MKP3 — MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION — C922 PRFA — MKP3 Preparation Task

MKP3 — MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION
EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION — C922 PRFA — MKP3
Preparation Task Overview Submissions Evaluation Report
COMPETENCIES
7057.1.1 : Recognize Educational Developments
The learner recognizes the impact of trends, significant challenges, and developments in educational technology in higher education in the 21st century.
7057.1.2 : Propose Nursing Education Strategies
The learner proposes strategies for academic nursing education programs to address the current and future challenges faced by nursing practice.
7057.1.3 : Initiate Change
The learner collaborates with nursing leaders in diverse healthcare settings to initiate change through policy efficacy that strengthens nursing practice and advances the future of healthcare.
INTRODUCTION
Academic nurse educators serve an important role as leaders and agents of change within an organization, often a school of nursing. Many of the challenges in nursing education are the result of trends, clinical demands, and developments in educational technology in higher education in the 21st century. Within nursing education, there are also evolving technologies in healthcare, an expanding scope of practice, and legal-ethical issues, which all affect the quality and safety of patient care. Nursing program curricula must be continually revised to reflect these changes and ensure graduates from nursing programs are able to successfully enter the job market.
For this task, you will propose the integration of technology into curriculum to benefit an academic nursing education program. The change will be implemented in the course “The Role of the BSN Nurse in Promoting Community Health,” which was created in the previous MSNEDU courses. You will use five peer-reviewed articles published within the last five years to review current and emerging educational technologies recommended by professional organizations. Then you will use this information to identify and propose the new technology integration to support the curricular change. An analysis of organizational readiness for change to “The Role of the BSN Nurse in Promoting Community Health” should also be included.
Note: You must submit and pass C921 before submitting the task in C922.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions.Tasks maynotbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.For more information, please see Computer System and Technology Requirements.
Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Develop a formal proposal using the attached “C922 Curriculum Technology Proposal Template” that integrates the chosen emerging technology for a curricular change into the previously developed course, “The Role of the BSN Nurse in Promoting Community Health.” Do not modify or change the template contents or format.
A. Write an executive summary (suggested length of 1 page) that includes a synopsis of the key points of your proposal.
Note: The executive summary is written after you have completed your proposal.
B. Complete a literature review of your curriculum technology proposal on the use of technology in education by doing the following:
1. Complete the literature review summary table in the attached “C922 Curriculum Technology Proposal Template” using five peer-reviewed articles published within the last five years that support your curriculum technology proposal. Include your literature review summary table as Table 1, and reference Table 1 in the narrative where the literature review findings are discussed.
2. Synthesize your literature review findings, including all five peer-reviewed articles you reviewed in part B1 and how the articles support your specific technology proposal. Draw connections between similar articles, and highlight any dissimilar or contradictory findings, if applicable.
3. Based on your literature review, discuss the need for further research or development relative to the proposed technology.
C. Complete a needs assessment and examine the current technology challenges by doing the following: 1. Describe the process used to conduct a curricular technology needs assessment using a gap analysis as outlined in Table 2 in the attached “C922 Curriculum Technology Proposal Template.”. a. Identify three academic stakeholders (e.g., faculty, students, preceptors, IT personnel) and their roles in the gap analysis.
b. Explain methods of collaboration with stakeholders in interprofessional teams and why the methods would be effective.
2. Compare two current or emerging technologies by describing the advantages and disadvantages of each as they apply to “The Role of the BSN Nurse in Promoting Community Health.” 3. Discuss three challenges with the current state of technology in the course “The Role of the BSN Nurse in Promoting Community Health,” including examples for each challenge.
4. Explain how you will overcome the three challenges from part C3.
5. Summarize your findings of the curricular technology needs assessment.
a. Describe the collaboration with your stakeholders to reach a consensus on one technology from part C2.
D. Identify the emerging technology and complete a force field analysis to identify forces for and against your curriculum technology proposal using Table 3 in the attached “C922 Curriculum Technology Proposal Template.”
1. Collaborate with your preceptor and stakeholders to identify factors that could affect the adoption of your proposal by doing the following:
a. Analyze two internal and two external organizational factors that may facilitate or impede implementation.
b. Describe three forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
c. Describe three forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
2. Identify a change theory appropriate for your technology integration and adoption. a. Justify the selected change theory from part D2.
b. Describe potential resistance and barriers to the technology change.
c. Discuss how you plan to implement the change theory identified in part D2.
E. Write a conclusion focusing on the impact and significance of your proposal by doing the following: 1. Discuss the purpose and rationale of your proposal.
2. Explain how your proposal fills the identified curriculum needs gap.
3. Discuss why implementing this proposal is significant and the impact it will have on the broader field of nursing.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! -_. * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:EXECUTIVE SUMMARY

NOT EVIDENT
An executive summary is not provided.
B1:LITERATURE REVIEW SUMMARY TABLE
NOT EVIDENT
A literature review summary ta ble is not provided.
B2:LITERATURE REVIEW FINDINGS
APPROACHING
COMPETENCE
The executive summary does not include a thorough synopsis of key points of the proposal.
APPROACHING
COMPETENCE
The literature review summary table provides only 1–4 articles. Or 1 or more of the articles are
not peer-reviewed, were not published in the last 5 years, or do not support the curriculum technology proposal. Or the lit erature review summary table is inaccurate. Or the articles refer enced in the narrative portion of the literature review are not in cluded in the literature review summary table, or the table is not provided and referenced as Table 1 in the curriculum proposal.
COMPETENT
The executive summary includes a thorough synopsis of key points of the proposal.
COMPETENT
The literature review summary table provides 5 peer-reviewed articles published within the last 5 years that support the curricu lum technology proposal. The lit erature review summary table is accurate. The articles referenced in the narrative portion of the lit erature review are included in the literature review summary table, and the table is provided and referenced as Table 1 in the curriculum proposal.

NOT EVIDENT APPROACHING COMPETENCE
COMPETENT

A synthesis of literature review findings is not provided.
B3:GAPS IN RESEARCH
NOT EVIDENT
A discussion of the need for fur ther research or development is not provided.
C1:GAP ANALYSIS PROCESS
NOT EVIDENT
A description of the needs as sessment process is not
provided.
C1A:STAKEHOLDERS
NOT EVIDENT
No academic stakeholders are identified.
The synthesis of literature re view findings does not include 1 or more of the 5 peer-reviewed articles, or the synthesis is unor ganized or not cohesive. Or the synthesis does not draw connec tions or highlight contradictions between the articles as applica ble. Or the synthesis does not build a convincing case for the technology proposal.
APPROACHING
COMPETENCE
The discussion is not supported by the literature review or does not demonstrate an accurate understanding of how further research or development is needed relevant to the pro posed technology.
APPROACHING
COMPETENCE
The description of the process used to conduct a curricular technology needs assessment using a gap analysis is inaccurate or incomplete.
APPROACHING
COMPETENCE
Only 1 or 2 academic stakehold ers are identified, or each of the stakeholders’ roles in the gap analysis are not identified. Or the identified stakeholders and
The synthesis of literature re view findings includes all 5 peer reviewed articles, and the syn thesis is organized and cohesive. The synthesis draws connections or highlights contradictions be tween the articles as applicable to build a convincing case for the technology proposal.
COMPETENT
The discussion is supported by the literature review and demon strates an accurate understand ing of how further research or development is needed relevant to the proposed technology.
COMPETENT
The description of the process used to conduct a curricular technology needs assessment us ing a gap analysis is accurate and complete.
COMPETENT
3 academic stakeholders and each of their roles in the gap analysis are accurately identified for the process.
C1B:METHODS OF COLLABORATION
NOT EVIDENT
An explanation is not provided.
C2:CURRENT OR EMERGING TECHNOLOGIES
NOT EVIDENT
A comparison is not provided.
C3:TECHNOLOGY CHALLENGES
NOT EVIDENT
A discussion of challenges is not provided.
roles are inaccurate for the process.
APPROACHING
COMPETENCE
The explanation includes only 1 method of collaboration within interprofessional teams, or the included methods would not be
effective. Or an explanation is not provided on how each method would be used or why each method would be effective in fostering collaboration.
APPROACHING
COMPETENCE
The comparison is not compre hensive, or it does not accu rately identify the advantages or disadvantages of 2 current or emerging technologies. The identified advantages and disad vantages of each technology do not include a description of their application to “The Role of the BSN Nurse in Promoting Community Health” course.
APPROACHING
COMPETENCE
The discussion does not accu rately address 3 challenges with the current state of technology, or it does not provide examples for each challenge.
COMPETENT
The explanation includes 2 or more effective methods of col laboration with the interprofes sional team. For each method, an explanation is provided on how the method would be used and why the method would be effec tive in fostering collaboration.
COMPETENT
The comparison comprehen sively and accurately identifies advantages and disadvantages of 2 current or emerging technolo gies. The identified advantages and disadvantages of each tech nology include a description of their application to “The Role of the BSN Nurse in Promoting Community Health” course.
COMPETENT
The discussion accurately ad dresses 3 challenges with the current state of technology and provides examples for each challenge.
C4:OVERCOMING CHALLENGES
NOT EVIDENT
An explanation of how to over come challenges is not provided.
C5:SUMMARY OF FINDINGS
NOT EVIDENT
The submission does not sum marize any findings.
C5A:COLLABORATION WITH STAKEHOLDERS
NOT EVIDENT
A description of collaboration with stakeholders is not
provided.
D:FORCE FIELD ANALYSIS
NOT EVIDENT
An emerging technology is not identified, and a force field
analysis is not provided.
APPROACHING
COMPETENCE
The explanation of methods to overcome the 3 challenges from part C3 is incomplete or irrele vant. Or the methods would be ineffective.
APPROACHING
COMPETENCE
The submission includes a sum mary of findings, but the findings are not relevant to the curricu lar technology needs. Or the summary does not use concise points related to the effective ness of the educational technol ogy in meeting the learning needs of students.
APPROACHING
COMPETENCE
The description of the collabora tion with stakeholders does not include the opinions, feedback, or opposition from stakeholders or how they reached the con sensus on 1 technology.
APPROACHING
COMPETENCE
The emerging technology is identified, but the force field analysis is incomplete or identi fies unrealistic forces for and
COMPETENT
The explanation of methods to overcome the 3 challenges from part C3 is complete and relevant, and the methods would be effective.
COMPETENT
The submission includes a sum mary of relevant findings of cur ricular technology needs, using concise points related to the ef
fectiveness of the educational technology in meeting the learn ing needs of students.
COMPETENT
The description of the collabora tion with stakeholders includes the opinions, feedback, and op position from stakeholders and how they reached the consensus on 1 technology.
COMPETENT
The emerging technology is iden tified, and the force field analysis is complete and realistically iden tifies forces for and against the
curriculum technology proposal
D1A:ORGANIZATIONAL FACTORS
NOT EVIDENT
An analysis of factors is not provided.
D1B:FORCES FOR INTEGRATION
NOT EVIDENT
A description of forces for inte gration is not provided.
D1C:CHALLENGES TO INTEGRATION
NOT EVIDENT
A description of forces impeding integration is not provided.
against the curriculum technol ogy proposal. Or the analysis is not completed in the attached “C922 Curriculum Technology Proposal Template.”
APPROACHING
COMPETENCE
The analysis includes fewer than 2 internal or fewer than 2 exter nal organizational factors that may facilitate or impede imple mentation. Or 1 or more of the factors are unrealistic.
APPROACHING
COMPETENCE
The description does not ad dress 3 forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.” Or 1 or more of the identified forces are unrealistic.
APPROACHING
COMPETENCE
The description does not ad dress 3 forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.” Or 1 or more of the identified forces are unrealistic.
using the attached “C922 Curriculum Technology Proposal Template.”
COMPETENT
The analysis includes 2 or more internal and 2 or more external organizational factors that may each realistically facilitate or im
pede implementation.
COMPETENT
The description addresses 3 forces that will facilitate integra tion of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health,” and each identified force is realistic.
COMPETENT
The description addresses 3 forces that will impede integra tion of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health,” and each identified force is realistic.
D2:IDENTIFICATION OF CHANGE THEORY
NOT EVIDENT
A change theory is not
identified.
D2A:JUSTIFICATION OF CHANGE THEORY
NOT EVIDENT
A justification of the change the ory is not provided.
D2B:POTENTIAL RESISTANCE TO TECHNOLOGY
NOT EVIDENT
A description of potential resis tance and barriers is not
provided.
D2C:PLANS TO IMPLEMENT CHANGE THEORY
NOT EVIDENT
The submission does not discuss a plan.
APPROACHING
COMPETENCE
The change theory identified is not relevant to or is inappropri ate for the technology integra tion or adoption.
APPROACHING
COMPETENCE
The justification of the selected change theory from part D2 is not research-based or does not include specific details that sup port the justification.
APPROACHING
COMPETENCE
The description of potential re sistance and barriers to the technology change is illogical or irrelevant to the technology change.
APPROACHING
COMPETENCE
The submission discusses an il logical plan to implement the change theory identified in part D2, or the discussion is not well supported or is inaccurate in de tail. Or the change theory is dif ferent from the one identified in part D2.
COMPETENT
The change theory identified is relevant to and appropriate for the technology integration and adoption.
COMPETENT
The justification of the selected change theory from part D2 is re search-based and includes spe cific details that support the justification.
COMPETENT
The description of potential re sistance and barriers to the tech nology change is logical and rele vant to the technology change.
COMPETENT
The submission discusses a logi cal plan to implement the change theory identified in part D2 with accurate and well-supported detail.

E1:PURPOSE OF PROPOSAL

NOT EVIDENT
A discussion of the rationale is
not provided.
E2:EXPLANATION OF PROPOSAL AND NEEDS GAP
NOT EVIDENT
An explanation of the proposal
is not provided.
E3:IMPORTANCE AND IMPACT OF PROPOSAL
NOT EVIDENT
A discussion about implementa tion is not provided.
APPROACHING
COMPETENCE
The submission does not discuss the purpose of the proposal, or the discussion includes a poorly supported rationale. Or the dis cussion does not focus on the impact or purpose of the pro posal. Or the discussion uses only general examples when ex plaining the purpose of the proposal.
APPROACHING
COMPETENCE
The explanation does not ad dress how the proposal will fill the identified curriculum needs gap or is not supported with evi dence from the needs-gap analysis, or the evidence is not relevant to the needs-gap analysis.
APPROACHING
COMPETENCE
The discussion does not address the significance of implementing the proposal, or the discussion does not provide facts or logical reasoning about the impact the proposal will have on the broader field of nursing.
COMPETENT
The submission discusses the purpose of the proposal and in cludes a well-supported rationale that focuses on the impact and purpose of the proposal. The dis cussion uses specific examples when explaining the purpose of the proposal.
COMPETENT
The explanation addresses how the proposal will fill the identified curriculum needs gap and is sup ported with evidence from the needs-gap analysis.
COMPETENT
The discussion addresses the sig nificance of implementing the proposal and provides facts and logical reasoning about the im pact the proposal will have on the broader field of nursing.

F:SOURCES

NOT EVIDENT
The submission does not include both in-text citations and a ref erence list for sources that are quoted, paraphrased, or
summarized.
G:PROFESSIONAL COMMUNICATION
NOT EVIDENT
This submission includes perva sive errors in professional com munication related to grammar, sentence fluency, contextual
spelling, or punctuation, nega tively impacting the professional quality and clarity of the writing. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
APPROACHING
COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summa rized and a reference list; how ever, the citations or reference list is incomplete or inaccurate.
APPROACHING
COMPETENCE
This submission includes sub stantial errors in professional communication related to gram mar, sentence fluency, contex tual spelling, or punctuation. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the au thor, date, title, and source loca tion as available.
COMPETENT
This submission includes satis factory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote ac curate interpretation and understanding.

• SUPPORTING DOCUMENTS Curriculum Technology Proposal Template.docx