Vila Health: Educational Technology Needs Assessment

Conduct an educational technology needs assessment for your current workplace setting or another health care setting you are familiar with and interested in. Document the results of your needs assessment in a 3-5 page report.

Answer

Educational Technology Needs Assessment

Nursing education has been improved immensely by various education technologies. Most of these technologies have made nursing education efficient in various ways. Learning in nursing practice is continuous and concerns both nursing educators and students. Encouraging continuous nursing education and learning encourages evidence-based practice. In my workplace, various technologies have been used to promote nursing education. Villa health also provides a scenario that involves the use of educational technology to improve nursing care delivery. The purpose of this paper is to describe the current state of this technology, and the desired state of this technology, compare these two states, and make recommendations based on these assessments.

Use of the Educational Technology at Villa Health

In the simulated scenario, Kristen Delaney has been charged with the duty to conduct a needs assessment for the utilization of educational technology at Villa Health. Kristen Delaney is the education specialist and also a credentialing specialist at St. Anthony Medical Center (SAMC). Kristen visits various specialists in different departments to collect data for the assessment. Kristen begins her needs assessments by interviewing Dr. Connolly Marquel, who is an emergency room (ER) physician who has worked at the facility for 10 years. Dr. Connolly feels that doctors at the facility need continuous education in opioid prescription. He feels that the problem begins with the prescription of opioids. Patients presenting in the ER have their problems rooted in the lack of primary prescriber knowledge on opioid use. Clinical decision support (CDS) is the responsible technology that has a role in practice efficiency and continuous education but has failed to flag inappropriate prescriptions, leading to opioid dependence cases seen at the ER.

Dr. Cartwright Nathan, an orthopedic physician at SAMC, has been advocating for change in opioid medication practices. In his assessment, Dr. Cartwright emphasizes that the failing role of education technology avert the opioid crisis at SAMC. According to his department, the opioid crisis is a result of inadequate prescribers’ knowledge of the selection of appropriate opioids with consideration of risk factors, pain level, and tracking pain. Therefore, the current educational technology needs to take into account improving doctors’ knowledge regarding opioid use. Dr. Cartwright is worried that the good content published by the educational and training team never reaches doctors and other prescribers.

Dr. Zuckerman Gretchen, a psychiatrist at SAMC’s behavioral health for 13 years, is concerned about the learning management system and clinical decision support role in tracking opioid prescriptions. The learning management system promotes good educational content that is not reflected in the clinical decision support systems. Therefore, applying learned concepts in practice technology becomes untracked. Dr. Vasquez, a case manager at SAMC for the past five years, suggested the need for an organization-based repository with case management protocols. She also emphasized the need for the inclusion of other professionals in case management and referral of patients with opioid use problems.

Overall, this need assessment is based on reports from different professionals about the current situation and the use of various educational and practice improvement technologies in the opioid crisis. Salient themes from this need assessment are constant and continuous education of prescribers who include nurses and doctors, multidisciplinary inclusion in these technologies, improvement in clinical decision support, and improvement of the referral and coordination of opioid prescription and crisis management. This needs assessment has been based on professional reports at various unit levels. However, the uncertainties include whether the needs of various departments can be synchronized into one program that can enhance the education of prescribers and medication administrators and the possibilities of tracking these changes. Eventually, there will be a need for a definitive educational technology that puts together the learning management system knowledge and theoretical concept and their application into the clinical decision support system (Loureiro et al., 2021). In so doing, the technological, coordination, and multidisciplinary needs would be addressed.

Comparison of the Current State and Desired Technical State

The current use of educational technologies at SAMC is below par as compared with the desired state of ideal technological utilization and coordination. Currently, the two dependent technologies are not well coordinated properly. Thus, the translation of knowledge into practice is limited. Therefore, there is a resultant theoretical gap in practice. Nurses learn about the theoretical background of technology use in practice, but applying this knowledge into practice can be limited in this setting. The desired state would encompass competent nurses and doctors working together to ensure medication safety and improve the tracking of patient care.

Assessment Metrics Evaluation

The assessment of the current technology used was based on two parameters: collaboration and outcomes. Collaboration is one aspect of nursing care that has been improved by technology. According to Fischer-Suarez et al. (2022), digital technologies used in nursing education should enhance collaboration regardless of the age of the user. Current technology at SAMC doesn’t enhance collaboration among professionals. The outcome of technology regarding patient safety is important in assessing its quality. The current technology doesn’t enhance patient safety because, despite its use, patients are still present at the ER with opioid dependence. According to Suhonen et al. (2022), positive patient outcomes require an individualized car and patient-centered care that can be enhanced by the use of technology in different multilevel care environments. SAMC is an example of a multilevel care environment in need of positive patient care outcomes.

Alignment of the Current Technology with Organizational Goals

St. Anthony Medical Center is a large urban hospital with an eye for quality in patient care. SAMC is faced with an opioid crisis that has led to care quality deterioration. The current educational technology has not attempted to solve this problem due to the various needs, as evident in the above assessment. The need for new technology is evident at SAMC to meet organizational mission and goals. The vice president at SAMC needs to chart a response toward the use of technology to solve the current problems. This improvement will help achieve quality through enhanced patient safety, care coordination, continuous medical and nursing education, and care efficiency.

Recommendations on the Use of the Current Technology

The current technology use should promote learning the theoretical concepts and applying them in practice. The hospital should implement mandatory continuous medical and nursing education for all prescribers and medication administrators. The hospital should also track changes in collaboration and positive patient outcomes after the implementation of the education sessions. This will make the recommendation measurable. The inclusion of a third technology that will see the clinical decision support systems, the electronic health record, and the learning management system will ensure that the theoretical gap in practice is reduced. According to Kumar et al. (2021), healthcare professionals have multifaceted responsibilities and roles whose effective delivery relies on the effective source of learning. Nurse educators, peers, and students require constant learning to keep abreast of the current practice competencies in care. Health professional education requires the engagement of technology ND systematic coordination.

Conclusion

According to the needs assessment at Villa Health, nursing education’s current use of technology is inadequate in addressing the opioid crisis. The desired state involves implementing a comprehensive educational technology that promotes continuous learning, multidisciplinary inclusion, improved clinical decision support, and effective referral and coordination for opioid prescription and crisis management. The assessment metrics evaluation at SAMC indicates that collaboration and outcomes are crucial parameters for improving patient care. However, the current technology falls short of promoting collaboration among professionals and improving patient safety outcomes. To achieve positive patient outcomes, providing individualized care and prioritizing a patient-centered approach is essential. Multilevel care environments like SAMC can benefit significantly from incorporating technology use that supports these principles of quality healthcare delivery. It is evident that SAMC’s current educational technology does not align with the organizational goals and fails to tackle the pressing issue of the opioid crisis resulting in compromised care quality. It is imperative to introduce a new educational technology that caters to the diverse needs of various departments while promoting continuous learning. Such measures will enable us to meet our organization’s mission and goals effectively.

References

Fischer-Suárez, N., Lozano-Paniagua, D., García-González, J., Castro-Luna, G., Requena-Mullor, M., Alarcón-Rodríguez, R., Parrón-Carreño, T., & Nievas-Soriano, B. J. (2022). Use of digital technology as a collaborative tool among nursing students-survey study and validation. International Journal of Environmental Research and Public Health19(21), 14267. https://doi.org/10.3390/ijerph192114267

Kumar, A., Sarkar, M., Davis, E., Morphet, J., Maloney, S., Ilic, D., & Palermo, C. (2021). Impact of the COVID-19 pandemic on teaching and learning in health professional education: a mixed methods study protocol. BMC Medical Education21(1), 439. https://doi.org/10.1186/s12909-021-02871-w

Loureiro, F., Sousa, L., & Antunes, V. (2021). Use of digital educational technologies among nursing students and teachers: An exploratory study. Journal of Personalized Medicine11(10), 1010. https://doi.org/10.3390/jpm11101010

Suhonen, R., Stolt, M., & Edvardsson, D. (2022). Personalized nursing and health care: Advancing positive patient outcomes in complex and multilevel care environments. Journal of Personalized Medicine12(11), 1801. https://doi.org/10.3390/jpm12111801

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