C922
EMERGING bTECHNOLOGY bCURRICULUM bPROPOSAL
Emerging Technology Curriculum Proposal
Western Governors University
College of Health Professions
Executive Summary
As technology evolves, there are new ways to facilitate learning and meet individual
needs and learning styles. The use of technology has transformed the way teachers teach and
learners learn and ultimately influences how nurses’ practice. To use these resources effectively,
instructors must integrate technologies into the nursing curriculum based on evidence-based
educational principles and best practices, as well as address issues such as cost, access, and
student outcomes. Academic institutions must support and adopt technologies that will
challenge students to be critical thinkers, problem-solvers, and lifelong learners.
To successfully integrate these competencies into “The Role of the BSN Nurse in
Promoting Community Health” course, a literature review was conducted on the use of
technology in education. Academic stakeholders were identified as crucial to this proposal. A
needs assessment was performed to evaluate the current environment. Based on the needs gap
analysis and the input of stakeholders, the current curriculum lacked active learner participation
and critical action-based learning to maximize the development of affective, cognitive, and
psychomotor skills in students, crucial proficiencies for safe nursing practice.
This proposal recommends the implementation of Virtual Simulation as an active
learning method to maximize the development of clinical judgment, critical thinking, and
decision-making skills in a safe and controlled environment. The development of these crucial
,EMERGING bTECHNOLOGY bCURRICULUM bPROPOSAL b 2
nursing competencies ultimately contributes toward reducing clinical errors and improving the
safety and quality of health care, leading to positive patient outcomes.
Excluding this technology in this nursing curriculum creates an enormous gap as this
academic institution does not have the educational environment that supports the development of
these essential clinical competencies in the next generation of care providers.
Emerging Technology Curriculum Proposal
The use of technology has expanded the opportunities for instructors to shift from merely
transmitting information to passive learners and instead engage learners to become active
participants. As technology evolves, there are new ways to facilitate learning and meet
individual needs and learning styles.
To successfully integrate critical nursing competencies into “The Role of the BSN Nurse
in Promoting Community Health” course, a literature review was conducted on the use of
technology in education. Academic stakeholders were identified as crucial to this proposal and a
needs assessment was performed to evaluate the current environment. Based on the needs gap
analysis and the input of stakeholders, it was determined that the current curriculum lacked
active learner participation and critical action-based learning to maximize the development of
affective, cognitive, and psychomotor skills in students, crucial proficiencies for safe nursing
practice.
A force field analysis was completed to identify forces for and against this curriculum
technology proposal. Internal and external organizational factors that could facilitate or impede
the integration of the proposed technology were assessed. Potential barriers and resistance were
analyzed, and Lewin’s Change theory was the theoretical framework chosen to overcome these
challenges and for the integration and adoption of this emerging technology.
,EMERGING bTECHNOLOGY bCURRICULUM bPROPOSAL b 3
The bpurpose bof bthis bproposal bis bto brecommend ban bemerging btechnology, bvirtual
b simulation, bas ban bactive blearning bmethod bto bteach bclinical bjudgment, bcritical bthinking, band
b decision-making bskills bin ba bsafe band bcontrolled benvironment, band bto bintegrate bthis btechnology
b in b“The bRole bof bthe bBSN bNurse bin bPromoting bCommunity bHealth” bcourse. b bThe brationale bof
b this bproposal bis bto bsupport bthe bdevelopment bof bclinical bcompetencies bin bthe bnext bgeneration bof
b care bproviders band bcontribute bto bthe bsafety band bquality bof bpatient bcare bby busing bvirtual
b simulation bas ban beffective bpedagogical bstrategy bin bthe bcurrent beducational benvironment. b b b
Literature bReview
Credible bSources
Please brefer bto bAppendix bA: bTable b1
Summary bof bSources
Teaching bmethods bto bfacilitate blearning bin bnursing beducation bhas bcome ba blong bway bfrom
b the btraditional bin-person blecture bmethods. b bThe buse bof btechnology bhas bexpanded bthe
b opportunities bfor binstructors bto bshift bfrom bmerely btransmitting binformation bto bpassive blearners
b and binstead bengage blearners bto bbecome bactive bparticipants. b bAs btechnology bevolves, bthere bare
b new bways bto bfacilitate blearning band bmeet bindividual bneeds band blearning bstyles. b b
An bemerging btechnology bin bnursing beducation bis bthe buse bof bvirtual bsimulation, bwhich bis
b used bas ban bactive blearning bmethod bto bteach bclinical bjudgment, bcritical bthinking, band bdecision-
making bskills bin ba bsafe band bcontrolled benvironment. b bVirtual bsimulation bhas balso bbeen bshown bto
b increase blearner binteraction band bfeedback, bwhich braises bthe bperception bof bself-efficacy band
b satisfaction blevels b(Bastable, b2019). b bAs bPadilha, bMachado, bRibeiro, bRamos, b& bCosta b(2019)
b found bin btheir bstudy, bby bincorporating bproblem-based blearning bin ban binteractive band bdynamic
b environment blike bvirtual bsimulation, bthere bis ban bimprovement bin bclinical breasoning, bknowledge
, EMERGING bTECHNOLOGY bCURRICULUM bPROPOSAL b 4
b retention, band ban bincrease bin bsatisfaction bwith bthe blearning bexperience bamong bnursing bstudents. b
b virtual bsimulation bcombines bactive blearner bparticipation band bcritical baction-based blearning,
b which bmaximizes bthe bdevelopment bof baffective, bcognitive, band bpsychomotor bskills bin bstudents. b
b
To bmaximize bclinical bjudgment, bcritical bthinking, band bdecision-making bskills, bstudents
b must bhave bthe bopportunity bto bdeliberately bpractice band bimprove bthese bskills. b bVirtual bsimulation
b allows bstudents bto bpractice bin ba bsafe band bcontrolled benvironment bwhere bthey bcan bsee bthe
b consequences bof btheir bnursing binterventions. b bDeliberate bpractice balso bimproves bthe bstudent’s
b ability bto brecognize bemergent bclinical bpatterns bin bpatients band brespond bappropriately, band
b simulation bgives bstudents bnumerous bopportunities bto brecognize bthese btypes bof bsituations bin ba
b safe benvironment. b bStudents bcan bthen buse bthis bknowledge bto brecognize band bidentify bpatterns bin
b real-life bemergent bsituations bbased bon bthey bhave bexperienced bin bsimulation. b bAs bMabry, bLee,
b Roberts, b& bGarrett b(2020) banalyzed bin btheir bstudy, bthis blevel bof bdeliberate bpractice bis bdifficult
b to bachieve bin bclinical bor bwith bhigh-fidelity bsimulation bdue bto bfaculty bconstraints, bcost bissues,
b simulation bcenter bor bclinical bsites bavailability. bVirtual bsimulation boffers bstudents bthe
b opportunity bfor bdeliberate bpractice, bincrease bself-efficacy bthrough bcognitive bcapabilities, band
b experience bnursing berrors bin ba bsafe benvironment. b bThis brecognition bof bpatterns bin ba bclinical
b setting bcan bimprove bpatient boutcomes, bwhich bis bwhy bdeliberate bpractice bwith bthe buse bof bvirtual
b simulation bis brecommended bto bprepare blearners bto bidentify band brespond bto bemergent bsituations.
Even bthose bacademic binstitutions bthat bhave bhigh-fidelity bsimulation, bvirtual bsimulation
b can bcontribute bto ba bmore bengaged bstudent bbefore bparticipating bin bhigh-fidelity bsimulations,
b which bcombines bthe bcomponents bof bcollaboration, bcommunication, bdelegation, bclinical bskills,
b and bteamwork. b bVirtual bsimulation balso boffers ba bsolution bto bmitigate bclinical bplacement bissues
b that bmany bacademic bfacilities bmay bhave bin bthe bfield bof bmental bhealth, bobstetrics, band bpediatrics,
EMERGING bTECHNOLOGY bCURRICULUM bPROPOSAL
Emerging Technology Curriculum Proposal
Western Governors University
College of Health Professions
Executive Summary
As technology evolves, there are new ways to facilitate learning and meet individual
needs and learning styles. The use of technology has transformed the way teachers teach and
learners learn and ultimately influences how nurses’ practice. To use these resources effectively,
instructors must integrate technologies into the nursing curriculum based on evidence-based
educational principles and best practices, as well as address issues such as cost, access, and
student outcomes. Academic institutions must support and adopt technologies that will
challenge students to be critical thinkers, problem-solvers, and lifelong learners.
To successfully integrate these competencies into “The Role of the BSN Nurse in
Promoting Community Health” course, a literature review was conducted on the use of
technology in education. Academic stakeholders were identified as crucial to this proposal. A
needs assessment was performed to evaluate the current environment. Based on the needs gap
analysis and the input of stakeholders, the current curriculum lacked active learner participation
and critical action-based learning to maximize the development of affective, cognitive, and
psychomotor skills in students, crucial proficiencies for safe nursing practice.
This proposal recommends the implementation of Virtual Simulation as an active
learning method to maximize the development of clinical judgment, critical thinking, and
decision-making skills in a safe and controlled environment. The development of these crucial
,EMERGING bTECHNOLOGY bCURRICULUM bPROPOSAL b 2
nursing competencies ultimately contributes toward reducing clinical errors and improving the
safety and quality of health care, leading to positive patient outcomes.
Excluding this technology in this nursing curriculum creates an enormous gap as this
academic institution does not have the educational environment that supports the development of
these essential clinical competencies in the next generation of care providers.
Emerging Technology Curriculum Proposal
The use of technology has expanded the opportunities for instructors to shift from merely
transmitting information to passive learners and instead engage learners to become active
participants. As technology evolves, there are new ways to facilitate learning and meet
individual needs and learning styles.
To successfully integrate critical nursing competencies into “The Role of the BSN Nurse
in Promoting Community Health” course, a literature review was conducted on the use of
technology in education. Academic stakeholders were identified as crucial to this proposal and a
needs assessment was performed to evaluate the current environment. Based on the needs gap
analysis and the input of stakeholders, it was determined that the current curriculum lacked
active learner participation and critical action-based learning to maximize the development of
affective, cognitive, and psychomotor skills in students, crucial proficiencies for safe nursing
practice.
A force field analysis was completed to identify forces for and against this curriculum
technology proposal. Internal and external organizational factors that could facilitate or impede
the integration of the proposed technology were assessed. Potential barriers and resistance were
analyzed, and Lewin’s Change theory was the theoretical framework chosen to overcome these
challenges and for the integration and adoption of this emerging technology.
,EMERGING bTECHNOLOGY bCURRICULUM bPROPOSAL b 3
The bpurpose bof bthis bproposal bis bto brecommend ban bemerging btechnology, bvirtual
b simulation, bas ban bactive blearning bmethod bto bteach bclinical bjudgment, bcritical bthinking, band
b decision-making bskills bin ba bsafe band bcontrolled benvironment, band bto bintegrate bthis btechnology
b in b“The bRole bof bthe bBSN bNurse bin bPromoting bCommunity bHealth” bcourse. b bThe brationale bof
b this bproposal bis bto bsupport bthe bdevelopment bof bclinical bcompetencies bin bthe bnext bgeneration bof
b care bproviders band bcontribute bto bthe bsafety band bquality bof bpatient bcare bby busing bvirtual
b simulation bas ban beffective bpedagogical bstrategy bin bthe bcurrent beducational benvironment. b b b
Literature bReview
Credible bSources
Please brefer bto bAppendix bA: bTable b1
Summary bof bSources
Teaching bmethods bto bfacilitate blearning bin bnursing beducation bhas bcome ba blong bway bfrom
b the btraditional bin-person blecture bmethods. b bThe buse bof btechnology bhas bexpanded bthe
b opportunities bfor binstructors bto bshift bfrom bmerely btransmitting binformation bto bpassive blearners
b and binstead bengage blearners bto bbecome bactive bparticipants. b bAs btechnology bevolves, bthere bare
b new bways bto bfacilitate blearning band bmeet bindividual bneeds band blearning bstyles. b b
An bemerging btechnology bin bnursing beducation bis bthe buse bof bvirtual bsimulation, bwhich bis
b used bas ban bactive blearning bmethod bto bteach bclinical bjudgment, bcritical bthinking, band bdecision-
making bskills bin ba bsafe band bcontrolled benvironment. b bVirtual bsimulation bhas balso bbeen bshown bto
b increase blearner binteraction band bfeedback, bwhich braises bthe bperception bof bself-efficacy band
b satisfaction blevels b(Bastable, b2019). b bAs bPadilha, bMachado, bRibeiro, bRamos, b& bCosta b(2019)
b found bin btheir bstudy, bby bincorporating bproblem-based blearning bin ban binteractive band bdynamic
b environment blike bvirtual bsimulation, bthere bis ban bimprovement bin bclinical breasoning, bknowledge
, EMERGING bTECHNOLOGY bCURRICULUM bPROPOSAL b 4
b retention, band ban bincrease bin bsatisfaction bwith bthe blearning bexperience bamong bnursing bstudents. b
b virtual bsimulation bcombines bactive blearner bparticipation band bcritical baction-based blearning,
b which bmaximizes bthe bdevelopment bof baffective, bcognitive, band bpsychomotor bskills bin bstudents. b
b
To bmaximize bclinical bjudgment, bcritical bthinking, band bdecision-making bskills, bstudents
b must bhave bthe bopportunity bto bdeliberately bpractice band bimprove bthese bskills. b bVirtual bsimulation
b allows bstudents bto bpractice bin ba bsafe band bcontrolled benvironment bwhere bthey bcan bsee bthe
b consequences bof btheir bnursing binterventions. b bDeliberate bpractice balso bimproves bthe bstudent’s
b ability bto brecognize bemergent bclinical bpatterns bin bpatients band brespond bappropriately, band
b simulation bgives bstudents bnumerous bopportunities bto brecognize bthese btypes bof bsituations bin ba
b safe benvironment. b bStudents bcan bthen buse bthis bknowledge bto brecognize band bidentify bpatterns bin
b real-life bemergent bsituations bbased bon bthey bhave bexperienced bin bsimulation. b bAs bMabry, bLee,
b Roberts, b& bGarrett b(2020) banalyzed bin btheir bstudy, bthis blevel bof bdeliberate bpractice bis bdifficult
b to bachieve bin bclinical bor bwith bhigh-fidelity bsimulation bdue bto bfaculty bconstraints, bcost bissues,
b simulation bcenter bor bclinical bsites bavailability. bVirtual bsimulation boffers bstudents bthe
b opportunity bfor bdeliberate bpractice, bincrease bself-efficacy bthrough bcognitive bcapabilities, band
b experience bnursing berrors bin ba bsafe benvironment. b bThis brecognition bof bpatterns bin ba bclinical
b setting bcan bimprove bpatient boutcomes, bwhich bis bwhy bdeliberate bpractice bwith bthe buse bof bvirtual
b simulation bis brecommended bto bprepare blearners bto bidentify band brespond bto bemergent bsituations.
Even bthose bacademic binstitutions bthat bhave bhigh-fidelity bsimulation, bvirtual bsimulation
b can bcontribute bto ba bmore bengaged bstudent bbefore bparticipating bin bhigh-fidelity bsimulations,
b which bcombines bthe bcomponents bof bcollaboration, bcommunication, bdelegation, bclinical bskills,
b and bteamwork. b bVirtual bsimulation balso boffers ba bsolution bto bmitigate bclinical bplacement bissues
b that bmany bacademic bfacilities bmay bhave bin bthe bfield bof bmental bhealth, bobstetrics, band bpediatrics,
