NURS FPX 6107 Assessment 2 Course Development and Influencing Factors
Course Development and Influencing Factors
This essay argues for the inclusion of a “Nursing Informatics and the Foundation of Knowledge” course in the nursing curriculum at Capella University in Minneapolis, MN. The course aims to cover the concepts and theories related to technology, information, and data in nursing practice. It would be the best fit as an elective or core course in the technology or data management section. Furthermore, the essay highlights the growing importance of nursing informatics in the healthcare industry and the need for nurses to have the skills and knowledge to use technology and data in their practice. It outlines the topical outline of the course and emphasizes the need for collaboration among faculty members and external experts in nursing informatics.
Appropriate Course
I would recommend including a course on “Nursing Informatics and the Foundation of Knowledge.” This course would cover the concepts and theories related to technology, information, and data in nursing practice. It would help students understand how to use technology and data to improve patient outcomes, increase efficiency and make informed decisions.
NURS FPX 6107 Assessment 2 Course Development and Influencing Factors
The best place to fit this course in the nursing curriculum would be in the early stages as a foundational course that sets the basis for future courses. This will ensure that students understand how technology and data can be applied in their practice and how to effectively use these tools throughout their careers.
In today’s rapidly changing healthcare landscape, it is essential for nurses to have the skills and knowledge to use technology and data in their practice (Morse & Warshawsky, 2021). Integrating technology and data into nursing practice has proven to improve patient outcomes and increase efficiency (Huter et al., 2020). This is why a course on Nursing Informatics is needed in the curriculum offered by Capella University in Minneapolis, MN.
The Rationale for Adding this Particular Course
The rationale for adding the course “Nursing Informatics and the Foundation of Knowledge” to the nursing curriculum offered by Capella University in Minneapolis, MN, is three-fold.
First, nursing informatics is a rapidly growing field that significantly impacts the quality of patient care (Booth et al., 2021). It integrates nursing science, computer science, and information science to manage and communicate data, information, and knowledge in nursing practice (O’Connor & LaRue, 2020). By providing students with a solid understanding of nursing informatics, they will be better equipped to use technology and data to improve patient outcomes.
Second, technology is rapidly changing how healthcare is delivered, and nurses must be prepared to use technology in their practices. Nursing informatics provides the skills and knowledge necessary to use technology in delivering patient care effectively, and the course will equip students with the skills needed to work in a digital environment (Adelphi University, 2020).
Finally, there is a growing need for nurses with expertise in nursing informatics. Healthcare organizations seek nurses with technology and data management skills to improve patient care and outcomes (Grenuk, 2019). Adding this course to the nursing curriculum will help prepare students to meet the growing demand for nurses with these skills.
Similarly, Nursing Informatics and the Foundation of Knowledge is a critical course for nursing students because it provides the foundation for understanding the role of technology and data in nursing practice. This course would best fit in the nursing curriculum as an elective or core course in the technology or data management section.
Topical Outline of the Course
Introduction to Nursing Informatics
- Definition and Concept
- Historical Overview
- Importance in Nursing Practice
Healthcare Information Technology
- Electronic Health Records (EHR)
- Telehealth and Remote Monitoring
- Health Information Exchange (HIE)
Data Management and Analytics
- Data Collection and Storage
- Data Analysis and Visualization
- Clinical Decision Support Systems (CDSS)
- Knowledge Management in Nursing
- Evidence-Based Practice (EBP)
- Clinical Practice Guidelines (CPG)
- Clinical Terminology and Classification Systems
- Legal and Ethical Considerations in Nursing Informatics
- Patient Confidentiality and Data Security
- Informed Consent and Data Sharing
- Professional Standards and Guidelines
- Implementation and Evaluation of Nursing Informatics
- Project Management in Nursing Informatics
- Change Management in Healthcare Organizations
- Evaluation of Nursing Informatics Interventions
Conclusion and Future Directions
- Summary of Key Points
- Emerging Trends and Technologies in Nursing Informatics
- Career Opportunities in Nursing Informatics.
The course outline provided focuses on introducing the field of nursing informatics to students. The topics covered in this course are related to other courses in Capella University’s nursing program, including healthcare technology, data management, knowledge management, legal and ethical considerations, and implementation and evaluation of nursing informatics. The course aims to provide a foundational knowledge of nursing informatics that is essential for future courses and professional practice. It also prepares students to use nursing informatics in a variety of settings, including clinical, educational, and research environments. Finally, the course outlines future trends and career opportunities in nursing informatics, which helps students to plan their future career paths in this field.
Collaboration with Faculty Members
When considering the addition of the “Nursing Informatics and the Foundation of Knowledge” course within the nursing curriculum offered by Capella University, it is important for the faculty members to collaborate with one another and external experts in the field of nursing informatics.
The faculty members responsible for designing and delivering the course would need to work closely with each other to ensure that the course content is relevant, up-to-date, and consistent with the university’s standards and objectives (Lewis, 2020). They would also need to collaborate with subject matter experts in nursing informatics, who can provide insight into the latest advancements and best practices in the field.
One key role for faculty members in this process would be to research and identify experts in the field of nursing informatics who can contribute to the development of the course. These experts could include academic researchers, practitioners working in healthcare organizations, and other professionals who have expertise in nursing informatics (Farokhzadian et al., 2020).
Once the faculty members have identified the experts, they need to reach out to them and initiate a collaborative relationship. This could involve inviting the experts to participate in course design workshops, asking them to review course materials and provide feedback, or collaborating with them on course content. The goal of this collaboration would be to ensure that the latest knowledge and practices in the field of nursing informatics inform the course.
NURS FPX 6107 Assessment 2 Course Development and Influencing Factors
In addition to collaborating with subject matter experts, the faculty members would also need to work closely with each other to coordinate the development and delivery of the course. They would need to divide responsibilities among themselves and communicate regularly to ensure that the course is developed efficiently and effectively.
The role of the subject matter experts in this process would be to provide input and advice on the course content and to ensure that the course is grounded in the latest research and best practices in the field of nursing informatics. They would also play an important role in helping to ensure that the course is relevant to the needs of practicing nurses and that it prepares students to use informatics effectively in their future careers.
The collaboration between the faculty members and subject matter experts is essential to the success of the “Nursing Informatics and the Foundation of Knowledge” course within the nursing curriculum offered by Capella University. By working together, they can ensure that the course is informed by the latest knowledge and practices in the field of nursing informatics and that it prepares students to use informatics effectively in their future careers.
Internal Factors
Internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design in educational institutions like Capella University in Minneapolis, MN.
Organizational Processes
These processes refer to the protocols, procedures, and policies that govern the institution’s development, approval, and implementation of courses and programs. These processes help ensure that the curriculum design aligns with the university’s mission, goals, and values. For example, Capella University may have a set of guidelines for course development, which outline the steps involved in the process, such as the roles of faculty members, the use of technology in course delivery, and the assessment of student learning outcomes.
Curriculum Committees
Curriculum committees are groups of faculty members and administrators who are responsible for overseeing the development and revision of courses and programs. The committees evaluate proposals for new courses, recommend changes to existing courses, and approve the final curriculum. They play an important role in ensuring that the curriculum design aligns with the university’s standards and goals. For example, at Capella University, the nursing curriculum committee might review proposals for new courses like Nursing Informatics and the Foundation of Knowledge and provide feedback on the course content, learning outcomes, and assessment methods.
Internal Review Bodies
These bodies, also known as accrediting agencies, are responsible for evaluating the quality and effectiveness of the educational programs offered by an institution. They review the curriculum design, faculty qualifications, and student outcomes to ensure that the institution meets certain standards. For example, Capella University might be accredited by the Commission on Collegiate Nursing Education (CCNE), which evaluates the quality of its nursing programs. The CCNE would review the Nursing Informatics and the Foundation of Knowledge course to ensure that it meets the nursing education standards and is an appropriate addition to the nursing curriculum.
External Factors
External factors are also important, like internal factors for the university. Some of the factors that can impact curriculum designs are:
Funding
The availability of funding can impact the curriculum design as universities need to allocate resources to support the development, delivery and evaluation of the courses. Lack of funding can limit the extent of innovation in the curriculum design and may lead to constraints in the quality of education being offered.
Stakeholders
Stakeholders, such as students, alumni, employers, and the community, can influence curriculum design as they provide feedback on what they expect from the university’s education. This feedback can impact the type of courses and program offerings, as well as the focus of the curriculum.
Regulatory and Accrediting Agencies
Regulatory and accrediting agencies, such as the Commission on Collegiate Nursing Education (CCNE) or the National League for Nursing Accrediting Commission (NLNAC), set standards and guidelines for curriculum design. Compliance with these standards and guidelines is necessary for accreditation and recognition, which can impact the university’s reputation and ability to attract students.
For example, in the case of nursing education, the CCNE sets standards for baccalaureate and graduate degree programs in nursing. This includes curriculum content, outcomes, and the program structure and governance. If Capella University wants to offer a new course, such as Nursing Informatics and the Foundation of Knowledge, it must ensure that the course meets the standards set by the CCNE.
Impact of Parent Institution on Curriculum Design
The mission, philosophy, and framework of a program and the parent institution play a significant role in curriculum design. These factors shape the program’s overall goals, values, and priorities, which in turn inform its curriculum design.
Capella University’s mission is to provide flexible, accessible, and high-quality online education. The philosophy of the university is centered on student-centered, competency-based learning and a commitment to academic excellence and innovation. The framework of the university is informed by its commitment to academic rigor and its use of technology to deliver education.
These factors impact curriculum design in several ways. For example:
Mission
Capella University’s mission informs its programs’ overall goals, including the nursing program. For instance, the goal of providing flexible, accessible education will inform the design of the nursing informatics course by ensuring that it is delivered in a manner that is flexible and accessible to students.
Philosophy
The philosophy of student-centered, competency-based learning informs the design of the nursing informatics course by ensuring that it is designed to meet students’ needs and learning styles. For example, the course may incorporate interactive learning activities, simulations, and case studies to help students build the skills and competencies they need to be successful in the field of nursing informatics.
Framework
The use of technology in education is a key component of the framework of Capella University. This informs the design of the nursing informatics course by ensuring that it utilizes technology to deliver the content and facilitate learning. For example, the course may include online learning tools, multimedia resources, and interactive simulations to help students engage with the content and build their skills hands-on.
Type of Collaboration
Collaboration between external and internal stakeholders is crucial in curriculum development. External stakeholders include funding agencies, regulatory and accrediting bodies, industry partners, and alumni. Internal stakeholders include faculty members, program directors, academic administrators, and support staff. Collaboration is essential because it helps ensure that the curriculum meets the needs of all stakeholders and aligns with the programs and institution’s mission and philosophy (Er et al., 2019).
Collaboration between internal and external stakeholders is a continuous process, beginning with the development of program goals and objectives and continuing through the implementation and assessment of the curriculum. All stakeholders should have the opportunity to provide feedback and suggestions on the curriculum design. For example, funding agencies can provide information on available resources and support, regulatory and accrediting bodies can provide guidelines and standards, and industry partners can provide insight on the needs of the workforce.
The consequences of not collaborating are significant. Without collaboration, the curriculum cannot meet the needs of all stakeholders, including the students and graduates. This could lead to a lack of funding, regulatory or accreditation challenges, or decreased support from industry partners. Additionally, not collaborating can result in a curriculum that is out of alignment with the mission and philosophy of the program and institution, which can negatively impact the reputation of the program and the institution as a whole.
Therefore, it is important for all stakeholders to be involved in the curriculum development process and for the program and institution to provide opportunities for collaboration, such as focus groups, surveys, and stakeholder meetings. Collaboration between internal and external stakeholders will help ensure that the curriculum is relevant, responsive, and of high quality and that it meets the needs of all stakeholders and aligns with the mission and philosophy of the program and institution.
NURS FPX 6107 Assessment 2 Course Development and Influencing Factors
Conclusion
The nursing informatics course, “Nursing Informatics and the Foundation of Knowledge,” is crucial for nursing students as it teaches the use of technology and data in improving patient care. The course should be offered early on as a foundational course in the curriculum. To ensure the course is current and relevant, a collaboration between faculty members and subject matter experts in nursing informatics is necessary. The course would cover the latest advancements and best practices in the field of nursing informatics and provide students with the skills to use technology and data in their practice.
References
Adelphi University. (2020, September 10). Benefits of informatics in nursing. Adelphi University Online.
https://online.adelphi.edu/articles/benefits-of-informatics-in-nursing/
Booth, R., Strudwick, G., McMurray, J., Chan, R., Cotton, K., & Cooke, S. (2021). The future of nursing informatics in a digitally-enabled world. Health Informatics, 395–417.
https://doi.org/10.1007/978-3-030-58740-6_16
Er, H. M., Nadarajah, V. D., Chen, Y. S., Misra, S., Perera, J., Ravindranath, S., & Hla, Y. Y. (2019). Twelve tips for institutional approach to outcome-based education in health professions programs. Medical Teacher, 1–6.
https://doi.org/10.1080/0142159x.2019.1659942
Farokhzadian, J., Khajouei, R., Hasman, A., & Ahmadian, L. (2020). Nurses’ experiences and viewpoints about the benefits of adopting information technology in health care: A qualitative study in Iran. BMC Medical Informatics and Decision Making, 20(1).
https://doi.org/10.1186/s12911-020-01260-5
Grenuk, J. (2019, January 23). How nursing informatics improves patient care | TigerConnect. TigerConnect.
https://tigerconnect.com/blog/how-nursing-informatics-improves-patient-care/
Huter, K., Krick, T., Domhoff, D., Seibert, K., Wolf-Ostermann, K., & Rothgang, H. (2020). Effectiveness of digital technologies to support nursing care: Results of a scoping review. Journal of Multidisciplinary Healthcare, Volume 13, 1905–1926.
https://doi.org/10.2147/jmdh.s286193
Lewis, E. (2020). Best practices for improving the quality of the online course design and learners’ experience. The Journal of Continuing Higher Education, 1–10.
https://doi.org/10.1080/07377363.2020.1776558
Morse, V., & Warshawsky, N. E. (2021). Nurse leader competencies. Nursing Administration Quarterly, 45(1), 65–70.
https://doi.org/10.1097/naq.0000000000000453
O’Connor, S., & LaRue, E. (2020). Integrating informatics into undergraduate nursing education: A case study using a spiral learning approach. Nurse Education in Practice, 50, 102934.
https://doi.org/10.1016/j.nepr.2020.102934
