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NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Student Name

Capella University

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name


Educational Technologies Comparison

Educational technologies help facilitate the learning module by providing a sustainable teaching and learning situation that critically evaluates the problem and helps the learners grasp the concepts, improves knowledge and improves the quality of services (Darling-Hammood et al., 2020). The current assessment is based on comparing two educational technologies and evaluating their sustainability within Dynamic Access for enhancing expertise and quality of service. This comparison helps the managers decide how the educators can utilize the technology in the future to improve their task organization and incorporate it to make the learning effective. The purpose of this report is to explore the implementation of cutting-edge technological solutions in academic settings for nursing students. 

Comparing the Features, Capabilities and Benefits of Similar Educational Technologies 

Educational technology plays a significant role in improving daily outcomes and learning abilities (Almasri, 2022). The two education technologies that were compared for the current assessment were virtual simulation and didactic online. Virtual simulations are computer-based models that help institutions replicate real-world scenarios and provide a hands-on learning experience that allows students to modify their skills and explore intricate systems (Almasri, 2022).

These simulations can estimate the insights that help students make informed decisions while allowing them to make informed decisions. Similarly, didactic online learning is a teaching method that helps the teacher provide information to students through lectures, reading material and other instructional materials (Haleem et al., 2022). This method is often distance-based and self-paced. 


Virtual simulation provides an immersive experience through realistic scenarios that allow students to practice clinical skills, provide exposure to different real-life scenarios and help in making informed decisions regarding their clinical expertise and where to use it (Sim et al., 2022). Similarly, the virtual simulation offers feedback that helps students to identify areas that require improvement. It enhances their interactivity with medical equipment and promotes adaptability to help them adjust to different levels of skills (Pottle, 2019). With didactic online learning, the most prominent features are their accessible content through a wide range of educational material and the flexibility for students to access information whenever and wherever they want (Mempin et al., 2019). Also, it provides discussion boards that help the student to interact and track their progress. 


Virtual simulation has the capability of helping students develop clinical experiences and promotes critical thinking and decision-making skills. The students can repeat and practice clinical procedures and gain proficiency through repetitive practice (Kang et al., 2020). These simulations provide a formative and objective evaluation to help the student compare their progress within the module (Kang et al., 2020). In contrast, didactic online learning effectively delivers theoretical knowledge such as theory, anatomy or pharmacology. It is self-paced, which provides the student with the ability to proceed with learning at their own pace and revisit concepts whenever they want. Lastly, the didactic online provides access to learning for a wide range of students (Singh et al., 2021). 


The virtual simulation provides risk-free environments and allows students to enhance confidence and reduce potential harm to actual patients. It provides exposure to diverse and complex cases, providing enhanced experiences at an initial level to encourage students to critically analyze the case (Wu et al., 2022). Didactic online has benefits, such as flexibility in learning as it allows the students to balance education and their other commitments, provides opportunities to self-pace their learning and reduces necessary competition (Mempin et al., 2019). It is cost-effective as it reduces travel and material buying costs. It has a global reach, as students can access courses when and wherever they want to (Mempin et al., 2019).

Assumption and Influence on Decision-Making 

Virtual simulation is based on the assumption that it provides an effective process to enhance clinical competencies, critical thinking and decision-making. It can have a significant influence on the specific skill as it can help in improving the competencies in those skills and encourage realistic learning (Koukourikos et al., 2021). Another assumption is that didactic online learning excels in delivering theoretical knowledge and accommodating diverse learning styles. Didactic learning can influence the decision, which requires a solid foundational and theoretical understanding of the topic at hand (Singh et al., 2021).

Benefits and Limitations of Comparing Similar Educational Technology 

The benefit of comparing virtual simulation and didactic online learning is that it allows the institutions to make informed decisions as comparing these technologies allowed educators and program administrators to make informed decisions based on their specific educational goals and objectives as they are trying to achieve and to understand what tool would be more appropriate for their curriculum (Tawfik et al., 2020). Similarly, these educational technologies allow educators to tailor the learning experience by balancing the curriculum and clinical experience and, for instance, using simulations in courses that require more clinical skill development.

Understanding the strengths and weaknesses of each technology helps educators to allocate resources efficiently (Haleem et al., 2022). High-quality virtual simulation can be justified for skill training, while investment in adaptive learning programs can be justified through their content. Furthermore, these comparisons help to enhance the efficacy of the hybrid learning program and also increase student engagement and satisfaction (Tawfik et al., 2020). While there are strengths in comparing two similar technologies, they also have limitations.

The limitation of these technology comparisons can vary significantly depending on the context and specific program goals, as something other than what works for one institution cannot be effective for another (Haleem et al., 2022). In addition, it take a sizable investment of time and money to bring together virtual simulation and didactic online learning (Hamilton et al., 2021). Therefore, comparing the technologies can help educators to make informed decision making. Also, it enables educators to leverage strengths and mitigate the limitations of these technologies. 

Incorporation of Teaching and Learning Educational Technology 

A contracting comparison of both technologies helps to understand the benefits of the learning purposes better. Within Dynamic Access, the hybrid learning program has been utilized with didactic learning. However, virtual simulation can help the organization facilitate the education and training needs compared to didactic learning (Kang et al., 2020). As within Dynamic Access, the virtual simulation can help in effective learning methods for the care and maintenance of vascular access devices and PIVs.

These virtual simulation helps educators to teach situations that require the development of clinical skills and offers a safe and controlled environment which instigate students to improve their clinical skills, such as use of the PIVs insertions, access and maintenance of the devices etc (Kang et al., 2020). These simulations provide hands-on experiences without associating risk with patient care in a natural setting (Koukourikos et al., 2021). These simulations are well-suited for exposing students to practical ways of PIV insertion and utilization in clinical scenarios, offering quick decision-making. It also offers flexibility in scheduling an immersive and suitable environment, ensuring it suits the diverse schedules of the nursing students (Sim et al., 2022). However, it is essential to evaluate the context in which the technology is being utilized. 

Incorporation of the Selected Technology

 Incorporation of the virtual simulation can help in providing enhanced clinical skills, critical thinking and evidence-based decision-making ability to the student (Edgar et al., 2022). It can be integrated within the curriculum, such as utilizing curriculum-based learning and information to enhance the student’s skill development regarding the insertion of the PIVs. Similarly, a diverse clinical scenario can be developed, covering a wide range of the patient’s condition and care settings (Sim et al., 2022). Also, virtual simulation can facilitate interdisciplinary training by collaborating with other healthcare programs within institutions. Also, simulation can be incorporated and assessed through formative assessment, where students can receive immediate feedback on their tasks and evaluate their performance (Tabatabai, 2020).

 Incorporating virtual simulation can enhance the clinical competencies of nursing students by providing ample opportunities to practice and refine tiger skills within a safe environment (Koukourikos et al., 2021). It improves critical thinking by presenting complex and challenging scenarios of PIV insertion and access and maintenance of vascular devices, sharpening the critical skills of the students Professionals can adopt this technology by equipping all workstations with virtual simulation software and permitting nurses to do the same on their devices. A simple installation manual can be provided to students to create a more interactive environment in the classroom and outside (Koukourikos et al., 2021).


In conclusion, the comparison of virtual simulation and didactic learning can enhance the learning abilities of the students while allowing them to learn through best hybrid practices. It encourages skill competencies and more cohesive learning for the students. The virtual simulation can enhance the skill competencies as it provides close to real-time experiences in a controlled environment and allows the student to practice their skills. However, the contextual understanding of the education technology that is being incorporated is essential to be understood. 


Almasri, F. (2022). Simulations to teach science subjects: Connections among students’ engagement, self-confidence, satisfaction, and learning styles. Education and Information Technologies27(5), 7161–7181.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science24(2), 97–140.

Edgar, A. K., Macfarlane, S., Kiddell, E. J., Armitage, J. A., & Wood-Bradley, R. J. (2022). The perceived value and impact of virtual simulation-based education on students’ learning: A mixed methods study. BMC Medical Education22(1), 823.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers3, 275–285.

Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education8(1), 1–32.

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Kang, S. J., Hong, C. M., & Lee, H. (2020). The impact of virtual simulation on critical thinking and self-directed learning ability of nursing students. Clinical Simulation in Nursing49, 66–72.

Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I. V., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in clinical nursing education. Acta Informatica Medica29(1), 15–20.

Mempin, R. L., Simon, W. M., Napolitano, J. D., Brook, R. P., Hall, O. L., Vangala, S., & Lee, E. S. (2019). Comparing the effectiveness of a hybrid simulation/lecture session versus simulation alone in teaching crew resource management (Crm) skills: A randomised controlled trial. BMJ Simulation & Technology Enhanced Learning5(4), 198–203.

Pottle, J. (2019). Virtual reality and the transformation of medical education. Future Healthcare Journal6(3), 181–185.

Sim, J. J. M., Rusli, K. D. B., Seah, B., Levett-Jones, T., Lau, Y., & Liaw, S. Y. (2022). Virtual simulation to enhance clinical reasoning in nursing: A systematic review and meta-analysis. Clinical Simulation in Nursing69, 26–39.

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems50(2), 140–171.

Tabatabai, S. (2020). Simulations and virtual learning supporting clinical education during the covid 19 pandemic. Advances in Medical Education and Practice11, 513–516.

Tawfik, M. M. R., Fayed, A. A., Dawood, A. F., Al Mussaed, E., & Ibrahim, G. H. (2020). Simulation-based learning versus didactic lecture in teaching bronchial asthma for undergraduate medical students: A step toward improvement of clinical competencies. Medical Science Educator30(3), 1061–1068.

Wu, Q., Wang, Y., Lu, L., Chen, Y., Long, H., & Wang, J. (2022). Virtual simulation in undergraduate medical education: A scoping review of recent practice. Frontiers in Medicine9, 855403.