NURS FPX 6109 Assessment 2

The Impact of Educational Technology

NURS FPX 6109 Assessment 2 application of technology and various digital applications aimed at assisting healthcare workers in their training and improvement in their work is known as educational technology in healthcare. This could involve applications as diverse as telemedicine, virtual reality games, online learning sites, and others. Teaching technology also assists patients to understand more about their health and engage in their care more actively (Yeung et al. , 2021). The purpose of this test is to replace the mannequin-based stimulation with Virtual Reality (VR) stimulation to increase the affectivity level and to analyze how it impacts the Villa health system.

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New Educational Technology or Changes in Current Technology

Virtual reality (VR) is one of the most recent technologies that are being adopted in the teaching and training of our workers. This is way more realistic than regular simulation with dolls and offers a rather exciting experience. Specifically, our company can create quite realistic representations of real-life scenarios with the help of VR. This allows our workers to do their work in a controlled environment, and they get to enhance their skills in the process (Javaid & Haleem, 2019). This technology will enable for better and faster skills learning and mastery among our workers. It will also reduce incidences of errors or mishaps occurring at the workplace. NURS FPX 6109 Assessment 2Virtual reality technology is also very adaptive in a way that it can be altered depending on the requirements of our organization (Shorey & Ng, 2021).

For Villa Health, virtual reality (VR) technology is viewed as the opportunity to introduce new methods of teaching healthcare workers. According to one research, medical students who used VR models in learning were 25% more effective in their tests than their counterparts who used traditional methods with mannequins (Shorey & Ng, 2021). One of the advantages of using VR technology is that it is also possible to replicate complex and rare clinical scenarios that may not be possible to perform in a traditional classroom setting (Shorey & Ng, 2021).

Organizational Mission, Vision, Values, and Goals Supported by Virtual Simulation

The modification suggested in the current paper to switch from mannequin-based stimulation with the help of educational technology to VR stimulation is aligned with Villa Health’s purpose, vision, values, and goals in several ways. It will also be beneficial to medical students and staffs as it will be capable of providing more realistic and interactive learning with the use of VR input. This will enable them to learn and apply the necessary skills that will enable them deliver quality patient care (Baniasadi et al. , 2020). Virtual reality technology also assists Villa Health to achieve its objective of being a star in healthcare teaching. It is also consistent with Villa Health’s goal to be great and innovative by using VR technology. (Pillai & Mathew, 2019). It assists students and staff in developing and applying the necessary competencies for the delivery of excellent patient care (Shorey & Ng, 2021).

NURS FPX 6109 Assessment 2 Impact of the Virtual Simulation on the Organization

Based on the case, it is recommended that Villa Health organization change from mannequin-based stimulation to virtual reality mode. This might have a significant impact on the manner in which the organization teaches. Another advantage of using VR stimulation is that they enhance realism and interest in learning among students (O’Connor, 2019). Through the use of VR technology, students should be placed in scenarios that are real life like. This can assist in enhancing the readiness and safety of the healthcare workers (Baniasadi et al. , 2020). Another advantage of the VR stimulation is that this method can be less expensive than traditional stimulation with mannequins (Yeung et al. , 2021).

Nurse educator’s Role in Implementing Virtual Simulation

The nurse trainer should also have the positive and negative aspects of the new technology in mind before introducing it and utilizing it (O’Connor, 2019). In addition, the nurse educator has to demonstrate the new technology to teachers and staff and facilitate the process. This means that to ensure that everybody is conversant with the technology and is able to incorporate it in their teaching learning process this entails organizing and implementing professional development sessions such as meetings and workshops (Mäkinen et al. , 2020). NURS FPX 6109 Assessment 2 trainer must also participate in and support the process of problem solving with regards to the issue of execution (Javaid & Haleem, 2019). It also means that the nurse trainer should consider the new technology and make any adjustments if needed (Joda et al. , 2019).

Consequently, if you are a nurse trainer, it is possible to see that your job becomes better when using VR stimulation instead of mannequin-based stimulation, and you can observe the impact on Villa Health. The nurse trainer and technology team can create realistic VR settings of the nursing situations. According to Philipe et al. (2020), the students need to be trained practically in an environment that is safe. To enable them learn more the nurse trainer might teach them how to use VR and training tools as explained by Philippe et al. (2020).

NURS FPX 6109 Assessment 2 Vila Health

The instructor, who is a nurse, could also monitor and assess the students’ work during the VR exercise by observing how they handle virtual patients and how much critical thinking skills they apply while making decisions (Tasdemir & Gazo, 2020). This could be a focus for Villa Health System and the nurse instructor to consider the impact of VR simulations on the extent to which students retain knowledge and employ clinical reasoning (Folloni et al. , 2019).

According to Asdemir and Gazo (2020), it is possible for VR stimulation to be applied as a regular means of training and assessing nursing students. The excitement that comes along with virtual reality might assist nurse trainers in enhancing the nursing education process and enhance the fun aspect of learning to the students. The nurse trainer could also demonstrate how valuable VR modeling is to learn in the Villa health system and how it can be integrated into nursing training by determining the effectiveness that it has (Mäkinen et al. , 2020). To ensure a smooth roll out the nurse educator has to engage the IT department, teaching writers, and managers. This requires effective collaboration, communication, and knowledge of IT applications and structures within the organization (Liu et al. , 2022).

Integration of Virtual Integration into the Plan of Current or Future Nursing

NURS FPX 6109 Assessment 2 Integrating the use of VR modeling into education programs for nurses is a significant improvement that will enhance these programs. This technology will create a near real-life setting for students in their learning process (Pillai & Mathew, 2019). Another advantage of using VR stimulation is that it provides students with a number of opportunities to experience various clinical cases and emergencies without endangering actual patients. Students will feel more confident and competent in such situations and therefore perform well in professional roles in the real world (Yeung et al. , 2021).

Yet another benefit of using VR stimulation is that it will add fun and participation to the learning process for students. VR stimulation can help students interact with virtual patients and settings in a more natural way because it is easier to do so (Joda et al. , 2019). Mäkinen et al. (2020) pointed out that due to the increasing demand and incorporation of VR modeling tech in nursing care, the current and future nursing education programs will have to be reconfigured to address the requirements of this technology. Finally, the school should have a teaching component, to ensure that children are familiar with and proficient in the use of technology (Liu et al., 2022).

Conclusion

Therefore, the change I would suggest to the educational technology at Villa Health is to adopt VR stimulation instead of mannequin-based stimulation, as the change proposed fits the purpose, vision, values, and goals of the organization. Virtual reality (VR) is one of the innovations in teaching that makes learning more realistic and effective as compared to the traditional techniques.

References

Baniasadi, T., Ayyoubzadeh, S. M., & Mohammadzadeh, N. (2020). Challenges and practical considerations in applying virtual reality in medical education and treatment. Oman Medical Journal, 35(3), e125–e125.

Folloni, D., Verhagen, L., Mars, R. B., Fouragnan, E., Constans, C., Aubry, J.-F., Rushworth, M. F. S., & Sallet, J. (2019). Manipulation of subcortical and deep cortical activity in the primate brain using transcranial focused ultrasound stimulation. Neuron, 101(6), 1109-1116.e5.

Javaid, M., & Haleem, A. (2019). Virtual reality applications toward medical field. Clinical Epidemiology and Global Health, 8(2).

Joda, T., Gallucci, G. O., Wismeijer, D., & Zitzmann, N. U. (2019). Augmented and virtual reality in dental medicine: A systematic review. Computers in Biology and Medicine, 108, 93–100.

Liu, Z., Ren, L., Xiao, C., Zhang, K., & Demian, P. (2022). Virtual reality aided therapy towards health 4.0: A two-decade bibliometric analysis. International Journal of Environmental Research and Public Health, 19(3), 1525. https://doi.org/10.3390/ijerph19031525

Mäkinen, H., Haavisto, E., Havola, S., & Koivisto, J.-M. (2020). User experiences of virtual reality technologies for healthcare in learning: an integrative review. Behaviour & Information Technology, 41(1), 1–17.

O’Connor, S. (2019). Virtual reality and avatars in health care. Clinical Nursing Research, 28(5), 523–528.

Philippe, S., Souchet, A. D., Lameras, P., Petridis, P., Caporal, J., Coldeboeuf, G., & Duzan, H. (2020). Multimodal teaching, learning and training in virtual reality: a review and case study. Virtual Reality & Intelligent Hardware, 2(5), 421–442. https://doi.org/10.1016/j.vrih.2020.07.008

Pillai, A. S., & Mathew, P. S. (2019). Impact of virtual reality in healthcare: a review. Virtual and augmented reality in mental health treatment.

Shorey, S., & Ng, E. D. (2021). The use of virtual reality simulation among nursing students and registered nurses: A systematic review. Nurse Education Today, 98, 104662. https://doi.org/10.1016/j.nedt.2020.104662

Tasdemir, C., & Gazo, R. (2020). Integrating sustainability into higher education curriculum through a transdisciplinary perspective. Journal of Cleaner Production, 265, 121759. https://doi.org/10.1016/j.jclepro.2020.121759

Yeung, A. W. K., Tosevska, A., Klager, E., Eibensteiner, F., Laxar, D., Stoyanov, J., Glisic, M., Zeiner, S., Kulnik, S. T., Crutzen, R., Kimberger, O., Kletecka-Pulker, M., Atanasov, A. G., & Willschke, H. (2021). Virtual and augmented reality applications in medicine: Analysis of the scientific literature. Journal of Medical Internet Research, 23(2), e25499.

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