NURSING MS C922 Emerging Trends and Challenges in 21st Century Nursing Education,100% CORRECT

NURSING MS C922 Emerging Trends and Challenges in 21st Century Nursing Education Curriculum Technology Proposal Western Governors University College of Health Professions Executive Summary Nursing education has undergone a paradigm shift to integrate and implement technology to revolutionize the delivery of higher education to enhance the learning experience, ensure learner success, and improve learning outcomes. Technology in nursing education provides numerous advantages to the classroom setting including ease of access to course content, flexibility to review material from any location that has internet services and provide learners ample amount of resources to develop critical thinking, autonomy, and a higher order of thinking. The introduction of technology into nursing education has modernized the modes of instruction by standardizing curriculum which is tailored to benefit all learning styles to ensure competency, success, and enhancement of the future of nursing practice. A precisely organized and methodical curricular needs assessment was performed to determine the differences in current practice or knowledge and current evidence-based best practices related to the implementation of nursing education via survey of stakeholders and critical evaluation of current and prior learning activities for baseline information. Findings suggested that the introduction of a curricular technology change, namely, the Lippincott Solution platform, to the curriculum will be beneficial to learner success, institution reputation, and enhance the overall infrastructure of nursing education within this institution. Stakeholder alignment with the implementation of the Lippincott Solution platform was obtained with the interest of providing learners with the best possible chance of success through streamlined, standardized, and evidence-based modalities of teaching that assists learners with superior skill acquisition, development of critical thinking, and higher order cognitive functioning to prepare them to translate theory to practice. Literature Review Credible Sources Refer to Appendix A: Table 1. Literature Review Summary Table. Summary of Sources Nursing education has undergone a paradigm shift from the traditional classroom setting to a blended model of learning which incorporates not only textbooks and lectures, but also technology-based methods to assist nurse educators in providing excellent learning experiences for all learners across the spectrum. According to Raoufi, Manoochehri, Zarifsanaiey, & Nikravanmofrad (2020), the introduction of technology-based methods to nursing education has revolutionized higher education through the incorporation of Electronic Learning (e-learning). E- learning shifts the focus on to the learners, and how they interact with the classroom, nurse educators, and educational setting through the internet and handheld devices such as laptops, tablets, or even cellphones. Benefits of utilizing an e-learning modality include the easy access to educational materials through online libraries, flexibility to complete education in a blended setting, or completely online, reduced resources related to travel and commute costs, and positive performance outcomes for learners. Qiu (2019) and Voutilainen, Saaranen, & Sormunen (2017) concur that e-learning and mobile application platforms “have been found to have primarily positive cognitive impacts, have revolutionized nursing education,” and have resulted in better learning outcomes versus the conventional learning approach for nursing education’s millennial group. E-learning can provide learners an opportunity to continuously revisit course content either in their educational institution’s library, or the comfort and convenience of their own home. For example, if the nurse educator performs a particular skill in the skills lab, utilization of e-learning in to nursing curriculum can allow learners to view videos on nursing skills remotely with their laptops, mobile phones, or tablets, where they may be able to make more meaningful connections with the material, and take the time to write down steps to a procedure. Essentially, having course content available to all learners with the click of a button can be advantageous to student learning outcomes and the future of nursing practice as a whole. E-learning can be advantageous to nursing curriculum because information can quickly and seamlessly be provided to learners in real time, and while on the go. It is no myth that nursing textbooks can be quite cumbersome to carry around due to the sheer size of each individual book. Fox (2019) purports that providing learners with an e-learning platform gives learners the flexibility to access course content, since education has undergone the paradigm shift which now encourages a blended learning environment, to provide learners with a plethora of learning opportunities that are engaging, thought provoking, and fosters an environment that encourages growth as a student nurse. With the ushering in of technological advances in nursing education, nurse educators can continuously assess current curriculum and adjust lesson plans, course content, and learning objectives based on the needs of the entire class. For example, e-learning provides a rich environment for all learning styles to engage and flourish in with the use of videos, audio recordings, online articles, and visual aids. Fox (2019) and Elbasuony, Gangadharan, Janula, Shylaja, & Gaber (2018) concur that current trends in a technologically advanced educational environment, caters to all learning styles, and in actuality, has shaped nursing into a noble profession, which ultimately impacts the quality and safety of patient care. The new millennium of nursing students are inevitably exposed to technological advances, and nursing education should therefore capitalize on these advances, to provide learners with situations which utilize evolving technologies that promote the best opportunities for learners’ overall growth, success, and competency. Knowledge Gaps The paradigm shift to incorporate technology into nursing curriculum provides learners with more creative and innovative learning opportunities and promotes evidence-based practices with easy access to materials and up-to-date information. This shift is revolutionizing how nurse educators design, develop, and deliver nursing education. However, as the nurse educator’s pedagogical designs of teaching continue to evolve, nurse educators and learners alike may experience gaps in the use of the new emerging technology. Nurse educators and learners will have to adapt to the different knowledge gaps, skill gaps, or practice gaps that accompany the new technological advances. The current gap in the community health course is that there is no e- learning or mobile learning instruction present in the current curriculum to ensure all learners obtain a successful and meaningful grasp of community and public health nursing material. Raoufi et al., (2020) purport that knowledge, skill, or practice gaps from the implementation of technology in to nursing curricula may require more seasoned nurse educators who may not have incorporated technology into their instructional arsenal may have to essentially relearn how to create new and innovative modalities of teaching. Fox (2019) concurs that a learning curve may present itself as an opportunity for seasoned nurse educators to bridge the knowledge, skill, or practice gaps that accompany the technological advances by incorporating the use of web-based learning activities, online learning materials, and an online classroom portal. Voutilainen et al., (2017) assert that not only nurse educators may be subjected to the knowledge, skills, and practice gaps which follow the implementation of technology in to nursing curriculum. Learners may also experience a learning curve to the use of technology if they were not raised during the era of technological advances (Voutilainen et al., 2017). Younger generations of nursing learners who grew up during the time of computer instruction in school, smart mobile phones, and smart cars may be more adept at utilizing technology while in school. However, the educational settings have also taken a paradigm shift to include the adult learner who may be re-specializing in to nursing as a second career and may not be as comfortable with the use of a computer or online classes. Elbasuony et al., (2018) purport a vast multitude of educational institutions have made the shift to offer hybrid courses to allow the adult learner the flexibility to continue to provide for their families while obtaining an education. Nursing education has incorporated technology into instruction through the use of online classroom portals such as the Blackboard, where nurse educators can post pertinent class information, class lecture PowerPoints, videos, links to articles, discussion boards and many more. Technological advances have also allowed nurse educators to provide virtual reality simulations for learners to practice their clinical and decision- making skills in high fidelity situations in a safe and controlled environment without putting a patient in danger. Virtual reality simulations allow learners to provide care and in-turn can provide learners with real time constructive feedback to help them improve. Technology has also provided the use of manikins in the simulation lab that nurse educators can program to interact with learners, while exhibiting normal and abnormal signs and symptoms, and allow learners an opportunity to provide care, under the direction and supervision of the nurse educator. Live simulations with a manikin allow learners to practice hands-on skills in a safe and controlled environment. Live simulations in the skills labs are usually video and audio recorded to allow learners to review the playback and reflect on what went well, and on opportunities for them to improve. Qiu (2019) purports that technological advances allow nurse educators and learners to communicate easily in real time without having to actually be on campus which make the use of technology very convenient. For example, if a learner is on a break at work and is working on an assignment and has a question, the learner can send a message via e-mail or the classroom portal to get in contact with the nurse educator. As such, nurse educators can design the classroom portal to have a discussion board or question board where learners can communicate with one another and use each other as a resource if they are unclear on an assignment. Gap Analysis Process Raoufi et al., (2020) purport that a curricular technology needs assessment involves a precisely organized and methodical process of ascertaining appropriate information that is commensurable to the development of a highly competent and effective educational program that addresses the needs of the institution, nursing education, nursing learners, and future of nursing practice as a whole. The information obtained from the needs assessment provides nurse educators with critical data that can be used to perform a gap analysis to determine the differences in current practice or knowledge and current evidence-based best practices related to the implementation of nursing education. Need-Gap Analysis In an inevitably changing arena filled with evolving emerging technological advances and overly saturated undergraduate nursing curricula, a methodical and systematic approach is required to ensure that nursing education is adequately equipped with the emerging technology needed to prepare new graduates to make the successful transition from learner to practicing nurse. The methodical and systematic process used to identify the curricular technology need for this proposal was a survey or collaboration of stakeholders, and a critical evaluation of current and prior learning activities. The survey or collaboration of stakeholders and evaluation of current and prior learning activities will serve as data to ascertain the currently existing capabilities of nursing curriculum and determine the need or gap between the current modality and the desired modality. The survey or collaboration of stakeholders will inquire current practices, current knowledge, current skills, current barriers or gaps, current wants and best practices in relation to the introduction of a curricular technology change to the community and public health course. This vital information will help to identify the gap to assist in formulating a plan to ameliorate the gap with the introduction of the new curricular technology change. The critical evaluation of current and prior curriculum and learning activities will also help to identify the gap and where nurse educators can begin to implement the curricular technology change into the syllabus and overall course design. Stakeholders According to Caldwell (2016), key stakeholder alignment promotes for more effective and decisive coordination of a proposed change and serves as an imperative precursor to action within the educational institution or population for which it serves. With the direct interest of the educational institution and learners in mind, stakeholders congregate and contemplate the inner workings of nursing curriculum and perform a needs assessment for gaps between the current practice and the best practice. Stakeholder alignment is essential in following through with the proposed curriculum change. Assessing the academic organization’s readiness for change begins with stakeholder alignment. Once all stakeholders are in agreeance with the proposed change, the team can then begin assessing factors or forces that can influence, bring about, or hinder the curriculum change. Administration. Administration’s role in the gap analysis are mainly to oversee the bureaucratic functions of the new curricular technology proposal. Since administration will have a role in the financial backing and allocation of resources, their buy-in as key stakeholders is required. Nurse educators. Nurse educators’ role in the gap analysis are to provide insight on the implementation of the curricular technology proposal. Since nurse educators will be on the frontline during the implementation of the new curricular technology proposal, their buy-in and input related to current practices, knowledge, skills, and opportunities to for growth must be taken into account to gain their buy-in for the change. Learners. Learners’ role in the gap analysis are also to provide insight on current curriculum and teaching modalities, new and emerging trends in technologies, and their input regarding the implementation of a curricular technology change. Learners range in ages, and those learners who grew up during the time of technological advances may be more adept and show more of an affinity towards the implementation versus learners who may be older in age and are used to a more traditional approach to education. All learner’s input must be taken into consideration before implementing such a big change. Information technology specialists. Information technology specialists’ (ITS) role in the gap analysis is to provide insight on the technological aspects of the curricular technology proposal. ITS provide specialized assistance toward the implementation, monitoring, and maintenance of the new software. Since the ITS will be ensuring a smooth transition of the implementation of the curricular technology proposal, their buy-in is essential in order to keep technical security and functions operational. Staff developers. Staff developers’ role in the gap analysis is to provide insight required to create cohesion between nurse educator implementation practices and the alignment of curriculum. Staff developers can also assist with the implementation of the new curricular technology change to assist more seasoned nurse educators, who may not be as adept to the use of technology in their classroom, become acclimated to the new culture. Staff developers are essential in ensuring a smooth transition from the paper and pencil educator, to including internet, computer and a plethora of teaching resources for the nurse educator. Methods of Collaboration Collaboration via communication is the first step in implementing a change. According to Kotter, Cohen, & Hoover (2004), positive outcomes and ease of transition into the new curricular technology change occurs only when all members of the interprofessional team are provided with evidence-based data regarding the change before the actual change occurs. The interprofessional team will be responsible for communicating and collaborating with one another to work toward the common goal of successful implementation of the curricular technology proposal. Therefore, to ensure a successful implementation of the curricular technology proposal, weekly meetings and emails can be utilized as methods of collaboration with the interprofessional team. Weekly meetings. Weekly meetings would be utilized as a means of checking-in with the interprofessional team, and essentially a means of holding the team accountable for their roles in the successful implementation of the curricular technology proposal. Meetings can take place either in person, via video conference, or via phone conference. At the weekly meetings, members of each discipline can present and collaborate their ideas and works to the rest of the team. After each discipline has presented their contribution to the proposal, the interprofessional team can provide insight on the presentation and provide recommendations and words of encouragement to one another. Weekly meetings can also be utilized as an open forum to discuss the team’s questions, thoughts, or concerns related to the proposal. Open lines of communication, without judgement and ridicule fosters an environment for effective team unity, collaboration, and ultimately, successful implementation of the curricular technology change. Tech Tools/E-mails. Utilization of tech tools and e-mails would be utilized as another means of checking-in with the interprofessional team and another means of holding one another accountable toward the common goal and foster an environment of effective collaboration. For example, the team can utilize an online format such as Google Docs to save their works, and allow team members to view, comment, and modify their contributions toward the proposal. As with the weekly meetings, team members can use the tech tools or emails to keep each other updated and also encourage team members to keep up the great work. This method will be effective because team members can utilize the e-mail and Google Docs to contact one another should any pressing issues arise during the proposal development. Team members can use the emails to continuously celebrate each small victory or milestone and allows areas where learning or growth can take place all while encouraging one another and fostering an effective collaboration culture. Current Technologies Table 2. Curriculum Technology Need-Gap Analysis Current Curriculum Technology Desired Curriculum Technology Need-Gap Action Steps to Meet the Need-Gap Textbook and printed journal articles Zoom for education virtual meetings, webinars, conferences, and messaging. Zoom for education training for entire institution and learners. 1. Purchase Zoom for Education software 2. Information Technology Specialist training 3. Institution wide training 4. Learner training 5. Annual zoom for education trainings for institution Textbook and printed journal articles Lippincott Solutions platform for evidence- based learning through virtual simulations, test banks, flipped classroom features, blended learning, and valuable study resources Lippincott Solutions platform products and training. Need for simulations for real life experiences in safe environment. Does not foster interdisciplinary team collaboration. Does not promote critical thinking. 1. Purchase Lippincott Solutions platform 2. Information Technology Specialist training 3. Institution wide training 4. Learner training 5. Annual Lippincott Solutions platform trainings for institution Zoom for education. Zoom for Education provides educators the opportunity to provide a modernized distance and e-learning environment through interactive video communications for a collaborative classroom experience for the Role of the BSN in Promoting Community Health course. Advantages of incorporating or applying the Zoom for Education platform into the nursing curriculum include increased student engagement and learning, virtual and hybrid class capabilities, cost effectiveness, and emergency preparedness and system-wide notification capabilities. Increased student engagement and learning via virtual tutoring, advising, office hours, and mentoring provide all learners the opportunity to learn anywhere, anytime. The e- learning platform provided by the Zoom for Education is advantageous because it can reduce training costs to the institution, increase productivity, standardize training for staff and learners, provide access to real-time information, and around the clock access to learning resources for everyone, no matter where they are as long as they have access to internet. Disadvantages of Zoom for Education in the nursing curriculum may arise if learners and staff do not have adequate resources to access the Zoom for Education platform. For example, not all learners come from affluent communities and homes where resources are limitless. Many of the learners are now adult learners who may only have limited resources and would have to pay rent before the internet bill and would not be able to access the resources online. Another disadvantage of Zoom for Education could possibly be the learning curve that comes with any new process change. Seasoned nurse educators and learners alike may have to put in extra time to focus on and review the standardized trainings in order to master how to navigate and utilize the Zoom for Education platform. Lippincott solutions platform. Lippincott Solutions platform provides institutions and educators the opportunity to provide a streamlined, standardized, and more efficient way to maximize learning resources for the Role of the BSN in Promoting Community Health course. Advantages of incorporating or applying the Lippincott Solutions platform is that it can enhance the learning process by providing learners with access to evidence-based curriculum, providing educators templates to standardize curriculum design, encourages a flipped classroom model for learners to take control of how they learn, and provides competency and completion reports for learners and staff to monitor progression throughout the course. Lippincott Solutions platform can also increase both faculty and learner confidence in evidence-based materials and provides virtual simulations and unfolding case studies to strengthen nursing prowess. Disadvantages of the Lippincott Solutions platform may arise if learners, as previously discussed, do not have adequate internet resources, or access to internet to maximize the resources provided by Lippincott. Nurse educators and learners may also be limited to the amount of time they have access to the platform due to regularly scheduled website maintenance and upgrades. Another disadvantage of the Lippincott Solutions platform could possibly be the learning curve that comes with any new process change. Seasoned nurse educators and learners alike may require extra time to focus on and review the standardized trainings in order to master how to navigate and utilize the Lippincott Solutions platform for maximum efficiency. Technology Challenges The current state of technology for “The Role of the BSN Nurse in Promoting Community Health” is lacking in innovation, modernization, and technological advances. Although traditional nursing education has been quite successful for centuries without the use of technology, advances in bedside practices and healthcare require the Registered Nurse’s role at the bedside to be more autonomous and specialized in skill set. As such, undergraduate nursing curricula has become more heavily saturated in content and require nurses to critically think and be able to translate theory to practice. Limiting the current state of technology for “The Role of the BSN Nurse in Promoting Community Health” course to textbook readings and printed journal articles can impose challenges on not only the learning environment, but learner success. Challenges include cost of the textbook, size of the textbook, and limitations of textbook and journals. Cost of textbook. Most learners do not come from affluent backgrounds and may not be able to afford the rising costs of nursing textbooks and supplemental course necessities. Size of textbook. Having to remember to actually bring the textbook in addition to other required items to lecture every time is quite cumbersome, especially with the massive size of the books. Limitations of textbook/journals. Providing learners with only textbooks and printed journal articles to help them master course content does not cater to all learning styles. Overcoming Challenges In order to overcome the aforementioned challenges, “The Role of the BSN Nurse in Community Health” is to allow implementation the curricular technology change into the course. For example, the Lippincott Solutions platform can prove to be advantageous to the learning process, learner success, and enhance the infrastructure of the nursing curriculum for the institution. Cost of textbook. Learners already pay a substantial amount of money to attend college. From personal experience, nursing texts, or science-based texts in general, are ridiculously overpriced. Implementing the Lippincott Solutions platform provides learners with free online access to textbooks and supplemental resources which can already be factored into their tuition costs can help overcome this challenge of cost. Size of textbook. Learners already have to carry an obscene number of items to class every day. Implementing the Lippincott Solutions platform will allow learners to flexibility and option leave their textbook at home and access a digital textbook and any other required resource online through the platform. Learners can print the chapters required for the day’s lecture prior to coming to class if they wish, or they can follow along the lecture via the online text. Limitations of textbook/journals. Current curriculum design for this class incorporates only use of the textbook and printed journal articles for learners to use as resources. The Lippincott Solutions platform can provide learners with so much more engaging, thought provoking, and meaningful exercises. Moreover, limiting curriculum to textbooks and journal articles do not promote the learning experience and success for all learning styles. For example, assigning a chapter for the class to read may seem like an easy task for a visual learner. However, an auditory learner may not be able to pick up the material as fast as their visual learner counterpart in such a modality. The Lippincott Solutions platform provides evidence-based resources that cater to all learning styles to ensure learner success. For example, virtual simulations can be used for all learners. Learners will have to read the scenario, or can play the scenario while watching it, and then interact accordingly. Summary of Findings As previously discussed, the current state of technology for “The Role of the BSN Nurse in Promoting Community Health” is lacking in innovation, modernization, and technological advances. Current curriculum for the class incorporates only textbook readings and printed articles from the nurse educator. Depending on textbooks and printed journal articles for learners to obtain competence in the material is not only providing learners a disservice, but also the communities in which they will be working. Nursing curricula is developed to provide learners with not only foundational nursing knowledge, but also hands-on practical experiences which assist them navigate the learning process with the development of critical thinking and translation of theory to practice. In order to facilitate meaningful activities for learners, nursing curricula should include educational technology via a wide variety of evidence-based simulations, case studies, and a combination of higher cognitive learning formative and summative assessments, to foster an enriching and effective learning environment that meets all the learning needs and educational goals of nursing learners. Upon completion of the curricular technology needs assessment, findings suggest that the implementation of e-learning via the Lippincott Solutions platform can meet the learning needs of learners and provide them with a multitude of resources and opportunities for success. Lippincott Solutions platform provides learners with evidence-based learning activities that promote critical thinking, empower learners, and improve competency through standardized and streamlined curriculum according to national nursing guidelines. Lippincott Solutions platform purveys opportunities for all learning types to succeed and gain competency in the material provided. For example, nursing learners must foster and grow their critical thinking and clinical decision-making abilities to be successful as entry level nurses in the field. Lippincott Solutions has proven to be effective in meeting the learning needs of all students by providing resources such as virtual simulations and online case studies which unfold and adapt to the situation based on learner responses. Textbooks and printed online journals can not provide that higher level of cognitive function and learning that Lippincott Solutions can provide. Moreover, findings suggest that the overall flexibility and ease of access to the online resources are effective in meeting learning needs because learners can access course content and resources outside of the classroom setting, and practice in the comfort of their own home if needed. Collaboration with stakeholders. According to Bosch and Mansell (2015), collaboration and cohesion among stakeholders has been shown to improve project outcomes and promote collective actions toward common goals when attempting to implement a major change. As previously discussed, Caldwell (2016) purports that key stakeholder alignment promotes for more effective and decisive coordination of a proposed change and serves as an imperative precursor to action within the educational institution or population for which it serves. Stakeholder alignment is essential in following through with the proposed curricular technology change. Before collaboration on the project can occur, it is imperative that the group possesses a shared understanding with clear roles and goals for the project, an egalitarian functioning team, cooperation from all members, an interdependent team, and a synergistic approach toward the end goal of implementing the curricular technology change. In collaborating with key stakeholders to reach a consensus on a single emerging technology, the project teams met to discuss each respective disciplines’ readiness for the curriculum proposal. In the first meeting, results of the aforementioned survey or collaboration of stakeholders, and a critical evaluation of current and prior learning activities were reviewed and discussed. As previously discussed, the survey or collaboration of stakeholders and evaluation of current and prior learning activities served as data to ascertain the currently existing capabilities of nursing curriculum and determine the need or gap between the current modality and the desired modality. Each project team was able to discuss their perspectives on current practices, current knowledge, current skills, current barriers or gaps, current wants and best practices in relation to the introduction of a curricular technology change to the community health course. Each project team was also able to provide expert opinions, feedback, and any oppositions in the first meeting as well. Administration. As previously discussed, since administration’s role in the gap analysis was mainly to oversee the bureaucratic functions of the new curricular technology proposal, their main concern was the initial expenses and allocation of resources to see the project into fruition. Administration was concerned with overall costs to train staff and students with the use of the new technology, and how the productivity would be maintained during the transition. It was acknowledged that the initial expenses may be substantially higher, however it was also explained to administration that the difference in monetary gain over time will more than make up for the loss. In response to the productivity concern, administration was advised that instruction would continue as usual, and they were also briefed on some of the accredited, standardized, and streamlined content that Lippincott Solutions had to offer the institution, in addition to the success rates that utilizing Lippincott Solutions has had for other institutions and healthcare facilities. After careful consideration, administration voted to implement the Lippincott Solutions because their academic reputation, accreditation, meeting the needs of learners, and dedication to produce competent BSN prepared nurses for the community outweigh the bureaucratic fallacies of the institution as a for-profit business. Nurse educators. As previously discussed, since the nurse educators’ role in the gap analysis was to provide insight on the implementation of the curricular technology proposal, their main concern was the time it takes to learn and implement the technology, and pushback from the more seasoned nurse educators who have been teaching with minimal use technology. It was acknowledged that training for the new technology will be intensive as well as extensive, however, it was also explained to the nurse educators that ample trainings, superusers, and troubleshooting guides will be available to them whenever they need it. Nurse educators were also briefed on some the accredited, standardized, and streamlined content that Lippincott Solutions had to offer the institution, in addition to the success rates that utilizing Lippincott Solutions has had for other institutions and healthcare facilities. A review of the curricula, simulations, case studies, and many other resources were introduced to the nurse educators as a means to show them that they no longer have to develop their own curriculum for their individual classes. Lippincott offers institutions a standardized, evidence-based curricula that the institution can use as a skeleton when developing class structures. After careful consideration, nurse educators voted to implement the Lippincott Solutions because their accreditation, meeting the needs of learners, providing an exceptional learning experience, and dedication to produce competent BSN prepared nurses for the community is the reason why they became educators in the first place. Learners. As previously discussed, since the learners’ role in the gap analysis was also to provide insight on current curriculum and teaching modalities, new and emerging trends in technologies, and their input regarding the implementation of a curricular technology change. Learners’ main concerns were the learning curve for vast ranges in age among the learning population and costs toward tuition with the transition. It was acknowledged that those learners who grew up during the time of technological advances may be more adept and show more of an affinity towards the implementation versus learners who may be older in age and are used to a more traditional approach to education, however it was explained to them that ample trainings, and access to information technology specialists would be available to them. A brief review of the resources available to them to help them prepare for NCLEX and practice as a nurse was provided to them so they may see how the implementation of the Lippincott Solutions could benefit them and ensure overall learner success with the products. Convenience and flexibility with the use of the resources was also discussed with the learners. It was also explained to learners that the cost for the transition would already be factored into their tuition and they would no longer have to procure their nursing texts since Lippincott provides e-book versions of their text. After careful consideration, learners voted to implement the Lippincott Solutions because their learning needs and experiences were being met with the implementation of the Lippincott Solutions. Information technology specialists. As previously discussed, information technology specialists’ (ITS) role in the gap analysis was to provide insight on the technological aspects of the curricular technology proposal. ITS main concern was the usability and compatibility with the current technology that the institution already has. Major concerns over the use transition to the new technology were related to if the Lippincott Solutions would be able to be used on the current Microsoft Windows platform that the institution was utilizing currently. It was explained to the ITS that Lippincott Solutions is usable and compatible with both Windows and MAC platforms, and the transition will be seamless. It was also explained to ITS that ample training will be afforded to them in relation to the new technology. After careful consideration, ITS voted to implement the Lippincott Solutions because ease of transition. Staff developers. As previously discussed, staff developers’ role in the gap analysis was to provide the insight required to create cohesion between nurse educator implementation practices and the alignment of curriculum. The main concern of the staff developers was training time for themselves as well as nurse educators. Since the staff developers would be working with new hires, they wanted to ensure that they had adequate training on the use of the new technology so that the orientation and on-boarding process would flow with ease. The staff developers were ensured that they would have adequate training and support during the transition as well. After careful consideration, staff developers voted to implement the Lippincott Solutions because their accreditation, meeting the needs of institution and learners, providing an exceptional learning experience, and dedication to produce competent BSN prepared nurses for the community is the reason why they became staff developers in the first place. Force Field Analysis Assessment After careful collaboration with the stakeholders and project team, a general consensus for the implementation of the Lippincott Solutions as the emerging technology was achieved. Table 3. Organizational Readiness for Curriculum Proposal Organizational Factors Organizational factors that may facilitate or impede the implementation of the curricular technology change include both internal and external factors. Internal factors. An organizational internal factor which may impede implementation of the curricular technology change is the budgetary constraints for the fiscal year. In addition to purchasing the technology, the institution will have to ensure that there are adequate monetary resources to fund the transition, including trainings, software installations and upgrades, and adequate amount of resources such as back up computers. Another internal organizational factor which may impede the implementation of the curricular technology change is the lack adequate amount of nurse educators or staff developers who may want to train to be superusers with the new technology. Nurse educators have a lot on their plate with designing the modalities of instruction that are most suitable for their classes, having to train as a superuser and be readily available for the institution may be quite cumbersome for the educator. External factors. An external factor which can facilitate implementation of the curricular technology change is competition from other institutions of higher education. Unfortunately, reputations in academia play a major role in how learners are perceived. Everybody desires to attend an academic institution of higher education who has the best reputation when it comes to nursing school. Nursing schools are all in competition with one another to procure more students, provide the best education, and basically “be known” for the nurses that they produce. Hospitals and hospital staff pay close attention to the nursing learners when they come to participate in clinicals, and with the implementation of the Lippincott Solutions, learners can be assured that they will be well prepared for clinicals by utilizing the blended learning solutions which provide virtual scenarios for learners to practice, and review nursing skills. Another external factor which can facilitate implementation of the curricular technology change are accrediting bodies such as the Board of Registered Nursing or the Commission on the Collegiate Nursing Education (CCNE). Public information is provided on the Board of Registered Nursing and CCNE websites regarding accreditation statuses of all institutions that provide nursing programs. Institutions are required to maintain accreditation while providing a nursing program. Implementing the Lippincott Solutions ensures learners get the best possible chance to be successful because of the evidence-based learning strategies used by the platform. Lippincott Solutions provides nursing education services to many institutions and healthcare facilities and bases their learning resources on the accreditation requirements. Forces for Integration Forces for integration of the emerging technology in “The Role of the BSN Nurse in Promoting Community Health” course include an increase in learner success and positive learner experience, antiquated modalities of learning, and lack of critical thinking or higher order of thinking with the current curriculum. Learner success and experience. The integration of the Lippincott Solutions will provide learners with learning resources which are evidence-based, standardized, and streamlined for national use. Academic institutions and healthcare facilities alike utilize Lippincott to provide up-to-date information and need-to-know information to be successful. Learners can feel confident in their knowledge, skills, and attitudes since the Lippincott resources are developed according to national nursing guidelines which promote success, critical thinking, and competence. Lippincott Solutions are also easily accessible for learners to review course content and resources anywhere, anytime. Antiquated modalities of learning. The integration of the Lippincott Solutions will provide learners and nurse educators with standardized, streamlined, and evidence-based resources that promote learner success. Current modalities are antiquated in their approach and only utilize a textbook and printed journal articles from the educator. What is covered in one educator’s course may not be covered in another educator’s course, and therefore does not provide a standardized, or streamlined approach to instruction that is equal for all learners. Lack of critical thinking/higher order thinking. The integration of the Lippincott Solutions will provide learners with opportunities to develop their nursing prowess, critical thinking, and autonomy. As previously discussed, textbooks and printed journal articles do not provide learners with opportunities to translate theory to practice as efficiently as a virtual simulation can. Lippincott Solutions provides learners with a plethora of online virtual resources such simulations and unfolding case studies which adapt and respond to learners based on their responses to the clinical scenario. In addition to the aforementioned resources, the Lippincott Solutions can also provide learners with opportunities to develop a higher order of thinking by scaffolding information and encouraging learners to translate theory to practice. Challenges to Integration Challenges to integration of the emerging technology in “The Role of the BSN Nurse in Promoting Community Health” course include staff resistance to change, current obligations to learners, and learning curves for the more seasoned nurse educators. Resistance to change. Nurses, no matter what specialty, settle into their roles and routines of job requirements. Bedside nurses know when to assess and complete charting, pass medications, and check blood sugars, because it is familiar. Any new change is difficulty for all nurses, regardless if they work at the bedside, or have an administrative position. Nurse educators who have been teaching the same curriculum for years quite possibly may be resistant to the transition to Lippincott Solutions because it is new, and unfamiliar to them. Resistance may also be noted if affected parties feel that it is being forced upon them, and without discussion. Including all parties that will be affected by the change should be part of the discussion and collaborative efforts. Obligations to learners. Academic institutions have a duty to learners to provide quality, streamlined instruction to promote learner success. Transitioning to a different platform for learning resources may post a challenge to the integration of the new technology. Opponents of the change may argue that it is unfair to change the system in the middle of the semester because learners will have “re-learn” new technology to succeed. These learners may also be resistant to change just as the nurse educators are. Learning curves. With any new change in policy or protocol, learning curves always present themselves. More seasoned nurse educators and learners who may not have been exposed to the technological advances early on may feel uninterested and unmotivated to follow the paradigm shift into the use of technology in school because they did fine without them before. Sometimes it may be easier for nurse educators and learners to accept the fact that they prefer to remain traditional in the sense of pen and paper while in school. Learning curves present as fear of change for most people. Change Theory Mitchell (2013) purports, that a well-planned change is “purposeful, calculated, and a collaborative effort which brings about improvements with the assistance of a change agent.” Nursing practice as well as nursing education is inevitably changing for with the ushering in of technological advances. Various challenges may arise throughout the course of the change. However, through dedicated collaborative effort of the interprofessional team, and the fundamental understanding of a change theory, all members of team can see the successful change come in to fruition. Change Theory: Lewin’s Force Field Model Schriner et al., (2010) purport that the Kurt Lewin change theory of the Force Field Model identified three stages which an organization must successfully endure before a major change becomes part of the infrastructure. Therefore, Lewin’s Change Theory of the Force Field Model can be utilized to adopt and integrate the curricular technology change of Lippincott Solutions to the community health course. Lewin’s theory proceeds through three stages: unfreezing (the determination of the need for change), movement (initiating change after determining forces for or against change), and refreezing (when changes are integrated and evaluated). Justification of Change Theory Unfreezing. The disruption of antiquated practices is necessary when the team desires to implement a curricular technology change to a course (Schriner et al., 2010). The unfreezing of old habits is vital to the modernization, advancement, and enhancement of current curricular infrastructure. For example, Mitchell (2013) purports, the stagnation of an old system cannot generate better results. Nursing practice has evolved substantially with the ushering in of technological advances for the better, and it is inevitable that nursing education follows in suit. During this stage, needs assessments and gap analyses can be utilized to assist in the determination for change. Movement. As previously discussed, with all new changes, resistance is likely to occur. In the movement stage is the best time to address resistance. During this stage of initiating the new technology proposal, the nurse educator must now provide evidence-based practice data and move toward acceptance of the new change (Schriner et al., 2010). During this stage, the project team and key stakeholders will need to empower all levels of the organization and follow the vision of the proposed change. Collaborating and discussing the need for the change including all the possible benefits can assist with movement of the project to the next level. For example, discussing how this new curricular technology change will substantially increase the quality of education and learner experience for the institution, can possibly mean years of accreditation in the future. Refreezing. The final step in Lewin’s Change Theory of the Force Field Model is refreezing. During this stage, change is integrated, implemented, then evaluated (Schriner et al., 2010). At this point, it is vitally important to provide positive feedback and words of encouragement to affected parties to see successful implementation through to fruition. Now that the entire organizing is participating in the curricular technology change, all parties can begin to get a clear understanding of the ultimate goal of enhancing the overall infrastructure and quality of education, in addition the learner experience and the promotion of success. Potential Resistance and Barriers to Technology Resistance. As previously discussed, nurses settle into their roles and routines of job requirements. Any new change is difficulty for all nurses, regardless if they work at the bedside, or have an administrative position. Nurse educators who have been teaching the same curriculum for years quite possibly may be resistant to the transition to Lippincott Solutions because it is new, and unfamiliar to them. Nurse educators may feel that the curricular technology change is possibly replacing their job and that they are in essence losing their independence when it came to providing instruction in the course. Nurse educators may feel that they were not doing an exceptional job, that is why the technology is being introduced. Resistance may also be noted if affected parties feel that it is being forced upon them, and without discussion. Including all parties that will be affected by the change should be part of the discussion and collaborative efforts. Resistance may also be exhibited if all parties affected are not provided with the proper evidence-based data and factual information regarding the change. In order for all parties to be on board and support the change, information needs to be transparent and clearly presented to everyone, so they know what to expect with the change. Barriers. Potential barriers to the implementation of technology include substantial costs and inability to allocate the proper resources needed to fund the project. Budgetary and bureaucratic functions of the institution may thwart the possibility of the curricular technology change and pose as a barrier to the implementation. Another potential barrier are the negative views on technology in education that may be exhibited by the more seasoned nurse educators and nursing learners. Without the buy in from key stakeholders, such as nurse educators and learners, the proposal will not be supported and will most likely not have the cooperation from all parties involved. Lack of support from management and administration may also act as a barrier to the implementation of the proposed technology. As previously discussed, management and administration deal with the bureaucratic functions of the institution, if they feel that resources will be depleted unnecessarily, the change may not occur. Plans to Implement Change Theory The implementation of integrating a curricular technology change to “The Role of the BSN Nurse in Promoting Community Health” will need to be a collaborative effort. Always keeping in mind, the idea that this change is for the betterment of the student learning experience and enhancement of the overall infrastructure of the course will be the mission and vision for this project and the drive behind the interprofessional team. Plans to implement the change are as follows: Step 1. Determine current deficiency and need for improvement of curriculum. The nurse educator will review current course curriculum and determe where there is a deficiency via a needs assessment and gap analysis. Nurse educator will also conduct a review of literature in order to obtain credible data that can show the effectiveness and success of the curricular technology change. Step 2. Obtain administrative approval. The nurse educator will contact administration to schedule a meeting to present findings with research regarding the benefits of incorporating the emerging technology into the curriculum. Administration will then work closely with nurse educator and advise the nurse educator in the best approach that should be taken when streamlining the new project. Step 3. Recruit a team. The nurse educator and administration will collaborate about which disciplines and stakeholders would best benefit and contribute to the interprofessional team. The nurse educator and administration will recruit members who could lead by example and bring new innovative ideas regarding the technology change. Step 4. Meetings/Schedules/Planning/Information. The nurse educator will coordinate with the new team members details of the meetings times and locations. All team members will be responsible for gathering data from their particular roles regarding the quality of current practices, curriculum, wants, knowledge, skills, and attitudes. All team members will discuss their concerns, comments, recommendations for the technology change. Team members will bring their own views, ideas, brainstorms, problems, solutions, and goals to the first meeting. The nurse educator will ensure that meeting minutes will be accurately documented, forwarded to each member, and submitted to institution administration for filing. Step 5. Introduce the curricular technology change plan to the group. Administration will oversee and advise the nurse educator on the standardization and streamlining of the technology change to incorporate into the current curriculum. Administration will also consult with key stakeholders about the new change and future training for each discipline. Once the goals, objectives, and plan are agreed upon by the interprofessional team, the staff developer will develop the training program for the staff. Step 6. Present to administration for final approval. The interprofessional team will be present and participate in the presentation to institution administration regarding the new curricular technology change proposal. Each team member will present on their specific findings and how it relates to the curriculum change, and how it can benefit and enhance the infrastructure of current curriculum. Step 8. Education days/Training. After the curriculum change is approved, the staff developer and nurse educator will hold education days/training days for the institution. These sessions will include presenting the findings prior to the technology change, the new changes that will occur, and provide a virtual playground for the institution to practice on the new platform. Step 9. Surveys. The nurse educator will utilize surveys to gauge the effectiveness of the new technology change. The nurse educator can quantify the results of the surveys to ascertain a deeper understanding of the needs of the curricular technology change and tailor it accordingly. Step 10. Annual technology training. The nurse educator and staff developer will be responsible for scheduling and maintaining the annual training schedule for the new technology. They will continuously check-in with the institution on what is going well, what is not working, and opportunities for growth. This is the refreezing process according to Lewin. Conclusion Nursing practice has substantially evolved into an autonomous, noble profession, requiring nurses to excel in a plethora of practice environments to meet the everchanging needs of diverse populations and health disparities across the lifespan. Technological advances in healthcare have mandated nurses to exhibit mastery of core knowledge, skills, and attitudes to demonstrate competency in the nursing profession. Moreover, nursing education must also evolve equally to meet the needs of a diverse patient population, function as transformational leaders, and advance the nursing sciences to improve health outcomes and disparities of the community. As such, nurse educators are tasked with the integration and implementation of specialized curricula, by providing meaningful, challenging, and thought-provoking learning experiences for learners that promote a higher level of thinking to help them translate theory to practice. Rationale and Purpose of Proposal The purpose of the proposal is to promote the implementation of an emerging curricular technology change, to improve the student learning experience, improve learning outcomes, and enhance the future and overall infrastructure of the nursing profession. Previous modalities of teaching in the curriculum only included textbook readings and printed journal articles for learners to review. Although traditional in the approach, the strategies were antiquated and did not promote critical thinking or provide learners an opportunity to apply theory to practice. Therefore, the rationale in implementing the Lippincott Solutions platform in to “The Role of The BSN Nurse in Promoting Community Health,” is that it will provide learners with the opportunities to strengthen their nursing prowess through critical thinking, clinical decision making, and promote a higher cognitive level of thinking. As previously discussed, the Lippincott Solutions utilizes evidence-based resources such as virtual simulations, unfolding case studies, and objective assessments that assist learners with translating theory to practice through the application of nursing knowledge to clinical scenarios, case studies, and practice questions. Lippincott Solutions is meticulously cultivated to promote learner success through specially designed resources that scaffold nursing information and allows learners to build on previous knowledge to gain a more meaningful understanding of the course content. In addition to a substantial amount of online resources, Lippincott Solutions is designed to provide learners with easily accessible information, anywhere, anytime, and at their own convenience, providing more flexibility in how they learn, where they learn, and when they learn. Filling the Curriculum Gap Providing learners with a superlative learning experience, that engages, challenges, and supports their growth as nurses is fundamental to any nursing program. The proposal to integrate and implement the Lippincott Solutions platform in to “The Role of the BSN Nurse in Promoting Community Health” course will satisfy the identified curriculum needs gap through the incorporation of learning activities and resources that cater to all learner types. Findings of the curriculum needs gap included the need for simulations, experiential learning that prepares learners for interprofessional or multidisciplinary collaboration, and more challenging, critical thinking exercises. The Lippincott Solutions platform will satisfy the identified curriculum gap by promoting critical thinking and assist learners in the application of nursing knowledge and translation of theory to practice. For example, Lippincott Solutions platform provides learners with virtual simulations that closely mimic real-life situations and adapt to learner responses, which aim to promote learner autonomy, critical thinking, clinical decision making, and collaboration as a member of the interprofessional and multidisciplinary team. Current curriculum design includes textbook and journal readings which do not encourage the aforementioned characteristics that will aid in the strengthening of nursing prowess. In addition to the virtual reality simulations, the Lippincott Solutions platform also provides learners with clinical case studies that unfold new information as learners implement their interventions. Exercises such as these promote critical thinking, clinical decision making, and autonomy in addition to providing experiential learning activities which prepare learners to translate theory to practice. Importance, Impact, and Significance of the Proposal Registered nurses are expected to practice safe, effective and efficient care autonomously to promote the health and wellness of the communities which they serve. Nursing education curriculum should therefore be strategically cultivated to ensure an engaging, thought provoking, and meaningful learning experience which assists with the development of the knowledge, skills, and attitudes required of being a nurse to ultimately enhance the broader field of nursing practice. DeWitty, Huerta, and Downing (2016) assert that the nurse educator’s duty to learners is to cultivate a safe and structured learning environment, that is intellectually stimulating and provides challenges to learners that encourage growth. Such an environment provides learners with the opportunity to develop their knowledge, skills, attitudes, and competencies required to successfully transition from the student nurse to a competent autonomous practicing nurse. As such, the implementation of this proposal is significant and profoundly impacts the broader field of nursing because the Lippincott Solutions provides learners with a safe and judgement free environment to develop their critical thinking, clinical decision-making skills, and competencies without risk of harm to themselves or patients prior to becoming licensed nurses. Implementing the curricular technology change of Lippincott Solutions to “The Role of the BSN Nurse in Promoting Community Health” course assists learners with superior skill acquisition and develop the competencies required to meet the demands of the challenging healthcare arena. The everchanging healthcare arena requires nursing education to evolve and stay up to date on current technological advances and practices. Therefore, incorporating Lippincott Solutions to the curriculum is a positive and innovative method to enhance learner experience and outcomes in nursing education, and ultimately aids in producing more competent practicing nurses. Running head: ABBREVIATED TITLE (50 CHARACTERS OR LESS) 1 Appendix A Table 1. Literature Review Summary Table First Author (PubYear) Title Purpose Context Findings Relevance Strength of Evidence Raoufi (2020) Voutilainen (2017) Fox (2019) “Developing an E- Learning Model for Nursing Education” “Conventional vs. E-Learning in Nursing Education: A Systematic Review and Meta- Analysis “Mobile Technology: A Tool to Increase Global The aim of this article was to develop an e- learning model for nursing education to utilize when developing nursing curriculum for distance learning and mobile learning. The aim of this article was to assess the effectiveness of e-learning on learning outcomes in nursing education and assess the quality of the studies where conventional learning has been compared to e- learning. The purpose of this article was to assess how the utilization The population of interest was for nurse educators, curriculum designers, and course developers in the setting of academia. The population of interest was learners in conventional learning environments and learners in the distance learning format. The population of focus was college learners in the U.S. In order to develop an e-learning model for a nursing education course, a strategic combination of 7 general components including education, infrastructure, support, culture, ethics/law, evaluation and the learner are required. E-learning and mobile applications have been found to positively impact learners. E-learners performed at a higher level than conventional learners. Findings suggest that college learners must already be This article is relevant to the proposal of distance learning or mobile learning to the community health course because it provides the foundational knowl