NURS FPX 6109 Assessment 1

NURS FPX 6109 Assessment 1

Educational Technology Assessment Need

In NURS FPX 6109 Assessment 1 While knowing only about the advanced rules of healthcare, integrating nursing education with educational technology is a fundamental key to advancing nursing education and improving patient care outcomes. Such an assessment is presented in this report, which will discuss the state of technology in education from the perspective of healthcare providers, highlighting the factual state of technology, The desired outcomes, the SWOT analysis, the evaluation of current metrics, and the alignment of the technology used with the strategic mission of the organization. An outline of the nursing program process based on successful educational technologies, built on evidence from the usage at different institutions, is given as the next step.

How Nurses Currently Use the Educational Technology

Educational technology is pivotal in advancing the education system by making the study more attractive. Educational technology is not merely a support staff but the principal component of the organization’s nursing education and training programs inside clinical settings (Altmiller & Pepe, 2022). Nurses’ participation in e-learning modules and simulation equipment is facilitated to improve clinical skills and ensure they are current in the field.

E-learning modules embedded in professional development and mandatory training for nursing personnel are widely seen, especially in medicine, as technology develops. (Flaubert et al., 2021).It still needs to be ascertained whether the units of nurses were evenly used in different departments and during the shifts. Some of the data on the end user performance can be collected, and their feedback can be used to determine these modules’ efficacy entirely.

NURS FPX 6109 Assessment 1 Educational Technology Assessment Needs

Simulated equipment is the key element in giving virtual experience to nursing staff. Some placements are effective in having nurses apply their clinical skills in a protective and real-world environment. They build up their confidence and grasp the skills in patient care, which is a core aspect. Even though the simulation problems may be solved, there are still doubts about the availability of equipment for simulation, which may happen because of schedule clashes and situations when you will need it most. The data covering the realism of simulated scenarios and their relation to real-life clinical situations would supply the researchers with the most helpful information they need about the efficiency of this educational technology (Marougkas et al., 2023).

No doubt that educational technology is well integrated into the learning within our organization, yet some doubts are left concerning enthusiasm, accessibility of learning materials, and alignment with patients’ cases (Ahmed & Opoku, 2021). The next step is to continue gathering data and performing analysis to provide an overall assessment of how nurses use educational technology now and highlight the gaps we can work on to fill.

The Comparison with the Desired Technology State

Implementing educational technology in our organization shows an expectation of going off some old tactics and incorporating them into the nursing field of education. Computerized testing, academic modules, and human and digital simulators are readily available to nurses to learn skills, develop, and acquire knowledge (Koukourikos et al., 2021). Yet some difficulties still need to be addressed, for example, the uneven distribution of resources and the need for more restrictiveness in educators to draw individual students’ experiences into the learning process (Grecu, 2022). The mere information content of the modules can hardly be compared to the experiential learning process, and the differences in learning styles can hardly be satisfied. In partial similarity with the shaping role of simulator equipment in offering hands-on training opportunities, schedule limitations can make the training unavailable for some team members.

NURS FPX 6109 Assessment 1 Educational Technology Assessment Needs

On the contrary, there is a prescribed course of action for using educational technologies by all the parameters of the nursing education field. Introducing a more effective LMS system would create a one-stop shop for all e-learning resources, making navigation easier for nurses and allowing personalized learning paths, leading to better skills development (Loureiro et al., 2021). Firstly, incorporating more simulator capabilities and developing cutting-edge simulation technologies for training would increase trainee performance’s realism and success. Taking into account instructive flexibility algorithms, curriculam can be designed according to individual aspirations so that much more knowledge is absorbed and required skills are acquired (Button, 2021).

The SWOT Analysis

Strengths Weaknesses
Availability of e-learning modules Inconsistent access to resources
Utilization of simulation equipment Limited interactivity in e-learning
Commitment to ongoing professional development Scheduling constraints for simulation training
Opportunities Threats
Implementation of a comprehensive LMS Budget constraints for technology upgrades
Expansion of simulation facilities Resistance to change among staff members
Integration of adaptive learning technologies Technological obsolescence

With a course correction towards the problems of the present, future gains will result from our effective approach, which is mainly focused on enhancing accessibility, personalization, and the effectiveness of nursing education. By utilizing well-guided tech investments and the willingness to achieve constant improvement, it is possible to ensure that our nursing crew can render excellent care in an industry that continuously changes.

Metrics Used and Their Assessment

The metrics we utilize to measure the positive impacts of educational technology within our organization are working to aid immediate results and follow-up efforts like successful e-learning module completions and performance assessments in simulation exercises (Hooda et al., 2022). These metrics give professional engagements and breakthroughs an objective appraisal that helps determine how educational interventions work. This approach is constrained by its unitary interest in short-term outcomes that miss broader markers of long-term influence on nursing art and healthcare provision.

Although rates of completion and performance assessments provide a quantitative indicator of involvement and mastery, they need to better reflect the contextual and advanced nature of nursing education and the interrelations between qualification and patients’ results (Finstad et al., 2022) . To elevate the level of good quality, integration, and the general use of data, we should also look for a more comprehensive approach to metrics. This means that in addition to the learning environment features, clinical competencies exams and patient outcome indicators could be the other consideration factors that will play an important role in providing a more overall picture of the usefulness of educational technologies.

For the sake of improving the resolution, representation, and practicality of data, several suggestions have been shared. Using a balanced scorecard-styled approach and including both leading and lagging indicators will offer a more holistic picture of the influence of educational technology (Fabac, 2022). Also, by incorporating qualitative data such as surveys and focus group outputs into the study, staff can obtain valuable insight into their feelings and experiences concerning education technology. Data analysis and predictive models could also help develop more sophisticated analytics, such as pattern and trend detection, that quickly stimulate the right strategies and improve continuously.

Organizational Mission Aligned with the Technology

Educational technology provides the necessary conditions for the achievement of the strategic goals of our organization, aimed at continuous learning and skill improvement essential for professional nursing practice. Technology in education leveraging can well be the instrument that our nursing staff skillfully use in their learning process, which should equip them with the knowledge, skills, and competencies needed to deliver high-quality and patient-centered care that closely complies with the objectives of our organization (Gause et al., 2022). Through e-learning modules, simulation equipment, and advanced learning management systems, educational technology gives our nursing staff the means to keep in touch with the rapidly changing clinical practices, legal mandates, and care standards (Mlambo et al., 2021). No wonder, due to that, the performance of our workforce can only be improved, and all of the strategic mission requirements are justified. The strategic mission of our organization is to ensure the quality and continuity of care to our patients.

Recommendations for Technology Use

To make the nurturing of nurses a better deal, a solid learning management system (LMS) must be implemented and work properly. This centralized platform would ensure that the learning resources, performance data, and learning pathways best suited for the differently abled nursing staff members are readily available from one stop point in the organization (Dash et al., 2019) . An LMS investment is crucial to making our educational programs efficient and effective so that nurses can obtain relevant information through modern means. This is a nice way of empowering their lifelong learning.

The construction of more simulation training centers will ensure sufficient avenues for trainees to engage in realistic, risk-simulated practice without danger. Making the simulator more generally available and removing the need for scheduling conflicts will enable all nurses to practically get the skills they need from this excellent educational resource. The availability of cutting-edge simulation technologies, such as humanized manikins and virtuality systems, may improve the credibility and profitability of training scenarios that help nurses take care of complicated clinical situations confidently and competently.


Ahmed, V., & Opoku, A. (2021). Technology supported learning and pedagogy in times of crisis: The case of COVID-19 pandemic. Education and Information Technologies, 5(8).

Altmiller, G., & Pepe, L. H. (2022). Influence of technology in supporting quality and safety in nursing education. Nursing Clinics of North America, 57(4), 551–562.

Button, L. (2021). Curriculum design, development and models: Planning for student learning., 5(5).

Curriculum Design, Development and Models: Planning for Student Learning

Dash, S., Shakyawar, S. K., Sharma, M., & Kaushik, S. (2019). Big data in healthcare: Management, analysis and future prospects. Journal of Big Data, 6(1), 1–25.

Fabac, R. (2022). Digital balanced scorecard system as a supporting strategy for digital transformation. Sustainability, 14(15), 9690.

Finstad, I., Knutstad, U., Havnes, A., & Sagbakken, M. (2022). The paradox of an expected level: The assessment of nursing students during clinical practice – A qualitative study. Nurse Education in Practice, 61(6), 103332.

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). Educating nurses for the future. In National Academies Press (US).

Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis, 45(1).

Grecu, Y. V. (2022). Overcoming obstacles to differentiate instruction when implementing prepared curricular resources in a diverse classroom. Anatolian Journal of Education, 7(1), 167–180.

Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022). Artificial intelligence for assessment and feedback to enhance student success in higher education. Mathematical Problems in Engineering, 2022(5215722), 1–19.

Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in clinical nursing education. Acta Informatica Medica, 29(1), 15–20.

Loureiro, F., Sousa, L., & Antunes, V. (2021). Use of digital educational technologies among nursing students and teachers: An exploratory study. Journal of Personalized Medicine, 11(10), 1010.

Marokas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: A review of learning theories, approaches and methodologies for the last decade. Electronics, 12(13), 2832.

Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC Nursing, 20(62), 1–13.

Explore here for additional knowledge about this course
NURS FPX 6011 Assessment 3

Please Fill The Following to Resume Reading

    Please Enter Active Contact Information For OTP

    Verification is required to prevent automated bots.
    Please Fill The Following to Resume Reading

      Please Enter Active Contact Information For OTP

      Verification is required to prevent automated bots.
      Scroll to Top