Introduction
The course of study in nursing should be modified for Nurse Educators with an MSN degree. The Community College curriculum is out of date and does not satisfy contemporary health standards. To equip future nurses to use technology, proper teaching approaches must be integrated into the curriculum. Employing Levin’s Theory and the Kotter Model can facilitate the integration of contemporary technologies into nursing schools, enabling educators to suggest a new curriculum more effectively.
Key Stakeholders Impacted by Change
Micro-Level
The key stakeholders who benefit by the change at the micro-level are nursing teachers and students. Using the proposed change, teachers receive a valuable tool for incorporating new knowledge into the curriculum, whereas students benefit by receiving the latest information in an easy-to-grasp manner.
Meso- and Macro-Levels
At the meso-level, the proposed change benefits clinics, hospitals, and their staff since it allows the development of a constituency for change, translated into increased work effectiveness. In turn, Levin’s notion of planned change helps promote stability following alterations (Burnes, 2020). At the macro level, the stakeholders are patients and society at large, as the proposed change leads to better patient outcomes and contributes to a healthier society across communities.
Supportive Factors and Barriers to Change
To engage key stakeholders at the micro- and meso-level, the benefits of the proposed change should be outlined so that nursing educators and nurses see how it increases the efficacy of their work. At the macro level, patients and society may be motivated to support the change by increasing awareness of the benefits it envisages for the patients.
One supportive factor within the system that will facilitate the proposed change is the culture of innovation adopted at medical educational institutions (Carman et al., 2019). Once such culture is in place, modifying the curriculum to fit students’ needs is easier. The barrier to the implementation of the proposed program may be a lack of financing needed for incorporating current technologies into nursing schools following Levin’s Theory and the Kotter Model.
Leadership Strategies to Address Barriers and Sustain Change
The leadership strategy that may help to overcome the lack of financing could be elaborating clearly defined goals and metrics that will measure the quality of education and show how investing in nurses’ education will translate into better patient outcomes. This strategy runs in line with strategic leadership. To sustain the change within the context of a complex system, coaching leadership may be used as a way to teach nursing students better healthcare practices in a personalized and caring way.
Conclusion
The use of Levin’s Theory and the Kotter Model can aid in the promotion of efforts to include modern technology in nursing school, making it simpler for professors to propose a new curriculum. The key stakeholders of the proposed change are nursing educators, students, and, at a macro level, patients and society at large. To overcome barriers and elaborate a consistent plan for curriculum modification, strategic and coaching leadership styles may be adopted as most beneficial for the implementation of the proposed change.
References
Burnes, B. (2020). The origins of Lewin’s three-step model of change. The Journal of Applied Behavioral Science, 56(1), 32–59. Web.
Carman, A. L., Vanderpool, R. C., Stradtman, L. R., & Edmiston, E. A. (2019). A change-management approach to closing care gaps in a federally qualified health center: A rural Kentucky case study. Preventing Chronic Disease, 16(180589), E105. Web.