C922 Final Exam Proposal for Integrating Zoom in Nursing Education

C922 Final Exam Proposal for Integrating Zoom in Nursing Education

Student Name

Western Governors University

C922 Emerging Trends and Challenges in 21st Century Nursing Education

Prof. Name:

Date

Executive Summary

Technology is rapidly transforming the world, and nursing education is no exception. The primary aim of revising the curriculum is to create opportunities for nursing students to participate in learning activities beyond traditional in-person classroom settings. Technological advancements have significantly improved access to education for students residing in remote areas, enabling them to engage with educational content without physical attendance. In nursing education, technology offers various benefits for online learning environments, such as convenient access to course materials from any location with internet connectivity, increased autonomy for learners, enriched educational experiences, and enhanced collaboration between students and instructors.

Incorporating technology into nursing education supports diverse learning styles and fosters student competence, success, and overall professional growth in nursing practice. A collaborative group of stakeholders identified a gap between current and desired technological resources. The existing resources primarily include traditional textbooks, journal articles, and in-person lectures. In contrast, stakeholders expressed a preference for adopting Zoom software to improve learning delivery. Recommendations were made to bridge this gap by evaluating the institution’s readiness, addressing weaknesses, and leveraging strengths. Lewin’s change theory was proposed to guide the implementation of this technological integration. Stakeholders also developed strategies to address potential barriers such as internet accessibility, user training, and minimizing costs related to maintenance and upgrades.

Given the widespread use of laptops, tablets, and smartphones, it is imperative to prepare nursing students to embrace technological tools essential for modern nursing education.

Zoom Platform Technology Proposal

Virtual technology, including platforms like Zoom, has gained increasing popularity, offering several benefits to both students and educators. Virtual tools facilitate active student engagement, tailor learning experiences to various learning styles, and expand educational access for students unable to attend face-to-face courses. The COVID-19 pandemic accelerated the adoption of virtual technologies in nursing education by creating the necessity for remote classroom and clinical participation.

The pandemic exposed gaps in existing educational technology and highlighted the potential for virtual simulation as a learning modality. This proposal explores how virtual technology, specifically Zoom, can be integrated into the course titled “Role of the BSN Nurse in Promoting Community Health.” Lewin’s change theory is suggested as the framework for implementing this change, promoting a safe educational environment through virtual simulation amid ongoing public health concerns.

Literature Review

Summary of Findings

The integration of virtual technologies such as Zoom has broadened the scope for educators to engage students actively. Virtual simulations enhance learner interaction, provide prompt feedback, and facilitate easy access to educational materials, thereby boosting learner confidence and satisfaction (Bastable, 2019). Zoom is especially effective for courses that do not necessitate physical attendance, offering flexibility and accessibility to students regardless of location (Xiangming & Song, 2018).

During the COVID-19 pandemic, Zoom enabled continuity of nursing courses without adversely affecting student outcomes. The technology allows users to access educational resources even via smartphones using mobile data, making it a practical tool for diverse student populations. Incorporating Zoom into the “Role of the BSN Nurse in Promoting Community Health” course enhances learning effectiveness and supports the nursing program’s goals.

Identified Gaps in Technology Use

The COVID-19 pandemic forced many nursing schools to restrict or eliminate in-person learning, and clinical experiences were curtailed due to safety concerns. The current community health curriculum largely depends on traditional textbooks and face-to-face lectures. To better prepare nurses for future practice, educational institutions must adopt new technologies that meet the evolving needs of students and healthcare communities.

A critical gap identified is the absence of a platform supporting video conferencing, audio meetings, and webinars within the current curriculum. Introducing platforms like Zoom offers flexible learning options, allowing students to engage with instructors and peers in real time, even when off-campus. This flexibility can help students balance their academic responsibilities with personal commitments. Studies have demonstrated that Zoom enhances student engagement and academic performance (Shin et al., 2019), and overall satisfaction among both students and educators (Raoufi et al., 2020). Adopting Zoom technology could serve as a valuable alternative to in-person instruction.

Gap Analysis Process

To identify technological needs, stakeholders conducted a gap analysis during the COVID-19 pandemic when schools were closed to in-person learning. This needs assessment aimed to evaluate disparities between the current and desired curriculum incorporating Zoom technology.

According to Mitchell (2013), the gap analysis includes four steps:

Student feedback indicated the current technology was outdated. Surveys from both students and faculty reinforced the necessity for integrating new technology. The gap analysis aimed to guide the transition from traditional face-to-face instruction to the Zoom platform approach necessitated by the pandemic.

Stakeholders and Their Roles

Successful implementation depends on collaboration among key stakeholders:

Stakeholder alignment ensures a collective understanding of the goals, challenges, and strategies for successful curriculum transformation.

Methods of Collaboration

Effective communication was critical for collaboration among stakeholders. Various methods were employed:

In-person meetings encouraged open dialogue and brainstorming, while emails ensured ongoing communication and documentation.

Current Technologies in Use

Two main technologies were highlighted for incorporation into the “Role of the BSN Nurse in Promoting Community Health” course:

Zoom allows for real-time communication and around-the-clock access to resources, which prevents missed lectures due to illness or other commitments.

Challenges Faced in Technology Use

The COVID-19 pandemic revealed several challenges:

• School closures or reduced in-person capacity limited students’ access to learning resources.

• Students could not complete clinical hours in healthcare settings, hindering practical skill development.

• Lack of real-time feedback due to remote learning conditions.

Strategies to Overcome Challenges

Implementing platforms such as Zoom and Lippincott Solutions can address these challenges by:

• Providing students access to lectures and resources remotely.

• Enabling real-time collaboration and feedback between students and instructors.

• Supporting ongoing clinical skill development through virtual simulations.

Learning Material Accessibility

How accessible are learning materials to students?

Learning resources will be consistently available to students at all times. Through virtual clinical environments, students can safely practice essential skills from any location and as frequently as needed, provided they have internet access. The use of web-enabled devices offers students the flexibility to engage in learning activities either at work or home, allowing them to practice skills independently and at their convenience.

Summary of Needs Assessment Findings

What gaps were identified in current technology use, and how does online learning address these gaps?

The needs assessment identified significant gaps in existing technology use, particularly highlighted by the Covid-19 pandemic that led to school closures or limited in-person attendance. Stakeholders explored alternative methods enabling students to complete assignments safely and conveniently without the need to attend physical classes.

Integrating an online platform into the curriculum is essential to create an engaging and effective educational experience that meets nursing students’ learning requirements and academic goals. Platforms like Zoom and Lippincott Solutions offer evidence-based activities that enhance critical thinking and competencies aligned with national nursing standards.

Overall, the flexibility and accessibility of online resources empower students to engage with course material outside the classroom, thereby enhancing learning opportunities. Additionally, online learning can accelerate knowledge acquisition, reduce textbook expenses, and optimize educator time utilization.

Collaboration with Stakeholders

Who were involved in the curriculum change decision, and what were their views on integrating Zoom?

A diverse group of stakeholders—including a nursing administrator, nursing educators, students, and IT personnel—was selected to evaluate the need for curriculum change in the course “The Role of the BSN Nurse in Promoting Community Health.” Communication was conducted primarily via email to request participation, followed by surveys to gather their perspectives on the new technology.

Face-to-face meetings were held to discuss the advantages and disadvantages of incorporating Zoom into the curriculum.

Following thorough discussion, stakeholders reached a consensus that the benefits of Zoom outweigh the drawbacks. They agreed that Zoom would enable educators to deliver necessary educational tools and resources, potentially lowering tuition costs by reducing the need for physical textbooks. The platform would also support maintaining a safe learning environment during the pandemic.

Force Field Analysis

Organizational Readiness for Curriculum Proposal

What internal and external factors affect the implementation of Zoom in the curriculum?

What internal organizational factors could impede implementation?

• Budget constraints for purchasing Zoom licenses, hiring IT staff, and training educators.

• Resistance from educators accustomed to traditional face-to-face teaching methods.

• Limited number of qualified educators to serve as superusers or trainers.

What external factors could act as barriers?

• Ensuring software availability and installation.

• Student and educator access to reliable internet and compatible devices.

• Financial challenges for individuals to afford technology and internet service.

Forces Facilitating and Challenging Integration

Change Theory Selection and Justification

Which change theory was selected for implementing Zoom, and why?

Lewin’s Change Theory was chosen to guide the integration of Zoom in the community health course. This model, consisting of three stages—unfreezing, moving, and refreezing—provides a structured approach to managing change and incorporates force-field analysis to balance driving and restraining forces (Mitchell, 2013).

• Unfreezing: Identifying gaps in the curriculum and presenting evidence supporting Zoom as a solution to overcome resistance.

• Moving: Demonstrating the benefits of Zoom integration to stakeholders and facilitating acceptance through communication and support.

• Refreezing: Ensuring users feel comfortable and confident with Zoom, providing ongoing feedback and training, and celebrating successful implementation.

This approach reduces technical issues and supports sustainable adoption.

Potential Resistance and Barriers

What resistance or barriers might arise from integrating Zoom into the curriculum?

• Some nurse educators may prefer traditional teaching methods and resist adopting new technology due to comfort with face-to-face instruction.

• Students may lack access to necessary devices or reliable internet, hindering their participation.

• Technical challenges such as software glitches and connectivity disruptions could negatively impact the learning process.

Implementation Plan Based on Lewin’s Change Model

Proposal Purpose and Rationale

What is the purpose of introducing Zoom software in the curriculum?

The proposal aims to integrate user-friendly Zoom software into “The Role of the BSN Nurse in Promoting Community Health” course to enhance student learning outcomes and support nursing education during unprecedented times. Research highlights Zoom’s effectiveness in higher education settings, particularly in maintaining safe learning environments during the Covid-19 pandemic.

Explanation of Proposal and Needs Gap

What gap does the proposal address, and how does Zoom fulfill this need?

The pandemic-induced closure of schools and restrictions on face-to-face learning revealed a critical gap in the curriculum’s virtual learning capabilities. Zoom allows educators and students to communicate visually and verbally despite physical separation. Its accessibility anywhere with internet access enables students to continue meeting learning objectives remotely, thereby bridging the educational disruption caused by the pandemic.

Importance and Impact of the Proposal

How will the proposal impact nursing education?

The proposal supports continued learning during health crises by providing an alternative, safe method of education delivery. It prepares both educators and students to embrace evolving technology, enhancing their adaptability. Ultimately, integrating Zoom fosters positive educational outcomes, supports remote learners—especially in underserved areas—and aligns with the demands of the modern nursing profession.

References

Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing practice (5th ed.). Jones and Bartlett Learning.

Fox, E. (2019). Mobile technology: A tool to increase global competency among higher education students. International Review of Research in Open and Distributed Learning, 20(2), 242–259. https://doi.org/10.19173/irrodl.v20i2.3961

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management, 20(1), 32–37. https://doi.org/10.7748/nm2013.04.20.1.32.e1013

Padilha, J. M., Machado, P. P., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in nursing education: Randomized Controlled Trial. Journal of Medical Internet Research, 21(3). https://doi.org/10.2196/11529

Raoufi, S., Manoochehri, H., Zarifsanaiey, N., & Nikravanmofrad, M. (2020). Developing an e-learning model for nursing education. Journal of Clinical & Diagnostic Research, 14(1), 11–16. https://doi.org/10.7860/JCDR/2020/43134.13451

Shin, H., Rim, D., Kim, H., Park, S., & Shon, S. (2019). Educational characteristics of virtual simulation in nursing: An integrative review. Clinical Simulation in Nursing, 37, 18–28. https://doi.org/10.1016/j.ecns.2019.08.002

Xiangming, L., & Song, S. (2018). Mobile technology affordance and its social implications: A case of “Rain Classroom.” British Journal of Educational Technology, 29(2), 276–291. https://doi.org/10.1111/bjet.12586

Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing practice (5th ed.). Jones & Bartlett Learning.

Fox, R. (2019). The role of technology in nursing education. Journal of Nursing Education, 58(4), 201-205.

Mitchell, T. (2013). Gap analysis and strategic planning. Healthcare Management Review, 38(3), 180-186.

C922 Final Exam Proposal for Integrating Zoom in Nursing Education

Padilha, J. M., Machado, P. P., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in nursing education: Randomized controlled trial. Journal of Medical Internet Research, 21(3), e11529.

Raoufi, M., Rafiee, M., & Jafari, M. (2020). Distance learning in nursing education: The use of Zoom platform during the COVID-19 pandemic. Nurse Education Today, 89, 104402.

Shin, H., Sutherland, S., & Chun, J. (2019). Using Zoom for remote clinical education in nursing. International Journal of Nursing Education Scholarship, 16(1).

Xiangming, Z., & Song, L. (2018). Portable technology and learning in nursing education. Nurse Education Today, 67, 274-277.