NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Name

Capella university

NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Prof. Name

Date

Course Development and Influencing Factors

The development of a course is influenced by several variables, such as organizational procedures, stakeholder feedback, and regulations. The assessment offers a structure for the proposed course, “Health Informatics in Nursing Practices,” which is intended to be integrated into the Bachelor of Science in Nursing (BSN) curriculum at Capella University (CU). 

Description of Course and its Position in the Curriculum

The CU’s nursing program will feature the course”Health Informatics in Nursing Practice.” This course will extend the program’s competency and concept-based structure while improving educational results. The multifaceted needs of healthcare entail the integration of informatics tools and telehealth technologies for optimal patient care (Harris et al., 2021). This course focuses on incorporating Information Technology (IT) and managing data concepts into nursing practice, emphasizing informatics to improve care provision and interaction through telehealth approaches.

This suggested course seeks to provide nursing learners at CU with fundamental informatics abilities, which are becoming crucial in contemporary medical settings. As efficient healthcare demands nurses’ capacity to maintain different informatic tools like Electronic Health Records (EHRs), telehealth technologies, and data analytics for patient care (Harerimana et al., 2021).

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

The course is deliberately planned to be included in the advanced phases of the BSN program, immediately following introductory courses in theoretical nursing, research, and medical practice, such as health assessment. By this phase, students will have gained fundamental nursing information and expertise, allowing them better to comprehend the role of informatics in current medical care.

This course will allow nurses to delve into complicated topics linked to the technology-enabled care provision, equipping them to effectively use informatics tools like telehealth in their clinical practice (Harris et al., 2021). It is consistent with the course’s advanced concepts, allowing nurses to improve their medical decision-making skills using comprehensive informatics resources, which is critical for successful practice in complex systems. This course integration enables a multidisciplinary strategy, overcoming the gap between clinical expertise and technology and preparing learners to lead the inclusion of informatics into care delivery (Damar et al., 2024). The course ensures the utilization of nurses’ clinical and technical skills in medical settings after their BSN program.

The Rationale for the Inclusion of the Course

The “Health Informatics in Nursing Practice” course must be taken in the CU’s BSN degree due to the revolutionary effect of technological advances in modern care. As medical care adopts technological approaches, there is a need for skilled nurses who understand digital systems like EHRs, analytics of data, and electronic management tools. With the demand to incorporate health informatics into nursing practice, students must have the knowledge and skills to use these tools efficiently.

One key weakness in many nursing programs is an emphasis on preparing students to lead and adjust in fast-evolving settings where technology is vital in providing healthcare. For this purpose, this course is crucial to improving nurses’ medical judgment and patient outcomes through technology-based- tailored, and effective care (Ali et al., 2022). The decision to include this course in CU’s BSN program aims to fill this knowledge hole by offering an in-depth overview of health informatics, data management, and analytic tools.

It also fulfills the need for interprofessional learning by encouraging cooperation across various domains, thus preparing nurses to work in collaborative medical settings (Okolo et al., 2024). By offering this course, CU can ensure its graduates can use informatics to manage medical records, make educated medical choices, and communicate in a technology-based setting. This is consistent with the American Association of Colleges of Nursing (AACN) guidelines that nurses adopt informatics skills into the curriculum (AACN, 2021). 

Topical Outline and Relationship to Other Courses

The proposed course, “Health Informatics in Nursing Practice,” will address several topics vital to preparing nurses to use technology effectively in providing healthcare. The course structure will include the fundamentals of health informatics, patient management systems, ethical and legal concerns, and the incorporation of informatics into care delivery. These topics expand concepts learned in basic nursing courses to complicated medical contexts. 

• The topic “Introduction to Health Informatics” discusses the fundamental concepts of informatics and its role in modern medical care, providing a basis for advanced clinical applications (Yogesh & Karthikeyan, 2022).
• The topic “Data Safety and Management in Medical Care” covers appropriate strategies for managing and protecting medical information, such as authentication, encryption, and firewalls. It also outlines the need to conform to Health Insurance Portability and Accountability Act (HIPAA) rules for maintaining data privacy and trust in medical services (Farayola et al., 2024).
• The topic related to technological systems like EHRs teaches students about their features, functions, and practical usage in clinical settings to improve patient data accuracy and availability (Ting et al., 2021).

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

• The topic of patient management using informatics provides learners with knowledge about management tools like telehealth and other remote patient monitoring systems, including apps and gadgets. These systems are crucial in providing care to neglected groups and managing complex medical illnesses remotely (Ahmad et al., 2022).
• The topic of ethical and legal aspects in digital health prepares learners to handle complicated circumstances, including patient privacy and moral judgment (Farayola et al., 2024). The appendix includes further information about the topical outline.

These outlines are related to previously studied courses and concepts. For instance, the Introduction to Health Informatics topic offers the framework for technical abilities in nursing research and evidence-based practices, improving students’ capacity to utilize clinical data efficiently. “Data safety and management in healthcare” is closely linked to the ethical principles discussed in “Ethics in healthcare,” offering the technical capabilities required to adhere to these requirements. Information on informatics systems like EHR is vital for nurses.

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

It depends on information obtained from “Interdisciplinary Collaboration in Healthcare” courses, offering approaches to coordinate with teams and enabling efficient and accurate documentation of patient information and care (Ting et al., 2021). The topic of patient management using informatics expands on the patient care approaches discussed in “Health Assessment and Promotion.” Nurses utilize informatics tools like telehealth to conduct evaluations and offer care. Lastly, the “Ethical and Legal aspects in Digital Health” enable learners to become proficient in the duties and ethical values as discussed in “Ethics in Healthcare,” showing its application to boost patient privacy or moral application of technology in patient care (Farayola et al., 2024).

Faculty Collaboration

Collaboration with educational leaders, interprofessional faculty members, and IT and clinical professionals is vital for integrating the “Health Informatics in Nursing Practice” course. Involving numerous stakeholders during the preparation step guarantees that the course is congruent with modern medical trends and incorporates cutting-edge technological skills and technologically driven standards. It will help learners prepare for advanced clinical practices. Several essential collaborations are required to incorporate the course into the BSN program completely.

For example, interaction with academic authorities, such as department heads, is crucial; they have expertise regarding the plan of action targets, funding possibilities, and possible restrictions that can affect course design and integration (Kawamoto et al., 2021).The involvement of interdisciplinary staff, like IT professionals, clinical care providers, and nursing informaticists, is also required for the novel course execution.  Collaboration involves structured interaction through semester or annual curriculum meetings. The IT experts and nursing informaticists provide insight into the latest technological advances and data safeguards required for contemporary health informatics, so the course content remains current and incorporates the latest technology information deployed in medical settings (Farayola et al., 2024). 

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

They guide the efficient incorporation of technology into the curriculum, providing collaborative learning materials. Moreover, senior faculty with extensive expertise in the BSN program play a critical role in guaranteeing that novel informatics course matches existing curriculum objectives and meets standards in nursing (Kawamoto et al., 2021). Engagement with professionals from the clinical sector is essential for incorporating courses into practical applications. They can suggest adding health informatics tools in courses they frequently use in their care practices.

They aid in making the course pertinent and meet modern medical demands (Kawamoto et al., 2021). They can conduct classes and capstone projects and offer possibilities for experiential education, making the course practically efficient. The rationale for the faculty cooperation is to leverage varied skills to ensure that the new informatics course fulfills care standards and the changing nursing practice needs. Engaging stakeholders during course development helps to align the course with contemporary medical and technology learning objectives. It ensures that the course prepares learners for efficient informatics-based medical care, ensuring competent caregivers in their clinical practices (Poitras et al., 2023).

Internal Factors Affecting Curriculum Design

Internal conditions drive course structure, particularly the creation of the recommended course, “Health Informatics in Nursing Practice.” It ensures that the course design is adaptable to the evolving conditions in the nursing field and the educational environment and meets current nursing practice needs. Internal elements, such as organizational practices, including allocating resources and funds, influence course design and execution. They will influence how our proposed course is created, arranged, and integrated into the present BSN program. More funding can be required to support the design of new courses and incorporate innovative technology into the course. For example, if a BSN degree needs to include simulation practices for informatics education, it must set aside funding for resource purchases and staff training (Leochico et al., 2022).

Curriculum panels consisting of seasoned faculty evaluate new courses for their legitimacy, educational benefit, and alignment with nursing degree targets. Their acceptance is vital to the course’s addition to the BSN program. They offer feedback, ensuring that the course satisfies the intellectual and professional standards of the advanced clinical system. The internal assessment bodies, like the educational regulations panel, ensure that courses follow the organization’s educational and accreditation criteria. For example, they can check the course to verify that it meets the criteria. They ensure that the course meets the organization’s vision and equips nurses for efficient practice (Kawamoto et al., 2021). 

External Factors Affecting Curriculum Design

Extrinsic elements play an integral part in creating a curriculum. These variables are monetary assets, stakeholder issues, and legal limitations imposed by certifying bodies. These are crucial for creating the layout and design of the proposed course, “Health Informatics in Nursing Care.” For example, restricted financing from government sources can limit BSN programs’ capacity to devise new courses or implement innovative approaches. Adequate financing is required to develop the BSN curriculum effectively. It aids in the acquisition of educational commodities, the hiring of skilled faculty, and the promotion of educational events for the proposed course.

Adding our course can require funding for instructional and training resources, such as scenarios and simulations (Leochico et al., 2022). Legislative and certifying authorities, such as the AACN, enforce strict educational requirements to ensure that the course fulfills standards and incorporates vital competencies such as informatics into nurses’ education. The AACN’s criteria require programs to include novel digital abilities in curricula, which are needed to keep accreditation and meet advanced medical setting needs (AACN, 2021).

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Stakeholders like learners and clinical staff can impact the course by providing their opinions and input. For example, information from medical staff on the abilities required of employees influences curriculum design. The course’s subjects can be adjusted based on the student’s career goals. For example, the demand to incorporate telehealth training for nurses aids in changing course content (Davis et al., 2020).

Lastly, regulatory or certifying bodies, the Commission on Collegiate Nursing Education (CCNE), and HIPAA, are vital for integrating new courses into the BSN curriculum. It establishes standards of nursing education. For instance, if the CCNE establishes new accreditation standards for informatics education, BSN must adapt the curriculum to ensure conformity. It is crucial to meet accreditation standards during new course design (Eckhoff et al., 2022).

Impact of Program and Institution’s Mission, Philosophy, and Framework

CU’s BSN program’s goals, philosophy, vision, and structure are essential in shaping the organization and course, “Health Informatics in Nursing Practice.” CU’s objective and vision is to provide skilled and effective education and information for nurses. It helps them achieve their professional goals, which are aligned with the purpose of our course, to equip learners with critical abilities in health informatics. The mission of CU is to promote equality and inclusivity in education. The BSN program integrates flexible educational modes to serve varied student demographics.

The CU’s philosophy emphasizes credibility, excellence, and inventiveness, as seen by our proposed course’s ethical and moral specifications. It is dedicated to providing quality, utilizing innovative teaching approaches, and upholding moral principles (CU, 2024). Furthermore, the academic structure matched with the AACN Essentials of Baccalaureate Education for Professional Nursing Practice encourages competence, clinical proof, and a commitment to continuous learning.

It is consistent with our proposed course goals of promoting technology-based care and enhancing nursing graduates’ transdisciplinary skills using EHR to boost their nursing practice through technical proficiency in complex settings. These aspects affect the creation of our course, confirming that it promotes the CU’s mission and provides learners with the expertise in informatics to succeed in nursing practice (CU, 2024).

Enhanced Collaboration among Stakeholders in Curriculum Development

Developing a relevant and productive course, like “Health Informatics in Nursing Practice,” necessitates stakeholder cooperation. This collaboration necessitates gathering input from internal stakeholders, like academics, teachers, and nursing students, to ensure that the proposed courses fulfill student needs and academic objectives (Kawamoto et al., 2021). Furthermore, we must collaborate with clinical experts, executives, and other vital external participants in the clinical area to guarantee that the course represents current health advances and requirements.

Without guidance from IT vendors and regulatory authorities, the curriculum can be outdated when technical improvements and regulatory changes occur. Lack of involvement with internal stakeholders and the IT team results in technical holes in the curriculum, making it challenging for learners to apply skills in medical settings properly. Such integration will better prepare students for complex practices (Farayola et al., 2024). The lack of such collaborative engagement can result in an obsolete curriculum that fails to prepare students for the evolving needs of medical practice. A fragmented course cannot prepare learners for the practical abilities needed to succeed in their careers as qualified nurses (Davis et al., 2020).

Conclusion

The suggested module on health informatics in CU’s BSN program has been carefully designed to comply with the organization’s goals and changing medical needs. It integrates critical stakeholder engagement and modern educational approaches to guarantee authenticity and effectiveness. This course will increase the BSN program’s capacity to equip nurses for the challenges of advanced medical settings.

References

AACN. (2021). The essentials: Core competencies for professional nursing education. aacnnursing.org. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf

Ahmad, I., Asghar, Z., Kumar, T., Li, G., Manzoor, A., Mikhaylov, K., & Harjula, E. (2022). Emerging technologies for next generation remote health care and assisted living. Ieee Access, 10, 56094-56132. https://doi.org/10.1109/ACCESS.2022.3177278

Ali, S., Kleib, M., Paul, P., Petrovskaya, O., & Kennedy, M. (2022). Compassionate nursing care and the use of digital health technologies: A scoping review. International Journal of Nursing Studies, 127, 104161. https://doi.org/10.1016/j.ijnurstu.2021.104161

1. (2024). Bachelor’s RN-to-BSN completion. capella.edu. https://www.capella.edu/online-degrees/bachelors-rn-to-bsn-completion/

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Damar, M., Yüksel, İ., Çetinkol, A. E., Aydın, Ö., & Küme, T. (2024). Advancements and integration: A comprehensive review of health informatics and its diverse subdomains with a focus on technological trends. Health and Technology, 1-14. https://doi.org/10.1007/s12553-024-00872-5

Davis, S. M., Jones, A., Jaynes, M. E., Woodrum, K. N., Canaday, M., Allen, L., & Mallow, J. A. (2020). Designing a multifaceted telehealth intervention for a rural population using a model for developing complex interventions in nursing. BioMed Central Nursing, 19, 1-9. https://doi.org/10.1186/s12912-020-0400-9

Eckhoff, D. O., Guido-Sanz, F., & Anderson, M. (2022). Telehealth across nursing education: Findings from a national study. Journal of Professional Nursing, 42, 308-314. https://doi.org/10.1016/j.profnurs.2022.07.013

Farayola, O. A., Olorunfemi, O. L., & Shoetan, P. O. (2024). Data privacy and security in it: A review of techniques and challenges. Computer Science & IT Research Journal, 5(3), 606-615. https://doi.org/10.51594/csitrj.v5i3.909

Harerimana, A., Wicking, K., Biedermann, N., & Yates, K. (2021). Integrating nursing informatics into undergraduate nursing education in Africa: A scoping review. International Nursing Review, 68(3), 420-433. https://doi.org/10.1111/inr.12618

Harris, C. K. E., Durham, C., Logan, A., Smith, G., & DuBose-Morris, R. (2021). Integration of telehealth education into the health care provider curriculum: A review. Telemedicine and e-Health, 27(2), 137-149. https://doi.org/10.1089/tmj.2019.0261

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Kawamoto, K., Kukhareva, P. V., Weir, C., Flynn, M. C., Nanjo, C. J., Martin, D. K., & Del Fiol, G. (2021). Establishing a multidisciplinary initiative for interoperable electronic health record innovations at an academic medical center. Journal of the American Medical Informatics Association Open, 4(3), ooab041. https://doi.org/10.1093/jamiaopen/ooab041

Leochico, C. F. D. (2022). Educating health care professionals about telerehabilitation: Developing a curriculum map for high-and low-resource settings. In Telerehabilitation, 391-403. https://doi.org/10.1016/B978-0-323-82486-6.00027-7  

Okolo, C. A., Ijeh, S., Arowoogun, J. O., Adeniyi, A. O., & Omotayo, O. (2024). Reviewing the impact of health information technology on healthcare management efficiency. International Medical Science Research Journal, 4(4), 420-440. https://doi.org/10.51594/imsrj.v4i4.1000

Poitras, M.-E., Couturier, Y., Beaupré, P., Girard, A., Aubry, F., Vaillancourt, V. T., Carrier, J.-D., Fortin, L., Racine, J., Morneau, J., Boudreault, A., Cormier, C., Morin, A., & McGraw, M. (2023). Collaborative practice competencies needed for telehealth delivery by health and social care professionals: A scoping review. Journal of Interprofessional Care, 38(2), 1–15. https://doi.org/10.1080/13561820.2023.2213712

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Ting, J., Garnett, A., & Donelle, L. (2021). Nursing education and training on electronic health record systems: An integrative review. Nurse Education in Practice, 55, 103168. https://doi.org/10.1016/j.nepr.2021.103168

Yogesh, M. J., & Karthikeyan, J. (2022). Health informatics: Engaging modern healthcare units: A brief overview. Frontiers in public health, 10, 854688. https://doi.org/10.3389/fpubh.2022.854688

Appendix

Topical Outline of Course “Health Informatics in Nursing Practice”

• Role of Nurses in Health Informatics

• • Overview of nursing practices using informatics tool
  • Role of nurses in improving patients outcomes through technology-based care

• Understanding of Health Information Systems for Patient Care

• • Significance of health information system to improve medical practices
  • Understanding of different systems and tools, including telehealth solutions, EHR, Clinical Decision Support Systems (CDSS)

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

• Managing Data in Nursing Informatics

• • Understanding of tools and strategies regarding data analytics
  • Efficient use of patient data to streamline care operations and improve health outcomes

• Ethical and Moral dilemma Using Health Informatics tools

• • Comprehension of ethical and legal concerns while implementing informatics tools in care practices
  • Solutions to manage ethical and moral dilemmas using technologies for patient care.

• Interdisciplinary Collaboration and Communication through Health Informatics Tools

• Overview of interdisciplinary collaboration and coordination through informatics tools
• Effective communication channels to improve collaboration in patient care practices

This course will provide nursing learners with a holistic educational experience, helping them to learn and apply informatics tools in their future patient care, improving their nursing practices.