NURS FPX 6108 Assessment 4 Course Development and Influencing Factors

NURS FPX 6108 Assessment 4 Course Development and Influencing Factors

Student Name

FPX 6108

Capella University

Professor Name

Submission Date

Course Development and Influencing Factors

It is a popular procedure in developing the nursing education program, which provides confident and safe healthcare professionals. The effectiveness of a well-designed curriculum will also ensure that the nursing learner is well informed in his/her knowledge, skills, and competencies, which will take him/her another step up the ladder to encounter the challenges and demands of the new health care systems. The nursing curriculum needs to be regulated according to the needs and requirements of the profession, e.g., the American Association of Colleges of Nursing (AACN) Essentials and emerging needs of the healthcare and developing technologies. The University of Pittsburgh Bachelor of Science in Nursing (BSN) course featured in the discussions above is designed around a competency-based education (CBE) model that has been proposed and inspired by utilizing the AACN Essentials model of education. With an attempt to find a different orientation of this curriculum, we will consider and at the same time investigate the internal and external motivations of the curriculum, namely the cooperation, institutional mission, and the involvement of the stakeholders.

Course for Curriculum

This new course is called Advanced Nursing Informatics and Digital Health, and will have to be offered to the University of Pittsburgh BSN. The third or fourth year course we will definitely be adding this course to because these students will no longer only be implementing the same old foundation, but will also be able to take an out-of-this-world course, which would make them much more outspoken and clinical. It will be a mandatory three- or four-credit-hour course and will be a blended course that will present, simulate, and practice electronic health record (EHR) systems. The courses will be focused on one of the two AACN Essentials (2021), i.e., the area of informatics and technologies in healthcare or quality and safety. Instead, the course might also be converted to an organization competency-based learning organization that already exists in the Pitt BSN program, as the latter already has measurable competencies.

Rationale for Adding Course

Increased applications of technology in the provision of health care and advanced courses in informatics should be offered as well. The issue in the nursing practice at the moment demands knowledge on how to employ online technology, comprehend the details regarding the patients, and use technology in making clinical decisions. While certainly for the past several years the current curriculum has been introducing more learners into the world of informatics, it has been able to fill this gap, so that more of the introduced learners are going into informatics training. This is an area that the course will not have left any footprints since the students will be ready to utilize EHRs, data analytics, and other digital health analytics in the most optimal way possible. It will also enable the students to develop abilities that would make them able to provide quality, safe, and evidence-based care. Giving this data to the informatics nurses would then be best suited for their involvement in providing the desired patient outcomes and error reduction, as has been demonstrated in the paper. Secondly, the course will meet the workforce expectations and requirements of the NCLEX, which would ensure the graduates would be well prepared to work in a real clinical environment.

External Factor Impact on Curriculum Design

The other superimposing variables on the design of the nursing curriculum are the stress factors, which determine the imminent nature of the nursing curriculum. The emergence of healthcare technology, i.e., telehealth, remote patient monitoring, and artificial intelligence, might be seen as one of the determinants of it. The new technology has also flipped the care provider-nurse relationship, which has necessitated nurses to learn a few of the easiest skills on how to work in digital health and informatics. This also suggests that even the curriculum in the schools involved in a particular discipline – in this case, the nursing discipline – would need to be diversified, in that the students in the nursing schools would have known what technology was available to them in the field. Second, the need to combat the problem of the overall population health management and data analytics is another homage to the needs of the population that the problem of informatics education covered in the mentioned case, in turn, warrants the inclusion of informatics education in the nursing programs.

The regulatory bodies, as well as the accrediting bodies, when developing the curriculum, also ensure that these are put in place. Curricula embraced in nursing programs must comply with the needs of several particular nursing organizations, such as the American Association of Colleges of Nursing (AACN) and the Commission on Collegiate Nursing Education (CCNE). The two in AACN Essentials (2021) (and by proxy, push the respective programs to be restructured as well), quality improvement and data-driven care (the latter implicitly), can be linked to the latter, in its turn. This, along with the tension of the labour market, will leave the hospitals with no other choice but to hire Technology-based and Data-oriented nurses. It is only because the forces on the outside demand that the nursing work be contemporary, relevant, and flexible to the demands of the profession that the need for it to fit in the curricula exists.

Internal Collaboration Framework for Successful Curriculum Design

It would also need to develop the right type of in-house consultation with the most important stakeholders in the institution in a bid to become a good curriculum designer. The creation of course materials, harmonisation of course learning outcomes, and the curriculum, respectively, with the academic and professional accreditation standards, heavily depend on the faculty. Curriculum committees are also involved in other curriculum activities, such as curriculum revision and curriculum approval, which would involve aligning all the institutions’ programs with institutional goals and accreditation standards. No one can replace the simulation lab coordinators since learning activities that have been tested to work in the simulation lab are transferred to the context where learning in clinical and technical skills is practiced.

The leader(s) of the stakeholders group will also be the heads of the chain of command of stakeholders group (that will predetermine the overall direction of changes proposed in the curriculum): The directors of the programmes in the group (e.g. heads of the deans) will be the casters of the correspondence of the planned changes in the curriculum with the mission/ goals of the institution. Centralization of activities of the staff members throughout the organization (e.g., regular meetings) turns out to be beneficial when developing a quality or coherent curriculum as well. This is not all – the decision-making about data is also associated with the reverence towards the fertility of the curriculum. They use the student performance, course reviews, and NCLEX pass rates as an indicator that determines what areas they should work on to enhance this curriculum even more.  

Topical Outline for Course

Some of the most difficult-to-respond-to questions within the scope of the existing nursing practice, along with the course in Advanced Nursing Informatics, will make up the course Digital Health. They have blazed their path towards both clinical decision support systems, electronic health records, and health informatics. Those students will also be introduced to data analytics and how it can be provided to the students so that they can assist them in providing improved patient outcomes. All the other ones are patient-based regular long-term follow-ups, and AI as part of the tele-health plan, or as a component of treatment. The privacy or confidentiality of the patients, such as the HIPAA regulations, will form part of the course. At the end of the training, the students will have been subjected to simulation-based training in a way that they will be able to apply concepts of informatics to real-life clinical scenarios. They will serve as their subjects, and this will not only allow the students to learn theoretical knowledge but also practical knowledge.

Topics Link to Other Courses

Any courses that might be “co-morbid” with the BSN current curriculum would be courses to add to the current curriculum. Since there might be an opportunity to incorporate it into NURS 4040: Evidence-Based Practice and Research, it will be free to access the information and borrow it to analyse it and transfer it to a sample clinic. It also corresponds to NURS 4030: Nursing Leadership and Management since the students are taught how they can utilize the data to arrive at their own decisions in the organization and make a difference. Knowledge acquired about theories, as the students will be reporting throughout the informatics, will be applied to the clinical lessons, patient data, and EHR data analysis. The strand of prior knowledge (competence-based) would be rinsed off and swamped back up to the high end and application of that bit of knowledge to the clinic portion. The new course will not only result in enhanced effectiveness, but also in compatibility of the overall curriculum, as the other courses will interface with this course.

Institutional Mission, Philosophy, and Framework’s Impact on Curriculum Design

Theoretical framework/ philosophy of the institution and mission of the institution; this affects a lot of the design of the curriculum. The U. of Pittsburgh School of Nursing is a pioneer in the whole essence of patient-centered care and has incorporated this in its courses. This course will ensure the implementation of this mission as it will provide an informatics course, which will assist the students in using the technology in a way that will assist them in improving patient outcomes. Team Members Analytics Data analytics, electronic equipment has been employed in helping towards the creation of the philosophy of evidence-based practice of this program. To ensure that their students can practice the competencies, they will be taught based on the AACN Essentials (2021) model. Cultural diversity, equity, and inclusion have also been taught to the students, as they can now work with the new populations and manipulate the two sides of the data to help decrease health disparities. From them, we are able to map them according to institutional standards, the standards of a profession, and the type of curriculum.

Types of Collaboration Needed by Internal and External Stakeholders

The external stakeholders, too, will be included in the development of the curriculum along with the internal stakeholders, and they will come up with an effective curriculum. These internal stakeholders will include those who will be on the academic leaders, the Curriculum committees, and developing the course and making it come true. The clinical partners will be the external stakeholders since the former will be able to train them in a way that would make them staffable. A bring-in of the technology professionals to set up coursework in which the informatics systems can be applied might also be an activity. The accrediting agencies (CCNE) can help ensure a good curriculum. The employers and the healthcare organisations would have a few observations as they too would help provide feedback, claiming whether or not the graduates are ready for real-life situations of practising. This collaboration can be either via the advisory committee, partnering, and constant feedback to make sure that the curriculum is sensitive and effective.

Consequences for not collaborating

The non-cooperation towards the curriculum development process might manifest itself in several undesirable results of the curriculum development process. In the absence of stakeholders’ input, therefore, the curriculum might be out of date and not fully in line with the existing healthcare practices. This would also result in incompetent, ill-trained graduates, who are not even able to self-assure to work in the clinics. Violations of the requirements of the professional standard can also have an impact on NCLEX pass rates and the quality of the programs. The graduates might also fail to get a job since they have not been trained as per the requirements of the job. This may potentially lead to some of their results being reverted back to the patient, and undermining the care delivery process to the patient in the long term. It would also jeopardize placing the program at a disadvantage, as they would not have been able to have a good jump start to fulfill their accreditation requirements. The success and relevancy of the course depend upon good collaboration as a consequence.

Conclusion

The most challenging is the nursing education curriculum that must be highly planned, supplement-enriched, and in sync with the needs of the profession. The most remarkable changes among them should be the innovations of the new step, the advanced nursing informatics and digital health, as the current education course in the BSN is almost an empty container in terms of technological understanding. BSN experiences in the field are urgently in need of an outburst of innovations. Technological aspects, workforce demands, and the technological demands from outside, namely the collaboration from within the institution and the value of an institution, are relevant in terms of determining the curriculum design.