Assignment: Technology Impact Statement for Assessment Paper
Assignment: Technology Impact Statement for Assessment Paper ON Assignment:
Technology Impact Statement for Assessment PaperI have attached my assessment 1, 2 and
rubrics for assessment 2. For assessment 1 I got 100. But unfortunately, I got this kind of
feedback after I submit my assessment 2 for MSN-FP6109. For Assessment 2, Executive
leaders agree with your previous assessment of educational technology needs and, as the
next step, they have asked you to submit a technology impact statement. They would like to
know how the prospective change in the use of existing educational technologies or the
acquisition of new tools, technology, or upgrades will affect current nursing processes, staff
performance, and patient outcomes. Please look at each section below for my comments and
suggestions to add to your assessment.Unfortunately, what you have evaluated and
recommended is testing ATI vs HESI and this isn’t meeting the technology needs assessment
you are to conduct. The HESI/ATI argument would be good for a curriculum evaluation so
save that work! Consider simulation and other technologies that are tangible, not testing
services.Till the 9th class of my MSN I never had any difficulty with any of my assessment
and I was distinguishing all of those. I am in need of guidance to make corrections on my
assessment 2. Please help me guide through this.Assignment: Technology Impact Statement
for Assessment Paperattachment_1attachment_2attachment_3Unformatted Attachment
PreviewRunning head: Educational Technology Needs Assessment Educational Technology
Needs Assessment Amrita Dawadi Capella University MSN-FP6109 July, 2020 1 Educational
Technology Needs Assessment 2 Introduction The primary objective of the educational
technology needs assessment is collection of relevant data and information for
implementing recognized alterations in promoting the effective learning patterns (Jannetti,
2012). Nurse educators are accountable for evaluating and recognizing the gaps in
knowledge as well as integrating the data and information assembled to verify the necessity
and recognize the learning needs and outcomes (Dickerson, 2014). The goal of this
assessment is to prioritize on a particular educational needs assessment and learn the effect
of the formulated and implied alteration on the learning goals, needs, and outcomes.
Current State, Technology, and Outcomes The passing rate for the first-time test takers from
Tarleton State University (TSU) in 2019 Texas National Council Licensure Examination for
Registered Nurses (NCLEX-RN) is only 83.70% with 154 out of 184 students passing the
board. In 2018, passing rate is 84.52% with 142 out of 168 students passing the board; in
2017, 76.92% with 130 out of 169 students passing; in 2016, 80.42% with 115 out of 143
students passing and in 2015, 90.91% with 100 out of 110 students passing the board

(Texas Board of Nursing, 2020). The passing rate displayed by TSU is relatively low in
comparison to the Texas Board of Nursing National Council Licensure Examination – RN
(Registered Nurse) overall passing rates for the last 5 years as below: In 2019, pass rate of
94.39% with 6,271 students passing out of 6,644; in 2018, pass rate of 93.87% with 6106
students passing out of 6505; in 2017, pass rate of 87.04% with 4802 students passing out
of 5517; in 2016, pass rate of 89.71% with 5133 students passing out of 5722 and in 2015,
pass rate of 87.99% with 4683 students passing out of 5322 (Texas Board of Nursing,
2020). Assignment: Technology Impact Statement for Assessment PaperThe chances of
losing the accreditation status, trust, funding, grant, as well as enrollment is high if a nursing
program at a college or university keeps upholding persistent lower NCLEX- Educational
Technology Needs Assessment 3 RN examination passing scores. In addition, the lower
student passing rates is visualized as directly proportional to the result, consequences, and
efficiency of the nursing curriculum. The hidden facts in relation to the TSU passing rates
incorporate whether the students originally came from transitioning associate degree
programs or straight baccalaureate programs. Also, another hidden date includes the
unrevealed number of repeat test-takers and their passing rates. Any college or university
utilizes a specific testing program or tool to check the readiness of the nursing students for
the NCLEX. The type of pre-testing tool TSU uses is known as the ATI, which stands for the
Assessment Technology Institute’s comprehensive predictor exam. After the end of all the
required nursing coursework and before the gradation and NCLEX this predictor exam
which is comprehensive is used to assess the knowledge level and preparedness of the
students for the NCLEX. As per the privacy policy of the university the performance scores
of the ATI exam is not disclosed thereby, indicating a possibility of gap and insufficiency of
the ATI exam by itself with respect to the preparation for the NCLEX. Research displays that
some form of the standardized testing system has been universally used among the nursing
curriculum and there has been a directly proportional relationship between the success in
the standardized test with the first-time success in NCLEX (Reitz-Robinson, 2016). Some
nursing college and universities have incorporated the standardized test not only at the end
of the curriculum but also at some point during the midpoint of the curriculum with enough
time allowed for the required remediation in the relevant sections. The only one exit
standardized test at the end of the curriculum has shown to have very little time to prepare
for remediation before the actual NCLEX. For the effectiveness of the ATI testing very few
researches have been done to back up since it is less prevalent than other type of testing
tool. It is difficult to come to any judgements Educational Technology Needs Assessment 4
about the effectiveness of ATI as a good predictor of success in NCLEX as there is very few
data and information available to hold up the fact (Vandenhouten, 2008). In the contrary,
there exists enormous information and data to back up the utilization of the standardized
tests for the recognition of the sectors of the weakness to be corrected and knowledge gaps
to be fulfilled to achieve success in the NCLEX (Grant, 2015). Standardized exams give the
students opportunity to familiarize themselves with the format of the test structure similar
to the NCLEX, relieves the amount of anxiety for the upcoming NCLEX, as well as builds the
level of confidence for success. Standardized tests give the nursing college or university
opportunity to view the details of the areas of weakness of the students and provide

relevant useful resources as well as materials for remediation before NCLEX. The
predictability of the success of the ATI test fluctuate as per different research and study but
typically maintains below 90% (Jenkins, 2016). There is a necessity of additional data and
information to judge the efficiency of the implemented ATI testing system in TSU.
Assignment: Technology Impact Statement for Assessment PaperThe unrevealed score
ranges of the students in 2019 ATI test is a significant unknown factor without which no
conclusions can be made to address the efficacy of the program. The desired modified
alternative strategies that can be formulated and implemented to promote the quality of the
data and information with respect to the NCLEX passing score of TSU is elaborated in the
paragraphs below. Desired State and Outcomes The desired outcomes for the TSU nursing
program would be to propose and implement an alteration in the current standardized tests
to recognize the areas of hardships and weakness of the struggling students, recognize
sectors of nursing curriculum that requires more development and understandings to
promote student learning, as well as eventually upgrade the NCLEX success Educational
Technology Needs Assessment 5 rates. As mentioned above success on the standardized
test is directly proportional to the success on the NCLEX. In the specific scenario of TSU
nursing students, the analysis methodology that might be best suited with respect to the
level of familiarity and comfort level is the SWOT analysis that displays the possible
opportunities, vitality, deficiencies, fragility, as well as threats. SWOT analysis stands for
strengths, weaknesses, opportunities, and threats. The positive power of the nursing
curriculum in TSU incorporates the lower proportional size of the student load, limited
competition level during the process of admission, and the flexibility of partial curriculum
that can be completed online. The shortcoming of the nursing curriculum in TSU
incorporates the fewer proportion of students and thereby, the weak and poor sample sizes
for evaluation of the data, fewer number of the nursing faculty, as well as lower passing
rates for the NCLEX. The possible dangers of constant lower passing rates of NCLEX can
extend from losing the accreditation to losing the overall program. The required
advancement in opportunities in order to protect the accreditation and overall program
status incorporates formulating and implementing alterations in the standardized testing
pattern to a well-organized and evidence-based program with displayed better
performance score in the NCLEX. Recommended Change The proposed suggested alteration
to promote the passing scores of the NCLEX scores of TSU students is to modify the
standardized test from the ATI to HESI, which stands for Health Educational System Inc.’s
program. Also, a midline HESI can be added to the nursing curriculum to assess and
recognize any sectors of hardships and weakness with enough room for remediation before
final comprehensive HESI test. Studies display the fact that the minor and lesser assessment
tests implemented during the overall nursing program duration yield greater
understandings and Educational Technology Needs Assessment 6 level of learning
satisfaction to the struggling students and thereby, produce a better passing rates for the
final standardized test and eventually the NCLEX (Phelan, n.d.). Assignment: Technology
Impact Statement for Assessment PaperStudies display that the colleges and universities
which provides students with enough time and opportunities for remediation after the
standardized test produce a greater passing rate in comparison to those institutions that do

not (Sosa & Sethares, 2015). Remediation programs also foster the motivation of the
students by providing an organized study pattern and strengthen the areas of the academic
weakness. ATI and HESI are both standardized comprehensive tests administered to
prepare nursing students for the NCLEX. They have a lot of similar characteristics with
respect to the test patterns and content but HESI have been seen to be backed up through
numerous studies and researches and display a greater validity and predictability of NCLEX
success rate (Sosa & Sethares, 2015). Studies display that the comprehensive HESI test hold
the NCLEX success predictability rate between 96.4% – 98.3% (Jenkins, 2016). Alignment
with Strategic Mission of TSU The modification in the nursing program curriculum from ATI
to HESI would definitely align with the mission statement of TSU which is to render an
academically challenging education where learning is grounded in real-world experiences
and effective teaching, research, scholarship, and service (Tarleton State University, 2020).
This assessment tool strategy will support the mission statement of TSU by rendering
motivation and courage to the nursing students with respect to the fulfillment of all the
required knowledge gaps before the actual NCLEX thereby, enhancing the overall student as
well as university outcomes of the nursing curriculum. Educational Technology Needs
Assessment 7 References Dickerson, P. S. (2014). Needs assessment: Collecting the
evidence. The Journal of Continuing Education in Nursing, 45(3), 104-105.
DOI:10.3928/00220124-20140224-11 Grant, A. R. (2015). NCLEX-RN predictor test scores
and NCLEX-RN success in first attempt test takers. Retrieved from https://search-
proquestcom.library.capella.edu/docview/1728318942?pq-origsite=summon Janetti, A. J.
(2012). A guide to performing a needs assessment and a gap analysis. [PDF]. Retrieved from
https://courserooma.capella.edu/bbcswebdav/institution/MSN-
FP/MSNFP6109/191000/Course_Files/cf_a_guide_to_performing_needs_assessment.pdf
Jenkins, W. L. (2016). NCLEX-RN Success: Correlation study of ATI Comprehensive Predictor
in an Associate degree nursing program. [PDF]. Retrieved from
https://digitalcommons.gardnerwebb.edu/cgi/viewcontent.cgi?article=1249&context=nur
sing_etd Phelan, J. HESI/ATI research summary. [PDF]. Retrieved from
http://download.lww.com/efficacy/WP_HESIATI_RESEARCH_SUM.pdf Reitz-Robinson.
(2016). A predictive study of the ATI content mastery examinations scores and the NCLEX-
RN outcome. Retrieved from https://search-
proquestcom.library.capella.edu/docview/1884620061?pqorigsite=summon&http://librar
y.capella.edu/login?url=accountid=27965 Sosa, M. & Sethares, K. A. (2015). An integrative
review of the use and outcomes of HESI testing in baccalaureate nursing programs. Nursing
Education Perspectives, 36(4), 237243. Tarleton State University. (2020). Review of
Mission/Vision/Core Values. Retrieved from Educational Assignment: Technology Impact
Statement for Assessment PaperTechnology Needs Assessment 8
https://www.tarleton.edu/strategicplan/2016-2020/mission-vision.html Texas Board of
Nursing. (2020). Approved Texas Programs and NCLEX® Pass Rates: NCLEX® – RN Pass
Rates of Last 5 yrs by Program. [PDF]. Retrieved from
https://www.bon.texas.gov/pdfs/education_pdfs/education_programs/RN%205YR-19.pdf
Vandenhouten, C. L. (2008). Predictors of success and failure on the NCLEX-RN for
baccalaureate graduates. Retrieved from https://search-

proquestcom.library.capella.edu/docview/304570207/DDBE=DD8D89984CB8PQ/2?accou
ntid=2 7965 Running head: The Impact of Educational Technology The Impact of
Educational Technology Amrita Dawadi Capella University MSN-FP6109 July, 2020 1 The
Impact of Educational Technology 2 Introduction The purpose of this assessment is to
support the educational technology needs assessment submitted in the previous
assessment 1 as well as formulate and acknowledge a technology impact statement. This
assessment will highlight on how the anticipated alteration in the utilization of the current
educational standardized comprehensive testing strategy at Tarleton State University (TSU)
will influence the existing educational learning processes, student performance, satisfaction,
and educational outcomes. Any alteration in the designed course curriculum and testing
pattern can either positively or negatively effect on how an educational institution operates
to eventually achieve the desired quality of student satisfaction and academic excellence.
Role of Nurse Educator in Formulating the Proposed Changes As a nurse educator it is very
crucial to develop an understanding that any educational institution operates merely based
on the trust, grant, funding, as well as accreditation status. The chances of losing these
statuses becomes high if a specific nursing curriculum and testing strategy at an institution
keeps running lower NCLEX passing scores. The pre-testing tool TSU uses is known as
Assessment Technology Institute’s comprehensive predictor exam (ATI) which is
administered at the end of all the nursing coursework. Studies show that specific types of
standardized testing tools being utilized as part of the nursing curriculum has a direct co-
relationship among the favorable outcomes in the pre-testing comprehensive test with the
success in NCLEX for first-time (Reitz-Robinson, 2016). The ATI exam performance scores
of TSU has not been displayed due to privacy policy which suggests a probable insufficiency
of the administered ATI exam in to the development of its students for the NCLEX.
Therefore, there is a strong necessity of application of alternative pre-testing tool measure
that has the capability to incorporate the testing strategies not only at the termination of the
course The Impact of Educational Technology 3 curriculum but also at midpoint along with
sufficient time for the necessary remediation before the actual NCLEX. Impact of Proposed
Changes on TSU The proposed change is the transition of the standardized test from ATI to
HESI. HESI is a standardized test that stands for Health Educational System Inc.’s program
which has the capability to identify the sectors of weakness for the struggling students,
identify areas of nursing curriculum that needs more development, and eventually promote
the NCLEX passing rates. HESI also offers an advantage of midline HESI test to identify and
evaluate areas of difficulties and deficiencies with sufficient chances for remediation before
final exit HESI test. Studies also supports the idea that facilitating the learners with
sufficient time and chances for remediation after any pre-test program yields a better
success rate than the tests which do not (Sosa & Sethares, 2015). HESI tests offers a
remediation pattern that promotes the confidence of the learners with the provided
organized study pattern and supports the sectors of academic weakness. Also, studies
display that HESI has been supported through various evidence-based r Assignment:
Technology Impact Statement for Assessment Paperesearches to have a stronger
predictability and validity of the passing rates for the NCLEX with the success predictability
scores rates ranging from 96.4% – 98.3% (Jenkins, 2016). Even though both ATI and HESI

have the common objective of preparing learners for the NCLEX, they differ in how
earnestly they are implied and evaluated, their degree of predictability, as well as reliability
for the success in NCLEX. The standing benefit of HESI is being able to incorporate not only
the final exit comprehensive test with 160 questions but also the midcurricular testing
assessment tool along with the remediation content to improve content mastery. Research
supports that mid-curricular tests along with adequate time for the remediation in The
Impact of Educational Technology 4 relevant areas of weakness yield more success in the
passing rate of NCLEX compared to only one exit standardized test (Sosa & Sethares, 2015).
Also, research displays that HESI has an accuracy rate of 98.4% (Elsevier, 2020). With
respect to the reporting capabilities, HESI provides opportunities for the educators to be
able to audit and counsel the required remediation measures of the learners and monitor
their progress. All these researches and proven data and information implies the fact that
HESI provides a strong platform with the most reliable, predictable, accurate interactive
remediation basis for both the educators and learners for a struggling nursing institution
like TSU to march towards success in the NCLEX passing rates. Relevance of Proposed
Change with TSU’s Mission, Vision, and Values Any amendments in educational technology
alteration not only assist the student and learner’s accomplishment but also its pertinence
to the objectives, mission, and growth of the institution. As discussed in assessment 1 the
Texas National Council Licensure Examination for Registered Nurses (NCLEX-RN) passing
rate for the first-time test takers from TSU for the past five years has been relatively low in
comparison to the overall passing rates for the Texas Board for last 5 years (Texas Board of
Nursing, 2020). The modification of TSU’s nursing program curriculum from ATI to HESI
would have a positive or parallel alignment with its strategic mission statement that is to
provide an education pattern that is academically challenging where learning is grounded in
real-world experiences and effective teaching, research, scholarship, and service (Tarleton
State University, 2020). The mission statement of TSU is complimented by providing the
support, confidence, and encouragement for the learners by fulfilling the gaps in their level
of knowledge and areas of The Impact of Educational Technology 5 weakness before they
encounter the NCLEX and therefore, promoting the satisfaction and outcomes of the
students for the academic excellence. The Impact of Educational Technology 6 References
Elsevier. (2020). HESI for nursing. Retrieved from
https://evolve.elsevier.com/education/nursing-review-and-testing/ Jenkins, W. L. (2016).
NCLEX-RN Success: Correlation study of ATI Comprehensive Predictor in an Associate
degree nursing program. [PDF]. Retrieved from
https://digitalcommons.gardnerwebb.edu/cgi/viewcontent.cgi?article=1249&context=nur
sing_etd Reitz-Robinson. (2016). A predictive study of the ATI content mastery
examinations scores and the NCLEX-RN outcome. Retrieved from https://search-
proquestcom.library.capella.edu/docview/1884620061?pqorigsite=summon&http://librar
y.capella.edu/login?url=accountid=27965 Sosa, M. & Sethares, K. A. (2015). An integrative
review of the use and outcomes of HESI testing in baccalaureate nursing programs. Nursing
Education Perspectives, 36(4), 237243. Tarleton State University. (2020). Review of
Mission/Vision/Core Values. Retrieved from
https://www.tarleton.edu/strategicplan/2016-2020/mission-vision.html Texas Board of

Nursing. (2020). Approved Texas Programs and NCLEX® Pass Rates: NCLEX® – RN Pass
Rates of Last 5 yrs by Program. [PDF]. Retrieved from
https://www.bon.texas.gov/pdfs/education_pdfs/education_programs/RN%205YR-19.pdf
7/28/2020 Vila Health: The Impact of Educational Technology Scoring Guide Vila Health:
The Impact of Educat …Assignment: Technology Impact Statement for Assessment Paper