NURS FPX 6107 Assessment 2 Course Development and Influencing factors

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Capella university

NURS-FPX 6107 Curriculum Design, Development, and Evaluation

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Date

Curriculum Development and Influencing Factors

A nursing curriculum is a structured educational plan that outlines the concepts, abilities, and competencies essential for upcoming nurses to provide standard care. It provides an ongoing, novel process that gives an impactful learning experience. Curriculum designers must consider various interior and exterior features to keep the program current and effective within the fast-evolving healthcare landscape. This evaluation introduces a proposed program for the Bachelor of Science in Nursing (BSN) program at the University of San Francisco (USF). Integrating this course will enrich the curriculum, equipping students more carefully for the needs of contemporary medical practices.

Narrative of Program and its Rank in the Course

A valuable program for the University of San Francisco’s BSN curriculum is “Healthcare Informatics.” This course comprehensively explores how informatics is applied in healthcare settings. It aims to enhance patient care and streamline healthcare delivery. As the healthcare industry continues to rely on technology and data to improve outcomes, nursing students must develop a strong understanding of health information systems and their role in clinical practice (Sapci & Sapci, 2020). The course will cover Electronic Health Records (EHR), medical data exchange, and information analytics in decision-making. Additionally, students will examine health informatics’ legal, ethical, and regulatory aspects, preparing them to navigate the complexities of digital health technologies effectively.

The course will engage students in hands-on sessions using health information systems, EHRs, and data analytics tools, simulating real-world healthcare settings. Students can utilize informatics to enhance healthcare delivery and efficiency through case studies and patient discussions. Case studies and patient-centered discussions enable students to nurture critical thinking abilities and improve decision-making capacities (Ognjanović et al., 2024). This method aligns well with The Essentials: Core Competencies for Professional Nursing Practice. It is a framework the American Association of Colleges of Nursing (AACN) adopted for the BSN program. This program would fit into the last year of BSN study. It provides students with all essential informatics skills for modern healthcare practice.

Students in the final year of the BSN program have developed a strong foundation in healthcare services, medical abilities, and community well-being. It is essential to understand the innovative ideas covered in this program fully. This course permits learners to leverage their accrued information and technical experiences to effectively apply and integrate informatics tools like EHR, data analytics, and health information systems. Offering the course at this stage ensures students are well-equipped to utilize healthcare informatics in real-world healthcare settings (Ognjanović et al., 2024). Students will be trained to integrate these inventions into patient care at the end of this course. It supports the program’s goal of cultivating innovative, technology-proficient nursing experts prepared to thrive in the constantly changing healthcare environment.

The Rationale for Adding the Course

“Healthcare Informatics” is a vital course to add to the BSN curriculum as the healthcare industry increasingly relies on data and technology to improve patient care and operational efficiency. Integrating health data programs, EHR, and information analytics has become fundamental in modern healthcare delivery. This course will equip students with the knowledge to manage health data, ensure the security of patient information, and use technology to drive quality care. Furthermore, healthcare informatics is essential in improving access to care, reducing costs, and promoting patient-centered care (Ardestani et al., 2023).

As the American Association of Colleges of Nursing highlights, incorporating a “Healthcare Informatics” course into the BSN curriculum meets the rising demand for nursing experts to develop technological skills. This curriculum will give nursing students critical skills in health data systems, electronic medical records, and data analysis. It trains them to address the developing challenges of the healthcare landscape. By acquiring these skills, students will be authorized to recover individual health and rationalize medical processes (Reid et al., 2022). The inclusion of this course addresses evolving healthcare trends. It meets the educational objectives of producing critical-thinking, technology-savvy nursing graduates proficient in using informatics to recover healthcare outcomes.

Current Framework and Association to Other Curricula

The “Healthcare Informatics” program introduces several crucial topics that resonate with the more general curriculum of the BSN. First, it provides an all-inclusive overview of healthcare informatics, its origin, history, and emerging trends. It builds on initial data from previous modules, such as “Introduction to Nursing Informatics.” The second part of the module looks at the dimensions of healthcare informatics: legal, ethical, and regulatory. It is connected with the Advanced Nursing Practice program, which prepares students with specialized health evaluation and decision-making. It highlights employing practical approaches, advanced screening methods, and incorporating medical expertise to strengthen organizations (Du et al., 2023). Hands-on sessions with healthcare-informatics tools such as EHR and the data analysis platforms enhance the previously developed clinical competencies initially introduced in “Community and Public Health Nursing course” courses.

Analysis of patient outcomes, care quality, and cost-effectiveness deepen students’ understanding in alignment with the “Evidence-Based Practice” and The Ethics in Nursing courses. Moreover, case studies and real-world scenarios strengthen the use of expertise from “The Clinical Practice in Acute Care program” and “Pharmacology.” It demonstrates how health informatics tools can track disease development and medication responses for better clinical decision-making (Alsanosi, 2022). The course equips students to bridge their nursing expertise with cutting-edge technology. It promotes an inclusive method of community care that imitates the ongoing progressions in the healthcare sector. Students will learn to leverage data systems for improved patient outcomes by integrating healthcare informatics.

Faculty Collaboration

When evaluating the incorporation of “Healthcare Informatics” into the BSN program, faculty members would work with multiple parties to guarantee thorough course design and incorporation. Engaging with healthcare technology specialists and informatics authorities is essential for offering current and actionable perspectives on the domain. In addition, faculty would collaborate with course groups to ensure the novel program is consistent with current course goals and verify that it encounters authorization necessities. Organization staff collaborate with the management team to protect essential sources like data management systems and healthcare software and safeguard financial placement (Sheikh et al., 2021).

Additionally, contributions from supervisory groups, such as the American Nurses Association, guarantee that the program meets permissible and moral standards in healthcare informatics practice (ANA, 2023). Multidisciplinary teamwork with data technology and healthcare management departments enriches the program content. It offers learners a comprehensive understanding of healthcare informatics’s technical and organizational features. This collaborative method ensures that the program is thorough, current, and aligned with the organization’s learning objectives. It enhances nursing graduates’ preparedness to navigate the digital transformation of healthcare.

Interior Features Influencing Course Strategy

Internal factors are fundamental to the internal plan of nursing education curricula based on how the programs are structured and aligned with educational objectives. Institutional processes manage and produce curriculum changes, which are proposed, evaluated, and implemented. Established guidelines, such as curriculum development, ensure that an evaluation process for new courses covers academic and endorsement standards (Twining et al., 2021). Course teams also have a fundamental oversight in advising courses’ expansion and revision. These consist of faculty members with expertise from various nursing disciplines, ensuring that new options align with program goals and promote learner results (Sumpter et al., 2022). For instance, the course group at the University of San Francisco appraises and assesses a projected Healthcare Informatics program to guarantee that it fits well within the present project and supports a rounded academic practice for graduate learners.

Core evaluation organizations, like educational boards and boards of trustees, play a vital role in shaping program plans by delivering ultimate support. These organizations ensure that novel courses align with the association’s aim and strategic vision. For example, at institutions focused on preparing nurses for emerging medical tendencies like simulated care, interior appraisal figures are crucial in endorsing forward-thinking programs that train learners with essential services (Sumpter et al., 2022). The collaboration between program groups, interior evaluation groups, administrative processes, and course goals guarantees that curriculum development is aligned with institutional priorities, academic standards, and evolving educational needs. Their participation safeguards that fresh curricula encounter difficult theoretical standards and train learners for the dynamic institutes.

Exterior Features Influencing Program Plan

Exterior features like financial resources, key investors, and controlling or certifying bodies influence the design of healthcare curricula, ensuring that educational programs meet industry standards and compliance requirements. Sufficient financing is essential for evolving and maintaining informative curricula, such as incorporating advanced courses or technologies like healthcare informatics (Nasrabadi et al., 2021). For instance, universities frequently pursue external funding opportunities or form corporations with medical institutions to back proposals in healthcare informatics teaching, which demands particular devices, training, and sources.

The community, professional organizations, and other healthcare industry partners become essential sources of input regarding curriculum development. It ensures that the educational outcomes result in health education that accords with workforce requirements and health priorities for the community. Their feedback safeguards that graduates can address current and future challenges in delivery. Regulatory bodies, including the Accreditation Commission for Education in Nursing (ACEN), set criteria for pursuing courses to keep being accredited (ACEN, n.d.). The Commission on Collegiate Nursing Education (CCNE) has further set values ensuring program excellence and legitimacy. Such standards guarantee the protection of the program’s integrity, enhanced student transfer, and promotion of acceptance of academic credentials. Such externalities determine what the curriculum considers, as nursing programs must meet societal needs, regulatory constraints, and changes in the healthcare setting.

Influence of Course and Organization’s Objective and Agenda

Course development in nursing education is shaped by the foundational elements of the nursing curriculum and its affiliated organization. It includes its aims, values, and guiding philosophy. These core principles provide direction for the program’s educational goals, priorities, and long-term vision, which in turn influence the design of the curriculum. The goal testimony articulates the primary drive and aspirations of the curriculum (Fields et al., 2021). For instance, an objective dedicated to training graduates with strong cultural competence who advocate for marginalized communities will impact the curriculum’s integration of courses emphasizing variety, fairness, and annexation.

The philosophy of a medical course establishes a program’s approach in practice, pedagogy, and the role of nurses in health care. A program based on evidence-based practice focuses greatly on research methodologies and techniques of critical analysis to ensure students are adequately prepared in such areas of study. Moreover, the structural framework of an institution hosting a nursing program serves as fundamental guidelines and resources that influence curriculum determination. Institutions that promote innovation allow the integration of the most innovative technologies present, such as virtual simulation environments, in the curriculum to learn by action (Fields et al., 2021).

An institution emphasizing community service may involve service-learning exercises through which nursing students can try their skills in practice settings. Aligning the course proposal with the BSN program goals, philosophy, and organizational outline would ensure alignment and coherence in the curriculum. Applying these principles in curriculum planning will help enroll more nursing graduates who reflect the organization’s standards to improve the level of service positively in healthcare and society as a whole.

Improved Teamwork among Stakeholders in Program Expansion

Collaboration between shareholders is crucial during the program expansion method for the BSN course at USF. It ensures the course is pertinent, comprehensive, and aligned with instructive and professional values. Educational staff, course designers, and executives cooperate to integrate diverse perspectives and proficiency from numerous academic fields. Outwardly, feedback from staff, supervisory agencies, expert administrations, and public associates infuses the program with current industry trends and practical knowledge. For instance, USF teaching staff can partner with medical institutions to recognize key competencies and learning zones for new graduates’ requirements to thrive in contemporary organizations (Du et al., 2023). This collaboration informs course design and clinical training, ensuring that students can handle real-world challenges in their future careers.

 Regulatory and accrediting bodies such as CCNE safeguard that, based on foundational criteria and standards, the curriculum meets accreditation and stipulated requirements. The sincerity of communication allows collaborative engagement, with the involvement of internal and external stakeholders through meetings and workshops. For example, nurses and healthcare providers can collaborate to plan and organize simulation education events or sessions on newly developing health innovations (Du et al., 2023). This joint method confirms that the course truly evolves and is responsive to changing the healthcare environment.

Failure to collaborate may have far-reaching implications. External consultation is necessary for the curriculum to be in touch, and students will be deprived of preparation to meet the contemporary nursing practice demands. Internal lack of cooperation leads to disjointed, random curriculum resources and education. Educational excellence suffers as a whole. Faculty members contribute to specialized insight, supporting the program content and ensuring research-backed methods are infused within the course (Du et al., 2023).

This disunity could threaten the institution with loss of accreditation, which would further negatively impact the university’s reputation and future opportunities for its students. Therefore, establishing a rigorous collaboration framework with all shareholders is crucial to ensure that this BSN program at USF stays relevant and constantly enhanced. This integrated approach will ensure that the program continually produces competent, skilled nurses who will meet the expectations of the healthcare industry while offering an experience for enriched student learning.

Conclusion

The “Healthcare Informatics” course in the BSN program at the University of San Francisco would be an important step in bringing health professionals with knowledge in their critical skills in the healthcare arena. This course would emphasize health information systems, data analytics, and electronic health records to equip graduates with the sophistication necessary to contribute very seamlessly to the digital transformation of healthcare. Such a system would necessitate collaborative input amongst the faculty, healthcare professionals, and regulatory bodies in the development and integration process. 

References

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NURS FPX 6107 Assessment 2 Course Development and Influencing factors

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Nasrabadi, A. N., Mohammadi, N., Rooddehghan, Z., Shabani, E. A., Bakhshi, F., & Ghorbani, A. (2021). The stakeholders’ perceptions of the requirements of implementing innovative educational approaches in nursing: A qualitative content analysis study. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00647-7

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NURS FPX 6107 Assessment 2 Course Development and Influencing factors

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