Curriculum Technology Proposal for Nursing Education, Thesis of Cost Accounting

Download Curriculum Technology Proposal for Nursing Education and more Thesis Cost Accounting in PDF only on Docsity! Running head: CURRICULUM TECHNOLOGY PROPOSAL 1 C922 Curriculum Technology Proposal Western Governors University College of Health Professions Executive Summary Nursing education has come a long way in terms of technology. It has experienced a shift to incorporate and apply technology to change the way higher education is delivered for the advancement of the learner. This newer technology can help ensure learners to be successful in developing learning outcomes. Technology in nursing education can provide many benefits to the classroom that can include user-friendly access to course content, flexibility to assess information from any setting that has internet access and offer learners ample resources to expand their critical thinking and autonomy. When we introduce technology into nursing education, it could change how we deliver content. This technology can synchronize the curriculum to benefit all learning styles to certify proficiency, achievement, and fortification of the future of nursing practice. A curricular needs assessment was done to control the inconsistencies in existing practice and current evidence-based practices connected to the implementation of nursing education. An analysis was done of stakeholders and critical evaluation of existing and past learning activities for a baseline assessment. These findings showed that the establishment of a curricular technology change, specifically, the Canvas platform, to the curriculum will be beneficial to learner success, institution status, and enrich the complete foundation of nursing education. CURRICULUM TECHNOLOGY PROPOSAL Stakeholder alignment with the implementation of the Canvas platform, was obtained with the learners’ interest as the primary goal. These teaching modalities can assist the learner with achieving success through a well-developed, organized, and streamlined type of teaching that can enhance critical thinking with a higher-order cognitive function. These skills can prepare the learners to translate theory into clinical practice. Curriculum Technology Proposal Literature Review Credible Sources Refer to Appendix A: Table 1. Literature Review Summary Table. Nursing education has endured dramatic changes from the traditional classroom setting; it is now a blended model of learning which combines not only textbooks and lectures, but also technology-based approaches to assist nurse educators. According to Raoufi, Manoochehri, Zarifsanaiey, & Nikravanmofrad (2020), the introduction of technology-based methods to nursing education has transformed higher education through the integration of Electronic Learning (e-learning). E-learning moves the attention on to the learners, and how they interrelate with the classroom, an active learning flipped-classroom approach. It permits the use of the internet and handheld devices such as laptops, tablets, or cellular phones. Advantages of utilizing an e- learning modality include access to educational materials through online reference libraries, flexibility to complete education in a mixed location, or entirely online, condensed resources associated with the costs of travel and encouraging performance outcomes for students. 2 CURRICULUM TECHNOLOGY PROPOSAL systematic process used to distinguish the curricular technology required for this proposal was a survey or collaboration of stakeholders, and a significant evaluation of current and past learning activities. The collaboration of stakeholders and evaluation of current and past learning activities will serve as evidence to determine the current competencies of the nursing curriculum and verify the need or gap between the existing and preferred modalities. The collaboration of stakeholders will make inquiries about current practices, current knowledge, current skills, barriers, wants, and best practices of the establishment of a curricular technology transformation to the community and public health program. This important information will help to detect the gap to aid in devising a plan to amend the gap with the introduction of the new curricular technology change. The crucial evaluation of present and past curriculum and learning activities will also support in identifying the gap and where nurse educators can begin to use the curricular technology adjustment into the syllabus and conventional course design. Key stakeholder alignment supports a more efficient and important harmonization of a proposed change and provides an important foundation of action within the educational institution. With the interest of the educational institution and learners, stakeholders assemble and consider the internal workings of the nursing curriculum and perform a needs assessment for gaps between the current and best practices. Assessing the academic organization’s willingness for change starts with stakeholder support. Stakeholder alignment is crucial in following through with the proposed curriculum change. When all stakeholders agree with the proposed change, the team can begin assessing factors or forces that can impact the curriculum change (Fater, 2013). Administration. The administration’s part in the gap analysis is mainly to direct the executive functions of the new curricular technology proposal. While the administration will have the chief 5 CURRICULUM TECHNOLOGY PROPOSAL role in the monetary funding and allotment of resources, their buy-in as key stakeholders is crucial. I will be meeting with the administration in a face to face meeting to ensure the proposed change can be discussed thoroughly. Nurse educators. Nurse educators’ responsibility in the gap analysis is to offer awareness into the implementation of the curricular technology proposal. Nurse educators are needed on the frontline throughout the implementation of the latest curricular technology proposal. Their buy- in and feedback are linked to current practices, skills, knowledge, and opportunities for development and are vital to secure their buy-in for the changeover. Their input is crucial because they must not only embrace the new Canvas platform technology but troubleshoot when teaching the students how to utilize it (Rhode, Richter, Gowen, Miller, & Wills, 2017). I will initiate a meeting via zoom with the Nurse educators because this will ensure a better outcome and is easily accessible. Also, it will initiate the use of this potential technology to be implemented. Learners. Learners’ role in the gap analysis is also to provide insight into the current curriculum and emerging trends in technologies, and their feedback regarding the execution of a curricular technology change. Learners vary in age, and those who grew up during the period of technological advances may be more skilled towards the implementation versus learners who are older and used to a more traditional style of education. Learner’s input must be considered before implementing such a substantial change. A method of collaboration with the learners/students would be a face to face meeting. It has been my experience that face to face interactions are very effective when initiating a new means of technology. Information technology specialists. Information technology specialists’ (ITS) role in the gap analysis is to offer a concept on the technological characteristics of the curricular technology 6 CURRICULUM TECHNOLOGY PROPOSAL proposal. ITS provides expert assistance for the implementation, examining, and preservation of the latest computer software. While the ITS can make sure there is a smooth transition of the execution of the curricular technology proposal, their buy-in is important to keep technical security and utilities functioning properly. A consult with ITS via web meeting would be most beneficial because this is their area of expertise, and most would be amenable to review the emerging technology in an environment they are accustomed to. Staff developers. Staff developers’ role in the gap analysis is to provide the insight required to create accord between nurse educator implementation methods and the alignment of curriculum. Staff developers can support the implementation of the new curricular technology transformation to assist more experienced nurse educators, who may not be as skilled with the use of technology in their classroom in becoming accustomed to the latest trends. Staff developers are important in ensuring an effortless change from the paper and pencil educator, to technological resources. In collaborating with the staff developers, a one on one meeting would be best because their input would not be swayed by a large group and their voice could be heard without bias. Table 2. Curriculum Technology Need-Gap Analysis Current Curriculum Technology Desired Curriculum Technology Need-Gap Action Steps to Meet the Need-Gap Textbook and printed journal articles Zoom for education virtual meetings, webinars, sessions, and messaging. Zoom for education training for the whole institution and students. 1.Acquire Zoom for Education software 2.Information Technology Specialist training 3.Organization-wide training 4.Student training 5. Once Yearly Zoom for education trainings for institution Textbook and printed journal articles Canvas platform for evidence-based learning via virtual simulations, Canvas platform products and training. Need for simulations 1.Acquire the Canvas platform 2.Information Technology Specialist training 7 CURRICULUM TECHNOLOGY PROPOSAL traditional nursing education has been effective for a lengthy period without the use of technology, advances in bedside practices and healthcare require the Registered Nurse’s role at the bedside to be more self-sufficient and specialized in their skill set. It is known that undergraduates nursing students have become more immersed in content and require them to think critically, by being able to translate theory into practice. When we limit the technology for “The Role of the BSN Nurse in Promoting Community Health” course to the usual textbook readings and printed journal articles, this can inflict challenges on not only the learning environment but the learner’s success. Cost, size, and limitations of textbooks, journals are some current challenges. Cost of textbook. Many learners do not come from affluent backgrounds and may not be able to afford nursing textbooks and supplementary course essentials. Size of textbook. Having to remember to bring the textbook in addition to other required items to lecture every time is quite burdensome, especially with the substantial size of the books. Limitations of textbooks/journals. By providing learners with just textbooks and printed journal articles to help them conquer course content does not accommodate all learning styles. Overcoming Challenges To overcome the challenges, “The Role of the BSN Nurse in Community Health” is to allow implementation the curricular technology change into the course. For example, the Canvas Platform can turn out to be valuable to the learning process, learner success, and improve the groundwork of the nursing curriculum for the association. Cost of textbook. Learners already have a substantial bill to pay to attend college. From my experience, nursing texts and supplies are incredibly costly. Implementing the Canvas Platform 10 CURRICULUM TECHNOLOGY PROPOSAL offers learners with free online access to texts and supplementary supplies that can already be factored into their tuition costs can help conquer this task. Size of textbook. Students are required to bring an excessive amount of items to school daily. Implementing the Canvas Platform will permit students the flexibility and option to leave their textbook at home and access a digital text and other supplementary resources electronically through the platform. Learners can print out class content required for the day’s lecture before coming to class or they can follow along with the online lecture. Limitations of textbooks/journals. Current curriculum design allows for the use of the textbook and printed journal articles for learners to use as resources. The Canvas Platform can offer students more engaging, thought-provoking, and meaningful exercises. By limiting the curriculum to textbooks and journal articles, this does not promote the learning experience and is not inclusive of all learning styles. When assigning a chapter or journal article for the class to interpret may seem like a simple task for a visual learner, but an auditory learner may not be able to grasp the material as fast as a visual learner. The Canvas Platform provides evidence-based resources that are inclusive of all learning styles to certify success for all learners. For example, virtual simulations can be used for all learners because there is a visual, auditory, and kinesthetic component that is inclusive of all learning styles. Summary of Findings As discussed earlier, the present state of technology for “The Role of the BSN Nurse in Promoting Community Health” is lacking in originality, innovation, and technological advances. The present curriculum for the class features the usual textbook readings and printed journal articles from the nurse educator. Depending on textbooks and printed journal articles for learners to gain competence in the material is providing a disservice to learners and to the communities 11 CURRICULUM TECHNOLOGY PROPOSAL where they will be practicing. Nursing curricula are developed to provide learners with introductory nursing knowledge and pro-active practical experiences that help them to navigate the learning process with the enhancement of critical thinking and translation of classroom theory to hands-on practice. To generate meaningful activities for learners, nursing curricula should include educational technology via a varied type of evidence-based simulations, case studies, and a blend of higher cognitive learning formative and summative assessments, to foster an educational and actual learning environment that meets all the learning needs and educational goals of the learner. Conclusion of the curricular technology needs review showed that the implementation of e-learning via the Canvas Platform can connect the learning needs of students and provide them with a variety of resources and opportunities for success. The Canvas Platform offers students evidence-based learning activities that stimulate critical thinking, encourage learners, and enhance competency through standardized and efficient curriculum according to national nursing guidelines. The Canvas Platform provides opportunities for all learning types to thrive and gain competency in the material presented. For example, nursing learners must stimulate and expand their critical thinking and clinical decision-making capabilities to be productive as entry-level nurses. Canvas platforms have proven to be successful in meeting the learning requirements of all students by supplying resources such as virtual simulations and online case studies that adapt to the situation centered on learner responses. Textbooks and printed online journals cannot provide that higher level of cognitive function and learning that Canvas platforms can. Also, outcomes suggest that the general flexibility and simplicity of access to the online resources are valuable in meeting the needs of learners because they can gain access to course material and resources beyond the classroom setting, and practice wherever they may be. 12 CURRICULUM TECHNOLOGY PROPOSAL numerous other resources were introduced to the nurse educators to demonstrate that they no longer need to create their curriculum for their courses. Canvas offers institutions a standardized, evidence-based curricula that can be used as a framework when developing class structures. After careful consideration, nurse educators voted to implement the Canvas platform because their accreditation, meeting the requirements of learners, delivering an excellent learning experience, and devotion to produce competent BSN prepared nurses for the community is the sole reason why they became educators, to begin with. Learners. As previously discussed, the learners’ role in the gap analysis was to offer insight on the existing curriculum and teaching modalities, innovative and promising trends in technologies, and their response about the implementation of a curricular technology change. Some main concerns were the learning curve for varied ranges in age among the learning population and costs toward tuition with the proposed change. It was known that learners who are adept to use technological advances may show more of an attraction towards the implementation versus learners who may are older and used to a more traditional approach to education. It was then explained to them there would be sufficient training and access to information technology specialists. A succinct review of the resources was made available to help them get ready for the board examination and practice as a nurse was provided so they may experience how the Canvas platform could benefit them and ensure their success with the products. Simplicity and flexibility with the utilization of the resources were also considered with the students and the expense for the switch would already be included in their tuition, and they would not have to buy their nursing texts since Canvas provides e-book versions of their materials. Learners voted to implement the Canvas platform because their learning needs and experiences were being met with the implementation of the new platform. 15 CURRICULUM TECHNOLOGY PROPOSAL Information technology specialists. As previously discussed, the information technology specialists’ (ITS) role in the gap analysis was to offer insight on the technological features of the curricular technology proposal. ITS foremost interest was the usability and compatibility with the existing technology that the institution has. Key concerns over the transition to the new technology were connected to if the Canvas platform would be compatible with the current Windows platform that the institution was currently using. It was explained to the ITS that the Canvas platform is usable and compatible with both Windows and Mac platforms, and the transition will be smooth. ITS was informed that ample training will be provided to them regarding the new technology. After thorough deliberation, ITS voted to implement the Canvas platform because of its ease of transition to the existing current Windows platform. Staff developers. Staff developers’ role in the gap analysis was to provide the insight required to create a collaboration between nurse educator implementation methods and the alignment of the curriculum. Their main concern was the amount of time it takes to train themselves and others. Although the staff developers would be working with brand-new hires, they wanted to be sure that they had adequate training with the new technology so that the orientation process would work efficiently. The staff developers were informed that they would have sufficient training and support during the transition. After much thought, staff developers agreed to implement the Canvas platform because their certification, meeting the needs of the institution and learners, delivering an excellent learning experience, and devotion to produce competent BSN prepared nurses for the community is the main reason why they became staff developers. Force Field Analysis Assessment After thorough collaboration with the stakeholders and design team, an agreement for the implementation of the Canvas platform as the emerging technology was achieved. 16 CURRICULUM TECHNOLOGY PROPOSAL Table 3. Organizational Readiness for Curriculum Proposal Forces FOR Curriculum Proposal Curriculum Proposal Forces AGAINST Curriculum Proposal  Ease and flexibility of use  To implement the use of Canvas platform to The Role of the BSN Nurse in Promoting Community Health course Initial costs  Standardized and streamlined content/resources/curricula Time and resources to train the entire institution Evidence-based student learning experience The time it takes to compare & contrast the current curriculum to standardized, evidence- based practices and accreditation standards  Promotes critical thinking and higher-order thinking Maintenance costs  Adequate training for all Organizational Factors Organizational factors that may enable or delay the implementation of the curricular technology change consist of both internal and external factors. Internal factors. An organizational internal factor that may delay implementation of the curricular technology change is the monetary restrictions for the fiscal year. Including acquirement of the technology, the organization will have to certify that there are sufficient monetary resources to provide for the transition, including trainings, software installations and updates, and enough resources including extra computers. Another internal organizational factor is the unavailability of sufficient nurse educators or staff developers who may be willing to train as superusers with the new technology. Nurse educators have a lot to contend with and having to prepare as a superuser and be available for the institution may be quite burdensome for them. External factors. An external factor that can help the implementation of the curricular technology change is competition from other organizations of higher education. Generally, 17 CURRICULUM TECHNOLOGY PROPOSAL Challenges to the integration of the emerging technology in “The Role of the BSN Nurse in Promoting Community Health” course involve staff resistance to transformation, current responsibilities to learners, and learning curves for seasoned nurse educators. Resistance to change. Any new change can be challenging for all nurses, especially if they work at the bedside, or have a managerial position. Nurse educators who have been teaching the same core curriculum for years may be opposed to the transition to Canvas because it is new to them. Resistance may also be noted if affected parties feel that this change is being implemented without their voice and being forced upon them. All parties should have an inclusive voice during the discussion because this change includes everyone. Collaborative efforts make change more appealing and less resistance is felt. Obligations to learners. Educational institutions have an obligation to learners to deliver quality, streamlined instruction to promote their success. Although, transitioning to a diverse platform for learning resources may create a challenge of the integration of new technology. Challengers of the changeover may argue that it is unreasonable to alter the system during the halfway point because the learners will have to be taught a new technology to be successful. These students may also be unwilling to change as are the nurse educators. Learning curves. Learning curves arise when there is any new change in policies. Veteran nurse educators and students who may not have had the experience of technological advances early on may feel indifferent and unenthusiastic to adopt the new change due to the implementation of technology because they did not have it before. Learning curves can bring about an unsettledness for most people who dislike change. Change Theory 20 CURRICULUM TECHNOLOGY PROPOSAL A well-organized change is decisive, analyzed, and a joint effort that brings about enhancements with the support of a change agent. Nursing practice and education are unavoidably changing with the advancement of technological advances. Numerous encounters may arise throughout the change, but with a collaborative effort of the interprofessional team, and the basic understanding of a change theory, all members of the team can see the successful change come into fruition (Hussain, et al., 2018). Change Theory: Lewin’s Force Field Model Hussain et al., (2018) suggest that the Kurt Lewin change theory of the Force Field Model recognized three stages which an organization must successfully sustain before a major change becomes part of the organization. Therefore, Lewin’s Change Theory of the Force Field Model can be applied to embrace and incorporate the curricular technology change of Canvas to the community health course. Lewin’s theory proceeds through three stages: unfreezing (the fortitude of the need for change), movement (starting a change after determining forces for or against change), and refreezing (when changes are incorporated and assessed). Justification of Change Theory Unfreezing. The disruption of outdated practices is essential when the team wishes to execute a curricular technology change to a course (Hussain et al., 2018) The unfreezing of old patterns is essential to the reconstruction, development, and improvement of current curricular infrastructure. To achieve better results, an old stagnate system must be upgraded to accommodate the current needs. Nursing practice has evolved greatly with utilizing new technological advances for the better outcomes, and nursing education subsequently follows. During this unfreezing stage, needs assessments and gap analyses can be utilized to assist in the determination for change. 21 CURRICULUM TECHNOLOGY PROPOSAL Movement. Resistance occurs with any new change and is best discussed in the movement stage. When initiating the new technology proposal, the nurse educator must provide evidence-based practice data and step in the direction of the new change (Hussain et al., 2018). It is during this stage; the team and stakeholders will need to collaborate with the organization and follow this vision of anticipated change. By discussing and collaborating the need for the change including all the potential benefits can assist with moving this project to the next level. For example, considering how this new curricular technology change will significantly increase the quality of education and learner experience for the institution, can result in years of future accreditation. Refreezing. The last step in Lewin’s Change Theory of the Force Field Model is refreezing. Throughout this stage, change is incorporated, applied, then evaluated (Hussain et al., 2018). During this time, it is essential to provide substantial, positive feedback and words of support to involved parties to see productive functioning through to completion. At present, the entire organization is contributing to the curricular technology change, all parties can begin to obtain a clear understanding of the goal of improving the overall infrastructure and quality of education where the learner can achieve experience and success. Potential Resistance and Barriers to Technology Resistance. As previously considered, nurses are comfortable in their roles and routines of the career obligations. Even minuscule changes are difficult for nurses, regardless if they perform at the bedside, or have a management position. Nurse educators who have been teaching the same curriculum for years may be opposed to the change to Canvas because it is new to them. Nurse educators may feel that the curricular technology change is an opportunity to replace them and take away their independence. Nurse educators may feel that this proposal means that they are not competent in their roles and that is why there is a need for this change. Also noted, resistance 22 CURRICULUM TECHNOLOGY PROPOSAL technology change to be integrated into the existing curriculum. The administration will confer with key stakeholders about the adjustment and upcoming training for each discipline. Once the goals, objectives, and plans are approved upon by the interprofessional team, the staff developer will create the training program for the staff. Step 6. Submit to administration for final approval. The interprofessional team will introduce and present the presentation to the organization administration regarding the new curricular technology change proposal. Each team member will submit their specific findings and how it correlates to the curriculum change, and how it can promote the foundation of the existing curriculum. Step 7. Education days/Training. After the curriculum change is authorized, the staff developer and nurse educator will provide training days for the establishment. These sessions will include introducing the findings before the change, the new modifications that will occur, and provide a simulated platform to practice on the new platform. Step 8. Surveys. The nurse educator will develop surveys to determine the effectiveness of the new technology change. The nurse educator can compute the results of the surveys to establish a greater grasp of the conditions of the curricular technology change and adjust it accordingly. Step 9. Annual technology training. The nurse educator and staff developer will be accountable for scheduling and supporting the yearly training schedule for the latest technology. They will constantly check-in with the organization on what is working, what is not working, and areas for growth. Conclusion Nursing practice has grown immensely, requiring nurses to excel in varied areas of practice to meet the needs of a varied population. Technological innovations in healthcare have 25 CURRICULUM TECHNOLOGY PROPOSAL instructed nurses to prove mastery of fundamental knowledge, skills, and attitudes to certify competency in the nursing profession. Additionally, nursing education must also progress uniformly to meet the needs of a varied patient population, serve as transformational mentors, and develop the nursing sciences to enhance health results and inconsistencies of the population. Nurse educators are tasked with the assimilation and application of specialized curricula, by providing significant, difficult, and thought-provoking learning experiences for students that stimulate a higher level of thinking to help them transform theory to practice. Rationale and Purpose of Proposal The purpose of the proposal is to promote the implementation of an advancing curricular technology transformation, to enhance the student learning experience and learning outcomes. It can impact the future and general foundation of the nursing profession. Former modalities of teaching in the curriculum included textbook readings and printed journal articles for students to review. This traditional approach is antiquated and does not promote critical thinking or provide students an opportunity to apply theory to practice. Consequently, the rationale in implementing The Canvas Platform in to “The Role of The BSN Nurse in Promoting Community Health,” is that it will provide students with the chance to reinforce their nursing competence through critical thinking, clinical decision making, and encourage an advanced cognitive level of thinking. As previously discussed, the Canvas platform uses evidence-based resources such as virtual simulations, unfolding case studies, and objective assessments that support students with converting theory into practice through the application of nursing knowledge to clinical scenarios, case studies, and preparation questions. Canvas is thoroughly developed to promote learner success through specially designed resources that frame 26 CURRICULUM TECHNOLOGY PROPOSAL nursing knowledge and allows learners to build on previous information to gain a significant understanding of the course content. In addition to a considerable amount of online resources, Canvas is designed to provide learners with accessible information, anywhere, anytime, and at their convenience. This provides more flexibility in how they learn, where they learn, and when they learn. Filling the Curriculum Gap Offering students with an incomparable learning experience, that connects, challenges, and reinforces their development as nurses is essential to every nursing program. The proposal to integrate and implement the Canvas Platform in to “The Role of the BSN Nurse in Promoting Community Health” course will fulfill the distinguished curriculum needs gap through the integration of learning activities and resources that is inclusive of all learner types. Outcomes of the curriculum needs gap comprised of the need for virtual reality, actual learning that prepares students for interprofessional collaboration, and more challenging, critical thinking responsibilities. The Canvas Platform will fulfill the identified curriculum gap by encouraging critical thinking and assist students in the use of nursing knowledge and conversion of theory to practice. For example, The Canvas Platform provides learners with virtual simulations that meticulously mimic realistic situations and acclimate to learner responses, which aim to promote learner independence, critical thinking, clinical decision making, and collaboration as a member of the interprofessional team. Existing curriculum design consist of textbook and journal readings which do not nurture the attributes that will benefit in the strengthening of nursing ability. In addition to the virtual reality simulations, the Canvas Platform also provides learners with 27 CURRICULUM TECHNOLOGY PROPOSAL Lee, H., Min, H., Oh, S., & Shim, K. (2018). Mobile technology in undergraduate nursing education: A systematic review. Retrieved from https://e-hir.org/journal/view.php? id=10.4258%2Fhir.2018.24.2.97 Raoufi, S., Manoochehri, H., Zarifsanaiey, N., & Nikravanmofrad, M. (2020). Developing an e- learning model for nursing education. Journal of Clinical and Diagnostic Research. doi:10.7860/jcdr/2020/43134.13451 Rhode, J., Richter, S., Gowen, P., Miller, T., & Wills, C. (2017). Understanding faculty Use of the learning management system. Online Learning, 21(3). doi:10.24059/olj.v21i3.1217 Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/ 1217/304 Sutterlin, J. (2018). Elearn magazine: Learning is social with zoom video conferencing in your classroom. Retrieved from https://elearnmag.acm.org/archive.cfm?aid=3236697 Voutilainen, A., Saaranen, T., & Sormunen, M. (2017). Conventional vs. e-learning in nursing education: A systematic review and meta-analysis. Nurse Education Today, 50, 97-103. doi:10.1016/j.nedt.2016.12.020 30 Running head: CURRICULUM TECHNOLOGY PROPOSAL 1 Table 1. Literature Review Summary Table First Author (PubYear) Title Purpose Context Findings Relevance Strength of Evidence Raoufi (2020) “Developing an E- Learning Model for Nurse Education.” This article aimed to develop an E- Learning model for nurse education to use when developing a nursing curriculum for distance and mobile learning. The population of interest was for nurse educators, curriculum designers, and course developers in the setting of academia. A strategic combination of 7 components including education, infrastructure, support, culture, ethics/law, evaluation, and the learner are required. This article is relevant to the proposal of distance learning to the community health course because it provides the fundamental knowledge required to develop a curriculum that incorporates technology into nursing education. Level IV Non- Experimental Descriptive Study Strengths: The authors review 65 prior studies. Weakness: The study was assessed over a 1- year timeframe between 2017 and 2018 and were small studies. Voutilaninen (2017) “Conventional vs. E-Learning in Nursing Education: A Systematic Review and Meta- Analysis.” This article aimed to evaluate the effectiveness of E-Learning on learning outcomes in nursing education and assess the quality of traditional studies compared to E-Learning. The population of interest was learners in traditional settings and learners in distance learning format. E-Learning and mobile applications are beneficial and positively impact learners. E- Learners performed at a higher level than traditional learners. This article is relevant to the proposal of distance learning because it provides evidence as to how E-Learning can positively impact nursing students’ outcomes. Level I Systematic Review & Meta- Analysis Strength: Comprehensive overview of quality assessment, risk of bias assessment, and CURRICULUM TECHNOLOGY PROPOSAL Table 1. Literature Review Summary Table First Author (PubYear) Title Purpose Context Findings Relevance Strength of Evidence meta-analysis. Weakness: The only group that was looked at was the younger generation. Lee (2018) “Mobile Technology in Undergraduate Nursing Education: A Systematic Review.” The purpose of this article is to review the effectiveness of mobile technology in nursing education. The population was for nurse educators, curriculum designers, and course developers in the setting of academia. Findings suggest Several RCT and Quasi- experimental studies were researched, and the mobile device and intervention varied throughout the studies. It was shown that mobile access has increased in students use and created motivation to learn. This article is relevant to the proposal of distance learning because it shows that the younger generations are more inclined to use mobile devices. After all, they feel more motivated to learn because of its availability to use. Level I Systematic Review Strengths: Seven RCTs and Seven Quasi- experimental studies were reviewed including the earlier 2000s and current studies were compared. Weaknesses: This study only allowed a limited generalization from the results obtained. Fox (2019) “Mobile Technology: A Tool to Increase The purpose of this article was to assess how to The population of focus was college-level Findings suggest that college students must be This article is relevant to the proposal of Level VII Expert Opinion 2