Educational Technology Needs Assessment Essay

Educational Technology Needs Assessment Essay

Nursing education has been improved immensely by various education technologies. Most of these technologies have made nursing education efficient in various ways. Learning in nursing practice is continuous and concerns both nursing educators and students. Encouraging continuous nursing education and learning encourages evidence-based practice. In my workplace, various technologies have been used to promote nursing education. Villa health also provides a scenario that involves the use of educational technology to improve nursing care delivery. The purpose of this paper is to describe the current state of this technology, and the desired state of this technology, compare these two states, and make recommendations based on these assessments.

Use of the Educational Technology at Villa Health

In the simulated scenario, Kristen Delaney has been charged with the duty to conduct a needs assessment for the utilization of educational technology at Villa Health. Kristen Delaney is the education specialist and also a credentialing specialist at St. Anthony Medical Center (SAMC). Kristen visits various specialists in different departments to collect data for the assessment. Kristen begins her needs assessments by interviewing Dr. Connolly Marquel, who is an emergency room (ER) physician who has worked at the facility for 10 years. Dr. Connolly feels that doctors at the facility need continuous education in opioid prescription. He feels that the problem begins with the prescription of opioids. Patients presenting in the ER have their problems rooted in the lack of primary prescriber knowledge on opioid use. Clinical decision support (CDS) is the responsible technology that has a role in practice efficiency and continuous education but has failed to flag inappropriate prescriptions, leading to opioid dependence cases seen at the ER.

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Dr. Cartwright Nathan, an orthopedic physician at SAMC, has been advocating for change in opioid medication practices. In his assessment, Dr. Cartwright emphasizes that the failing role of education technology avert the opioid crisis at SAMC. According to his department, the opioid crisis is a result of inadequate prescribers’ knowledge of the selection of appropriate opioids with consideration of risk factors, pain level, and tracking pain. Therefore, the current educational technology needs to take into account improving doctors’ knowledge regarding opioid use. Dr. Cartwright is worried that the good content published by the educational and training team never reaches doctors and other prescribers.

Dr. Zuckerman Gretchen, a psychiatrist at SAMC’s behavioral health for 13 years, is concerned about the learning management system and clinical decision support role in tracking opioid prescriptions. The learning management system promotes good educational content that is not reflected in the clinical decision support systems.  Therefore, applying learned concepts in practice technology becomes untracked. Dr. Vasquez, a case manager at SAMC for the past five years, suggested the need for an organization-based repository with case management protocols. She also emphasized the need for the inclusion of other professionals in case management and referral of patients with opioid use problems.

Overall, this need assessment is based on reports from different professionals about the current situation and the use of various educational and practice improvement technologies in the opioid crisis. Salient themes from this need assessment are constant and continuous education of prescribers who include nurses and doctors, multidisciplinary inclusion in these technologies, improvement in clinical decision support, and improvement of the referral and coordination of opioid prescription and crisis management. This needs assessment has been based on professional reports at various unit levels. However, the uncertainties include whether the needs of various departments can be synchronized into one program that can enhance the education of prescribers and medication administrators and the possibilities of tracking these changes. Eventually, there will be a need for a definitive educational technology that puts together the learning management system knowledge and theoretical concept and their application into the clinical decision support system (Loureiro et al., 2021). In so doing, the technological, coordination, and multidisciplinary needs would be addressed.

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Comparison of the Current State and Desired Technical State

The current use of educational technologies at SAMC is below par as compared with the desired state of ideal technological utilization and coordination. Currently, the two dependent technologies are not well coordinated properly. Thus, the translation of knowledge into practice is limited. Therefore, there is a resultant theoretical gap in practice. Nurses learn about the theoretical background of technology use in practice, but applying this knowledge into practice can be limited in this setting. The desired state would encompass competent nurses and doctors working together to ensure medication safety and improve the tracking of patient care.

Assessment Metrics Evaluation

The assessment of the current technology used was based on two parameters: collaboration and outcomes. Collaboration is one aspect of nursing care that has been improved by technology. According to Fischer-Suarez et al. (2022), digital technologies used in nursing education should enhance collaboration regardless of the age of the user. Current technology at SAMC doesn’t enhance collaboration among professionals. The outcome of technology regarding patient safety is important in assessing its quality. The current technology doesn’t enhance patient safety because, despite its use, patients are still present at the ER with opioid dependence. According to Suhonen et al. (2022), positive patient outcomes require an individualized car and patient-centered care that can be enhanced by the use of technology in different multilevel care environments. SAMC is an example of a multilevel care environment in need of positive patient care outcomes.

Alignment of the Current Technology with Organizational Goals

St. Anthony Medical Center is a large urban hospital with an eye for quality in patient care. SAMC is faced with an opioid crisis that has led to care quality deterioration. The current educational technology has not attempted to solve this problem due to the various needs, as evident in the above assessment. The need for new technology is evident at SAMC to meet organizational mission and goals. The vice president at SAMC needs to chart a response toward the use of technology to solve the current problems. This improvement will help achieve quality through enhanced patient safety, care coordination, continuous medical and nursing education, and care efficiency.

Recommendations on the Use of the Current Technology

The current technology use should promote learning the theoretical concepts and applying them in practice. The hospital should implement mandatory continuous medical and nursing education for all prescribers and medication administrators. The hospital should also track changes in collaboration and positive patient outcomes after the implementation of the education sessions.  This will make the recommendation measurable. The inclusion of a third technology that will see the clinical decision support systems, the electronic health record, and the learning management system will ensure that the theoretical gap in practice is reduced. According to Kumar et al. (2021), healthcare professionals have multifaceted responsibilities and roles whose effective delivery relies on the effective source of learning. Nurse educators, peers, and students require constant learning to keep abreast of the current practice competencies in care. Health professional education requires the engagement of technology ND systematic coordination.

Conclusion

According to the needs assessment at Villa Health, nursing education’s current use of technology is inadequate in addressing the opioid crisis. The desired state involves implementing a comprehensive educational technology that promotes continuous learning, multidisciplinary inclusion, improved clinical decision support, and effective referral and coordination for opioid prescription and crisis management. The assessment metrics evaluation at SAMC indicates that collaboration and outcomes are crucial parameters for improving patient care. However, the current technology falls short of promoting collaboration among professionals and improving patient safety outcomes. To achieve positive patient outcomes, providing individualized care and prioritizing a patient-centered approach is essential. Multilevel care environments like SAMC can benefit significantly from incorporating technology use that supports these principles of quality healthcare delivery. It is evident that SAMC’s current educational technology does not align with the organizational goals and fails to tackle the pressing issue of the opioid crisis resulting in compromised care quality. It is imperative to introduce a new educational technology that caters to the diverse needs of various departments while promoting continuous learning. Such measures will enable us to meet our organization’s mission and goals effectively.

References

Fischer-Suárez, N., Lozano-Paniagua, D., García-González, J., Castro-Luna, G., Requena-Mullor, M., Alarcón-Rodríguez, R., Parrón-Carreño, T., & Nievas-Soriano, B. J. (2022). Use of digital technology as a collaborative tool among nursing students-survey study and validation. International Journal of Environmental Research and Public Health19(21), 14267. https://doi.org/10.3390/ijerph192114267

Kumar, A., Sarkar, M., Davis, E., Morphet, J., Maloney, S., Ilic, D., & Palermo, C. (2021). Impact of the COVID-19 pandemic on teaching and learning in health professional education: a mixed methods study protocol. BMC Medical Education21(1), 439. https://doi.org/10.1186/s12909-021-02871-w

Loureiro, F., Sousa, L., & Antunes, V. (2021). Use of digital educational technologies among nursing students and teachers: An exploratory study. Journal of Personalized Medicine11(10), 1010. https://doi.org/10.3390/jpm11101010

Suhonen, R., Stolt, M., & Edvardsson, D. (2022). Personalized nursing and health care: Advancing positive patient outcomes in complex and multilevel care environments. Journal of Personalized Medicine12(11), 1801. https://doi.org/10.3390/jpm12111801

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Assessment 1 Instructions: Vila Health: Educational Technology Needs Assessment
• PRINT
• 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.
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.
o 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.
o What information is lacking that would provide you with a more complete or accurate description of current usage?
o 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).
o Choose any analysis methodology that you are familiar with and comfortable using. For example:
o Gap analysis.
o SWOT or TOWS analysis.
o Appreciative inquiry (discover and dream steps).
o Address the following:
o What, if any, changes are needed in how nurses currently use the existing technology?
o Is there a need for a new technology solution?
o On what do you base your conclusions?
• Assess the metrics used to determine the benefits of current educational technology use.
o Are the metrics sufficient for the intended purpose?
o 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.
o 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.
o How will your recommendations result in improvements in nursing education?
o What evidence do you have to support your conclusions and recommendations?
• Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
o Is your supporting evidence clear and explicit?
o How or why does particular evidence support a claim?
o Will your reader see the connection?
o Did you summarize, paraphrase, and quote your sources appropriately?
• Write clearly and concisely in a logically coherent and appropriate form and style.
o Write with a specific purpose and audience in mind.
o Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

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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:
o A title page and references page. An abstract is not required.
o A running head on all pages.
o 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.
o 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.
o Compare the current state of educational technology use within an organization with the desired state.
o 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.
o 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.
o 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.
o Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
o Write clearly and concisely in a logically coherent and appropriate form and style.

Vila Health: Educational Technology Needs Assessment Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe how nurses are currently using educational technology within a particular setting and educational context. Does not describe how nurses are currently using educational technology within a particular setting and educational context. Provides an unclear or cursory description of how nurses are currently using educational technology within a particular setting and educational context. Describes how nurses are currently using educational technology within a particular setting and educational context. Describes how nurses are currently using educational technology within a particular setting and educational context. Provides a concise, perceptive description, and identifies applicable uncertainties or additional information needed for a more definitive or comprehensive description.
Compare the current state of educational technology use in an organization with the desired state. Does not describe the current state of educational technology use in an organization with the desired state. Describes the current state of educational technology use in an organization with the desired state. Compares the current state of educational technology use in an organization with the desired state. Compares the current state of educational technology use in an organization with the desired state. Draws well-informed conclusions based on an insightful analysis of current usage and best practices.
Assess the metrics used to determine the benefits of current educational technology use. Does not identify the metrics used to determine the benefits of current educational technology use. Identifies the metrics used to determine the benefits of current educational technology use. Assesses the metrics used to determine the benefits of current educational technology use. Assesses the metrics used to determine the benefits of current educational technology use. Provides clear justification for conclusions about the efficacy of the data and recommendations for enhancing its quality, interpretation, and use.
Explain how new or existing educational technology for assessing and tracking learning progress aligns with the strategic mission of an organization. Does not explain how new or existing educational technology can be used in the organization. Explains how new or existing educational technology can be used in the organization. Explains how new or existing educational technology for assessing and tracking learning progress aligns with the strategic mission of an organization. Explains how new or existing educational technology aligns with the strategic mission of an organization. Presents an articulate and convincing argument for how technology furthers the organization’s strategic mission.
Recommend changes to existing educational technology, or current use of the technology, that will improve nursing education. Does not recommend changes to existing educational technology, or current use of the technology. Recommends changes to existing educational technology, or current use of the technology. Recommends changes to existing educational technology, or current use of the technology, that will improve nursing education. Recommends changes to existing educational technology, or current use of the technology, that will improve nursing education. Provides actionable recommendations based on a comprehensive and accurate needs assessment and clear alignment with specific outcomes.
Support assertions, arguments, propositions, and conclusions with relevant and credible evidence. Does not supports assertions, arguments, propositions, and conclusions with relevant and credible evidence. Provides sources that lack relevance or credibility, or the evidence is not persuasive or explicitly supportive of assertions, arguments, propositions or conclusions. Supports assertions, arguments, propositions, and conclusions with relevant and credible evidence. Supports assertions, arguments, propositions, and conclusions with relevant, credible, and convincing evidence. Skillfully combines error-free source citations with a perceptive and coherent synthesis of the evidence.
Write clearly and concisely in a logically coherent and appropriate form and style. Does not write clearly and concisely in a logically coherent and appropriate form and style. Writes in a manner that lacks clarity or conciseness, is loosely structured, or includes errors in grammar, mechanics, or APA formatting that inhibit effective communication or detract from good scholarship. Writes clearly and concisely in a logically coherent and appropriate form and style. Writes clearly and concisely in a logically coherent and appropriate form and style; ensures the main points, ideas, arguments, or propositions are well developed and engaging; and adheres to all applicable disciplinary and scholarly writing standards and conventions, including error-free APA formatting.

 

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