C922 techproposal paper//- Curriculum technology proposal

Curriculum Technology Proposal Beth M. Lucca Western Governors University College of Health Professions Executive Summary Nursing education has come a long way in terms of technology. It has experienced a shift to incorporate and apply technology to change the way higher education is delivered for the advancement of the learner. This newer technology can help ensure learners to be successful in developing learning outcomes. Technology in nursing education can provide many benefits to the classroom that can include user-friendly access to course content, flexibility to assess information from any setting that has internet access, and offer learners ample resources to expand their critical thinking and autonomy. When we introduce technology into nursing education, it could change how we deliver content. This technology can synchronize the curriculum to benefit all learning styles to certify proficiency, achievement, and fortification of the future of nursing practice. A curricular needs assessment was done to control the inconsistencies in existing practice and current evidence-based practices connected to the implementation of nursing education. An analysis was done of stakeholders and critical evaluation of existing and past learning activities for a baseline assessment. These findings showed that the establishment of a curricular technology change, specifically, the Canvas platform, to the curriculum will be beneficial to learner success, institution status, and enrich the complete foundation of nursing education. Stakeholder alignment with the implementation of the Canvas platform, was obtained with the learners’ interest as the primary goal. These teaching modalities can assist the learner with achieving success through a well-developed, organized, and streamlined type of teaching that can enhance critical thinking with a higher-order cognitive function. These skills can prepare the learners to translate theory into clinical practice. Curriculum Technology Proposal Literature Review Credible Sources Refer to Appendix A: Table 1. Literature Review Summary Table. Nursing education has endured dramatic changes from the old-school traditional classroom setting. It is now a blended model of learning which combines not only textbooks and lectures, but also technology-based approaches to assist nurse educators. According to Dang, (2018), the establishment of technology-based approaches to nursing education has transformed higher education through the integration of Electronic Learning (e-learning). E-learning moves the attention on to the learners, and how they interrelate with the classroom, an active learning flipped-classroom approach. It permits the use of the internet and handheld devices such as laptops, tablets, or cellular phones. Advantages of utilizing an e-learning modality include access to educational materials through online reference libraries, flexibility to complete education in a mixed location, or entirely online, condensed resources associated with the costs of travel and encouraging performance outcomes for students. Positive cognitive impacts have evolved with the integration of Electronic learning and mobile application platforms, they may have modernized nursing education. There are real-life scenarios, virtual simulations that can be practice until confidence is achieved in a safe setting (Mainey, 2018). These safe, true to life scenarios have resulted in improved learning outcomes as opposed to the traditional learning approach for nursing education’s millennial group. E-learning can offer learners a chance to constantly revisit course content anywhere they may be. If an educator performs a new lab skill, with the utilization of e-learning, this can allow learners to view this video on demand. When course content is readily accessible to all learners with the click of a button, this can be beneficial to student learning outcomes (Lee, 2018). E-learning can be valuable to the nursing curriculum because information can swiftly and seamlessly be supplied to learners in real-time, and while they are on the go. Another asset to e- learning is that digital or electronic texts are easier to handle when compared to a traditional nursing text. E-learning can give flexibility to access course content, current standards have incorporated a blended-style of learning that provides engaging learning opportunities and encourages the growth of the student nurse (Foronda, 2017). With the technological developments in nursing education, nurse educators can always assess the current curriculum and modify lesson plans, course content, and learning objectives based on the requirements of the class. E-learning provides a prosperous environment for all learning styles to connect with the use of audio recordings, videos, and online articles. Recent trends in technology have advanced the educational environment to include all learning styles. This advancement has helped shape the current nursing profession which directly affects the quality and safety of patient care. Millennial students are unavoidably exposed to technological innovations, and nursing education should take advantage of these current trends to stimulate the greatest opportunities for learners’ total progress, achievement, and competency (Lemay, 2018). Needs Assessment A needs assessment is an efficient process of collecting data that is appropriate and sufficient to help generate an educational program that will address the needs and wants or gaps. First, we would need to identify the existing process of the current gap analysis. Secondly and thirdly, we need to identify the existing and desired outcomes. Fourthly, we need to identify what the gap is and identify the processes to bridge the gap. Lastly, we need to develop a plan to bridge the gap. Need-Gap Analysis In an evolving educational setting that is erupting with technological advances, a systematic method is essential to certify that nursing education is amply equipped with the developing technology needed to better train new graduates to make a successful switch. The systematic process used to distinguish the curricular technology required for this proposal was a survey or collaboration of stakeholders, and a significant evaluation of current and past learning activities. The collaboration of stakeholders and evaluation of current and past learning activities will serve as evidence to determine the current competencies of the nursing curriculum and verify the need or gap between the existing and preferred modalities. The collaboration of stakeholders will make inquiries about current practices, current knowledge, current skills, barriers, wants, and best practices of the establishment of a curricular technology transformation to the community and public health program. This important information will help to detect the gap to aid in devising a plan to amend the gap with the introduction of the new curricular technology change. The crucial evaluation of present and past curriculum and learning activities will also support in identifying the gap and where nurse educators can begin to use the curricular technology adjustment into the syllabus and conventional course design. Key stakeholder alignment supports a more efficient and important harmonization of a proposed change and provides an important foundation of action within the educational institution. With the interest of the educational institution and learners, stakeholders assemble and consider the internal workings of the nursing curriculum and perform a needs assessment for gaps between the current and best practices. Assessing the academic organization’s willingness for change starts with stakeholder support. Stakeholder alignment is crucial in following through with the proposed curriculum change. When all stakeholders agree with the proposed change, the team can begin assessing factors or forces that can impact the curriculum change (Fater, 2013). Administration. The administration’s part in the gap analysis is mainly to direct the executive functions of the new curricular technology proposal. While the administration will have the chief role in the monetary funding and allotment of resources, their buy-in as key stakeholders is crucial. I will be meeting with the administration in a face to face meeting to ensure the proposed change can be discussed thoroughly. Nurse educators. Nurse educators’ responsibility in the gap analysis is to offer awareness into the implementation of the curricular technology proposal. Nurse educators are needed on the frontline throughout the implementation of the latest curricular technology proposal. Their buy- in and feedback are linked to current practices, skills, knowledge, and opportunities for development and are vital to secure their buy-in for the changeover. I will initiate a meeting via zoom with the Nurse educators because this will ensure a better outcome and is easily accessible. Also, it will initiate the use of this potential technology to be implemented. Learners. Learners’ role in the gap analysis