NURS6109 looks at how current and evolving technology is used in nursing education. Capella's catalog lists multimedia, social media, computer-based technology, learning management systems, simulation, technology tools for outcomes assessment and the process of selecting suitable technology.
Students show their ability by developing a relevant project with an accompanying evaluation plan, in an academic or health care environment. The challenge is justification: moving from "this tool is interesting" to "this tool fits these learners and this objective, and here is how we will know it worked".
Course at a Glance
| Item | Details |
|---|---|
| University | Capella University |
| Course code | NURS6109 |
| Credits | 4 |
| Level | Master's (MSN students only) |
| Prerequisite (RN-to-MSN pathways) | NHS5004, NURS5003, NURS5005, NURS5007 |
| Main deliverable | Technology project and evaluation plan |
What NURS6109 Covers
| Tool category | Possible uses in nursing education |
|---|---|
| Multimedia | Video, audio and interactive content for explaining procedures or concepts |
| Social media | Discussion, resource sharing, professional communities (with privacy cautions) |
| Computer-based technology | Online modules and practice quizzes |
| Learning management systems | Organizing content, tasks and feedback |
| Simulation | Safe practice of clinical decisions and skills |
| Outcomes assessment tools | Collecting data on learner achievement |
Selecting Technology with a Decision Process
Start from the learning objective, the learners and the setting, not the tool. Then compare options against practical factors such as access, cost, support, accessibility and privacy.
Invented illustration: Objective: new staff nurses recognize early signs of patient deterioration. Options: a lecture video, an online module with scenarios, or a simulation. The simulation gives practice and feedback, but needs equipment and facilitators. A scenario module may reach more learners at lower cost. Your analysis would weigh these and state the choice with reasons.
An evaluation plan should then say what you will measure, such as quiz results, observed performance or learner feedback, and when.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Technology comparison | Knowledge of options | Compare against objectives, not features alone |
| Technology project | Applied design | State learners, objectives, tool, steps and support needed |
| Evaluation plan | Measuring impact | Pair each objective with a measure and a timeline |
| Discussion posts | Critical thinking | Offer pros, limits and an example from practice |
Outlining Your Technology Project
The catalog's centrepiece is a relevant project with an accompanying evaluation plan. A clear outline makes the rest easier.
| Section | Questions to answer |
|---|---|
| Need | What learning problem or gap does this address? |
| Learners and setting | Who are they and where will it be used? |
| Objectives | What should learners be able to do afterwards? |
| Technology choice | Why this tool rather than alternatives? |
| Implementation | What steps, support and training are needed? |
| Evaluation | What data will show whether it worked? |
Invented illustration: Need: new graduates feel unsure about wound-care steps. Tool: short video demonstrations in the learning management system, followed by a quiz and a supervised practice session. Evaluation: quiz scores, observer checklist results and learner confidence ratings before and after. Notice how each part answers the question above it.
Write the evaluation plan while you outline, not afterwards. If you cannot say how you would measure success, the objective is probably too vague.
Where Students Get Stuck
- Tool-first thinking. Start with the learning need.
- Ignoring access and privacy. Address equity, accessibility and confidentiality.
- Vague evaluation. Name measures and timing.
- No scholarly support. Cite sources on technology in nursing education.
A Suggested Study Rhythm
| Step | Focus |
|---|---|
| Early | Define the learning need and read about tool categories |
| Middle | Compare options with your selection matrix |
| Late | Finish the project and evaluation plan, then proofread |
A Second Worked Example: An Evaluation Plan
| Objective | Measure | When |
|---|---|---|
| Learners can describe key steps | Short online quiz | End of module |
| Learners can perform the steps | Observed checklist | Within two weeks |
| Learners find the tool usable | Brief survey | End of module |
| The tool is accessible to all | Review of access problems reported | Throughout |
This invented layout shows the pattern: each objective gets a measure and a time. Replace the entries with your own project.
Before You Submit
- Does the technology choice follow from the objective?
- Are privacy and accessibility addressed?
- Is the evaluation plan specific?
- Do sources support your claims?
Study Tips for NURS6109
- Choose a project you could realistically carry out in your own setting.
- Use a simple selection matrix to justify your tool.
- Write your evaluation questions before drafting the project.
- Check the rubric for required sections.
Where NURS6109 Fits
NURS6109 is the technology course without a practicum in the catalog, while NURS6112 adds 50 hours. Whichever you take, the project and evaluation plan call on skills from teaching and assessment courses, so keep the objectives and measures you write in those courses to hand.
Technology also changes quickly. Where your assignment asks for current tools or examples, check that your sources are recent and that your claims would still be reasonable a year from now.
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Frequently Asked Questions
Technology in nursing education, including multimedia, social media, computer-based tools, learning management systems, simulation and assessment tools.
A relevant technology project with an evaluation plan.
4 in the 2025-2026 catalog.
The catalog entry lists none; NURS6112 lists 50.
MSN students only.
The catalog names NHS5004, NURS5003, NURS5005 and NURS5007 for RN-to-MSN students in listed specializations.