MSN-FPX6109 Assessment 1
Vila Health: Educational Technology Needs Assessment
Name
Capella University
MSN-FPX6109: Integrating Technology into Nursing Education
Instructor
Date
Vila Health: Educational Technology Needs Assessment
Nurse educators are important builders of developing nursing education paradigms in today's healthcare contexts, modifying their positions to suit the dynamic needs of healthcare settings (Miles & Scott, 2019). The critical function of nurse educators is highlighted within the complex setting of a 200-bed neurological unit in Northern California. A perceptive nurse educator discovers a serious knowledge gap regarding the appropriate completion of National Institutes of Health Stroke Scale (NIHSS) evaluations among bedside nursing personnel in this case. This finding, emphasized by discrepancies in assessment scores for the same patient, indicates flaws in the current teaching process, specifically in the instructions offered for correct NIHSS scoring techniques. In response to this compelling need for change, the nurse educator embarks on a thorough gap analysis program with the goal of navigating the complexities of this educational deficiency using evidence-based techniques. This research intends to go into the details of this gap analysis, describing transformational techniques intended to reinvent NIHSS evaluation education inside the neurological unit, eventually elevating nursing competency and improving patient care delivery standards.
Description of Current Educational Technology Use
Currently, nurses in the specialty neuroscience unit utilize an online educational platform for stroke education, encompassing content on NIHSS assessments, brain anatomy, stroke pathophysiology, emergency responses, prevention, and stroke care excellence (Zöllner et al., 2020). This program offers initial stroke education upon hire and annual NIHSS assessments after that. However, despite this comprehensive content, a gap emerged in accurately scoring NIHSS assessments during bedside handoffs. While completion of the online course results in a sign-off sheet and subsequent assessment with a preceptor, discrepancies persist in bedside assessments, indicating a knowledge gap. The available information lacks specific guidance on interpreting and applying NIHSS scoring in practical bedside scenarios, leading to subjective discrepancies among nurses. Assumptions are made regarding the program's efficacy, assuming completion of the online course equates to proficiency in bedside NIHSS assessments. Additionally, there is an assumption that the current program's format adequately addresses the diverse learning styles of nursing staff. However, this might not be the case based on reported confusion and discrepancies during actual assessments.
Comparison of Current vs. Desired State
In evaluating the current state of educational technology in NIHSS assessments against desired best practices in nursing education, a SWOT analysis illuminates critical aspects guiding the comparison. The existing educational technology exhibits strengths, offering a comprehensive stroke education program with accessible online modules. However, areas for improvement are evident in its inability to bridge theoretical knowledge to practical application, resulting in identified knowledge gaps and discrepancies during bedside assessments. The absence of interactive and practical components further hinders effective skill acquisition among nurses.
Conversely, best practices in nursing education envision opportunities for transformation. This includes integrating interactive, scenario-based modules to simulate real bedside situations for NIHSS assessments. Augmented reality (AR) and virtual reality (VR) technologies stand as promising additions, offering immersive learning experiences (Doré et al., 2023). Additionally, incorporating gamification elements presents an opportunity to boost engagement and motivation among nurses. However, transitioning to the desired state poses threats. Resistance to change, resource constraints, and aligning the new technology with diverse learning preferences could hinder progress. Despite these challenges, the identified weaknesses in the current state emphasize the urgency for change.
The analysis points towards a compelling need for shifts in how nurses use existing technology. It advocates a transition from a content-focused approach to a more practical, application-oriented educational model. Recognizing the discrepancies in bedside assessments, the conclusion is drawn towards the necessity of a new technology solution. This solution should encompass interactive, immersive elements such as scenario-based learning, AR/VR integration, and gamification to foster engagement and facilitate hands-on skill development (Doré et al., 2023). These conclusions stem from the identified weaknesses in the current state and align with best practices emphasizing experiential learning and practical skill application. Nonetheless, navigating potential challenges in staff acceptance, resource allocation, and technology alignment with diverse learning preferences stands as a crucial consideration in this transformational journey.
Assessment of Metrics for Educational Technology
The metrics used to assess the current educational technology in NIHSS assessments display a partial view of nurses' engagement and theoretical knowledge (Saber & Saver, 2020). Primarily focused on completion rates and quiz scores from the online platform, these metrics need more depth to measure practical application during bedside assessments. They need to capture the nuances of nurses' proficiency in conducting accurate NIHSS assessments, which demands not only theoretical understanding but also practical skill acquisition. This limitation highlights the discrepancy between theoretical comprehension and real-world application, necessitating a shift in assessment methodologies to reflect nurses' capabilities in clinical settings better.
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To bolster the quality, interpretation, and utilization of data, integrating performance-based assessments emerges as a key strategy. These assessments simulate real clinical scenarios, enabling nurses to demonstrate their proficiency in conducting NIHSS assessments accurately. Complementing quantitative metrics with qualitative feedback mechanisms offers a more holistic view, encouraging nurses to self-reflect and provide insights into their performance (Zöllner et al., 2020). Shifting towards competency-based evaluations further refines the metrics, aligning assessments more closely with the practical demands of bedside assessments. Continuous review and adaptation of these metrics ensure their alignment with evolving educational objectives and clinical requirements, enhancing their capacity to gauge nurses' readiness and proficiency in conducting NIHSS assessments.
Alignment with Organizational Mission
Aligning the usage of educational technology with the organization's strategic objective is critical to ensuring that nurse education serves larger corporate goals. The organization's mission is to provide great patient care via continual improvement and personnel development. Educational technology, especially the increase of NIHSS assessment competency via novel teaching approaches, resonates strongly with this purpose. The organization connects with its mission to excellence in patient care by providing nurses with enhanced skills and competencies in appropriately detecting stroke symptoms using technology-driven teaching platforms. A mission-driven viewpoint emphasizes the need to employ technology to overcome knowledge gaps and provide consistent, high-quality patient evaluations. This alignment is reinforced by the organization's concept of continuous improvement, which recognizes the dynamic nature of healthcare and the necessity for continued staff development to match increasing patient care standards (Leidl et al., 2023). The integration of educational technology's mission statement with the hypothetical organizational purpose demonstrates a determined effort to improve patient outcomes, strengthen staff capacities, and exemplify the institution's dedication to excellence in healthcare delivery.
Recommendations for Improvement
A strategic strategy was developed, offering major additions to current educational technologies to reinforce nursing education and overcome the reported knowledge gap in NIHSS evaluations. Firstly, integrating interactive scenario-based modules into the educational platform emerges as a pivotal recommendation. According to Saber & Saver (2020), these modules immerse nurses in simulated bedside scenarios, allowing them to practice and refine their NIHSS assessment skills in diverse patient contexts. Research substantiates the effectiveness of interactive learning in healthcare, demonstrating its ability to bridge theoretical knowledge with practical application. Furthermore, the integration of AR and VR technologies stands as a transformative addition. By creating immersive virtual clinical environments, nurses engage in realistic patient interactions, applying NIHSS assessment techniques in simulated scenarios. Evidence supports the efficacy of AR/VR in healthcare education, enhancing skill acquisition and confidence among learners. In tandem with technology, incorporating gamification elements into the educational platform emerges as an innovative strategy. By infusing challenges, rewards, and progress-tracking mechanisms, gamification fosters engagement and motivation among nurses (Leidl et al., 2023). The research underscores the efficacy of gamified learning in healthcare, showing increased participation and retention of skills.
Finally, a shift towards competency-based assessments becomes imperative. Moving beyond traditional completion-oriented assessments, competency evaluations through case-based scenarios and skill assessments measure nurses' practical proficiency in NIHSS assessments. This transition aligns with proven methodologies in healthcare education, validating practical skills and competence among professionals. These recommendations draw from empirical evidence supporting the effectiveness of interactive and immersive educational methodologies in healthcare training. The integration of these evidence-based strategies into the existing educational technology promises a transformation from theoretical understanding to hands-on application. This evolution ensures nurses gain proficiency in conducting accurate NIHSS assessments, directly addressing the identified knowledge gap and elevating the standard of patient evaluations at the bedside.
In conclusion, the identification of knowledge gaps in NIHSS assessments underscores the pressing need for transformative changes in neurological unit education. By conducting a gap analysis and integrating evidence-based practices, nurse educators can bridge the disparity in scoring consistency among bedside nursing staff. The proposed enhancements, centred on immersive learning methodologies and competency-focused assessments, promise to align theoretical understanding with practical application. This proactive approach not only elevates nursing proficiency but also ensures standardized and accurate patient assessments. Through collaborative efforts and the adoption of modern educational strategies, the educational landscape within the neurological unit stands poised for significant advancement and improved patient care outcomes.
References
Doré, B., Gaudreault, A., Everard, G., Ayena, J. C., Abboud, A., Robitaille, N., & Batcho, C. S. (2023). Acceptability, Feasibility, and Effectiveness of Immersive Virtual Technologies to Promote Exercise in Older Adults: A Systematic Review and Meta-Analysis. Sensors, 23(5), 2506. https://doi.org/10.3390/s23052506
Leidl, D. M., Ritchie, L., & Moslemi, N. (2020). Blended learning in undergraduate nursing education–A scoping review. Nurse Education Today, 86, 104318. https://doi.org/10.1016/j.nedt.2019.104318
Miles, J. M., & Scott, E. S. (2019). A new leadership development model for nursing education. Journal of Professional Nursing, 35(1), 5-11. https://doi.org/10.1016/j.profnurs.2018.09.009
Saber, H., & Saver, J. L. (2020). Distributional validity and prognostic power of the national institutes of health stroke scale in US administrative claims data. JAMA neurology, 77(5), 606-612. https://doi.org/10.1001/jamaneurol.2019.5061
Zöllner, J. P., Misselwitz, B., Kaps, M., Stein, M., Konczalla, J., Roth, C., ... & Strzelczyk, A. (2020). National Institutes of Health Stroke Scale (NIHSS) on admission predicts acute symptomatic seizure risk in ischemic stroke: a population-based study involving 135,117 cases. Scientific Reports, 10(1), 3779. https://doi.org/10.1038/s41598-020-60628-9
