NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology
Student Name Capella University NURS-FPX 6109 Integrating Technology into Nursing Education Prof. Name Date Vila Health: Implementing New Educational Technology Hello, I am [Your Name], and I am pleased to share an innovative educational project designed to enhance nursing training at Cincinnati Children’s Hospital. This initiative focuses on integrating advanced educational technologies—specifically Virtual Reality (VR), Augmented Reality (AR), and adaptive mobile learning—into clinical education. These tools aim to transform the way healthcare professionals engage with training content, practice clinical procedures, and improve patient care outcomes. Implementation and Planning for Educational Technology What Technologies Are Proposed, and What Are Their Benefits? Modern healthcare training increasingly relies on immersive and adaptive technologies. VR enables nurses to enter fully simulated clinical scenarios, including high-stakes pediatric emergencies, without endangering patients. AR overlays critical information onto real-world equipment, guiding staff through step-by-step procedures and enhancing confidence in clinical practice. Adaptive mobile learning platforms personalize educational experiences, allowing learners to engage with modules at their own pace and in any setting. Collectively, these tools foster collaborative learning, continuous professional development, and competency in complex healthcare environments (Nawaz et al., 2024; Aebersold & Dunbar, 2021). What Is the Implementation Strategy? The introduction of these technologies will follow a structured plan to ensure seamless adoption: How Will Risks Be Managed? Potential challenges, including staff resistance, technical issues, and data privacy concerns, will be mitigated through education, training, and strict adherence to HIPAA standards. A contingency plan will address unexpected obstacles, and pilot outcomes will inform a full-scale rollout. Feedback loops will guide iterative improvements for sustained success. Resource and Training Requirements What Human and Technical Resources Are Required? Successful implementation depends on a multidisciplinary team. Roles and responsibilities are summarized in Table 1. Table 1Key Personnel and Their Responsibilities Role Responsibility Nurse Educators Design and integrate VR/AR/mobile learning content into curriculum IT Specialists Install, maintain, and troubleshoot technologies Clinical Trainers Conduct workshops and provide guidance to staff Project Manager Oversee timelines, budget, and alignment with hospital goals Evaluation Experts Monitor educational outcomes and assess impact on patient care Evaluation specialists will track correlations between learning outcomes and patient care improvements (Groenier et al., 2023). What Are the Financial and Infrastructure Requirements? The estimated initial investment for technology integration is $475,000, distributed as shown in Table 2. Annual recurring costs are projected at $200,000 for updates, training, and technical support (Syed et al., 2023). Vendor agreements will include software updates, upgrades, and technical support, with compliance to HIPAA and other security regulations. Table 2Budget Allocation Category Estimated Cost ($) Hardware 250,000 Software Licenses 150,000 Training and Evaluation 75,000 Contingency Fund (10%) 47,500 Total (Year 1) 472,500 What Is the End-User Training Strategy? Staff will begin with foundational training on VR, AR, and mobile learning technologies, emphasizing usability and relevance to pediatric care. Training methods include: Refresher sessions and role-based customized training will ensure that the content remains relevant and practical for both nurses and educators (Alam & Mohanty, 2023; Zhang et al., 2023; Muharlisiani et al., 2024). Evaluation of Technology Effectiveness How Will Success Be Measured? The effectiveness of the educational technologies will be evaluated through multiple metrics: Table 3Evaluation Metrics and Data Sources Metric Method of Measurement Source Staff Proficiency Pre/post tests, usage tracking LMS data, self-assessment Decision-Making Scenario evaluations Clinical simulations Patient Outcomes Recovery rates, error reports, surveys EHR data, patient feedback Data will be collected via surveys, supervisor feedback, EHR analysis, and interviews. Continuous refinement of training content will be based on these results, ensuring alignment with hospital goals. Conclusion Integrating VR, AR, and adaptive mobile learning into Cincinnati Children’s Hospital’s nursing education represents a transformative approach to professional development and patient care. With careful planning, stakeholder collaboration, robust training programs, ongoing evaluation, and targeted investment, these technologies can enhance clinical readiness, reduce errors, and improve pediatric care outcomes. Continuous adaptation will maintain the institution’s leadership in healthcare education. References Aebersold, M., & Dunbar, S. (2021). Simulation in nursing practice: The impact on patient care. Online Journal of Issues in Nursing, 26(1). https://doi.org/10.3912/OJIN.Vol26No01PPT02 Alam, S. S., & Mohanty, S. (2023). Enhancing digital competency among nurses through targeted technology training. Journal of Nursing Education and Practice, 13(4), 55–63. https://doi.org/10.5430/jnep.v13n4p55 Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Measuring the impact of adaptive learning technologies on learner performance. Educational Technology Research and Development, 68(3), 1215–1232. https://doi.org/10.1007/s11423-020-09735-9 NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology Groenier, M., Pieterse, M., & de Vries, M. (2023). Aligning nursing education with technological change: A workforce planning approach. Nurse Education in Practice, 69, 103568. https://doi.org/10.1016/j.nepr.2023.103568 Horn, M., Chen, M., & Thomas, J. (2020). The impact of simulation-based education on healthcare outcomes. Simulation in Healthcare, 15(1), 12–20. https://doi.org/10.1097/SIH.0000000000000414 Muharlisiani, P., Sari, T., & Widyawati, M. (2024). Integrating immersive technologies in pediatric nursing training: A mixed-methods study. Nurse Education Today, 127, 105751. https://doi.org/10.1016/j.nedt.2024.105751 Moghadam, Z. M., Khalili, R., & Asl, R. G. (2024). Evaluating critical thinking improvement through AR-based case studies. International Journal of Nursing Studies, 142, 104531. https://doi.org/10.1016/j.ijnurstu.2024.104531 Nawaz, A., Rashid, S., & Ahmad, S. (2024). Augmented and virtual reality in healthcare education: Opportunities and challenges. Health Informatics Journal, 30(1), 1–10. https://doi.org/10.1177/1460458224123456 NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology Syed, A. A., Malik, F., & Liu, Q. (2023). Investing in immersive learning environments: A cost-benefit analysis for hospitals. Journal of Health Technology and Innovation, 12(2), 88–99. https://doi.org/10.1016/j.jhti.2023.02.004 Zhang, T., Chan, E., & Lee, A. (2023). Role-based training interventions to support nursing technology adoption. Nurse Education Today, 124, 105648. https://doi.org/10.1016/j.nedt.2023.105648
NURS FPX 6109 Assessment 3 Educational Technologies Comparison
Student Name Capella University NURS-FPX 6109 Integrating Technology into Nursing Education Prof. Name Date Educational Technologies Comparison The integration of virtual reality (VR) into nursing education marks a transformative approach for enhancing both student engagement and practical competence. In response to the increasing demand for highly skilled nurses, Master of Science in Nursing (MSN) programs are exploring innovative educational tools like VR to strengthen teaching quality and clinical training. Virtual environments create safe, immersive settings where learners can practice healthcare scenarios without endangering real patients. This technology bridges the gap between theoretical instruction and practical application, allowing students to refine clinical reasoning and decision-making skills in a controlled, risk-free environment (Altmiller & Pepe, 2022). This analysis focuses on two VR platforms—MindMotion Pro and Osso VR—which support different facets of healthcare education. MindMotion Pro emphasizes cognitive and motor rehabilitation, while Osso VR specializes in surgical skills development. By assessing features, usability, and educational outcomes, nursing programs can make informed decisions regarding the integration of these technologies to enhance both student learning and patient care readiness. Comparing these platforms provides educators with insights into their distinct applications, highlighting how each system can be tailored to achieve specific curriculum objectives. Understanding the capabilities and limitations of each VR tool allows academic leaders to optimize teaching strategies and ensure students gain meaningful, hands-on experience in preparation for clinical practice. Comparison of Two Different Educational Technologies MindMotion Pro is primarily a rehabilitation-focused VR tool designed for patients with neurological conditions. It combines real-time motion tracking with adaptive therapy modules, offering personalized interventions. For nursing students, this platform provides an interactive way to observe and participate in rehabilitation processes. Features such as progress monitoring and customizable therapy routines foster a deeper understanding of patient-centered care, enhancing both confidence and clinical reasoning (Dhar et al., 2023). Osso VR, in contrast, targets surgical education by providing immersive, realistic simulations of operating room procedures. The platform allows learners to practice surgical techniques without the risks associated with live operations. It includes real-time assessment and feedback mechanisms, enabling students to refine their technical skills and procedural accuracy iteratively (Kim & Ahn, 2021). This competency-based approach is particularly beneficial for nursing tracks focusing on surgical care or perioperative practice. While these platforms differ in focus, both share a commitment to improving clinical education through VR. MindMotion Pro prioritizes cognitive engagement and rehabilitation scenarios, whereas Osso VR emphasizes technical skill-building and procedural fluency. Collectively, they exemplify the versatility of VR in supporting varied learning outcomes in MSN programs (Di Natale et al., 2020). Feature, Capability, and Benefit Comparison Table Feature MindMotion Pro Osso VR User Interface Customizable therapy interface for patient-specific rehabilitation plans High-fidelity surgical interface simulating real operating room dynamics Interactivity Options Real-time adaptation of rehabilitation routines based on patient progress Interactive surgical walkthroughs and performance tracking Compatibility Desktops, tablets, and VR-enabled devices Major VR headsets and cross-platform tools Assessment Tools Tracks patient recovery metrics with customizable evaluations Detailed competency analytics and real-time feedback Multimedia Integration Video, motion, and voice modules enhance therapeutic immersion Visual aids, procedural videos, and tactile feedback mechanisms Learning Analytics Basic reporting functions focused on progress milestones Advanced analytics with dashboards for educators and learners Cost Institution-dependent pricing tiers, often flexible Subscription-based, per-user or institutional licenses Benefits and Limitations of Educational Technology VR platforms like MindMotion Pro and Osso VR offer significant pedagogical advantages. They provide experiential, hands-on learning that connects theoretical knowledge to clinical practice. Immersive scenarios allow students to safely explore patient care procedures, enhancing retention and practical understanding. Furthermore, analytics and assessment tools help educators monitor performance and identify areas for improvement, ensuring evidence-based instructional decisions (Liu et al., 2023). However, adoption is not without challenges. Budget constraints, limited technological infrastructure, and the need for faculty training can hinder integration. Additionally, VR simulations may not fully replicate the emotional, interpersonal, and unpredictable aspects of real-world healthcare. Each platform also has domain-specific strengths, meaning their application must align with curriculum goals. MindMotion Pro is optimal for neurological rehabilitation, while Osso VR excels in surgical training, particularly in developing hand-eye coordination and procedural decision-making skills. Successful implementation requires strategic integration with curriculum objectives and faculty readiness (Shorey et al., 2020; Mulders et al., 2020). Teaching and Learning Situations in Educational Technology The effectiveness of VR tools is closely tied to learning contexts. MindMotion Pro is best applied in scenarios that require simulation of rehabilitative practices, such as neuro-rehabilitation or occupational therapy modules. Students gain empathy, precision, and critical thinking skills through immersive patient scenarios (Stoumpos et al., 2023). Osso VR is highly effective in high-stakes settings like surgical simulations or emergency care training. It allows learners to practice repetitive decision-making, teamwork, and procedural drills without patient risk. For MSN programs offering advanced practice or perioperative tracks, Osso VR provides a comprehensive and interactive training solution (Lee et al., 2020). Implementation must consider accessibility, device compatibility, and faculty preparedness to ensure students can fully engage with these tools. Optimal learning occurs when technology is seamlessly integrated into structured instructional strategies. Incorporation of E-Learning Platforms in MSN Programs Integrating VR platforms into MSN curricula enables dynamic and experiential learning. MindMotion Pro is suitable for modules on neurodevelopmental or geriatric care, offering personalized simulations where students can track rehabilitation progress and adapt care strategies. Its flexibility supports individualized learning paths and improves understanding of patient outcomes (Lee et al., 2020). Osso VR can be embedded in surgical nursing tracks, clinical practicums, or interdisciplinary emergency simulations. By replicating complete surgical workflows, students gain confidence, technical proficiency, and procedural competence. Both platforms also serve as evaluative tools, providing insights into student readiness for clinical practice (Kim & Ahn, 2021). The adoption of VR technologies in MSN programs enhances learning depth and ensures graduates are equipped to deliver safe, evidence-based, and patient-centered care. Conclusion The comparative analysis of MindMotion Pro and Osso VR underscores the value of VR in modern nursing education. MindMotion Pro supports rehabilitation-focused learning, while Osso VR emphasizes procedural accuracy and surgical skill development. Aligning these technologies with curriculum goals enables MSN programs to provide immersive, competency-driven
NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology
Student Name Capella University NURS-FPX 6109 Integrating Technology into Nursing Education Prof. Name Date Vila Health: The Impact of Educational Technology Technology-enhanced instructional resources empower nursing students to tackle complex clinical challenges, ultimately improving patient outcomes. However, integrating these tools into nursing education presents certain challenges. To address opioid administration and management issues, it is recommended that St. Anthony Medical Center (SAMC) implement a collaborative e-learning platform. This platform represents a significant advancement in nursing education by facilitating enhanced clinical practice. This analysis evaluates the proposed educational technology changes and explores their organizational impact at SAMC. Description of Proposed Educational Technology Change Question: What is the proposed educational technology change at SAMC? SAMC’s proposed e-learning platform introduces innovative approaches for opioid emergency management. Unlike traditional in-person methods, the suggested Learning Management System (LMS) provides an online solution designed to meet the growing demands of nursing education and improve patient care. Key features of this platform include high-fidelity simulations, comprehensive case studies, and immediate feedback mechanisms (Schneider & Binder, 2019). The platform aims to equip healthcare professionals with both theoretical knowledge and practical skills to effectively manage opioid-related challenges. Simulation features create a safe, interactive environment where nurses can practice real-world opioid crisis scenarios, enhancing preparedness for clinical situations (Morrell et al., 2023). Case studies provide real-life context, reinforcing decision-making skills, while immediate feedback enables rapid skill improvement (Darei̇ & Elhag, 2022). Additionally, improvements in the Clinical Decision Support System (CDSS) support evidence-based clinical decisions, contributing to better patient care outcomes (Wijnhoven, 2022). The investment in this technology aligns with SAMC’s commitment to developing nursing competencies, promoting adaptive and advanced patient care, and providing education across multiple nursing specialties (Rouleau et al., 2019). The proposed shift demonstrates SAMC’s dedication to leveraging technology to enhance learning and health outcomes. Alignment with Organizational Mission, Vision, Values, and Goals Question: How does this technology change align with SAMC’s mission, vision, values, and goals? The integration of the advanced LMS and updated CDSS aligns closely with SAMC’s mission to deliver compassionate, high-quality healthcare while fostering continuous professional development. By providing nurses with advanced knowledge and skills, the e-learning platform supports efficient patient care, particularly in managing opioid crises. Organizational Aspect Alignment with Technology Change Mission LMS integration ensures nurses acquire practical skills and knowledge, enhancing care quality (Regmi & Jones, 2020). Vision The platform contributes to a proactive, preventive health model that promotes community health and literacy (Schneider & Binder, 2019). Values Promotes research-based learning, interprofessional collaboration, and evidence-based decision-making (Regmi & Jones, 2020; Mebrahtu et al., 2021). Strategic Goals Supports ongoing education, improving patient care, and preparing staff for opioid crisis management (Rouleau et al., 2019). The technology reflects SAMC’s commitment to best practices and continuous improvement in healthcare delivery. Analysis of Educational Technology on Organization Question: What is the impact of the educational technology on SAMC? The implementation of the LMS for opioid management has significant organizational implications. It can streamline processes, encourage knowledge sharing, and provide flexible, adaptive learning opportunities. The system fosters collaborative education, enhancing nurses’ engagement and clinical skills (Mahdavi et al., 2023). Potential challenges include staff resistance, technical issues, and the temporary increase in workload during training sessions. Advanced knowledge gained through CDSS allows staff to respond more effectively to opioid emergencies, improving patient care outcomes (Armando et al., 2023). Table: Key Organizational Impacts of LMS and CDSS Impact Area Description Workflow Efficiency LMS streamlines training, enabling flexible and adaptive learning. Clinical Competency Simulation and CDSS enhance decision-making and patient care skills. Staff Engagement Immediate feedback and interactive learning increase nurse involvement. Challenges Staff resistance, technical issues, and temporary workload increases must be managed. Evaluation KPIs can assess opioid crisis management, clinical efficacy, and staff satisfaction (Housawi et al., 2020; Darei̇ & Elhag, 2022). Effective change management plans—including continuous monitoring, prompt issue resolution, and support systems—are essential to achieving desired outcomes (Mohammadi et al., 2021). Nurse Educator’s Role in Successful Implementation Question: What is the nurse educator’s role in implementing the e-learning platform? Nurse educators are pivotal in successfully integrating the LMS at SAMC. Their responsibilities include designing instructional sessions, conducting workshops, providing guidance, and ensuring the platform aligns with organizational learning objectives (O’Connor et al., 2023). By collaborating with IT staff, nurse educators can resolve technical issues and maintain transparent communication channels with clinical staff. This involvement supports smooth adoption of e-learning, strengthens practical skills, and fosters continuous professional development. Consequently, the organization benefits from innovation, improved clinical practice, and enhanced patient outcomes (Tayyib et al., 2021). Integration of Technology in Nursing Education Programs Question: How will the LMS and CDSS be integrated into SAMC’s nursing programs? The LMS, e-learning modules, and upgraded CDSS will be incorporated into both current and future nursing curricula at SAMC. Educational programs will include online courses, simulations, and case-based learning to bridge theory with practice. Immediate feedback will allow nurses to quickly improve patient care skills (Darei̇ & Elhag, 2022). CDSS analytics will provide insights to optimize educational content, aligning learning with clinical decision-making needs (Wijnhoven, 2022). This approach encourages interactive, analytical learning and continuous professional growth, ultimately improving clinical performance and healthcare quality (Schneider & Binder, 2019). Conclusion In summary, implementing an updated LMS and CDSS at SAMC significantly enhances nursing education and clinical practice. These changes align with organizational mission, vision, values, and strategic goals. While challenges may arise, ongoing involvement of nurse educators, effective change management, and continuous evaluation ensure successful adoption. This technological advancement represents a critical step toward improving nursing competencies and patient outcomes in opioid crisis management. References Armando, L. G., Miglio, G., de Cosmo, P., & Cena, C. (2023). Clinical decision support systems to improve drug prescription and therapy optimisation in clinical practice: A scoping review. British Medical Journal Health & Care Informatics, 30(1). https://doi.org/10.1136%2Fbmjhci-2022-100683 Darei̇, I. S., & Elhag, A. (2022). The effect of feedback type in the e-learning environment on students’ achievement and motivation. Journal of Educational Technology and Online Learning, 5(3), 694–705. https://doi.org/10.31681/jetol.1111527 Housawi, A., Al Amoudi, A., Alsaywid, B., Lytras, M., bin Μoreba, Y.
NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment
Student Name Capella University NURS-FPX 6109 Integrating Technology into Nursing Education Prof. Name Date Educational Technology Assessment Needs Evaluating the requirements for educational technology presents a complex challenge for nurse managers and healthcare administrators. In the context of modern nursing education and emerging public health crises, such as the opioid epidemic, it is crucial to reassess and improve educational resources. The objective of this assessment is to optimize the instructional tools currently used in nursing education so that they not only meet immediate training needs but also align with organizational strategies aimed at improving patient outcomes. This paper provides recommendations to enhance the educational infrastructure at St. Anthony Medical Center (SAMC), emphasizing the integration of technology to advance nurse competency and patient care quality. How Nurses Currently Use Educational Technology At SAMC, educational technology is deeply embedded in both the learning environment and ongoing professional development for nurses. Staff rely on Clinical Decision Support Systems (CDSS) and online learning platforms managed through the hospital’s Learning Management System (LMS) (Capella University, n.d.). These technologies provide access to internal protocols, disease management modules, and care guideline courses. Additionally, High-Fidelity Simulation (HFS) is leveraged for operational education and emergency response training. HFS creates a controlled environment for nurses to practice real-life clinical scenarios, enhancing skill acquisition and confidence. In clinical practice, CDSS supports rapid decision-making and ensures compliance with established clinical standards (Ostropolets et al., 2020). Despite these benefits, gaps remain—particularly in opioid management. CDSS requires updates to align with current standards, and e-learning platforms should be used more comprehensively to provide up-to-date guidance (Regmi & Jones, 2020). For instance, Dr. Cartwright identified a lack of standardized training on opioid administration across departments, highlighting deficiencies in adopting educational technology for consistent clinical practices (Capella University, n.d.). Current use of technology assumes alignment with contemporary best practices, yet observations reveal a gap between existing tools and emerging healthcare needs, such as opioid management (Huter et al., 2020). The Comparison with the Desired Technology State Educational technologies like CDSS and e-learning platforms are vital for improving clinical data processes and facilitating online learning. Effective implementation enhances nurses’ understanding of patient needs and adherence to clinical protocols (Ostropolets et al., 2020; Regmi & Jones, 2020). A SWOT analysis was conducted to evaluate the current technology state. SWOT Component Details Strengths Existing proficiency with CDSS and e-learning platforms; supports continuous nursing education Opportunities Incorporate evidence-based, updated modules; expand nurses’ knowledge and competencies; improve clinical skills and patient outcomes Weaknesses Outdated CDSS inconsistent with opioid care protocols; uneven education and training among divisions; limited data on technology adoption and impact Threats Resistance to technology updates; regulatory and compliance risks related to inadequate opioid management training; outdated clinical guidelines risking quality of care Current assessment shows that SAMC’s CDSS is outdated, particularly in opioid care, and e-learning modules are inconsistently deployed across departments (Spithoff et al., 2020; Regmi & Jones, 2020). Standardized education, especially for opioid prescribing, is missing, which undermines consistent learning outcomes (Gugala et al., 2022). Addressing these gaps requires updating CDSS, streamlining e-learning modules, and promoting standardization to enhance nurses’ technical skills and patient care. Assessment of Metrics for Educational Technology Use Measuring the effectiveness of educational technology at SAMC is essential to evaluate its impact on nurse training and patient outcomes. Common metrics include training completion rates, engagement levels, satisfaction surveys, and performance in e-learning assessments. While these provide insights into technology adoption, they do not fully capture its clinical impact. Comprehensive evaluation should include patient outcome measures, staff retention over time, and the influence of training on care delivery (Barteit et al., 2020). Practical approaches to enhance evaluation include: Integrating these approaches ensures educational tools are widely accepted, improving clinical outcomes and aligning with SAMC’s mission. Organizational Mission Aligned with the Technology Aligning educational technology with SAMC’s mission is critical to its impact. The hospital prioritizes efficient patient care while fostering continuous professional development. Technology, such as e-learning platforms and simulation-based training, supports this mission by providing nurses with accessible opportunities for ongoing education and skills enhancement. These programs keep nurses current with evidence-based practices, improving patient care outcomes (Regmi & Jones, 2020). Simulation and online tools allow nurses to practice complex procedures safely, enhancing competency without risking patient safety. An updated CDSS further supports real-time clinical decisions, ensuring adherence to best practices and improving outcomes (Ostropolets et al., 2020). Analytics within LMS platforms track progress, identify gaps, and help target additional training, particularly for high-risk areas such as opioid prescribing (Singh & Matthees, 2021). Recommendations To enhance nursing education at SAMC, the following strategies are recommended: These strategies collectively support SAMC’s goal of fostering professional growth and improving patient care outcomes. Conclusion Educational technology plays a pivotal role in advancing nursing education and patient care at SAMC. Implementing a dynamic e-learning platform, updating CDSS, and aligning technology with strategic objectives enhances learning outcomes, professional growth, and clinical performance. Such improvements are essential for addressing emerging healthcare challenges, including the opioid crisis, while fulfilling SAMC’s mission of efficient, high-quality patient care. References Akinola, S., & Telukdarie, A. (2023). Sustainable digital transformation in healthcare: Advancing a digital vascular health innovation solution. Sustainability, 15(13), 10417. https://doi.org/10.3390/su151310417 Barteit, S., Guzek, D., Jahn, A., Bärnighausen, T., Jorge, M. M., & Neuhann, F. (2020). Evaluation of e-learning for medical education in low-and middle-income countries: A systematic review. Computers & Education, 145, 103726. https://doi.org/10.1016/j.compedu.2019.103726 Capella University. (n.d.). Vila Health: Educational technology needs assessment. Capella.edu. https://www.capella.edu/ Elia, G., Solazzo, G., Lorenzo, G., & Passiante, G. (2019). Assessing learners’ satisfaction in collaborative online courses through a big data approach. Computers in Human Behavior, 92, 589–599. https://doi.org/10.1016/j.chb.2018.04.033 NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment Gugala, E., Briggs, O., Moczygemba, L. R., Brown, C. M., & Hill, L. G. (2022). Opioid harm reduction: A scoping review of physician and system-level gaps in knowledge, education, and practice. Substance Abuse, 43(1), 972–987. https://doi.org/10.1080/08897077.2022.2060423 Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004 Huter,