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  1. Question
  2. Creating an Educational Product    


    Write an essay about Creating an Educational Product    


Subject Essay Writing Pages 7 Style APA


Resources, Technologies and the Evaluation in my Curriculum Development


The Technologies I will use

Electronic training mannequins

Depending on the outcome that the nursing educator desires, mannequins can be programmed to imitate real scenarios that nurses would have to see in the course of their clinical practice. The programming enables the mannequin to present desired symptoms for varied clinical symptoms. The nursing student then has to take what they perceive are vital signs and make important nursing decisions based on the symptoms that the mannequin presents. According to Lee and McDougall (2014), the advantage that the use of such mannequin simulation presents to the nursing student is that the student has a safe environment where they can not only build their confidence but also practice their critical thinking and decision-making skills. In this simulation, the nursing student knows all too well that the mannequin will not stay dead if it dies. This technological provision thus makes them feel safe in their learning.

Application of virtual realities

I would make use of the online virtual realities to simulate patients in a classroom situation. Unlike the use of mannequins, online virtual realities do not need a physical presence. In such a situation, screen-based simulation like serious gaming is used. According to Davis (2020), the role of the nursing student then is first of all to assess the simulated patient and then respond to them in real-time through an informed choice of relevant procedures and tools. Also part of the virtual simulation is the use of game based learning. Games offer the nursing student not only a simulated environment but also teach them how to handle more complex procedures and situations. Because there are various rules integrated into the game, the nursing student can explore an infinite number of possibilities that the gaming rules allow in simulation. There are a number of virtual simulation software made by different companies that I can use in the actual or virtual classroom.

Mobile Technology

This, perhaps, is the most readily available technological material that I would use in my classroom situations. Lee et al. (2018) assert that the application of mobile technology would offer the nursing students a ready reference to drugs, procedures, diagnoses, medical articles and textbooks. There are applications and online guides that can be downloaded by the students to help them in accessing disease and procedural information that can be used in decision making.

Materials and Resources I would create

Podcasts, Hyperlinks and Video clips

One of my cardinal objectives as a nursing educator is to create an environment for interactive learning. To do this, I would make use of podcasts, hyperlinks and video clips through which I would promote digital storytelling by students on their experiences about palliative care concepts. Such interactions would enhance a deeper understanding of these concepts and help the nursing students develop clinical reasoning skills.

Written materials

The written materials to prepare would include leaflets, handouts, brochures, handouts, instruction sheets and books which are by far the most popular and widely used type of media used for teaching. These materials would be available to the nursing student even when as the instructor, I am not present. The advantage that these materials have is that a large number of learners prefer them over messages and other digital forms. They are also portable and reusable, not needing hardware or software resources for access.

Materials to procure from vendors


I would also make use of two dimensional displays like whiteboards, flip charts, story boards, posters and bulletin boards. Mthiyane and Habedi (2018) note that though static most of the time, these means of delivering information may be very versatile. I can for instance use a white board that uses touch technology to summarise, analyse or clarify particular nursing points and concepts.


Knowing too well that there is need for my nursing students to demonstrate an immediate application of knowledge and psychomotor skills by observing, manipulating, assembling, handling and disassembling as I provide the necessary feedback, I would have to avail three-dimensional tools that the students can use. They could be replicas, analogues or symbols. A replica of the DNA helix can be used to teach the concept of genetics. These models would give learners a perfect opportunity to improve their psychomotor skills because of their insistence on hands-on experience. I would also have models of the heart, brain, kidney, lungs, joints and others that would enable learners to have an image of what these organs really look like. Using resuscitation dolls for example, I would be able to teach skills of cardiopulmonary resuscitation.

Evaluation to Use


Formative Evaluations

Formative evaluations makes it possible for instructors to gather data in the course of the students’ learning and use such information to adjust instruction to suit the level of the students’ understanding. Roghieh, Fateme, Hamid and Hamid (2013) assert that because feedback is an integral part of the learning cycle, formative evaluations provide these constant feedbacks and help remedy any problem early in the process. Examples of formative evaluations I would apply include:

  • Asking students to write down and submit a few sentences identifying main lecture points
  • Asking students to draw a concept map that demonstrates their understanding of a topic
  • Asking students to summarise a process or procedure
  • Asking students to turn in research proposals for feedback
  • Exposing students to formative quizzing programs that improve their content knowledge

Summative Evaluations

These evaluations are used to measure the achievement of learning objectives. They are to be valid and reliable. For summative evaluations, I would:

  • Ask students to prepare anecdotal notes
  • Ask students to systematically study simulations and draw conclusions based on course content
  • Have written exams that test on most important aspects of the whole course
  • Have practical exams that assess the student’s psychomotor and analytic skills.


Davis, R. (2020). Exploring Possibilities: Virtual Reality in Nursing Research, PubMed.

23(2), 133-147. DOI: 10.1891/1541-6577.23.2.133

Lee, H. et al. (2018). Mobile Technology in Undergraduate Nursing Education: A Systematic

Review. Healthcare informatics research, 24(2), 97–108. https://doi.org/10.4258/hir.2018.24.2.97

Lee, J., & McDougall, E. (2014). Surgical simulation: An overview. In Dasgupta P., Ahmed

K., Jaye P., & Khan M. (Eds.), Surgical Simulation (pp. 1-14). London; New York; Delhi: Anthem Press. Retrieved September 20, 2020, from http://www.jstor.org/stable/j.ctt1gsmxzp.3

Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in

implementing evidence-based practice in teaching and learning. Health SA = SA Gesondheid, 23, 1177. https://doi.org/10.4102/hsag.v23i0.1177

Roghieh, N., Fateme, H., Hamid, S., & Hamid, H. (2013). The effect of formative evaluation

using “direct observation of procedural skills” (DOPS) method on the extent of learning practical skills among nursing students in the ICU. Iranian journal of nursing and midwifery research, 18(4), 290–293.



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