Using Kaltura or similar software, record an audiovisual presentation of your plan for implementing new educational technology, an upgrade in existing technology, or a change in how existing technology is currently being used.

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

Before you begin work on your presentation, develop a detailed outline of your implementation plan, using the Implementation Plan Template. The outline will guide the development of your presentation and serve as a useful handout for the attendees.

The implementation plan 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 presentation format and length and for citing supporting evidence.

• Outline the steps in a plan for implementing changes in existing educational technologies or aspects of their current use.
  • Consider contingent steps for areas of uncertainty.
• Determine the resource requirements for a successful implementation. Be sure to include:
  • Required human and capital resources.
  • Budget projections.
  • Technical support requirements.
• Determine the end-user training requirements for successful implementation.
  • What is the current level of end-user knowledge and expertise with regard to the proposed changes?
  • What are the end-user performance expectations?
  • What type of initial and ongoing support will end users need?
• Formulate a plan to evaluate the effectiveness of the change.
  • What performance measurement data do you need for a valid assessment?
  • What reasonable conclusions can be drawn from the data?
• Develop slides that augment your presentation.
  • Refer to the presentation design tips in the Suggested Resources.
• Communicate effectively with executive leaders in presenting your educational technology change implementation plan.
  • Consider the information needs of your audience and any potential concerns they might have about the plan.
    • What questions or objections are they likely to raise?
    • How would you respond?
• Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
  • Integrate relevant and credible evidence from 3–5 peer-reviewed journals or professional industry publications.
  • Be sure your supporting evidence is clear and explicit.
    • How or why does particular evidence support a claim?
    • Will your reader see the connection?
  • Be sure to summarize, paraphrase, and quote your sources appropriately.

Presentation Format and Length

Remember, you may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you decide to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

• Be sure that your slide deck includes the following slides:
  • Title.
  • Introduction. (The reasons for your presentation.)
  • Planned Change. (Describe the new technology, upgrade, or change in current use.)
  • References. (At the end of your presentation.)
• Your slide deck should consist of 8–10 slides, not including the title, introduction, planned change, and references slides.
• Use the speaker's notes section of each slide to develop your talking points and cite your sources, as appropriate.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation.

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MSN-FPX6109: Integrating Technology into Nursing Education

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Implementation Steps

A thorough Needs Assessment of the effectiveness of current educational technology in teaching the National Institutes of Health Stroke Scale (NIHSS) assessment is the first step in the educational improvement plan. Our goal in doing this research is to identify any shortcomings in these tools that pertain to NIHSS teaching in particular. Afterwards, in the Technology Selection phase, we prioritize interactive, scenario-based learning that is specifically designed for NIHSS evaluations, and we seek for suitable virtual reality simulation software that corresponds with our educational goals (Zöllner et al., 2020). As a next measure, we will implement a trial initiative where we will showcase virtual reality simulations to a specific group of employees in the neurology unit. The purpose of this program is to get information on the incorporation, user-friendliness, and any potential modifications that may be required. The next step is to integrate the curriculum, which entails creating and implementing a new educational program that incorporates virtual reality simulations into NIHSS assessment training. Furthermore, in order to guarantee that instructors and staff are proficient in using the virtual reality simulation software to teach NIHSS evaluation methodologies, training and orientation sessions will be organized (Woon et al., 2021). Finally, the strategy centers on Continuous Improvement, which allows the VR simulation software to be improved over time via a feedback loop. If we want the software to be useful and relevant in the long run, we need to listen carefully to user feedback and evaluate it often.

Resource Requirements

To effectively integrate virtual reality technology into the curriculum, it is essential to carefully evaluate certain key requirements. Virtual reality software offers several potential benefits, but, instructors will need to possess advanced technical expertise in order to effectively use it. The Technical Support Team need appropriate equipment to effectively detect and resolve any operational issues that may occur. Both a software license for virtual reality (VR) simulation and VR-compatible hardware are essential components. Consider the comprehensive expenses associated with virtual reality (VR) systems, encompassing the original capital outlay, continuous upkeep, training, and assistance (King et al., 2021). In order to fulfill the Technical Support Requirements, it is essential to have system administrators available to handle software-related problems and skilled experts to oversee hardware-related upgrades and maintenance. Through the implementation of this all-encompassing strategy, we can ensure that the necessary resources, instructions, and assistance required to establish and operate virtual reality systems in educational settings will be readily available.

End-User Training Requirements

Prior to adopting virtual reality (VR) training for the National Institutes of Health Stroke Scale (NIHSS), it is important to evaluate the level of comprehension among staff members about VR and the NIHSS measures. The purpose is to instruct individuals on how to effectively use VR simulations for NIHSS assessments in a seamless manner, ensuring customer satisfaction. Saab et al. (2021) observed that both pre-training and post-training assistance and support are essential to the method. Students will acquire the necessary skills to administer NIHSS examinations via a mix of online and in-person lectures and coursework, using virtual reality simulation software. The presence of a beneficial support line and frequent changes to the training program enable staff to enhance their abilities and stay up-to-date with advancements. This methodical methodology ensures a seamless transition to virtual reality (VR) for NIHSS assessment training and ongoing skill enhancement for our staff.

Evaluation

A thorough evaluation strategy is now being used to examine the effects of virtual reality simulation on NISHS tests. The improvement may be quantified by comparing the NIHSS assessments conducted before to and after integration. For the purpose of conducting a qualitative assessment, we would administer a survey to workers in order to ascertain their perceptions on the impact of the NIHSS test on their confidence, its effectiveness, and its ease of use. Prior to adopting NIHSS, one approach to data collecting is to establish a knowledge baseline. Upon completion of the installation, it is essential to conduct a survey among the personnel to ascertain their opinions and observations about any alterations they may have seen (Miles & Scott, 2019). The effectiveness of the VR simulation in improving workers' competence is evident, as seen by the rise in NIHSS evaluations after its adoption. Further substantiation of the training's effectiveness was evident via the learners' heightened self-assurance and favorable remarks. The properties of virtual reality (VR) technology make it very suitable for NIHSS assessment training.

References

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

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

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

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

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