(4), e9085. https://doi.org/10.2196/jmir.9085

Alves, A. G., Cesar, F. C. R., Martins, C. A., Ribeiro, L. C. M., Oliveira, L. M. D. A. C., Barbosa, M. A., & Moraes, K. L. (2020). Information and communication technology in nursing education. Acta Paulista de Enfermagem, 33. https://doi.org/10.37689/acta-ape/2020AO01385