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NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Student Name

Capella University

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name

Date

Implementation of Proposed Educational Technology

Hello! everyone. My name is _______, and today, I will be presenting an implementation plan for proposed changes in the current hybrid learning program present in Dynamic Access.

The proposed changes in the existing hybrid learning are the virtual simulation. Virtual simulations are cutting-edge adaptive learning technologies that use computers to simulate real-world situations in an immersive and interactive way (Marougkas et al., 2023). After a comprehensive comparison, the proposed change in existing technology included virtual simulation, which offers more hands-on and live experience. It helps the educators provide better real-life situations that help the students understand the concept they are learning and provides multiple options to practice their clinical skills (Campos et al., 2020). This report presents a strategy for introducing virtual simulations as a technological solution to improve educational outcomes at this institution.

Steps in Plan to Implement Changes

Implementing the changes in virtual simulations within the existing hybrid teaching technology will utilize careful planning, assessment, and adaptation to ensure a successful transition. Many institutions utilize the hybrid learning approach to provide interactive and practical learning mediums that help students modify their clinical skill set and practice (Li et al., 2023). This rigorous training and practice reduces the risk of medical errors as well. For the successful implementation of the virtual simulation within hybrid learning, the first step will be to identify the specific educational goals and objectives (Hege et al., 2020).

In Dynamic Access, the focus is on PIV insertions and the access and maintenance device, so virtual solutions or labs can give students better hands-on training and comprehensive experiences on peripheral routes, insertions through one route, and alternate routes PIVs. Conducting the need assessment is the next step through which the current state of the educational technology is measured (Haleem et al., 2022). Such as in Dynamic Access, the current state is focused on didactic learning.

Further, the involvement of the critical stakeholders holds prime importance, such as teachers, students, administrators, IT, and other staff. Collecting their input and feedback can ensure that the information is being put to its best use. Then, the next step is to implement a small-scale pilot testing program that can help gather data and feedback on the utility and access of the virtual simulation (Pearson et al., 2020). After that, these changes will be added to the curriculum maps by looking at the current curriculum and finding places where virtual simulations can help the online instructional content—aligning the simulations with the course material and learning outcome (Hege et al., 2020).

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Then, customized simulation contents will be aligned with the identified learning objectives, considering creating scenarios, environments, and interactive elements that engage the learner effectively. The next step will be to set up the technical infrastructure to support simulations. Then, training will be provided to educators on the usage of the simulation tool effectively and how to address technical issues (Campos et al., 2020). Then, a seamless integration of the simulation activities with the didactic online courses module will be conducted to communicate how it relates to the overall learning (Tawfik et al., 2020).

Lastly, a continuous assessment and evaluation will be carried out to measure the effectiveness of the simulations in achieving learning objectives. However, there are a few contingent uncertainties, such as technical challenges, that may require contingency plans to provide alternative resources in case of technical breakdown or bandwidth unavailability. Similarly, since integrating the content requires much time, potential delays can be expected; therefore, pre-made simulations or temporary replacements can be provided to maintain the pace of learning (Hege et al., 2020). Lastly, if learners find it challenging to participate in simulations, consider adding some gamification features or additional support resources (Hege et al., 2020).

Resource Requirement

Successful implementation of virtual simulations in a hybrid learning program requires careful planning and allocation of various resources. The resource requirements can be broken down into human and capital resources, budget projections, and technical support.

Human and Capital Resources

Human resources encompass the instructional and content developers’ costs for creating and adapting to the stimulating content. Similarly, a dedicated technical team will be required to assist the users and trained instructors in integrating the simulations and how the learners can navigate these tools (Barrett et al., 2019). Human and financial resources help to navigate the changes in the infrastructure and can provide technical support for training the teachers and students about the changes. While for the capital resources, hardware and software infrastructure upgrades would be required along with the investment in the necessary technology (Barrett et al., 2019).

Budget Projection

Budget projection is a long-term estimation of the financial goals and is conducted using the data collected for one or more years (Dwivedi et al., 2022). Funds can be allocated for the development and customization of the virtual stimulation content, including the cost of 3D modelers, content creation and graphic design, computers, software licensing, and any other necessary peripherals. The budget projections cover development, training, maintenance, infrastructure, communication, and marketing costs (Dwivedi et al., 2022).

Technical Support

Adequate technical support also holds a significant place for requiring help desk staff, administrators, software specialists, and other security measures. It helps to ensure a smooth and secure simulation experience for all the stakeholders while allowing them to have repetitive and immersive hands-on experience (Ba-Hattab et al., 2023). Experts in simulation software can address advanced technical issues and optimize the software’s performance, while the helpdesk can respond quickly to users experiencing technical difficulties. Adding the cost of ongoing maintenance and support to the initial investment can reduce the likelihood of problems during rollout (Ba-Hattab et al., 2023). Regularly review and adjust the budget as the implementation progresses to ensure resources are allocated effectively.

End-User Training Requirements

To make sure that the virtual simulation works well in the hybrid learning program with online classroom lessons, there needs to be a thorough end-game training plan that teaches both customers and employees how to use the project or services (Peisachovich et al., 2020). The training happens through guided digital learning tools, ensuring that best practices are being implemented to ensure that students are being trained on it purposefully (Peisachovich et al., 2020). The following steps are taken into consideration for the end-user training.

Assessment of the current knowledge and level of expertise of the end-users to assess the level of familiarity with similar technologies. Identifying whether the students have similar experiences associated with technologies. The setting of the precise performance expectations of what skills, expertise, or knowledge they are gaining as they align simulation with border learning objectives (Peisachovich et al., 2020). We are initiating training and conducting orientation to promote hands-on practice and troubleshooting guidance to provide training to access the virtual simulations. Conducting workshops, accessible user manuals, and responsive help desks for peer learning and feedback to enhance skills and adapt to new technology (Comon et al., 2020). Tailored training paths to harness the virtual simulation by enhancing educational experiences. Continuous evaluation and adaptation of the training efforts contribute to long-term success (Peisachovich et al., 2020).

Evaluation of Effectiveness of the Change

SMART (Specific, Measurable, Achievable, Reliable, and Time-bound goals) and criteria are chosen to see how well the virtual simulation works in a hybrid learning program. This lets you get a good idea of what worked and what needs to be changed in the future. To assess the impact of the virtual stimulation on the learning outcomes, pre and post-assessments can be carried out to evaluate the knowledge gains and skills development (Villena-Taranilla et al., 2019). They were comparing the student performance with and without the simulation experience. The data can be sourced through grades and performance analytics.

Similarly, another criterion for the evaluation is the level of engagement and motivation facilitated by virtual simulation (Edgar et al., 2022). It can be assessed through surveys to gather data on user engagement, participation rate, and feedback. Similarly, user satisfaction can be used to judge how well the virtual simulation works and how it affects learning. This can be done by conducting user satisfaction surveys and interviews on perceived value, usability, and interference that are easy for users to understand (Edgar et al., 2022). Finally, organizations can see how the virtual simulation improved performance by looking at how well people solved problems, thought critically and used what they learned by looking at care studies or real-life situations (Park et al., 2022).

Conclusion

In this presentation, we discussed the steps of implementing the change, the human capital, technical resources, and budget projections required. The end-user training regarding the virtual simulation integration in the existing hybrid learning and evaluation of the effectiveness of incorporating the virtual simulation in the hybrid learning. I aimed to provide a comprehensive overall of the topic.

References

Ba-Hattab, R., Helvacioglu-Yigit, D., Anweigi, L., Alhadeethi, T., Raja, M., Atique, S., Daas, H., Glanville, R., Celikten, B., Orhan, K., & Ali, K. (2023). Impact of virtual reality simulation in endodontics on the learning experiences of undergraduate dental students. Applied Sciences, 13(2), 981. https://doi.org/10.3390/app13020981

Barrett, P., Treves, A., Shmis, T., & Ambasz, D. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. https://files.eric.ed.gov/fulltext/ED604388.pdf

Campos, N., Nogal, M., Caliz, C., & Juan, A. A. (2020). Simulation-based education involving online and on-campus models in different European universities. International Journal of Educational Technology in Higher Education, 17(1), 8. https://doi.org/10.1186/s41239-020-0181-y

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367

Dwivedi, Y. K., Hughes, L., Baabdullah, A. M., Ribeiro-Navarrete, S., Giannakis, M., Al-Debei, M. M., Dennehy, D., Metri, B., Buhalis, D., Cheung, C. M. K., Conboy, K., Doyle, R., Dubey, R., Dutot, V., Felix, R., Goyal, D. P., Gustafsson, A., Hinsch, C., Jebabli, I., … Wamba, S. F. (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 66, 102542. https://doi.org/10.1016/j.ijinfomgt.2022.102542

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 Education, 22(1), 823. https://doi.org/10.1186/s12909-022-03912-8

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Hege, I., Tolks, D., Adler, M., & Härtl, A. (2020). Blended learning: Ten tips on how to implement it into a curriculum in healthcare education. GMS Journal for Medical Education, 37(5), Doc45. https://doi.org/10.3205/zma001338

Li, K. C., Wong, B. T. M., Kwan, R., Chan, H. T., Wu, M. M. F., & Cheung, S. K. S. (2023). Evaluation of hybrid learning and teaching practices: The perspective of academics. Sustainability, 15(8), 6780. https://doi.org/10.3390/su15086780

Marougkas, 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. https://doi.org/10.3390/electronics12132832

Park, S., Hur, H. K., & Chung, C. (2022). Learning effects of virtual versus high-fidelity simulations in nursing students: A crossover comparison. BMC Nursing, 21(1), 100. https://doi.org/10.1186/s12912-022-00878-2

Pearson, N., Naylor, P.-J., Ashe, M. C., Fernandez, M., Yoong, S. L., & Wolfenden, L. (2020). Guidance for conducting feasibility and pilot studies for implementation trials. Pilot and Feasibility Studies, 6(1), 167. https://doi.org/10.1186/s40814-020-00634-w

Peisachovich, E., Da Silva, C., Penhearow, N. J., Sombilon, E. V., & Koh, M. (2020). Implementing virtual simulated person methodology to support the shift to online learning: Technical report. Cureus, 12(6), e8864. https://doi.org/10.7759/cureus.8864

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

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 Educator, 30(3), 1061–1068. https://doi.org/10.1007/s40670-020-01014-y

Villena-Taranilla, R., Tirado-Olivares, S., Cózar-Gutiérrez, R., & González-Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 35, 100434. https://doi.org/10.1016/j.edurev.2022.100434