Vila Health-Educational Technology Needs Assessment

Vila Health-Educational Technology Needs Assessment

Educational technology is essential in the healthcare setting. It can be applied in various contexts such as academia, completion of clinical tasks, and professional education (Tuma, 2021). Effective use of educational technology can increase healthcare providers’ knowledge and skills because it facilitates timely training and the completion of educational programs (Tuma, 2021). This paper evaluates the current educational technology used in a healthcare facility and proposes changes that can lead to better provision of healthcare services and patient outcomes.

Current Use of Educational Technology

Nurses use simulation as an educational, technological aid. Simulations are used to mimic real-time patients, human anatomy, and real-time nursing tasks (Brazil et al., 2019). By so doing, this technique has enabled the nurses to achieve various objectives. It has enabled them to integrate their curriculum into clinical practice. This is because the simulations imitate their routine and equip them with sufficient information and skills (Brazil et al., 2019). Simulations address variations in clinical cases. Each simulation deals with a unique patient case and relevant applicable interventions. This equips the nurses with diversified information and skills and increases their versatility in various units (Sofer, 2018). These simulations facilitate individual repetitive education. By so doing, nurses can accurately explain outcomes and define different benchmarks in nursing care (Sofer, 2018).

These simulations happen at the healthcare facility. They are facilitated by the director and deputy director of nursing education in collaboration with the head of the nursing department. The simulations are not conducted frequently. They are scheduled based on the availability of the facilitators of the program. This impedes the regular and continuous education of nursing staff (Brazil et al., 2019). The assumption made is that all nurses working at the healthcare facility are on duty or present at the healthcare facility during the simulations. The other assumption is that all visiting nurses from other healthcare facilities get the opportunity to learn from the simulations.

Current Educational Technology Versus Desired State

According to Benzaghta et al. (2021), SWOT analysis focuses on the strengths, weaknesses, opportunities, and threats of the internal and external environment. This analysis can be used to compare the current and desired educational technology. Currently, the organization only offers simulations at the healthcare facility. Accordingly, this implies that all nurses must be physically present to benefit from the program. This necessity inconveniences staff members who are not on duty (Sofer, 2018). The external environment assessment reveals that other facilities use digital health and telehealth, which allows flexibility because the physical presence of nursing staff is not required. Furthermore, digital health and technology allow regular and continuous interaction and learning (Lee et al., 2018). This will likely give these external institutions a competitive advantage in training nursing staff and providing nursing services to patients (Rutledge et al., 2021).

The healthcare facility requires changes that will create flexibility in learning and allow periodic continuous professional education. Flexibility entails the ability to learn from the healthcare facility without the need for physical presence (Rutledge et al., 2021). There is a need for new technology. New educational technology that allows flexibility in the learning process, timely and continuous access to information, and prompt feedback delivery should be adopted (Rutledge et al., 2021). Notably, this will ensure that all staff access pertinent resources, improve their skills, and improve patient outcomes (Rutledge et al., 2021).

Metrics that Determine Benefits of Educational Technology

Various metrics are used to evaluate the benefits of simulation technology. The first metric is the clinician’s attendance in the simulation-facilitated educational program (Foronda et al., 2020). This is done by determining the number of clinicians present versus the expected turnout (Foronda et al., 2020). This information helps determine satisfaction levels with the technology and the training program. The second metric is training program completion time (Foronda et al., 2020). Ideally, training should be accomplished within the stipulated timeframe (Hughes, 2019). If the training takes longer than expected, it implies that the educational technology has underperformed (Hughes, 2019). This should be corrected by making relevant adjustments and evaluating the clinician’s satisfaction. The third metric is competency assessment (Foronda et al., 2020). This involves administering tests to clinicians who use simulation technology and those from facilities with different education technology (Hughes, 2019). Higher scores indicate that simulation is an effective educational technology. The other metric is the level of proficiency in using simulations by clinicians (Hughes 2019). A higher proficiency level indicates that clinicians have acquired the relevant skills required to use the technology and are content with it (Foronda et al., 2020).

New Educational Technology

The organization’s mission is to provide quality patient-centered services through a dedicated and competent healthcare workforce (Hennepin Healthcare, n.d.). The new education technology is telehealth. Telehealth can promote competency among clinicians by allowing flexibility and periodic healthcare education to happen (Rutledge et al., 2021). This is because telehealth utilizes tools such as videos and audio that can allow clinicians to access real-time training programs away from the workplace (Koivunen & Saranto, 2018). In addition to accessing training programs, telehealth allows interprofessional collaboration using interactive features like messages and hand-raising features contained in videoconferencing (King et al., 2020). Telehealth also has features that allow monitoring of attendance, hence increasing accountability among clinicians (Rutledge et al., 2021). Accordingly, clinicians have timely access to information and the necessary skills to execute their tasks. This creates a competent workforce and improves the quality of healthcare services provided to patients (Koivunen & Saranto, 2018). By so doing, telehealth fulfills the strategic mission of the organization (Hennepin Healthcare, n.d.).

Changes to the Current Educational Technology

Currently, the organization uses simulations. The simulations are not conducted regularly. The physical presence of the nurses is required at the healthcare facility. This has impeded the achievement of the objectives of education programs. Consequently, changes should be made to allow flexibility and facilitate the periodic use of educational technology as a clinical tool. This can be achieved using telehealth. Telehealth will allow learning to occur remotely (Lee et al., 2018). Subsequently, this will benefit nurses who are not on duty. Furthermore, learning can occur at any time, unlike current simulations, which occur mostly during the day. Telehealth facilitates efficiency in information delivery because instructors can answer questions within a short time (Koivunen & Saranto, 2018). This improves participation in the process of learning. Also, telehealth is an enabler of perpetual educational programs because it is convenient for both the nurses and the directors of nursing services (Koivunen & Saranto, 2018). This flexibility and continuous learning will improve the achievement of learning objectives, improve nurses’ knowledge and skills, and improve patient outcomes (Koivunen & Saranto, 2018).

Conclusion

Currently, nurses use simulation as an educational technological aid. Simulations are used to mimic real-time patients, human anatomy, and real-time nursing tasks (Brazil et al., 2019). Their physical presence is required at the healthcare facility. Furthermore, the simulations are not conducted regularly. Telehealth is a new educational technology that should be adopted. This is because telehealth allows flexibility and periodic healthcare education to happen (Koivunen & Saranto, 2018). It also permits prompt information sharing among healthcare providers, hence interdisciplinary decision-making (Koivunen & Saranto, 2018). Therefore, the introduction of telehealth will allow flexibility in learning, ensure periodic learning programs, and fulfill the goals of training programs (Rutledge et al., 2021).

References

Benzaghta, M. A., Elwalda, A., Mousa, M., Erkan, I., & Rahman, M. (2021). SWOT Analysis Applications: An Integrative Literature Review. Journal of Global Business Insights, 6(1), 55–73. https://doi.org/10.5038/2640-6489.6.1.1148

Brazil, V., Purdy, E. I., & Bajaj, K. (2019). Connecting Simulation and Quality Improvement: How Can Healthcare Simulation Really Improve Patient Care? BMJ Quality and Safety, 28(11), 862–865. https://doi.org/10.1136/bmjqs-2019-009767

Foronda, C. L., Fernandez-Burgos, M., Nadeau, C., Kelley, C. N., & Henry, M. N. (2020). Virtual Simulation in Nursing Education: A Systematic Review Spanning 1996 to 2018. Simulation in Healthcare, 15(1), 46–54. https://doi.org/10.1097/SIH.0000000000000411

Hennepin Healthcare. (n.d.). https://www.yelp.com/biz/hennepin-healthcare-minneapolis

Hughes, A. (2019). 7 Key Metrics When Tracking Simulation Training. https://elearningindustry.com/tracking-simulation-training-key-metrics

King, K., Ford, D., Haschker, M., Harvey, J., Kruis, R., & McElligott, J. (2020). Clinical and Technical Considerations of an Open Access Telehealth Network in South Carolina: Definition and Deployment. Journal of Medical Internet Research, 22(5). https://doi.org/10.2196/17348

Koivunen, M., & Saranto, K. (2018). Nursing Professionals’ Experiences of the Facilitators and Barriers to the Use of Telehealth Applications: A Systematic Review of Qualitative Studies. Scandinavian Journal of Caring Sciences, 32(1), 24–44. https://doi.org/10.1111/scs.12445

Lee, P. A., Greenfield, G., & Pappas, Y. (2018). The Impact of Telehealth Remote Patient Monitoring on Glycemic Control in Type 2 Diabetes: A Systematic Review and Meta-analysis of Systematic Reviews of Randomised Controlled Trials. BMC Health Services Research, 18(1), 1–10. https://doi.org/10.1186/s12913-018-3274-8

Rutledge, C. M., O’Rourke, J., Mason, A. M., Chike-Harris, K., Behnke, L., Melhado, L., Downes, L., & Gustin, T. (2021). Telehealth Competencies for Nursing Education and Practice: The Four P’s of Telehealth. Nurse Educator, 46(5), 300–305. https://doi.org/10.1097/NNE.0000000000000988

Sofer, D. (2018). The Value of Simulation in Nursing Education. American Journal of Nursing, 118(4), 17–18. https://doi.org/10.1097/01.NAJ.0000532063.79102.19

Tuma, F. (2021). The Use of Educational Technology for Interactive Teaching in Lectures. Annals of Medicine and Surgery, 62(January), 231–235. https://doi.org/10.1016/j.amsu.2021.01.051

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Assessment 1 Instructions: Vila Health: Educational Technology Needs Assessment
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Conduct an educational technology needs assessment for your current workplace setting or another healthcare setting you are familiar with and interested in. Document the results of your needs assessment in a 2-4 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: Remember that you can submit all, or a portion of, your draft needs assessment 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.

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 2-4 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.