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The Impact of Educational Technology

Student’s Name

Institutional Affiliation

Professors Name

Course Title

Date
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The Impact of Educational Technology

Educational technology remains fundamental in the healthcare setting to promote the

improved acquisition of evidence-based practice skills for practicing nurses. The educational

technology needs assessment conducted identifies nursing education for the development of

profession. Due to the mandatory demand for the continuation of professional development by

the Board of Nursing, educational technologies under use and in need of improvement include

simulation, e-learning, and video for skill approach (Loureiro et al., 2021). The discussion

focuses on outlining the impact of educational technology on the organization, learners, and

patients.

Educational Nursing Technologies

The research focused on nurse midwives undertaking professional development.

Educational technologies integrated include simulation for practical learning. Simulators are

provided within the care organization as pools for home-based water births, with

postnatal/neonatal units for birthing and care for newborns. Midwifery nurses are prompted to

respond to trigger situations during, before, and after birth. Newborn units are fitted with

necessary simulation equipment to expose midwife nurses to critical situations when caring for

newborns (Loureiro et al., 2021). E-learning technology is integrated to provide special programs

to enhance the upgrade of new skills and knowledge for better care delivery. Videos for skills

approach enhances e-learning by reinforcing the acquisition of skills through review and

practical application of guideline instructions. Educational technologies are integrated under

collaboration by care organizations’ nurse educators and others outsourced from various nursing

education institutions.
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Impact of Educational Technologies on the Organization

The organization's mission; all professionals are equipped to promote wellness for

improved safety and welfare for all patients. Patient wellness remains a top focus and the

organization’s values, goals, mission, and vision can be enhanced through improved educational

training. The efficacy level of educational technology remains a key concern the care

organization must improve on. Improving simulation technology through open access to data

over its integration provides care organizations the opportunity to promote improved care

provision to uphold values and goals (Mthiyane and Habedi, 2021). A good word out over

improved services supports the organization’s mission and ensures wellness is enhanced. Fully

immersive training experiences improve hands-on skills promoting the development of mental

agility coupled with decision-making skills to allow nurses to handle stressful situations better.

Educational technologies transform patient care significantly. Nurse professional

development improves their knowledge and skills enhancing better care delivery (Mlambo et al.,

2021). Simulation provides improved handling of emergency prenatal and postnatal situations.

Nurses are better equipped in identifying and attending to an emergency. Through the video

skills approach, nurses gain a better practical understanding of emerging health concepts and

integrate them into care provision to ensure patients receive quality care.

Introducing the highlighted educational health technologies significantly impacts daily

nursing operations given the demand for better time management. Midwife nurses are obligated

to perform their nurse duties while attending to their professional development training schedule.

Different educational technology predisposes midwife nurses to attain informal skills that
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enhance self-reflection and appraisal (Mlambo et al., 2021). Due to potential exposure to

pressure to juggle between nursing practice and learning, practicing nurses develop better time

management, acquire improved communication skills, and improve collaboration, and self-

learning mechanisms (Mlambo et al., 2021). Overall, practicing nurses become techno-savvy

experts and develop an increased desire for self-learning practices to continuously improve

knowledge and skills.

In the event of failure with current technology applications, the organization should

establish a team of experts including the management and nursing educators. Through

collaborative engagement, the team identifies loopholes in the delivery mechanism and calls on

board practicing nursing students to voice potentially workable solutions. Collaboration allows

each team to table shortcomings during the implementation process and subsequently propose

measures for integration to prevent future failure (Tuma, 2021). Better solutions are provided

through the organization's utilization of measures of progress through the implementation of the

process. The impact is measured through recording of the number of practicing nurses enrolled

for educational training, assessment of skills during practice, assessment of patient’s health

records during the implementation process of educational technology, and monitoring of service

delivery during, after, and before integration of the training.

Nurse Educator’s Role in Implementation of new educational technologies

Nurse educators play an essential role in promoting better leadership, strengthening the

workforce, and enhancing the implementation of evidence-based practice. In the current care

setting, nurse educators facilitate simulation learning, e-learning, and video skills approaches.

The nurse educators help develop course curricula for nurses utilizing the e-learning technology

(Smart et al., 2020). During the learning process, nurse educators supervise their nurse student's
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research and give feedback/guidelines for better acquisition of knowledge and skills. The nurse

educators also ensure nurse students are well facilitated by liaising with appropriate trainers and

resources while overlooking the process to ensure end goals for every learning module are

achieved from a practical and theoretical perspective (Smart et al., 2020). Given the diverse

educational technology identified for this research, nurse educators provide leadership and

collaborate with relevant stakeholders to ensure the process attains high efficacy. In the line of

their duties, nurse educators are tasked with the responsibility of using the simulation technology

to mirror real-life emergencies midwife nurses encounter and effective strategies to attend to

them. As clinical tutors, nurse educators are responsible for assessing nurses' competencies after

their training (Tuma, 2021). Nurse educators also promote collaboration with other nurses and

health care professionals in other disciplines to ensure emerging skills and knowledge are well

integrated.

Nurse educators as facilitators of the implementation of nursing educational technologies

can effect change in a myriad of ways. As illustrated throughout the assessment, the introduction

of new educational technologies faces various challenges like limited access to reports over the

integration process. A timeline for integrations is lacking. Nurse educators can effect change by

organizing data for all nursing studies enrolled for their professional development and assessing

their training levels through close monitoring of nurse students' utilization of simulation, e-

learning, and video for skills approach (Smart et al., 2020). Besides, nurse educators should

provide weekly assessments for the integration process to identify potential challenges

encountered and seek one-on-one discussion forums with the nursing students to collect feedback

on potential solutions (Tuma, 2021). Collaboration with other nurse educators, especially the
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outsourced group to merge skills and knowledge in the administration of their duties as

educators.

Nurse educators' knowledge and experience in the utilization of educational technologies

enhance better incorporation of changes to design in the implementation of current and new

technologies (Smart et al., 2020). As the responsible designers and implementors of education

programs, identified changes can be incorporated into the designing of future programs through

the incorporation of current technology changes in future course programs. Implementation of

course program changes will improve the learning process by exposing nursing students to

realistic settings for their practice in preparation for real-life practice (Tuma, 2021). In turn,

improved learning translates to improved performance in care delivery due to improved skills

and knowledge.
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References

Loureiro, F., Sousa, L., & Antunes, V. (2021). Use of Digital Educational Technologies among

Nursing Students and Teachers: An Exploratory Study. Journal of Personalized

Medicine, 11(10), 1010. https://doi.org/10.3390/jpm11101010

Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing

professional development, a metasynthesis of the literature. BMC Nursing, 20(62), 1–13.

https://doi.org/10.1186/s12912-021-00579-2

Mthiyane, G. N., & Habedi, D. S. (2018). The Experiences of Nurse Educators in Implementing

evidence-based Practice in Teaching and Learning. Health SA Gesondheid, 23(1177).

https://doi.org/10.4102/hsag.v23i0.1177

Smart, D., Ross, K., Carollo, S., & Williams-Gilbert, W. (2020). Contextualizing Instructional

Technology to the Demands of Nursing Education. CIN: Computers, Informatics,

Nursing, 38(1), 18–27. https://doi.org/10.1097/cin.0000000000000565

Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals

of Medicine and Surgery, 62, 231–235. https://doi.org/10.1016/j.amsu.2021.01.051