Developing Leadership Capacity in Nursing

Faculty and Students

A grant proposal for professional development opportunities
for nursing faculty to integrate technology into the classroom
for the best student learning and outcomes
Andrea Miculinich, CLC School of Nursing
Project Overview:
The nursing field has a growing need for competent, well-prepared, professional nurses to enter the
field. Nurse educators have a large responsibility to ensure nursing students are ready to enter the
workforce. Institutional support for technology integration in nursing education is imperative to
student success (Nwozich et al., 2019). CLC School of Nursing is a pre-licensure, associate's
degree nursing program aimed to meet a community need for more registered nurses. With the gap
in available nurses expected to grow, CLC School of Nursing has an opportunity to help fill the gap
and meet the needs of the community. Students’ perceptions of technology impact how practical
they think technology is, thus shaping their intent on how to use the technology (Williamson &
Muckle, 2018). Nursing education must expand to make room for students to learn from
experiences, further engage with technology, work collaboratively in teams, and implement active
learning strategies for further development of critical thinking skills (Williamson & Muckle, 2018).
The project seeking grant funding is to equip nurse educators with the necessary knowledge and
experience in technology integration to best educate and prepare nursing students for successful
transition into professional practice. If educators have the tools needed to integrate technology into
the classroom setting, students will be given the opportunity to grow and thrive. This can be
accomplished through enhanced instructional delivery models, simulated learning experiences, and
hands-on skills reinforcements to better prepare students for clinical practice. By creating
professional development opportunities for nursing educators, they will be able to develop further
knowledge and practice hands-on approaches to technology integration for a smooth transition into
their current classrooms. Professional development opportunities need to be rigorous and relevant,
providing the educator with needed classroom tools while improving student outcomes through
successful incorporation into learning opportunities.
Problem/Needs Statement: The CLC School of Nursing aims to bridge the gap between
technological advancements and nursing education to best prepare students to enter professional
practice. Seeking grant funding, this project targets the goal of equipping nurse educators with the
skills needed to seamlessly integrate technology into their classrooms by providing the necessary
knowledge, tools, and experience to successfully prepare nurses for professional practice. This need
aligns with the goal of developing the leadership capacity of nursing faculty and students alike as
students are being trained to manage and handle increasingly complex knowledge acquisition
throughout their nursing careers to come. This grant would support targeted professional
development opportunities for nurse educators and enhance the preparation of nursing graduates to
practice professionally and competently.

© AMERICAN COLLEGE OF EDUCATION 2

Goals & Objectives Alignment Table:
GOALS
Increase competent
technology integration by
nurse educators
Develop leadership capacity
in nurse educators
Enhance the preparedness of
new nurse graduates to
practice professionally
OBJECTIVES
Integrate a new technology
into the existing curriculum to
increase student learning
outcomes
Build confidence and
knowledge to practice
through professional
development opportunities
Complete a student
technology survey to
determine previous
knowledge and level of
comfort with technology use
OUTCOMES
Nurse educators successfully
integrate technology into the
classroom with at least two
new technology tools to foster
student engagement and
learning.
Nurse educators display an
increased knowledge in
managing complex
technology integration,
preparing students for
leadership roles as
technologically competent
professionals.
Students will be introduced to
a variety of technology tools,
giving them the opportunity to
integrate it into their
educational and professional
practice for skills and
knowledge development as
they prepare for independent,
professional practice

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References:
Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in
nursing education: An integrative review. Curationis, 45(1), 1-9.
https://doi.org/10.4102/curationis.v45i1.2261
Keating, S. A., Berland, A., Capone, K., Chickering, M. J., (2021). Global nursing education:
International resources meet the NLN core competencies for nurse educators. The
Online Journal of Issues in Nursing, 26(1). https://doi.org/10.3912/OJIN.Vol26No01Man08
Nwozichi, C., Marcial, D., Farotimi, A., Escabarte, A., & Madu, A. (2019). Integration of
information and communication technology in nursing education in Southeast Asia: A
systematic literature review. Journal of Education and Health Promotion, 8(1), 141.
https://doi.org/10.4103/jehp.jehp_240_18
Valiga, T. M. & Bruderle, E. (1994). Concepts included in and critical to nursing curricula: An
analysis. Journal of Nursing Education, 33(3), 118-124.
Williamson, K. & Muckle, J. (2018). Students’ perception of technology use in nursing education.
Computers, Informatics, Nursing, 32(2), 70-76. DOI: 10.1097/CIN.0000000000000396

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