Innovative Changes in New Jersey’s Nursing Program

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Table of Contents

Introduction
Discussion
Conclusion
References

Introduction

Healthcare personnel must adapt to the innovative changes in healthcare education order to provide patients the best treatment possible since the healthcare sector is dynamic. In order to properly educate students for the needs of the healthcare business, educational institutions must also change. In this article, we suggest a ground-breaking modification to a medical or nursing program in New Jersey, USA. The recommended adjustments include switching to an online platform as the main study tool, modifying the curriculum to include more hands-on learning opportunities, and adopting a comprehensive evaluation strategy. We will examine the arguments in favor of and against the suggested modifications in the debate that follows, as well as provide evidence to back up our claims.

Discussion

The proposed innovative changes, including the adoption of an online platform, curriculum changes, and a new rubric, offer significant benefits to healthcare students. Online learning is more effective, practical learning experiences provide a comprehensive understanding of the healthcare industry, and a holistic assessment approach better prepares students for the realities of the healthcare industry.

Online Platform

A novel shift that offers healthcare students various benefits is the use of an online platform as their main research tool. Students have access to multimedia material through the online platform, including movies, animations, and interactive simulations, which may contribute to a more participatory and interesting learning environment (Chen et al., 2019). Since it enables students to learn in a manner that is more entertaining, interesting, and memorable, this sort of learning experience is more successful than traditional techniques. Additionally, using an online platform allows students to study at their own convenience and leisure.

An online platform may be accessible from anywhere, at any time, in contrast to traditional classroom-based learning, which is crucial for students with tight schedules that involve clinical rotations and other activities. This might boost academic performance by lowering stress and anxiety of these learners (Goh & Yang, 2021). Moreover, online learning environments may be swiftly and readily updated to provide students access to the most recent data and expertise. This is more fundamental where research and discoveries are made (Chen et al., 2019) Furthermore, students get the opportunity to learn from a variety of international healthcare professionals, which may aid in enhancing their knowledge and comprehension of the sector.

Curriculum Modifications

Changes to the curriculum may assist healthcare students greatly in addition to the implementation of an online platform. More hands-on learning opportunities, such simulations, case studies, and clinical rotations, may provide students a more thorough grasp of the healthcare sector and better prepare them for any issues they may encounter in the real world. Students may practice procedures and interventions, for instance, in a secure and regulated setting courtesy to simulation-based learning. Their expertise and confidence are boosted, which is important in the healthcare sector. Case studies, on the other hand, provide students the chance to apply their knowledge and abilities to actual situations, which may enhance their ability to think critically and make decisions.

A Holistic Approach to Assessment

Last but not least, healthcare students might greatly benefit from a modification in the criteria that is utilized to evaluate student performance. A comprehensive assessment strategy that incorporates evaluations of practical abilities, cooperation, and communication might be used in place of depending exclusively on tests and grades (Jiang et al., 2021). Students will be more prepared for the reality of the healthcare profession, where these abilities are crucial for success with this kind of approach (Paranjape et al., 2019). In a variety of contexts, including clinical rotations where students must successfully interact with patients and healthcare professionals, communication evaluations may be carried out.

Discussions Against the Proposed Change

Although the proposed modifications that are being examined for a New Jersey medical or nursing school provide a number of advantages, there may also be possible concerns and disadvantages. The trustworthiness and dependability of online sources, which may be difficult to evaluate and could not be as good as traditional learning materials, is one possible area of concern (Pei & Wu, 2019). Additionally, some students may find it challenging to remain motivated and engaged due to the lack of structure and discipline associated with online learning, which may have an effect on their academic performance (Ulrich et al., 2021). The expense of implementing new technologies and building up infrastructure to support the online platform is another possible drawback.

Conclusion

In conclusion, the creative improvements that are being considered for our educational institution, including the adoption of an online platform, curriculum revisions, and rubrics for evaluation, will provide various advantages for students interested in the healthcare sector. We can better equip our students to meet the expectations of the quickly changing healthcare business by embracing these developments. For busy students, the online platform provides a flexible, dynamic, and engaging learning environment that can be accessed at any time and from any place. Students will be able to build the skills required to succeed in the healthcare business. Despite certain apprehensions, these changes may be effectively implemented to the advantage of both our students and the healthcare sector as a whole with the right planning and training.

References

Chen, X., Yu, G., Cheng, G., & Hao, T. (2019). Research topics, author profiles, and collaboration networks in the top-ranked journal on educational technology over the past 40 years: a bibliometric analysis. Journal of Computers in Education, 6, 563-585. Web.

Goh, T. T., & Yang, B. (2021). The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment. International Journal of Educational Technology in Higher Education, 18, 1-23. Web.

Jiang, Z., Wu, H., Cheng, H., Wang, W., Xie, A. N., & Fitzgerald, S. R. (2021). Twelve tips for teaching medical students online under COVID-19. Medical education online, 26(1), 1854066. Web.

Paranjape, K., Schinkel, M., Panday, R. N., Car, J., & Nanayakkara, P. (2019). Introducing artificial intelligence training in medical education. JMIR medical education, 5(2), e16048. Web.

Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical education online, 24(1), 1666538. Web.

Ulrich, F., Helms, N. H., Frandsen, U. P., & Rafn, A. V. (2021). Learning effectiveness of 360 video: experiences from a controlled experiment in healthcare education. Interactive Learning Environments, 29(1), 98-111. Web.

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