Introduction
One of the practical tools enhanced to determine the issue, acknowledge the current situation, provide a goal, and implement measures to meet the goal is gap analysis. It aids in clarifying the dissimilarities between ideal and reality for a company. To be a competent nurse in the future, the educator or the clinical instructor should know how to help, assess and aid the student nurse to meet the requirements for them to be competent. The paper will conduct a gap analysis relating to technology in nursing.
Problem
As a facilitator, one of the areas that I have recognized to be of significance and which undergraduates encounter is the use of technology to save patients’ data for more efficient and effective resolution-making in clinical practice. Within the healthcare segment, technology has become an indispensable tool that aids in improving standard care within healthcare organizations. One of the most influential roles that technology has margined is the governance of patient details (Bauman & Tuzhilin, 2018). Technology has led to a new framework that makes it easy for healthcare providers to share and store data concerning a patient, which improves healthcare results.
Current State
Firstly, the student cannot operate the healthcare systems hence the difficulty in saving data. Secondly, the undergraduate cannot convey the new technology to shift from saving data manually to electronically. Notably, the student is reluctant to adapt to the latest technology, which could be that there are afraid of making errors. All healthcare providers comprehend how these new forms of technology innovation work, creating a knowledge gap. When undergraduates grasp using technology to improve their decision-making while working with patients, they improve standard care. Nursing students require learning to use technology to make enlightened resolutions concerning their patients.
Different learning measures can be applied when tutoring the undergraduates on using technology in reserving and making good use of patient details using new technologies. One of the learning domains is cognitive, which explains the external and internal aspects that affect a student’s learning process (Bodine, 2021). Through this ideology, the first phase during the learning process is to make the student sentient of the significance of having knowledge and skills on technology and how it applies to improving and maintaining the standard care of patients.
Desired State
The student will adapt to the new technology and reduce the phobia of using the new system. Moreover, the learner will understand how the new technology interrelates with the healthcare systems. The undergraduate will also acknowledge that by learning about new technology mechanisms and how they interconnect to patient details, they will be able to make reasonable decisions about their patients. Hence directly influencing positive healthcare results. The application of the cognitive learning prototype is dependent on the necessity to make the learners comprehend the essential to improve their knowledge and skills in technology (Harerimana & Mtshali, 2019). It will be the first step in the learning activity that will involve preparing students mentally, which will aid in achieving the objective of alleviating their technical knowledge in handling patients’ details.
Strategies or Intervention
Encourage, teach, and instigate the significance of technology in healthcare systems to the students. Allow the students to interact with the healthcare operators to improve their systems skills. During the learning activity, the most significant aspect of being analyzed during the introduction phases includes the necessity for the healthcare workers to be familiar with technological consciousness and skills. The teaching methodology to be used during this phase is direct instruction. In direct instruction, the facilitator will use real-life instances and conceal introductory messages on the necessity for the students to be in line with advancing trends in healthcare, such as technology. This stage of learning is likely to take at most a week (Marfo & Urindwanayo, 2021). With such an introduction, the learners will be mentally fit to ease their level of comprehension and skills in technology implementation within the healthcare segment. It is significant for the learners to have hands-on encounters with the knowledge conveyed throughout the learning activity.
The psychomotor learning domain involves using movements for particular skills requiring application and physical coordination. The field entails practice and estimated speed levels, accuracy techniques, distance, and precision (Rehman & Ali, 2019). The main aim of this domain is to guarantee that the learner can finish the assignment without any form of surveillance, with a high level of validity and skill perfection. In learning technology for the learners, the implementation of this prototype would be the second stage of the learning activity of the undergraduates. It is the longest since it entails the performance and learning of theory. Once the learners are conversant with the necessity to learn the significance of using technology in patient details governance, they will prepare themselves mentally, which will aid them to process the knowledge more precisely.
The second phase will resume learning the technological tools implemented in administering patient details in healthcare facilities. Various forms of technology are connected to information management, such as telehealth, mhealth, remote monitoring tools, wireless technology, and electronic health records. However, the focus will be on electronic health records for this specific learning. Presented the wide variety of data administration inpatient care, it will be significant to focus on one of the various ideologies applicable and which learners are more likely to work with when in actual healthcare background (Marfo & Urindwanayo, 2021). Electronic health records entail the sharing and storing of patients’ details electronically. Unlike in the past, when patients’ details used to be reserved physically on drawers, technology development has made it possible to store data electronically on computers, making the data easy to share and readily available.
In this stage of learning, the undergraduates will comprehend the programs and software essential when saving patient data, the authentication process, and any other authentic details appropriate for accessing, retrieving, and sharing patients’ information. The learning stage will use healthcare record systems and actual computers to grasp their implementation in the healthcare background. The undergraduates will merge their current comprehension of computers with their abilities and skills throughout this stage. The stage will need practice and theory, which will take one month for the learners to be entirely well informed on the subject. The teaching mechanisms for this stage include experimental learning, cooperative learning, inquiry-guided instruction, class discussion, and direct instructions. Every week the educator will conduct an informal and formal rating to assess whether the learning objective and goals for the week are achieved (Rehman & Ali, 2019). Undergraduates will be working in pairs which will be revolved weekly to enhance that the students share their abilities and skills
In the fourth week, the fascinator will take the undergraduates to an actual healthcare environment where they will observe how the healthcare documentation systems work in a real-life background. The learners will be permitted to practice details retrieval, input, and sharing. The learners will have a chance to interact with facilitators of the systems to discuss their fears and help them develop the areas they are not well equipped with skills. By the end of the fourth week, it is anticipated that the learners will be able to value technology and implement the abilities and skills in the actual healthcare environment. Moreover, in the same week, the undergraduates are expected to budge any issues connected to the knowledge and skills they have secured and how they perceive such knowledge will aid them. The final stage of the learning process will occur in the healthcare environment. The step comprises a reflection of each undergraduate’s ability during the activity and its influence on their clinical practice. It is during this stage where affective learning domain will be implemented.
The affective learning prototype comprises the attitudes and emotions of an individual through learning. The categories of the affective domain contain receiving and responding to phenomena, valuing characterization, and organization. The field is closely related to the cognitive that includes the mental processes implemented in siring learning. Healthcare workers are devoted to improving the standard of care by equipping the best services for their patients (Bodine, 2021). The undergraduates require this to be emotionally enhanced on applying the new technology and how it would influence their healthcare practice. This stage will occur in a week, and the teaching methodology will be direct instruction.
The learners will be taught moral and ethical considerations when accessing, storing, or sharing patient details. Moreover, the undergraduates will get to grasp the legal framework developed to manage patients’ information. It will be the last stage of the learning activity and includes a final evaluation that will assess if the objectives of the learning process have been achieved (Bauman & Tuzhilin, 2018). The learning activity is expected to take a total of five-month with the implementation of teaching methodologies such as experimental learning and class discussions. By applying the methods and constant engagement of the learners, it will be easier to achieve the learning objectives and goals.
Conclusion
In conclusion, the learning process aims to improve learners’ abilities and skills on electronic health records. This is the gap that has been identified that students struggle to comprehend and lack competent skills. Hence the learning intervention that will take place will aid in analyzing the issue and coming up with a solution. At the end of this activity, it was expected that the student would have equipped knowledge of technology in health care systems and will reduce phobia in interacting with the components. It has significantly eloped as the students visited a healthcare environment where they interacted with systems during the fourth week. Moreover, they had a chance to interact with the actual computers as they could share, retrieve and store information. Hence, the gap analysis identified has been filled as the students better comprehend the interaction of technology in the healthcare environment. It is a significant knowledge gap that nursing undergraduates must comprehend as they advance in their careers.
References
Bauman, K., & Tuzhilin, A. (2018). Recommending remedial learning materials to students by filling their knowledge gaps.MIS Quarterly, 42(1), 313-332. Web.
Bodine, J. (2021). Preparing preceptors for the nursing professional development practitioner specialty.Journal For Nurses In Professional Development, 37(2), 120-121. Web.
Harerimana, A., & Mtshali, N. (2019). Nursing students’ perceptions and expectations regarding the use of technology in nursing education.Africa Journal of Nursing and Midwifery, 21(2), 67-89. Web.
Marfo, E., & Urindwanayo, D. (2021). Transforming academic internationalization in nursing education in Ghana. Quality Advancement in Nursing Education – AvancĂ©es En Formation Infirmière, 7(1), 24-43. Web.
Rehman, S., & Ali, P. (2019). A study of nurses’ use of early warning scoring systems for patient deterioration highlights the need to strengthen nurses’ knowledge and confidence in their clinical judgment in using these tools.Evidence-Based Nursing, 23(3), 72-74. Web.