NURS FPX 6107 Assessment 2 Course Development and Influencing factors

,

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

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

A curriculum illustrates a way of learning for students. It also describes the way to assess the learning of students. The assessment offers an in-depth structure for the suggested course, “Interprofessional Collaboration and Leadership in Healthcare,” which aims to be included in a Bachelor of Science in Nursing (BSN) curriculum. Collaboration with professors, local organizations, and regulatory bodies assures curriculum validity, conformity, and real-world application, preparing students to promote health justice and handle several health concerns successfully. The design approach, affected by various external and internal variables, underlines the necessity of retaining consistency with the organizational mission, offering modern healthcare.

Description of Appropriate Course and its Position in the Curriculum

The BSN curriculum will include the course “Interprofessional Collaboration and Leadership in Healthcare” at Capella University. The course seeks to improve students’ collaboration capacity in interdisciplinary teams and offer medical leadership essential to modern medical care. The complexity of patients’ requirements in today’s medical system necessitates interprofessional collaboration, as holistic care involves participation from multiple medical specialists. Nurses require strong leadership abilities to organize patient care and advocate for patients’ requirements effectively. Regarding curriculum placement, this course can be best suited for an expertise-level curriculum. Students have been extensively subjected to the essentials of nursing care and the medical system during their primary and intermediate nursing education (Agomoh et al., 2020)

The course’s advanced position will guarantee that students can apply their medical and theoretical skills in practical collaborative environments, focusing on compassionate patient care, interdisciplinary interaction, ethical concerns, and leadership in patient care management (Sherman et al., 2020). They will be prepared to take on important positions within their medical organizations and lead initiatives to provide efficient and satisfactory patient care. This integration correlates with the course’s advanced principles, enabling nursing students to effectively practice the interdisciplinary and leadership abilities they acquired in a medical context after their BSN degree (Zhu et al., 2022).

The Rationale for the Inclusion of the Course

The justification for including the course of study “Interprofessional Collaboration and Leadership in Healthcare” in the BSN program is based on modern healthcare’s increasing multifaceted and interdisciplinary integrity. Medical facilities worldwide acknowledge the value of collaboration and leadership in providing successful, personalized healthcare (Folkman et al., 2019). One critical deficiency in many nursing curricula is more attention to developing efficient interpersonal leadership, decision-making, problem-solving, and negotiation abilities. These qualities are critical for nurses to interact effectively with varied groups of medical specialists and perform efficiently to improve health outcomes (Folkman et al., 2019).

 The decision to add “Inter-professional Collaboration and Leadership in Healthcare” in the nursing program of Capella University attempts to close this knowledge gap by providing a complete understanding of medical staff relationships and efficient teamwork, promoting leadership growth, which is critical for improving patient care (Sherman et al., 2020). Health workers with efficient training and education can collaborate effectively, improve patient satisfaction and medical outcomes, and lower errors in care. Thus, this module is valuable and critical to training students to engage and manage inter-professional groups efficiently, enhancing the overall efficacy of medical care (Ansa et al., 2020).

Topical Outline and Relationship to Other Courses

The course includes topics like interdisciplinary interaction and communication, collaboration and management, ethics, patient-focused care, and quality enhancement in coordinated settings. These subjects integrate effortlessly with previous educational courses, broadening concepts instructed in core nursing courses to interdisciplinary settings. 

  • The topic of interdisciplinary interaction and communication focuses on successful procedures for healthcare teams to communicate with each other in complex health settings. These practices include dignity, active listening, and unambiguous and transparent communication (Gessesse et al., 2023).
  • The topic of group collaboration and leadership provides learners with information about the positions and responsibilities of medical team members and the necessary leadership qualities for effective collaboration (Diggele et al., 2020).
  • Ethics in interdisciplinary collaboration teach learners about anonymity, informed approval, disagreement of perspectives, and moral difficulties in collaborative decisions (Hlaing et al., 2023).
  • Patient-focused treatment in a collaborative environment emphasizes teamwork, collaborative decision-making, respect for individual needs, and care coordination.
  • In quality enhancement and security for patients in interactive workplaces, students will explore the strategies for successful teamwork to improve safety and quality in medical facilities (Folkman et al., 2019). Further details on the topical outline are discussed in the appendix.

These outlines are closely connected to already learned courses and principles. For example, interprofessional interpersonal abilities depend on communication approaches learned in core nursing courses, particularly in interprofessional conditions. Collaboration and leadership apply nursing management principles to a broader medical staff setting. Ethics in interdisciplinary collaboration advances ethical ideas covered in the nursing ethics curriculum, highlighting their application in cooperative circumstances (Hlaing et al., 2023).

Care focused on patients in collaboration environments relies on understanding learned from “nursing care and health assessment” courses, acknowledging the opinions of diverse team members. Furthermore, the concentration on quality enhancement and security for patients in team settings offer an actual utilization of research methods and clinical evidence gained in the “nursing research course”, highlighting its application within multidisciplinary groups (Folkman et al., 2019).

Faculty Collaboration

Collaboration with academic leaders, transdisciplinary faculty members, and medical experts from clinical collaborators is critical to successfully executing the course “Inter-professional Collaboration and Leadership in Healthcare.” Incorporating many stakeholders in the preparation phase ensures that the curriculum content is consistent with current medical practices and interdisciplinary educational guidelines, equipping students for coordinated medical care (Azzam et al., 2023). Several crucial collaborations are vital to properly integrate the course into the BSN curriculum. For example, engagement with academic leaders like department chairmen or directors is critical. These experts can provide knowledge regarding the strategic objectives, funding opportunities, and possible limitations that can impact course formulation and execution (Jones et al., 2021). 

Multidisciplinary teaching staff from different fields, such as pharmacy, social group, clinical care, and medicine, are also essential for new course implementation. The multidisciplinary component of the suggested curriculum needs the engagement of scholars from diverse medical fields. This collaboration fosters a holistic and multidisciplinary approach to designing courses, ensuring that subjects reflect the facts of collaborative medical practice. Partnering with faculty can broaden perspectives and improve nursing education content and instructional approaches (Beltran & Miller, 2020).

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Collaboration with professionals from medical facilities is critical for integrating course content into clinical applications. These clinical experts can provide valuable insights on recent developments, difficulties, and evidence-based practices in interdisciplinary corporations and leadership in medical care. Moreover, they can deliver lectures, research projects, and support opportunities for hands-on learning, ensuring the course is theoretically and practically effective (Folkman et al., 2019).

The rationale for these interdisciplinary collaborations is to formulate a theoretically and practically valuable course. Engaging multiple stakeholders during course planning assists in integrating course content with current medical standards and interprofessional learning requirements. Furthermore, it guarantees that the course effectively equips students for efficient collaborative care practice, ensuring competent coworkers and leaders in their future medical practices (Folkman et al., 2019).

Internal Factors Affecting Curriculum Design

Internal variables or factors influence the course design, specifically the development of our suggested curriculum, “Interprofessional Collaboration and Leadership in Healthcare.” It guarantees that the curriculum adapts to the changing nature of the nursing field and learning environment and meets the current requirements for nursing practice. Internal factors like organizational procedures regulate the planning and execution of curricula. They will shape how our suggested course is designed, organized, and incorporated into the existing program. Furthermore, these approaches will ensure that the course is tailored to meet specific requirements and overcome gaps in the existing curriculum of nursing programs (Black et al., 2022).

Moreover, curriculum panels of experienced and competent faculty and teaching members assess fresh courses for their validity, educational value, and compatibility with nursing program objectives. Their approval is critical to the course’s inclusion in the course of study. They also offer valuable input and information, ensuring the curriculum meets academic and professional requirements. Lastly, internal evaluation groups, including the educational standards committee, ensure that courses comply with the organizational educational guidelines and accreditation standards. They can review our suggested course to ensure that it fulfills all standards. Their examination assures an effective academic program that matches the organization’s mission and can equip learners for efficient collaborative care (Black et al., 2022).

External Factors Affecting Curriculum Design

The impact of extrinsic factors on formulating a curriculum is crucial and diverse. These factors include financial resources, stakeholder concerns, and certification authorities’ legislative requirements. These are critical to developing the format and design of the suggested course, “Interprofessional Collaboration and Leadership in Healthcare.” Sufficient funding and financial resources are vital for the efficient formulation and execution of courses in the nursing program’s curriculum. It helps acquire educational supplies, recruit competent and skilled faculty, and promote educational events related to the suggested curriculum. Integrating our suggested course can necessitate financing for solutions like online learning platforms, educational materials, and training materials, including simulation and scenarios (Folkman et al., 2019).

Furthermore, stakeholders, including nursing students, medical staff, and community members, can significantly influence the course through their perspectives, demands, and input. The subjects and skills addressed in the suggested course can be influenced by students’ career targets and community health needs. They help us modify our course content by providing feedback to improve and meet the needs of modern medical care (Lepre et al., 2021). In the end, regulating and accrediting authorities, like the Commission on Collegiate Nursing Education (CCNE), is also crucial in integrating new suggested courses in the BSN nursing program. It sets quality criteria for the education of nurses. These requirements ensure that the course equips students to practice nursing safely, effectively, and ethically. Conformity with these guidelines is critical while formulating our suggested course to fulfill healthcare demands and accreditation standards (Folkman et al., 2019).

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

The purpose, philosophy, mission, and architecture of the BSN program at Capella University are critical in determining the structure and content of our suggested curriculum, “Interprofessional Collaboration and Leadership in Healthcare.” The mission and vision of Capella University are to give advanced and effective education and knowledge to nursing students. It aids them in achieving their professional perspective, which corresponds precisely with our course’s goal of preparing students with critical skills in interdisciplinary collaboration and leadership. The university’s philosophy highlights its principles of integrity, quality, and advancement or innovation, as demonstrated by our suggested course’s moral and ethical guidelines.

It is committed to offering excellence, applying innovative educational methodologies, and considering ethical values (Capella University, 2024). Moreover, the academic structure promotes expertise, clinical evidence, and a dedication to ongoing education. It aligns with our suggested course’s objectives of improving collaboration to improve coordinated care and enhance the interprofessional skills of nursing graduates to improve their nursing practice in the collaborative setting. It encourages research-based shared practice and promotes continuous learning for better medical care.  These elements significantly impact the formulation of our curriculum, ensuring that it supports the mission of education at Capella University and offers students the required knowledge to flourish in the field of nursing (Capella University, 2024).

Enhanced Collaboration among Stakeholders in Curriculum Development

Creating a pertinent and efficient curriculum, like “Interprofessional Collaboration and Leadership in Healthcare,” requires substantial engagement between internal and external partners. This partnership requires collecting feedback from internal stakeholders, including professors or faculty and nursing students, to ensure that the content of the suggested courses and instructional practices meet student requirements and educational objectives (Lepre et al., 2021). Additionally, we should involve and collaborate with medical specialists, managers, and other crucial outside stakeholders from the medical field to ensure that the course material reflects contemporary medical developments and standards.

This integration will improve graduates’ preparation for the ever-changing nursing career needs (Black et al., 2022). The inability to develop such collaborative participation can lead to an outdated curriculum that cannot equip students with the changing demands of medical practice, thereby leaving graduates disadvantaged. A fragmented curriculum cannot adequately prepare students for the hands-on abilities required to flourish in their employment as certified nurses. This highlights the significance of teamwork in the formulation and execution of curricula for nursing programs (Scammell et al., 2020).

Conclusion

The suggested “Interprofessional Collaboration and Leadership in Healthcare” course focuses on significant interprofessional cooperation and management skills, filling a gap in the present curriculum. Engaging stakeholder ideas, integrating with university objectives, and fulfilling quality requirements are critical to effective curriculum creation. The approach demonstrates the intricacy of creating courses in the nursing field and emphasizes academics’ critical role in developing future professional nurses.

References

Agomoh, C. J., Brisbois, M. D., & Chin, E. (2020). A mapping review of clinical nurse leader and nurse educator transitional care skills and competencies. Nursing Outlook68(4), 504-516. https://doi.org/10.1016/j.outlook.2020.02.003

Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020). Attitudes and behavior towards interprofessional collaboration among healthcare professionals in a large academic medical center. In Healthcare, 8(3), 323. https://doi.org/10.3390/healthcare8030323

Azzam, M. B., Drynan, D., Fricke, M., Langlois, S., MacDonald, L., Vanier, M. C., & Puvirajah, A. (2023). A case study of organizational and curricular attributes for interprofessional education: A model for sustainable curriculum delivery. Journal of Research in Interprofessional Practice and Education13(1), 1-27. https://doi.org/10.22230/jripe.2023v13n1a351

Beltran, S. J., & Miller, V. J. (2020). Breaking out of the silo: A systematic review of university-level gerontological curricula in social work and nursing programs. Journal of Social Work Education56(4), 753-778. https://doi.org/10.1080/10437797.2019.1656689

Black, E. W., Romito, L., Pfeifle, A., & Blue, A. V. (2022). Establishing and sustaining interprofessional education: Institutional infrastructure. Journal of Interprofessional Education & Practice26, 100458. https://doi.org/10.1016/j.xjep.2021.100458

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

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

Diggele, C., Burgess, A., Roberts, C., & Mellis, C. (2020). Leadership in healthcare education. BioMed Central Medical Education20, 1-6. https://doi.org/10.1186/s12909-020-02288-x

Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in interprofessional collaboration in health care. Journal of Multidisciplinary Healthcare, 97-107. https://doi.org/10.2147/JMDH.S189199

Gessesse, A. G., Haile, J. M., & Woldearegay, A. G. (2023). Exploring Effective Communication strategies employed by physicians in delivering bad news in Ethiopian State hospitals. Patient Related Outcome Measures, 409-425. https://doi.org/10.2147//PROM.S390164

Hlaing, P. H., Hasswan, A., Salmanpour, V., Shorbagi, S., AlMahmoud, T., Jirjees, F. J., & Sulaiman, N. (2023). Health professions students’ approaches towards practice-driven ethical dilemmas; a case-based qualitative study. BioMed Central Medical Education23(1), 307. https://doi.org/10.1186/s12909-023-04089-4

Jones, K., Burnett, G., Sztuba, L., & Hannon, R. (2021). Academic practice partnerships: A review of a statewide population health nursing leadership initiative. Public Health Nursing38(1), 64-76. https://doi.org/10.1111/phn.12833

Lepre, B., Palermo, C., Mansfield, K. J., & Beck, E. J. (2021). Stakeholder engagement in competency framework development in health professions: A systematic review. Frontiers in Medicine8, 759848. https://doi.org/10.3389/fmed.2021.759848

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Scammell, J. M. E., Apostolo, J. L. A., Bianchi, M., Costa, R. D. P., Jack, K., Luiking, M. L., & Nilsson, S. (2020). Learning to lead: A scoping review of undergraduate nurse education. Journal of Nursing Management28(3), 756-765. https://doi.org/10.1111/jonm.12951

Sherman, D., Flowers, M., Rodriguez Alfano, A., Alfonso, F., De Los Santos, M., Evans, H., & Walsh, S. (2020). An integrative review of interprofessional collaboration in health care: Building the case for university support and resources and faculty engagement. In Healthcare, 8(4), 418. https://doi.org/10.3390/healthcare8040418

Zhu, Z., Xing, W., Liang, Y., Hong, L., & Hu, Y. (2022). Nursing students’ experiences with service learning: A qualitative systematic review and meta-synthesis. Nurse Education Today108, 105206. https://doi.org/10.1016/j.nedt.2021.105206

Appendix

Topical Outline of Course “Interprofessional Collaboration and Leadership in Healthcare”:

  • Introduction to Interprofessional Collaboration

 Overview of interprofessional collaboration in medical practice

Role of interdisciplinary cooperation in enhancing medical outcomes

  • Understanding Team Dynamics and Group Collaboration in Clinical Settings

The significance of team dynamics in healthcare

 Effective communication and collaboration strategies.

  • Leadership in Collaborative Healthcare

 The significance and role of leadership in interprofessional medical teams

 Leadership styles and their importance in medical settings

  • Ethics in Interdisciplinary Collaboration

Understanding of the significance of ethical concerns in collaborative care

Ethical issues and difficulties in interprofessional care practice

 Strategies for managing ethical dilemmas in interprofessional teams.

  • Patient-Focused Care in Collaborative Settings

Significance of patient-focused care through interprofessional teams

Strategies for increasing patient participation in care decision-making

  • Quality Enhancement and Patient Safety in Interactive Environments

The role of interdisciplinary collaboration is to promote the quality and security of patients.

Evaluating the effectiveness of interdisciplinary collaboration

Case histories illustrating collaboration improves patient safety.

  • Practical Applications of Interdisciplinary Coordination and Leadership

Learn teamwork and leadership expertise in medical settings

Develop practical skills through case studies and simulations-based exercises.

Ultimately, this course will give a comprehensive educational experience, allowing nursing students to understand and apply interprofessional collaboration, coordination, and leadership principles to their future clinical practices.

 

 

Get Free Samples on your Email

For your Capella University BSN/MSN/DNP Class!

Latest Samples

Free BSN Assessments