NURS FPX6111 Assessment 4 Effectiveness Program Presentation

Effectiveness Program Presentation

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Capella University

MSN: NURS FPX6111 Assessment 4

Date Oct 2024

Philosophical Approaches

There is more than one philosophical strategy for the evaluation of nursing informatics guides. They are:

DIKW Theory

Data, data, know-how, and facts (DIKW) are concepts that are tasked with collecting information in its raw form, which is later mixed to give records. This data is compared with existing evidence to obtain statistics that can be used to boost the statistics regarding the relevant project (Dammann, 2019). In this case, DIKW pertains to the provision of data, information, knowledge, and wisdom for nursing informatics to college students, which is intended to broaden the understanding of the utilization of generation incorporated with healthcare services. Benner’s version

Benner’s Model

It assesses the learner’s capacity to understand, analyze, and solve problems based mainly on their understanding of nursing informatics. The version states that the new and private nil nurses’ statistics on nursing informatics undergo an examination at some stage in the training period to enhance their competencies, rational knowledge, and scientific understanding of the employment of technology incorporated with healthcare services (Paul et al., 2019). Formative checks are being performed to assess the functionality of the learner to use protected healthcare with technological innovation at a certain point of the have a take look.

NURS FPX6111 Assessment 4 Summative Test

Summative tests the learner’s capacity to apply information after the nursing informatics guidance has been completed. Every one of these tests serves when it comes to measuring the capability of the students to properly utilize the facts attained throughout and during the course (Tseng et al., 2021).

Evidence to Support the Explanation

DIKW framework, Benner model, and Formative and Summative tests seek to build, analyze, and deduce information regarding the utilization of the fact era with healthcare services.

This edition seeks to provide the researchers with data concerning the use of simulation-based fully-surely health services, artificial intelligence (AI), and the great era, as well as computerized IV pumps, EMR, and remote monitoring services for students. These types require checking the learning of the new nurses at some point before and after the completion of the nursing informatics course (Tseng et al., 2021).

Program Evaluation Process

The nursing Informatics course process is:

Assessment

Information in this section is gathered from the students through questionnaires and survey forms. This data is gathered from the scholars without revealing their identities. The data gathered ensures the information is obtained through a proper medium, and questions are close-ended to provide personal responses to questions.

Diagnosis

The documents that are collected are then collected in order to reach certain documents regarding the course –Nursing Informatics. The documents give facts concerning the applicability of nursing education and the effectiveness of the route in building technological skills in relation to the delivery of quality healthcare services.

Planning

The data from the analysis is employed to provide an assessment of the path achieved. Whether or not the path previously was able to inculcate in nursing university college students the application of technology to provide safe and excellent care to patients.

Implementation

In the implementation phase, specific adjustments are infused into the pathway so that any shortfall is eradicated and the course succeeds in developing the nurse’s cognitive, affective, and psychomotor skills.

Evaluation

Evaluation of the route was done earlier, once by handing out questionnaires and surveying office artwork to some of the college students. NURS FPX6111 Assessment 4 Effectiveness Program Presentation aims to determine whether or not the applied changes brought an advantage to the successful Nursing Informatics course. The Likert Scale was once used as an assessment tool because of its dependability rating of 90 percent (Hancock & Volante, 2020).

Limitations of Process Steps

The limitations of the process steps include the following:

• Lack of statistics by virtue of non-attendance among college students.
• Mistakes at the same time as gathering the survey documents (remove a series of information).
• Improper use of technology while garnering facts (open-ended questions or closed-ended questions).
• Mistakes at the same time while reading the records by virtue of applying erroneous analytical methods.
• Negative competencies were recruited for evaluation of the records, such as improper timing for carrying out the software program evaluation. This is improper timing for sporting out formative and summative tests.

Model for Program Improvement

The version used for program improvement of Nursing Informatics consists of a diagram-do-have study-act (PDSA) cycle, which can be a prestigious method of presenting facts about alterations to be finalized in a drawing here in the Nursing Informatics course. The design is to compare the course’s getting-to-know findings with actual reading results. It looks at the approaches used to enhance the know-how of the students concerning the utilization of technology talked about with healthcare services. On this side, the version assesses the efficacy of simulation-based analysis and utilization of proof-primarily based practices in nursing instruction to assess the students’ analysis. The model will check if or not the students could successfully utilize their cognitive ideas, psychomotor skills, and affective skills in simulation-based learning to provide tightly closed, superior, and warranted care to the patients (version).

NURS FPX6111 Assessment 4 Effectiveness Program Presentation

The data collected can be placed under scrutiny to assess whether the students have discovered, can reference, and use technology covered with healthcare services for patients. In case the examination identifies gaps between some of the reading results of the course and the real analytical influences, a graph is most likely going to be drawn in a bid to successfully bridge those gaps. The process would then be completed, and after 3 months, the test might be carried out all over again to measure the bridging of gaps. The facts are most probably collected through questionnaires and could be computed using the Likert Scale to identify the student’s knowledge acquisition in simulation-based complete learning (Zann et al., 2021).

Data Analysis for Ongoing Program Improvements

Statistical analysis provides information regarding the changes that may be needed within the existing software in nursing education. These statistics are likely to offer information regarding the success of persevering with the exams. A regular series of facts will give genuine statistics regarding the success of the persevering software program, which is assessed through the use of the Likert Scale. Fact assessment at a few points in this tool will give details approximately the fulfillment popularity of the program if one desires to give records concerning the execution of well-timed changes, if necessary, to the program. NURS FPX6111 Assessment 4 Effectiveness Program Presentation can guarantee the scholar’s learning isn’t compromised, and non-preventive, efficient gaining knowledge of technology protected with healthcare services is under development. Computer program software assessment can also supply information regarding the efficiency of this system in college, university, and university college students gaining knowledge of, and could confirm if the students are capable of efficiently delivering healthcare services with technology.

Knowledge Gaps

The use of closed-ended questions near open-ended questions helps limit the limited number of solutions from college and university students. Because the questionnaires allow the students to provide limited answers, the information obtained isn’t full and no longer provides accurate answers for the assessment of the information. Therefore, the scholar’s questions and problems can not be solved because an improvement that is required improvement can not be made to improve the course.

References

Dammann O. (2019). Statistics, data, proof, and understanding: a suggestion for health informatics and records science. Online magazine of Public Health Informatics, 10(three), e224. https://doi.org/10.5210/ojphi.v10i3.9631

Hancock, P. A., & Volante, W. G. (2020). Quantifying the traits of language. PloS One, 15(five), e0232198. Competency-based totally expert development version for superior exercise RNs. https://acemycourse.net/nurs-fpx-6111-assessment-4-program-effectiveness-presentation/

The magazine of Nursing Administration, forty-nine (2), 66–72. Effectiveness of making use of scientific simulation environments and integrating records era in scientific-surgical nursing and integral nursing guides. BMC Nursing, 20(1), 229. https://doi.org/10.1186/s12912-021-00744-7

Zann, A., Harwayne-Gidansky, I., & Maa, T. (2021). Incorporating simulation into your design-do-observe-act cycle. Pediatric Annals, 50(1), e25–e31. https://doi.org/10.3928/19382359-20201213-01

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