Category: NURS-FPX6107

NURS FPX 6107 Assessment 3 Curriculum Evaluation Name Capella university NURS-FPX 6107 Curriculum Design, Development, and Evaluation Prof. Name Date Curriculum Evaluation Curriculum assessment is a fundamental aspect of nursing learning and essential for ensuring academic programs’ quality, relevance, and effectiveness (Jowsey et al., 2020). In the context of the Bachelor of Science in Nursing (BSN) program at Capella University (CU) integration of telehealth technology, curriculum evaluation holds particular significance due to its role in getting nursing students ready for the difficulties of contemporary healthcare practice. By conducting comprehensive curriculum evaluations, nursing educators can identify areas for improvement, refine educational strategies, and optimize student learning experiences. Additionally, curriculum evaluation facilitates ongoing dialogue among faculty, administrators, and stakeholders, fostering a culture of continuous improvement and innovation within the academic institution (Koukourikos et al., 2021). In this assessment, we will explore the significance of curriculum assessment in nursing teaching, examine key evaluation criteria, and propose strategies for implementing effective evaluation processes within the BSN program at CU integration of telehealth technology. Importance of Ongoing Curriculum Evaluation in Nursing Education Continuing curriculum assessment is vital in nursing teaching, particularly in programs like the BSN at CU. This evaluation process is crucial for guaranteeing that the curriculum stays responsive to the diverse healthcare landscape and aligns with industry standards. This is also necessary to confirm that it meets accreditation requirements and prepares graduates for the complexities of modern nursing practice (Koukourikos et al., 2021). Ensuring Relevance to Industry Trends and Standards One of the primary causes for enduring curriculum assessment is to guarantee that the BSN curriculum at CU for integration of telehealth technology remains relevant to industry trends and standards. The nursing field constantly evolves, with new technologies, treatment modalities, and care delivery models emerging regularly. By continuously evaluating the curriculum, nursing educators can identify areas that need updating or revision to reflect these changes accurately. For example, with the increasing integration of informatics and telehealth in healthcare delivery, ongoing evaluation ensures that the curriculum incorporates these topics effectively, preparing students to leverage technology in their practice (Buchanan et al., 2021). Meeting Accreditation Requirements Another critical aspect of ongoing curriculum evaluation is ensuring compliance with accreditation standards. Nursing programs like the BSN at CU are accredited by organizations such as the Accreditation Commission for Education in Nursing (ACEN). These accrediting bodies set rigorous standards that plans must meet to maintain authorization status. Ongoing evaluation allows faculty members to assess whether the curriculum aligns with these standards and make necessary adjustments to address gaps or deficiencies (ACEN, 2023). For instance, if ACEN introduces new accreditation criteria related to informatics or telehealth education, ongoing evaluation ensures that the curriculum is updated accordingly to maintain compliance. Preparing Graduates for Modern Nursing Practice The ultimate goal of ongoing curriculum evaluation in nursing education is to make former students for the difficulties of modern nursing practice. Nursing is a lively profession that needs practitioners to adapt to changing patient needs, technological advancements, and healthcare policies. By continually assessing the curriculum, educators can confirm that alumni possess the awareness, abilities, and competencies needed to thrive in diverse healthcare settings (Saab et al., 2021). For example, courses like “Health Informatics and Telehealth in Nursing” equip students with the necessary informatics competencies to navigate electronic health records and telehealth platforms effectively. Enhancing Student Learning Outcomes Ongoing curriculum evaluation for integration of telehealth technology also plays a crucial role in enhancing student learning outcomes. By identifying strengths and weaknesses in the curriculum, faculty members can implement targeted interventions to support student learning and achievement. For example, suppose assessment data reveals students struggle with a particular concept or skill. In that case, faculty can adjust instructional methods, provide additional resources, or redesign assessments to meet student needs better (Jowsey et al., 2020). This continuous improvement cycle confirms that learners receive a high-quality education that makes them for achievement in their nursing professions. Engaging Stakeholders Furthermore, ongoing curriculum evaluation provides opportunities for stakeholder engagement and input. Stakeholders, including faculty members, students, alumni, employers, and healthcare professionals, all have valuable perspectives that can inform curriculum decisions. By seeking input from these stakeholders via surveys, focus groups, or advisory panels, nursing programs can guarantee that the syllabus aligns with the requirements and anticipations of the wider community (Belita et al., 2020). This cooperative strategy nurtures a feeling of possession and commitment to the syllabus among stakeholders, resulting in amplified program achievement and contentment among students. Ongoing curriculum evaluation is paramount in nursing education, particularly in programs like the BSN at CU. By continuously assessing the curriculum, nursing educators can ensure its relevance to industry trends and standards, compliance with accreditation requirements, preparation of graduates for modern nursing practice, enhancement of student learning outcomes, and engagement of stakeholders. This iterative process of assessment and enhancement is necessary for maintaining the quality and effectiveness of the nursing curriculum and, eventually, for producing competent and compassionate nurses skilled with dealing the evolving healthcare wants of society (Alawi & Alexander, 2019). Consequences of Neglecting Curriculum Evaluation in Nursing Education Neglecting ongoing curriculum assessment in nursing teaching can lead to several adverse consequences that impact students and the quality of education. For instance, if the BSN curriculum for integration of telehealth technology at CU is not evaluated regularly, it may fail to keep pace with the evolving healthcare landscape, resulting in ill-prepared graduates meeting modern nursing practice demands (Buchanan et al., 2021). For example, suppose the curriculum does not include courses on informatics or telehealth despite their increasing importance in healthcare delivery. In that case, graduates may lack essential skills in utilizing technology for patient care, potentially compromising patient safety and outcomes. Without ongoing evaluation to identify and address these gaps, graduates may struggle to adapt to technological advancements, putting them at a disadvantage in the job market. Furthermore, neglecting curriculum evaluation can result in non-compliance with accreditation standards, jeopardizing the program’s accreditation status. For instance, if the curriculum does not align with new accreditation criteria related to informatics education,

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 Course development involves a comprehensive procedure inclined by internal and outer factors, such as organizational processes, stakeholder input, and regulatory requirements (Mao et al., 2020). This paper focuses on the intricacies of designing a new course within a nursing curriculum at Capella University (CU), focusing on the integration of informatics or telehealth. By examining the impact of various factors on curriculum design and collaborating with internal and external stakeholders, we aim to create a robust course that meets the evolving needs of the nursing profession in the digital age. Appropriate Course A suitable course for the BSN curriculum at CU could be “Health Informatics and Telehealth in Nursing.” This course would focus on integrating technology and data management principles into nursing practice, emphasizing the use of informatics to enhance patient care delivery and communication in telehealth settings (Haupeltshofer et al., 2020). This course could be positioned in the later stages of the curriculum, following foundational courses in nursing theory, research, and clinical practice. By this point, students would have acquired essential nursing knowledge and skills, making them better prepared to understand the role of informatics and telehealth in modern healthcare delivery (Harris et al., 2021). Integrating this course at this stage would allow students to explore advanced topics related to technology-enabled care delivery, preparing them to effectively leverage informatics tools and telehealth platforms in their nursing practice (Reid et al., 2022). The Rationale for Adding this Particular Course Adding a course on “Health Informatics and Telehealth in Nursing” to the BSN curriculum at CU is essential for preparing future nurses to navigate the rapidly evolving landscape of healthcare technology. With the increasing integration of informatics and telehealth in nursing practice, graduates need to be fortified with the awareness and abilities to leverage these tools efficiently. A study by Forman et al. (2020), incorporating informatics education into nursing programs is crucial for promoting the adoption of technology in healthcare delivery. Furthermore, research by Butzner and Cuffee (2021) highlights the importance of telehealth in improving patient access to care, especially in underserved communities. By adding this course, CU can ensure that its graduates are proficient in using informatics to manage patient data, make informed clinical decisions, and communicate effectively in telehealth settings. This aligns with the recommendation of the American Association of Colleges of Nursing (AACN) that nursing programs integrate informatics competencies into their curricula (AACN, 2019). Additionally, the inclusion of telehealth education reflects the growing demand for nurses who can provide virtual care and adapt to technological advancements in healthcare delivery (Barbosa et al., 2021). Topical Outline of the Course The proposed course, “Health Informatics and Telehealth in Nursing,” would cover a range of topics essential for preparing nursing students to utilize technology in healthcare delivery effectively. The course outline would include modules on foundational concepts of health informatics, Electronic Health Records (EHR), telehealth technologies, legal and ethical considerations in telehealth, and the addition of informatics into care practice (Barbosa et al., 2021). Additionally, it would explore topics such as data management and security, evidence-based practice in informatics, and patient education through telehealth platforms (Forman et al., 2020). The outline is given in the appendix 1.  The integration of this course into the BSN curriculum at CU aligns with existing courses such as Nursing Research and Evidence-Based Practice, where learners learn to analytically assess research literature, including studies related to health informatics and telehealth. Moreover, the course complements courses like Health Assessment and Promotion, as nurses increasingly use telehealth platforms for conducting assessments and promoting healthy behaviors remotely. This interconnectedness ensures that students receive a comprehensive education that prepares them for the demands of modern nursing practice (Reid et al., 2022). Collaboration with Faculty Members When considering the addition of a new course focusing on informatics or telehealth within the BSN curriculum at CU, faculty members would collaborate with various stakeholders to ensure its successful integration. Firstly, they would engage with academic colleagues within the nursing department, drawing on their expertise in nursing education, curriculum design, and pedagogy. Through collaborative meetings and brainstorming sessions, these faculty members can contribute ideas, provide feedback, and ensure alignment with the program’s goals and learning outcomes specific to informatics and telehealth (Gartz & O’Rourke, 2020). Additionally, collaboration with practicing nurses and healthcare administrators would be essential to gather insights into current trends, emerging issues, and the practical use of informatics and telehealth in real-world healthcare settings. Their input would help ensure that the course stays relevant, latest, and reflective of the developing requirements of the nursing profession in the context of technological advancements (Poitras et al., 2023). In developing a new informatics or telehealth course for CU’s BSN curriculum, faculty would collaborate with nursing department colleagues and healthcare professionals. This collaboration ensures alignment with program goals and relevance to evolving industry needs. Additionally, engagement with accreditation bodies like Accreditation Commission for Education in Nursing (ACEN) ensures adherence to quality standards and reflects current nursing practice trends (ACEN, 2024). NURS FPX 6107 Assessment 2 Course Development and Influencing factors Moreover, involving technology experts or instructional designers would be crucial, especially for courses involving informatics or telehealth. These professionals could guide on incorporating technology effectively into the curriculum, designing interactive learning materials, and optimizing the online learning experience for students pursuing the BSN program at CU (Jonasdottir et al., 2022). By engaging academic colleagues, practicing professionals, and technology experts, faculty members can develop a new course tailored to BSN students interested in informatics or telehealth. This collaborative effort ensures that the course meets the specific needs and expectations of students while aligning with industry standards and emerging trends. This collaborative approach ensures that the course is well-designed, relevant, and effective in preparing students for the demands of modern nursing practice enhanced by technology (Kulju & Mikkonen, 2024). The rationale for the collaborations lies in harnessing diverse expertise to

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis Name Capella university NURS-FPX 6107 Curriculum Design, Development, and Evaluation Prof. Name Date Curriculum Overview, Framework, and Analysis The Bachelor of Science in Nursing (BSN) program at Capella University (CU) is meticulously crafted to enable learners with the indispensable awareness, abilities, and proficiencies essential for contemporary nursing practice (Capella University, 2024). A curriculum is a structured plan that outlines what students will learn, how they will learn it, and how their learning will be assessed within a particular educational program or course (Wang et al., 2021). This paper explores how the program incorporates professional norms, directives, and proficiencies to guarantee graduates are equipped to confront the challenges of contemporary healthcare. By examining various aspects of the curriculum, including design, content, and assessment methods, we will uncover evidence of the program’s alignment with industry standards and its promise to superiority in nursing education. Identification of Nursing Curriculum For the analysis of the BSN program at CU, it is imperative to understand the significance of this particular nursing curriculum. CU offers a BSN program tailored to meet the wants of diverse students aspiring to enter or advance in the nursing profession. The intended learner population encompasses individuals seeking a comprehensive education in nursing, either as entry-level students or registered nurses aiming for career advancement through further education. This program is crucial in addressing the growing demand for well-prepared nurses in healthcare settings, given the evolving complexities of modern healthcare systems and the increasing emphasis on evidence-based practice (Capella, 2022). CU, as an institution, is known for its commitment to providing accessible, flexible, and high-quality education to adult learners, often balancing professional, personal, and academic responsibilities. The BSN program aligns with CU’s mission and values, emphasizing academic excellence, innovation, and inclusivity. Moreover, the program reflects CU’s dedication to preparing graduates who are not only competent clinicians but also critical thinkers, leaders, and advocates for patient-centered care (Bumby, 2020). Understanding the context of CU as an online institution adds another layer of importance to the BSN program. Online education offers flexibility, enabling students from diverse backgrounds and geographical locations to access quality nursing education without compromising their existing commitments. The BSN program at CU thus serves as a bridge, facilitating career advancement opportunities for nurses, enhancing healthcare delivery, and contributing to the improvement of patient outcomes (Capella University, 2024). Mission Statement and Course Descriptions Mission  The mission of the BSN program at CU is centered around equipping students with the necessary information, expertise, and competencies to surpass within diverse healthcare environments. Prioritizing evidence-based practice, cultural competence, and ethical decision-making, the program is dedicated to fostering the delivery of high-quality patient care (Capella University, 2024). Course Descriptions Health Assessment and Promotion focuses on enabling learners to conduct thorough health assessments and advocate for healthy lifestyles, emphasizing data collection, analysis, and the development of health promotion strategies. Research and Evidence-Based Practice introduces students to fundamental principles of nursing research and evidence-based practice, empowering them to critically evaluate research literature and implement evidence to improve patient results. Leadership and Management of nursing concentrates on leadership and management principles within healthcare contexts, preparing students to lead interdisciplinary teams, devise strategic plans, and drive quality improvement initiatives (Lee et al., 2020). Pathophysiology and Pharmacology provide a foundational understanding of pathophysiological mechanisms and pharmacological treatments. Students can assess medication efficacy and safety, monitor for adverse effects, and educate patients on medication usage. Nursing Ethics and Legal Issues guides students in making ethical decisions, navigating legal frameworks, and advocating for patients’ rights amidst ethical dilemmas and legal complexities encountered in healthcare (Hampton et al., 2020). Critique The courses outlined cover essential aspects of nursing education, ranging from health assessment and promotion to leadership and ethical considerations, offering students a comprehensive foundation in nursing practice. However, there is an opportunity to enhance the integration of interdisciplinary perspectives and real-world applications to further enrich the learning experience (Hampton et al., 2020). While the course descriptions provide a clear overview of the content covered, it would be beneficial to incorporate more experiential learning opportunities or case studies to enhance the practical application of theoretical knowledge (Nurses, 2024).  Professional Standards, Guidelines, and Competencies The BSN program at CU incorporates professional benchmarks, protocols, and capabilities essential for modern nursing practice. Aligned with the American Nurses Association (ANA) standards, the curriculum emphasizes fundamental proficiencies, encompassing patient-focused care, evidence-informed practice, enhancement of quality, leadership, and collaboration. Adherence to ANA standards is crucial for the target population as it warrants that nursing pupils are given the essential abilities and awareness to provide high-quality, patient-centered care and effectively back to the healthcare team (ANA, 2023). Course objectives, assignments, and assessments explicitly address these competencies, which is evident in courses like Nursing Research and Evidence-Based Practice and Patient-Centered Care. Integration of guidelines from recognized organizations such as the Accreditation Commission for Education in Nursing (ACEN) ensures adherence to rigorous quality standards. It prepares graduates for licensure and professional practice (Savin & Newberry, 2023). Curriculum mapping demonstrates compliance with specific competencies and outcomes mandated by accrediting bodies, while regular reviews and assessments maintain alignment with evolving professional standards. Moreover, the program incorporates specialty nursing certifications and licensure examination preparation, exemplified in courses such as Pathophysiology and Pharmacology (Hampton et al., 2020). These courses cover essential content areas and develop learners for examinations like the National Council Licensure Examination for Registered Nurses (NCLEX-RN), further reinforcing the program’s commitment to get the students ready for professional practice. The NCLEX-RN examination serves as a critical benchmark for new RN nurses, providing a standardized assessment of their capability and safeguarding they own the essential awareness and expertise to practice securely and effectively in the field (Olsen et al., 2022). Student Learning Outcomes The Student Learning Outcomes (SLOs) of the BSN program at CU are carefully designed to harmonize with recognized professional norms, directives, and proficiencies in the nursing domain. These outcomes serve as benchmarks to measure students’ achievement of core competencies necessary for entry into