MSN-FPX6109 Assessment 2
Vila Health: The Impact of Educational Technology
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Capella University
MSN-FPX6109: Integrating Technology into Nursing Education
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Vila Health: The Impact of Educational Technology
Integrating technology into nursing education brings about substantial changes in the methods of teaching and learning in the healthcare field. When examining new technology breakthroughs, it is crucial to comprehend their significant impact on instructors, learners, and the whole organizational structure that adopts these innovations. Assessing the suggested alterations in educational technology is essential to determine whether they are in line with the educational purpose and have the capacity to advance its vision. Nurse educators have the task of skillfully incorporating technology into nursing education programs, acknowledging its significant influence. According to Saab et al. (2021), the National Institutes of Health Stroke Scale (NIHSS) assessment instruction is now being shifted from a computer-based platform to a virtual reality simulation. This shift has the potential to provide more comprehensive training. Woon et al. (2021) state that this enhanced training has the potential to improve patient outcomes by enabling quicker action to be taken in response to even minute changes in a patient's condition.
Description of New Educational Technology (Virtual Reality Simulation)
By using computer technology, virtual reality (VR) simulation creates a three-dimensional world that gives the user a strong feeling of being physically there in the experience. It provides students with a safe space to practice making clinical judgments and developing their patient care abilities in a realistic setting that does not put real people in danger. VR uses computers, motion detectors, or haptic devices to create an immersive environment that is both safe and engaging for learners (Woon et al., 2021). Through the use of simulations, students are able to hone their abilities and gain self-assurance in preparation for real-world challenges. VR simulation opened up a world of training possibilities. It could be anything from NIHSS assessments to code blue simulations, aggressive patient encounters to mastering advanced health assessments, honing bedside skills, or even managing a patient's clinical deterioration (Woon et al., 2021).
The Impact VR Simulation Will Have on the Organization
The implementation of VR simulation is set to revolutionize the organization's educational activities by broadening the reach of the staff development department. While simulation may be used to teach, VR technology improves its efficacy (Lange et al., 2020). This transformation will have ramifications at several levels as the department strives to analyze the current educational environment beyond NIHSS assessment training. Nursing Professional Development (NPD) Practitioners will be in charge of examining present educational technology use in order to find other areas that might benefit from VR simulation. Successful integration of VR simulation has the potential to improve patient care by guaranteeing competently trained staff at the bedside adapting to patient demands. The influence of technology may be assessed in a variety of ways. Staff exams and post-session questionnaires will be used to assess the material's efficacy. Examining the disparities seen in initial NIHSS handoff ratings among nurses will also be a focus. Comprehensive chart audits of quick response or code blue documentation will determine if earlier detection of changes in circumstances was feasible. Early detection of changes in NIHSS evaluations leads to better outcomes via quick intervention (Thomas et al., 2021). If VR simulation fails to fulfil expectations, particularly in NIHSS evaluation, the organization will conduct a comprehensive examination of its use in other areas of professional development.
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How VR Simulation Supports the Organization’s Mission and Vision
The organization's Mission and vision are to provide great patient care via continuous improvements and staff development while also providing high-quality, cost-effective healthcare to the community. This goal is met by promoting health and education among healthcare workers, conducting clinical research, and leading advances in care to impact lives. By providing greater education and training to healthcare personnel, VR simulation technology coincides with the organization's goal and vision. The company puts high importance on professional growth, which includes both education and training, and VR simulation emerges as a tool for excellence in both areas. Specialized VR simulation training not only improves instruction for bedside professionals but also opens up new avenues for training in a variety of fields, including NIHSS evaluations. Investing in continual professional development produces highly skilled employees, which leads to improved patient outcomes and the delivery of high-quality, cost-effective care.
Nurse Educator's Role in Implementing the New Educational Technology
The role of the nurse educator encompasses the creation and dissemination of updated information to healthcare professionals within the organization, overseeing staff certifications, and serving as a pivotal resource for both existing and new skill training within the acute care environment (King et al., 2021). The NPD practitioner's initial step involves acquiring proficiency in VR simulation technology. Once equipped with expertise in utilizing this technology, it becomes imperative to identify suitable personnel to serve as key users, enhancing accessibility for training purposes. These identified individuals will then undergo training to become proficient super-users responsible for introducing the educational aspects of VR simulation to all bedside nursing staff within the neuroscience units. Subsequently, the NPD practitioner will engage in ongoing weekly assessments of the technology's effectiveness in training, facilitating adaptations as necessary to optimize its functionality.
VR Simulation Incorporation in the Current Nursing Education Program
Currently, the organization possesses a simulation lab housing low-tech simulation mannequins. The plan involves integrating VR simulation technology into the existing nursing education program, specifically targeting newly hired staff in the neuroscience unit for NIHSS assessments. This education will be part of the orientation conducted by the NPD practitioner within the staff development unit. Subsequently, designated super-users will reinforce this training during unit-specific orientation sessions and annual competency evaluations, which are crucial to upholding healthcare professionals' proficiency (Miles & Scott, 2019). The VR simulation elements encompass various medical-focused aspects, covering anticipated outcomes, essential resources, pre-learning activities, assessment criteria, scenario overview, feedback, and debriefing (Saab et al., 2021). A well-structured implementation plan is vital to seamlessly integrate this new technology into the existing nursing education curriculum.
Conclusion
Enhancing the educational technology inside the business enhances the quality of education provided to healthcare workers, guaranteeing the preservation and efficient instruction of skills directly relevant to patient care. As a nurse educator, it is crucial to continuously evaluate and stay updated on the latest technologies in order to work towards these goals. VR simulation presents itself as a promising alternative, providing an interactive and immersive platform for staff to participate in learning and performing NIHSS evaluations. This proposed development aligns with the organization's vision and core values, with the goal of fostering highly skilled healthcare workers committed to providing exceptional care to the community they serve.
References
Lange, A. K., Koch, J., Beck, A., Neugebauer, T., Watzema, F., Wrona, K. J., & Dockweiler, C. (2020). Learning with virtual reality in Nursing education: Qualitative interview study among Nursing students using the unified theory of acceptance and use of technology model. JMIR nursing, 3(1), e20249. https://doi.org/10.2196/20249
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
King, R., Taylor, B., Talpur, A., Jackson, C., Manley, K., Ashby, N., ... & Robertson, S. (2021). Factors that optimize the impact of continuing professional development in nursing: A rapid evidence review. Nurse education today, 98, 104652. https://doi.org/10.1016/j.nedt.2020.104652
Thomas, S. E., Plumber, N., Venkatapathappa, P., & Gorantla, V. (2021). A review of risk factors and predictors for hemorrhagic transformation in patients with acute ischemic stroke. International Journal of Vascular Medicine, 2021. https://doi.org/10.1155/2021/4244267
Saab, M. M., Hegarty, J., Murphy, D., & Landers, M. (2021). Incorporating virtual reality in nurse education: a qualitative study of nursing students' perspectives. Nurse Education Today, 105, 105045. https://doi.org/10.1016/j.nedt.2021.105045
Woon, A. P. N., Mok, W. Q., Chieng, Y. J. S., Zhang, H. M., Ramos, P., Mustadi, H. B., & Lau, Y. (2021). Effectiveness of virtual reality training in improving knowledge among nursing students: A systematic review, meta-analysis and meta-regression. Nurse Education Today, 98, 104655. https://doi.org/10.1016/j.nedt.2020.104655
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