Emerging Trends in Nursing Education – C922 Emerging Trends and Challenges In 21st Century Nursing Education
Executive Summary
Nursing education has experienced a paradigm shift in the 21
st
century due to the need to incorporate and implement technology to revolutionize higher education delivery to improve learning outcomes and experience while ensuring learners succeed. Therefore, the proposed new curricular technology for the Community Health course is the Lippincott Solutions platform. Its proposal will impact learner success, enhance education institutions’ reputation, and improve the overall nursing education infrastructure of the institution. Compared to other curriculum technologies like Zoom for Education, Lippincott Solutions enables learners to interact with an evidence-based curriculum, enabling educators to standardize the curriculum design. However, some of the challenges associated with the proposed technology are that users with limited resources may need help accessing the platform, thus disadvantaging them from benefiting from the Lippincott advantages. Also, the stakeholders, including the learning institution’s administration, learners, educators, and the IT specialist alignment, were obtained regarding implementing the Lippincott Solutions platform. The reason is that Lippincott is interested in offering learners possible success by streamlining, standardizing, and integrating an evidence-based teaching modality that will help learners gain superior skills, critical thinking development, and a higher cognitive functioning order crucial during theory translation into practice. As a result, the Lippincott Solutions implementation will uphold Lewin’s change theory format that incorporates the unfreeze, change, and refreezing stages. The reason for involving change theory is to ensure that the implementation process flows chronologically to meet the projected goals and objectives. Also, implementing Lippincott Solutions, besides enhancing learning outcomes and experiences, will prepare nursing learners for the transition since most healthcare organizations have adapted technology to improve patient care.
Literature Review
Research Findings and Support of Proposal
Nursing education is currently experiencing a 21st-century paradigm shift, where classroom settings are adopting blended learning models, and apart from lectures and textbooks, the settings also incorporate technology-based learning methods. Delungahawatta et al. (2022) state that these technological methods help nursing educators offer appropriate learning experiences to diverse learner populations. Also, McCutcheon et al. (2018) accentuates that nursing institutions introducing technology-based nursing education have promoted electronic learning (e-learning), influencing how learners interact with nurse educators across education and classroom settings. This shift is because learners and educators use handheld devices like cell phones, tablets, laptops, and the internet. This makes e-learning advantageous for learners to easily access education materials while promoting flexibility for learners in remote areas. As a result, Santo et al. (2022) indicate that some nursing institutions have completely endorsed online learning while others are still operating the blended version since the main goal is to make learning resources accessible, reducing commute and travel costs for learners and ensure that these learners achieve best performance outcomes. Also, Rouleau et al. (2017) and Delungahawatta et al. (2022) concur that integrating mobile application platforms and e-learning has led to a positive cognitive effect on nurse education revolutionization, thus contributing to better learning outcomes compared to the common or conventional learning approach that involves face-to-face classroom setting and is commonly used by millennial learners.
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Consequently, e-learning is a flexible opportunity for learners since they can easily revisit their course content at any time and their convenience, including accessing the institution’s library at any time, which encourages evidence-based research (Delungahawatta et al., 2022). For instance, when nurse educators engage in various activities such as skills lab, embracing e-learning within the curriculum can help learners access videos that showcase nursing skills remotely through their tablets, laptops, or mobile phones, which increases their ability to connect with the learning materials while having ample time to write different procedures and steps. That is different from conventional writing, where learners can miss a procedure or step that threatens their performance and future nursing practice, thus endangering the lives of these learners’ future patients. Also, Santo et al. (2022) accentuate that e-learning helps learners access the sections they may need concerning the course compared with textbooks, which consume much time trying to locate chapters and even carry them around, thus limiting their research abilities.
Such a notion has also been echoed by Ongor and Uslusoy (2023), who posit that the paradigm shift in nursing education offers learners a wide range of opportunities through fostering a considerate and good environment for all students. Hence, integrating technology into nursing education makes it easy for nurse educators to adjust learning objectives, course content, and lesson plans and evaluate the current curriculum to meet all learner’s needs by integrating audio recordings, videos, visual aids, and online articles. Consequently, Ongor and Uslusoy (2023), Rouleau et al. (2017), and Santo et al. (2022) agree that the current technology has advanced the nursing education environment, thus encouraging all learning styles while shaping the nursing profession, which in turn enhances patient care safety and quality. Therefore, the new learners in the dawn of nursing education technology will enhance their approach to education, especially in continuing education, thus promoting their competency and overall growth C922 Emerging Trends and Challenges In 21st Century Nursing Education.
Need for Further Research or Development
Technology in nursing education has led learners to be innovative and creative. It provides various learning opportunities while promoting evidence-based research since learners can easily access up-to-date learning materials. Such a shift from the conventional education setting is helping nurse educators with nursing education development, design, and delivery (Rouleau et al., 2017). Despite such e-learning advantages, the pedagogical teaching designs utilized by nurse educators continue to evolve, which may prompt learners and nurse educators to experience gaps in emerging technology use. Such factors will prompt the learners and their educators to obtain different skills, knowledge, and practice gaps due to technological advancement.
For instance, mobile learning and e-learning instructions must be present in community health courses, thus serving as the current gap that limits the learners from obtaining appropriate public and community health nursing materials. According to McCutcheon et al. (2018), the author accentuates that such gaps in skills, knowledge, and practice gaps may require nursing institutions to employ seasoned nurse educators whose main task will be to re-learn ways to formulate innovative new teaching modalities (Ongor & Uslusoy, 2023). Another prevailing gap is among the young nursing learners who have interacted with various technologies since they will be more flexible in using technologies like laptops and mobile phones compared to older generations. Such factors may overlook a huge gap in adult learners re-specializing since most may need help finding online classes to be comfortable.
Needs Assessment
A needs assessment involving curricular technology incorporates a methodical and precisely organized approach that integrates accurate information. Such factors will result in an effective and highly competent educational program that must meet the future needs of nurse education, nursing institutions, learners, and nursing practice.
Need-Gap Analysis
Change is inevitable in nursing education, particularly in the over-saturated undergraduate curriculum and technology advancement; thus, there is a need to incorporate a systematic and methodical approach to help the new graduates transition smoothly into practice. For the proposal, stakeholders’ collaboration and survey, as well as prior and current learning activities evaluation, will help in identifying the needs related to the curricular technology, particularly on the current curriculum capabilities and the gap that the current curriculum modality poses compared to the desired modality (Penuel et al., 2020). Consequently, stakeholders’ collaboration and survey will help assess the nursing education skills, practice, knowledge, barriers, current best practices, and needs the community health course will require regarding curricular technology integration. Such information will help the project team and the stakeholders formulate effective plans for curricular technology implementation.
Collaboration with Stakeholders
The main stakeholders in the technology proposal for nursing education are the nursing institution’s administration, nurse educators, learners, and information technology personnel.
Institution Administration
The main aim of incorporating the institution administration is to oversee the resources and financing of proposed new curricular technology, thus making their participation crucial for the project’s success.
Nurse Educators
Nurse educators will be crucial since they will help other stakeholders understand the learners’ current skills and knowledge and the opportunities that the new curricular technology will bring to the institution.
Learners
The learners will be the determinants of the new curricular technology’s success since these learners belong to different age groups and thus have different exposure to technology use. The project team will need this information to ensure that the technology resonates with all learners.
Information Technology Personnel
Their role will be to monitor the workflow, advise on the most appropriate technology vendor, and provide appropriate advice to the project team while maintaining the new curricular technology after implementation.
Collaboration Methods
Communication and task-oriented collaboration are the best methods for overseeing the project’s success. As Penuel et al. (2020) postulate, implementing an effective communication plan is the best way to engage stakeholders in effective collaboration. The project manager must apply a transformational leadership strategy for task-oriented collaboration to ensure all stakeholders develop a sense of belonging. Therefore, to ensure that the stakeholders’ collaboration is successful, the project manager integrates weekly emails and meetings to keep the stakeholders up-to-date with the project and offer recommendations where necessary.
Current Technology Challenges
Current or Emerging Technologies
The emerging and current technologies include Zoom for Education and the Lippincott Solutions platform (Table 2).
Zoom for education:
It ensures that educators provide their learners with e-learning and a modernized distance environment using interactive video communication, which may promote community health course collaborative classrooms (Oktaviani, 2021). The advantages of using the technology are that it helps educators enhance student learning and engagement, is cost-effective, offers hybrid and virtual class capabilities, and offers system-wide notification and emergency preparedness capabilities. The disadvantage associated with Zoom for education is the case where learners and educators fail to access adequate resources due to economic limitations, thus failing to treat all learners equally. Also, the learners may require a lot of time to learn about the new technology usage, thus disrupting their normal schedule.
Lippincott Solutions platforms
offer educators and institutions standardized, streamlined, and efficient means to enhance learning resources to promote community health courses. The advantage of technology is that it enables learners to interact with an evidence-based curriculum, enabling educators to standardize the curriculum design (Nettina, 2019). The disadvantages revolve around regular website maintenance that may limit the learners and educators from accessing the platform during such upgrades. Also, just like Zoom for Education, users with limited resources may fail to access the platform, thus disadvantaging them from benefiting from the Lippincott advantages.
Current State of Technology Challenges
The community health course’s current state is that it needs more integration of technological, modernization, and innovation advances. The current technology challenges are accessibility and infrastructure, the high cost of journals and textbooks, and information overload.
Accessibility and Infrastructure
In the 21
st
century, learning institutions are struggling to possess appropriate technical infrastructure, which has led to unequal access and disparities for students caused by the digital divide. The reason is that most students and educators cannot access technical support, internet connectivity, and digital devices equally, thus preventing equal learning opportunities for learners C922 Emerging Trends and Challenges In 21st Century Nursing Education.
High Cost of Textbooks and Journals
Nursing learners originate from different income backgrounds, and there is a possibility of low-income students failing to afford the cost of nursing journals and textbooks, thus limiting the learners to acquiring specialized skill sets and being more autonomous, including access to up-to-date information. (Santo et al., 2022)
Textbook Bulkiness
Learning materials bulkiness may limit their engagement with evidence-based research, preventing them from practicing evidence-based care upon transition.
Overcoming Challenges
The best way to overcome the challenges affecting community health courses is by implementing Lippincott Solutions platforms. It will help students from all backgrounds access learning materials equally, thus promoting equality among nursing learners (Nettina, 2019). For instance, the learners will need to pay a reasonable amount for their school fees, providing them access to all learning materials since most nursing textbooks are overpriced. Also, by implementing the Lippincott Solutions platform, learners and educators can access nursing learning materials remotely and during lessons, thus encouraging evidence-based research.
Summary of Curricular Technology Needs Assessment
The curricular technology needs assessment will rely on the ability to offer educators and learners a chance to interact with evidence-based case studies and simulations and combine such experience with higher cognitive learning summative and formative assessments while fostering an effective and rich learning environment that meets the learner’s needs and education goals (Rouleau et al., 2017). Therefore, implementing e-learning through the Lippincott Solutions platforms will enable and meet learners’ needs, such as providing accessibility to learning materials while empowering them to enhance their competencies, skills, and knowledge aligned with Community health courses. Such factors reflect its flexible technology that learners can use remotely to access learning materials. Also, the program supports evidence-based practices that enhance learners’ competency, empower them, and promote critical thinking since it streamlines and standardizes nursing guidelines.
Stakeholder Consensus
The project team collaborated with the main stakeholders to agree on implementing Lippincott Solutions programs. As a result, the project team met with these stakeholders, where they brainstormed on their respective disciplines’ readiness to embrace change in the new curricular proposal (Penuel et al., 2020). Also, through the stakeholders, it was easy to assess the prior and current learning activities to provide accurate and relevant data to showcase the current nursing curriculum’s existing capabilities and point out the gaps or needs that the current modality offers compared to the desired modality.
Organization Factors and Forces to Consider
The organization factors will include internal and external factors.
Internal Factors
The main internal factors that may affect the implementation of Lippincott Solutions are budgetary limitations, inadequate resources, and inadequate nurse educators. For instance, the budgetary and resource limitations may affect training, software upgrades, installation, and the money needed to purchase backup computers (Table 3). For inadequate nurse educators, the factor may limit how the institution trains the learners on better usage of Lippincott Solutions technology.
External Factors
The main external factors that may impact the project include competition, vendor-related issues, and accrediting bodies. According to Penuel et al. (2020), competition may affect how the nursing school operates; thus, there is a need to assess better means to enhance the institution’s competitiveness and sustainability. Vendor-related issues include late delivery of the Lippincott Solutions software or provision of software that does not meet the HIPAA rule, thus delaying the project. Additionally, accrediting bodies like the Commission on Collegiate Nursing Education (CCNE) may affect the institution’s sustainability since learners and nursing employers prefer dealing with accredited institutions.
Forces for Integration
The integration forces concerning the Lippincott Solutions platform into promoting community health courses will be crucial in enhancing learner experience and success. The emergent technology will also improve critical thinking and antiquated learning modalities. Lippincott Solutions’ ability to provide streamlined, standardized, and evidence-based guidelines while encouraging easy access to up-to-date textbooks and journals is the reason for this assertion.
Challenges to Integration
The project team’s challenges during the implementation of Lippincott Solutions include resistance to change, learners’ obligations, and funding challenges. For instance, in resistance to change challenges, the learners may not embrace new guidelines since most are used to the old ones, thus causing resistance (Song & Park, 2021). The obligation to learners’ challenges may affect the implementation. Changing how learning is operated before a semester completion may be unfair to the learners since they must re-learn the new technology system to pass their final grades. Another challenge would be funding challenges since learning institutions will need to find better means to provide the needed money and resources to meet the project’s success, which was not initially in their budgetary plans.
Change Theory
Justification of Change Theory
Implementing the Lippincott Solutions program will follow Lewin’s Change Theory stages: unfreezing, changing, and refreezing. In the unfreezing stage, the project team will try to train the learners to unlearn the old systems to find it easy to transition to the new curricular technology (Batras et al., 2016). There is a high chance that the learners will resist change for the change stage. However, the best way to handle the situation is by engaging in collaboration while ensuring that evidence-based practice is considered to enhance the learners’ overall view concerning the new technology. For refreezing, the project team will have implemented Lippincott Solutions. The next step will be follow-ups and assessment of feedback to acknowledge areas that need enhancement to meet the project’s overall success.
Potential Resistance to the Technology
During change, resistance is typical, particularly if the change involves learning new skills and knowledge to sustain the learner’s compatibility with the system. In that regard, the main resistance that may occur due to Lippincott Solutions implementation includes nurse educators perceiving that the technology will take their jobs, thus their resistance. Also, learners in their final year may perceive the technology as a way to derail their graduation since they would be required to re-learn how the system works (Batras et al., 2016). Another potential resistance is from the nursing institution, which may wonder if it will maintain the systems for future use since it currently has no such system. Hence, the project team must address all these issues before implementation to support a smooth transition.
Plans to Implement Change Theory
The implementation plan will be divided into three stages: unfreeze, change, and refreezing.
Unfreeze Stage
The steps will include outlining the changes needed, reviewing the current curricular system, and identifying the gaps. The next step will be to seek permission from the learning institution’s management to understand their expectations and ways they will help implement the proposed change. Once management approves the project, the next step will be creating presentation materials to help the learning institution and stakeholders involved in the proposed project. Once the stakeholders understand the impact of the project, the project team will need to consider their possible feedback to ensure that appropriate answers are drafted. Also, it will be crucial to outline the benefits that Lippincott Solutions will impose on the institutions and the ways it connects to the institution’s overall goals. Consequently, it will be crucial to promise the stakeholders the support the project team will offer them until they are comfortable using the proposed program.
Change Stage
The main steps that the project team will consider once Lippincott Solutions is implemented include measuring progress. Hence, selecting specific key performance indicators like users’ satisfaction and internal process quality will be necessary when interacting with Lippincott Solutions. The second step will allow the selected users and stakeholders increased communication to answer their questions. Suppose the selected users have specific problems with the new technologies. In that case, the project manager must request educators and IT professionals to offer regular assistance until they are conversant with the new system. Such an instance will help collect anonymous surveys to help the project team create effective means to educate the target users once Lippincott is launched.
Refreeze Stage
The refreeze stage will require the project team to plan ways to introduce the curriculum to the learners and the educators. Other steps that will follow in the refreeze stage include educating the learners and educators on ways to use the technology separately to gain their confidence. The project team will also conduct a survey. The last step will include annual technology training as part of the follow-up strategy and to encourage the learners and educators to continue using Lippincott Solutions.
Conclusion
Nursing education has long been subjected to changes, with the current changes revolving around technology integration. The main reason why many nursing schools are more inclined towards technologies like e-learning is to enhance the ability of learners to access materials and enhance their evidence-based research skills and knowledge. Hence, nurse educators must propose appropriate technologies to enhance learning and promote a smooth transition into practice. As a result, the current emerging technologies include Zoom for Education and Lippincott Solutions technologies that make learning easy in hybrid and online classes. As a result, the project proposal votes for Lippincott Solutions as the most crucial curricular technology that will impact community health courses positively. However, the project team acknowledges that some challenges will include resistance to change and the nursing school’s obligation to its learners. However, through Lewin’s change theory, it will be easy to transition from the current system to the new system to improve the learner’s and educators’ experience.
Purpose and Rationale for the Lippincott Solutions Proposal
The purpose of proposing the Lippincott Solutions as an emerging curricular technology is to enhance the learning experience and outcomes and improve infrastructure related to the nursing profession. That is because previous teaching modalities incorporated printed journals and textbook readings that nursing learners would use for their studies. However, they never fully supported evidence-based research and critical thinking. Therefore, incorporating Lippincott Solutions to serve learners pursuing “The Role of The BSN Nurse in Promoting Community Health” course will help them enhance their cognitive thinking, clinical decision-making making, and critical thinking since learners can easily access the information at any time and in any geographical space.
Filling the Curriculum Gap
For any nursing program, the main purpose is to improve learners’ learning experience by assessing the challenges and possible engagement and growth that may impact their overall knowledge and skills. Hence, by implementing the Lippincott Solutions to the Community Health course, the learning institution will fill the gap between learners of different ages and economic backgrounds (Nettina, 2019). That is because, through its blended e-learning system, the learners can choose the most effective learning experience that resonates with them. Also, the proposal will enhance learners’ and educators’ collaboration, thus improving their competencies and skills necessary for the transition process.
The proposal’s significance, Impact and Importance
The proposal is significant to nursing learners since they will gain insight into using technology to collaborate with other learners. Hence, once they transition, it will be easy for them to use healthcare-related technologies like electronic health records and telemedicine since healthcare organizations have also transitioned from paperwork to electronic models of patient information documentation (Nettina, 2019). On the other hand, Lippincott Solutions’ impact on nursing learners will introduce them to evidence-based research, which will be the basis of nursing care upon transition. Nurses must integrate evidence-based care to improve patient care quality and safety. Overall, the proposed project is important to nursing learners and educators since it makes it easy to access nursing learning materials for learners of all backgrounds, and it will enhance their attitudes, competencies, skills, behaviors, and thoughts in the future when healthcare organizations will be introducing new changes (Nettina, 2019). That is because they already know how the change process is carried out and what possible outcomes are.
References
Batras, D., Duff, C., & Smith, B. J. (2016). Organizational change theory: implications for health promotion practice.
Health Promotion International
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(1), 231–241. https://doi.org/10.1093/heapro/dau098
Delungahawatta, T., Dunne, S. S., Hyde, S., Halpenny, L., McGrath, D., O’Regan, A., & Dunne, C. P. (2022). Advances in e-learning in undergraduate clinical medicine: a systematic review.
BMC Medical Education
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22
(1). https://doi.org/10.1186/s12909-022-03773-1
McCutcheon, K., O’Halloran, P., & Lohan, M. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial.
International Journal of Nursing Studies
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82
, 30–39. https://doi.org/10.1016/j.ijnurstu.2018.02.005
Nettina, S. M. (2019).
Lippincott manual of nursing practice
(11th ed.). Wolters Kluwer.
Oktaviani, S. (2021). Online Lectures Using Zoom Application For Undergraduate Students During Covid-19 Pandemic Period.
Risenologi
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(1), 31–36. https://doi.org/10.47028/j.risenologi.2021.61.156
Ongor, M., & Uslusoy, E. C. (2023). The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomised controlled study.
Nurse Education in Practice
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, 103686. https://doi.org/10.1016/j.nepr.2023.103686
Penuel, W. R., Riedy, R., Barber, M. S., Peurach, D. J., LeBouef, W. A., & Clark, T. (2020). Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure.
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(5), 627–674. https://doi.org/10.3102/0034654320938126
Rouleau, G., Gagnon, M.-P., Côté, J., Payne-Gagnon, J., Hudson, E., Bouix-Picasso, J., & Dubois, C.-A. (2017). Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative and mixed studies reviews (protocol).
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(10). https://doi.org/10.1136/bmjopen-2017-018441
Santo, L. D., Peña-Jimenez, M., Canzan, F., Saiani, L., & Battistelli, A. (2022). The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction.
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Song, C. E., & Park, H. (2021). Active Learning in E-Learning Programs for Evidence-Based Nursing in Academic Settings: A Scoping Review.
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Table 1
Literature Review Summary Table
First Author (Pub. Year)
Title
Purpose
Context
Findings
Relevance
Strength of Evidence
McCutcheon (2018)
“Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial.”
The main aim was to assess learning outcomes for nursing students subjected to a blended learning approach compared to those who received an online learning approach.
The target audience was the nurse learners in Ireland’s higher learning institutions.
Blended learning, incorporating both e-learning and traditional learning approaches, was more effective than online learning because it helped meet each student’s needs and preferences.
The article is relevant because it proves the importance of encouraging both online and traditional learning to ensure that all learners’ needs are met and avoid resistance.
Level of evidence: Level II
Strengths: The article involved an intervention and control group, thus making it easy to assess the research feasibility.
Weaknesses: Participants were not blinded, thus posing a possible bias
Ongor (2023)
“The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study.”
The research assessed the effect of multi-media teaching materials on students’ motivation and achievement in e-learning.
The target audience was nursing students.
The authors find multi-media crucial in enhancing nursing education, as it integrates practical learning criteria more effectively than the traditional approach.
The article shows that e-learning through different multi-media approaches like videos and pictures enhances nursing learners’ academic success C922 Emerging Trends and Challenges In 21st Century Nursing Education.
Level of evidence: Level II
Strengths: The article involved re-test-post-test, thus making it easy to assess the research feasibility.
Weaknesses: The authors needed help to control the plausible confounding variables since it used a quasi-experimental design.
Rouleau (2017)
“Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative and mixed studies reviews (protocol).”
The aim was to evaluate how e-learning affects continuing nursing students.
The target population for the study was nurses within the context of continuing education.
The authors found that e-learning affects continuing students in terms of their knowledge, reactions, and skills, particularly on the first Kirkpatrick model’s two levels.
The article is relevant because it will help the research identify factors influencing continuing students’ acceptance of e-learning.
Level of evidence: Level I
Strengths: The researchers thoroughly scrutinized 22 articles with full article access.
Weaknesses: The results may need further assessment to generalize to other nursing student populations like undergraduates.
Santo (2022)
“The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction.”
The article assesses the mediating role of e-learning in determining learners’ social and cognitive presence and satisfaction.
The target audience was Italian University undergraduate nurse students
The author’s findings are that the learner’s emotions have a significant impact on e-learning satisfaction
The article is informative concerning how emotions determine how well learners interact with e-learning.
Level of evidence: Level IV
Strengths: Integration of hypothesis-based research enabled the researchers to attain a conclusive answer to their aims.
Weaknesses: The study may experience framework limitations.
Delungahawatta (2022)
“Advances in e-learning in undergraduate clinical medicine: a systematic review.”
The study assessed how active e-learning using evidence-based approaches would be implemented in an academic nursing setting.
The target population was undergraduate nursing students on ways they interacted with e-learning in academic settings.
The researchers identified that integrating e-learning programs within nursing academic settings would enhance learners’ success.
The study is essential since it helps readers understand the effectiveness of active learning in e-learning, especially in engaging learners in evidence-based practice.
Level of evidence:
level 1
Strengths: 42 studies were involved in the review, and the research findings are generalizable.
Weaknesses: preconceived biases.
Table 2
Curriculum Technology Need-Gap Analysis
Current Curriculum Technology
Desired Curriculum Technology
Need-Gap
Action Steps to Meet the Need-Gap
Printed journals and articles
Textbooks
Lippincott Solutions program will support blended learning and evidence-based research, thus enabling nursing learners to improve their cognition and thinking skills.
Zoom for educators that supports messaging, webinars, and virtual conferences and meetings
Lippincott Solutions’ need gap is that it does not promote critical thinking and interdisciplinary collaboration.
There will be a need to train learners and educators. C922 Emerging Trends and Challenges In 21st Century Nursing Education
– Purchase Lippincott Solutions.
– Hire an information technology personnel for training purposes.
– Train all intended users.
– Annual training within the institutions.
– Order Zoom for educator software.
– Hire an information technology personnel for training purposes.
– Train all intended users.
– Annual training within the institutions.
Table 3
Force Field Analysis
Forces
for
curriculum proposal
Curriculum proposal
Forces Against Curriculum Proposal
Offers evidence-based practice platform
Lippincott Solutions implementation proposal
Implementation cost
Provides standardized curricular
Expensive in terms of its resources and training the key stakeholders
Support training for learners, educators, and the nursing school whenever necessary.
Expensive to maintain