Design for Change: Technological Knowledge Enhancement in the Age of Consumerism
Chamberlain School of Nursing
NR 451 Capstone Course
Design for Change: Technological Knowledge Enhancement in the Age of Consumerism
The present-day healthcare delivery involves dissemination of timely information for making decisions effectively. The problem to be addressed in this paper is whether it would still be necessary for nursing students to seek technological knowledge advancement in the age of consumerism. Inculcation of technical knowledge must be integrated in the nursing education curriculum.
Change Model Overview
The Rosswurm and Larrabee model is used to illustrate change for evidence-based practice in nursing (Pipe and Wellick et al, 2005). The model applies six phases namely assessment of the needs, interconnecting problems with outcomes, synthesizing evidence, designing change, implementing and evaluating practice, and integrating and maintaining change (Pipe and Wellick et al, 2005).
Step 1: Assess the Need for Change
Despite the competencies of nursing students in the use of technological devices and computers, there is still an apparent issue in recognizing, defining, criticizing, and expressing problems pertaining to information needs (Huffstutler and Wyatt, 2002, p. 271). The technology knowledge issues are attributed to inadequate hands-on experience in use of pertinent information in real setting. At present, nurses have been encountering sluggishness in implementing technology into their professional practice. Such lag is linked to absence of awareness of the potent benefits of technology devices in healthcare as well as restricted opportunities to evaluate the effectiveness of technology devices in the clinical setting.
Step 2: Link the problem, interventions, and outcomes
Sluggishness in implementing technology in the professional nursing practice can be eliminated through incorporation of technology information knowledge in the nursing curriculum. In doing so, nursing students are trained to be well-equipped for work. The demands for technology use in the healthcare setting have increased. The decline in population as well as the increasing numbers of baby boomers leaving their workplace calls for a more innovative delivery of health services. The acquisition of technological knowledge will enable students to strengthen their core knowledge (White and Allen et al, 2005, p. 150). Becoming more proficient in the use of technology for healthcare setting will provide nursing students the knowledge need in giving instantaneous patient feedback.
Step 3: Synthesize the best evidence
In a study conducted by Maag (2006) regarding the nursing students attitudes toward technology, it was found out that nursing students, upon entering a nursing program, did not have computer training and were not motivated to use technology in education. Of the 1500 nurses in 36 nations, 59% stated their happiness in the use of email, telephone connections, and videoconferencing in caring for their patients (Maag, 2006, p. 113). Eighty-nine percent of the respondents signified the importance of telehealth application in nursing education (Maag, 2006, p. 113). The use of mobile technologies such as PDAs, WAP phones, laptops, and portable radios is prevalent in the United States (Walton, Childs, and Blenkinsopp, 2005). In a survey performed by Kaminski, Switzer, and Gloeckner (2009, p. 228) concerning the student`s proficiency in information technology skills including presentation software, word processing and digital audio, it was found that there had been an improvement in the perceptions of skills in browsers and presentation software and a decrease in the perception of skills in web animation, database, digital audio, programming, desktop publishing, and video audio (Kaminski, Switzer, and Gloeckner, 2009, p. 228).
Step 4: Design practice change
For technology integration in the nursing education curriculum, the students must be made aware of the importance of acquiring technology knowledge such as personal, workforce, societal, and educational (Kaminski, Switzer, and Gloeckner, 2009, p. 229). Advantages of simulation technology must be presented to the students. Through simulation technology, students will be able to obtain skills for critical thinking, decision making, and team building (Medley and Horne, 2005, p. 41).
Step 5: Implement and evaluate the change in practice
The designed change will be implemented in the nursing education curriculum. Members of the nursing board will conduct an evaluation of the change in practice every end of the semester.
Step 6: Integrate and maintain the change in practice
After evaluation of the change in practice, the program will be maintained if found to be effective. On the contrary, when no improvement is depicted, the change in practice program will be revised.
With the increasing use of technology in the healthcare setting, nurses should be well-versed in the utilization of these technologies for quick delivery of healthcare. Implementing technology education among nursing students will provide them with the needed knowledge to help prepare them for the actual nursing practice. The use of Rosswurm and Larrabee plan for change is very beneficial in presenting the issues clearly and seeking out solutions for these issues.
Huffstutler, S., Wyatt, T. H., & Wright, C. P. (2002). The use of handheld technology in nursing education. Nurse Educator, 27(6), 271-275.
Kaminski, K., Switzer, J., & Gloeckner, G. (2009). Workforce readiness: a study of university students` fluency with information technology. Computers & Education, 53(2), 228-233.
Maag, M. M. (2006). Nursing Students` Attitudes Toward Technology: A National Study. Nurse Educator, 31(3), 112-118.
Medley, C. F., & Horne, C. (2005). Using simulation technology for undergraduate nursing education. The Journal of nursing education, 44(1), 31.
Pipe, T., Wellik, K., Buchda, V., Hansen, C., Martyn, D. (2005). Implementing Evidence-Based Nursing Practice. Urol Nurs. 25(5):365-370.
Walton, G., Childs, S., & Blenkinsopp, E. (2005). Using mobile technologies to give health students access to learning resources in the UK community setting. Health Information & Libraries Journal, 22(s2), 51-65.
White, A., Allen, P., Goodwin, L., Breckinridge, D., Dowell, J., & Garvy, R. (2005). Infusing PDA technology into nursing education. Nurse Educator, 30(4), 150-154.

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