Assessment 2 Instructions: Vila Health: The Impact of Educational Technology

Write a 2-4 page impact statement delineating the possible effects on learners, the organization, and patients of the new or upgraded educational technology, or changes in current technology use, that you proposed in Assessment 1


Vila Health: The Impact of Educational Technology

The use of any technology in an organization can be measured by the quality of the outcomes achieved. The assessment of educational technologies at St. Anthony Medical Center (SAMC) revealed a dire need for a change in the technologies or how they are used. Kristen Delaney, a credentialing and education specialist at SAMC, has collected primary data on the impact of this new technology change improvement at the facility. The interviewed professionals at SAMC at this stage unanimously agreed on the benefits of this change. The purpose of this paper is to explain this new technology change improvement, describe how this change will support the organizational mission and vision, describe the organizational impact of the proposed change in technology, describe the role of nurse educators in implementing this change, and explain the process of incorporating the new change in the current system.

The New Technology Change Improvement

SAMC has been considering acquiring a new clinical decision support system and upgrading the learning management system. The hospital has deliberated upon the issue and decided that it will switch to a new CDSS. At the same time, the hospital intends to provide more training to doctors and nurses on the use of the learning management system. These changes aim at tracking the training of healthcare providers more proactively and also improve reporting and compliance functions of educational technologies. To encourage learning, improve clinical practice, and improve client outcomes, best evidence practice in medical and health sciences education is a priority (Romli et al., 2020). These changes also aim at aligning the LMS and CDSS so that opioid prescriptions will be based on improved competencies and evidence-based practice through supporting learning and clinical decision-making. These changes are expected to offset various other positive and negative changes in different departments. Different departments have expressed their expectations and concerns about these changes and also gave their input on the state of the desired educational technology system.

Technological Changes in Organization’s Goals, Vision, and Mission

St. Anthony Medical Center is dedicated to placing patients at the center of its vision, with a strong emphasis on enhancing lives through outstanding scientific research, educational initiatives, and unparalleled medical attention. The hospital prides itself on upholding fundamental values such as empathy, honesty, and responsibility to deliver top-tier healthcare services that exceed patient expectations. SAMC’s mission, vision, values, and goals can be enhanced through the proposed educational technology changes that offer innovative and effective learning opportunities. By embracing technology-based education, staff at SAMC will remain current with emerging medical research and trends leading to excellence in science education. According to Jeffries et al. (2022), technology-based education can improve continuity in education and clinical training. Additionally, these technological advancements reinforce accountability and integrity during the learning process, aligning perfectly with SAMC’s core values of compassion, integrity, and accountability. The implementation of such advanced technologies by SAMC positions it among the best centers for exceptional patient care while transforming people’s lives, making it a prominent leader in healthcare provision.

Organizational Impact of the Proposed Change in Educational Technology

The educational technology changes under consideration possess the power to drastically influence SAMC’s operations, patient outcomes, and reputation. Thus, it is crucially imperative that a comprehensive and precise evaluation of both the risks and advantages linked with integrating this technology is undertaken. In terms of training and execution, the suggested modifications will need a substantial commitment of time and money. Before staff members get used to the new system, there will probably be some disruption and even a period of lower productivity. For the system to be properly supported and maintained, hiring more people or outsourcing some of the work could also be necessary. The proposed changes in educational technology will have a significant impact on human resources, material resources, financial resources, workforce, IT system flow, and workplace morale. The ease of use could be affected differently depending on the success of these changes. Re-including the use of new CDSS will be prudent if the new changes are implemented. The nursing workflow will have to include the training and use of the new system. Substantial financial investments will be required to purchase, test, and implement the new CDSS. Training the nurses on the LMS use will require significant financial input. Compatibility and interoperability will be affected if the new system does communicate well with the preexisting systems. However, the changes also pose positive outcomes on improvements in clinical workflow, decision-making, patient safety, and resource management.

Role of Nurse Educator in Implementing This Change

Nurse educators will have crucial roles in the implementation of the proposed educational technology changes. The nurse educators will ensure that the educational content in the LMS and educational use of the CDSS is per required standards, evidence-based, and patient outcome-focused. Therefore, modifying and updating the appropriate content to be implemented in the system will be crucial. The nurse educator will also participate in testing and actual implementation by ensuring that the outcomes of these processes are educational and outcome-oriented. More importantly, the nurse educators will collaborate with other professionals to ensure that the educational content and delivery process is multidisciplinary and interprofessional.

The Process of Incorporating the New Change in The Current System

Incorporating these educational technology changes will require collaborative and leadership efforts. Change is a continuous process and requires systematic applications to improve the chances of success. According to Verville et al. (2021), model-based change processes are effective in education and technological interventions in healthcare. Several hospitals employ practice models in their different activities (Milella et al., 2021). This technological change will use both the systems development life cycle and Kotter’s eight-step change models to ensure systematic and universality in change application. Kotter’s change model will ensure change planning, communication, tracking, and evaluation. SDLC will ensure that the implementation of the change process is planned and executed appropriately. A multidisciplinary approach in change management will ensure that nurse educators, hospital administrators, healthcare change implementers, and information technology teams are consolidated towards a common goal of successful change.


In conclusion, SAMC’s planned educational technology enhancements have the potential to dramatically enhance the organization’s healthcare services and are consistent with its guiding principles of accountability, compassion, and integrity. These changes also aim at aligning the LMS and CDSS so that opioid prescriptions will be based on improved competencies and evidence-based practice through supporting learning and clinical decision-making. Nurse educators will be essential to the effective installation and upkeep of the new system, as making these changes will need major time, money, and resource commitments. This technological change will use both the systems development life cycle and Kotter’s eight-step change models to ensure systematic and universality in change application.


Jeffries, P. R., Bushardt, R. L., DuBose-Morris, R., Hood, C., Kardong-Edgren, S., Pintz, C., Posey, L., & Sikka, N. (2022). The role of technology in health professions education during the COVID-19 pandemic. Academic Medicine: Journal of the Association of American Medical Colleges97(3S), S104–S109.

Milella, F., Minelli, E. A., Strozzi, F., & Croce, D. (2021). Change and innovation in healthcare: Findings from literature. ClinicoEconomics and Outcomes Research: CEOR13, 395–408.

Romli, M. H., Cheema, M. S., Mehat, M. Z., Md Hashim, N. F., & Abdul Hamid, H. (2020). Exploring the effectiveness of technology-based learning on the educational outcomes of undergraduate healthcare students: an overview of systematic reviews protocol. BMJ Open10(11), e041153.

Verville, L., Dc, P. C., Grondin, D., Mior, S., Moodley, K., Kay, R., & Taylor-Vaisey, A. (2021). Using technology-based educational interventions to improve knowledge about clinical practice guidelines. The Journal of Chiropractic Education35(1), 149–157.

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