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 ensure the new course on informatics or telehealth suitss with industry criteria and meets the evolving requirements of nursing practice (Jonasdottir et al., 2022). Faculty members collaborate with academic colleagues for pedagogical insights, practicing nurses for real-world relevance, and technology experts for effective integration of digital tools. This multidisciplinary approach ensures the course is robust and relevant and prepares students for the realities of modern healthcare (Poitras et al., 2023).

Internal Factors

Internal factors such as organizational processes significantly impact the design of a curriculum within academic institutions, particularly in nursing education. Curriculum committees, for example, are pivotal in reviewing and approving proposed changes or additions to the curriculum. These committees convene regularly to assess the effectiveness of existing courses, identify areas for improvement, and suggest modifications to enhance student learning outcomes (Gouëdard et al., 2020). For instance, if a nursing program wishes to introduce a new course on telehealth, the curriculum committee would evaluate how this addition aligns with the program’s goals and accreditation standards (Hui et al., 2021).

Furthermore, internal review bodies, such as academic boards or faculty senates, oversee the overall curriculum development process. They ensure adherence to established protocols and quality standards (McCauley & Swartz, 2020). For example, if the nursing faculty proposes a significant revision to the clinical practicum structure, the academic board would review the proposal to ensure it meets regulatory requirements and maintains the program’s integrity (McCauley & Swartz, 2020).

Organizational processes like budget allocation and resource management also influence curriculum design. More financial resources may be needed to ensure the development of new courses and the integration of advanced technologies into the curriculum. For instance, if a nursing program wants to incorporate simulation labs for telehealth training, it needs to allocate funds for purchasing equipment and training faculty (Hui et al., 2021). Additionally, faculty workload considerations, staff availability, and administrative policies impact the implementation of curriculum changes. These internal factors necessitate careful planning, collaboration, and prioritization to effectively navigate organizational constraints while striving for excellence in nursing education (McCauley & Swartz, 2020).

External Factors

External factors, including funding considerations, exert a significant influence on curriculum design in nursing education. For instance, limited funding from state or federal sources may restrict nursing programs’ ability to develop new courses or integrate innovative teaching methods. For example, suppose a nursing program seeks to implement a simulation lab for telehealth training. In that case, more funding may help acquire necessary equipment and resources, impacting the quality of education provided (Nethers & Milstead, 2022).

Stakeholders, including healthcare organizations, professional associations, and community groups, also play a crucial role in shaping nursing curricula. For instance, input from healthcare employers regarding the skills and competencies needed in the workforce informs curriculum development (National Academy of Medicine, 2021). Additionally, collaboration with professional nursing organizations ensures alignment with industry standards and best practices. For example, suppose a local hospital expresses a need for nurses proficient in telehealth technologies. In that case, the nursing program may incorporate telehealth training into its curriculum to meet this demand (National Academy of Medicine, 2021).

Regulatory and accrediting organizations like the ACEN and state nursing boards create benchmarks and guidelines that nursing programs must adhere to (ACEN, 2024). For example, if ACEN introduces new accreditation criteria related to telehealth education, nursing programs must modify their curricula to ensure compliance. Failure to meet regulatory requirements can jeopardize program accreditation and student eligibility for licensure, underscoring the importance of alignment with external standards (ACEN, 2024). Moreover, Health Insurance Portability and Accountability Act (HIPAA) regulations will influence the integration of telehealth and informatics into the BSN curriculum by emphasizing the significance of safeguarding patient privacy and privacy in digital healthcare settings (HHS, 2022).

Impact of Parent Institution on Curriculum Design

The mission, attitude, and outline of CU and its BSN program profoundly influence curriculum design. For instance, the program’s philosophy emphasizes innovation and adaptability in nursing education, which leads to the integration of emerging healthcare technologies like telehealth into the curriculum. Similarly, suppose CU’s mission prioritizes accessibility and inclusivity in education. In that case, the BSN program incorporates flexible online learning modalities to accommodate diverse student populations, including working professionals seeking to advance their nursing careers (Kulju & Mikkonen, 2024).

Moreover, the overarching framework of the BSN program, such as alignment with the AACN Essentials of Baccalaureate Education for Professional Nursing Practice, guides syllabus development. For example, suppose one of the AACN essentials emphasizes informatics and healthcare technology. In that case, the BSN program offers courses specifically focused on informatics and telehealth to ensure graduates possess the necessary competencies for modern nursing practice (AACN, 2019).

Type of Collaboration

In the process of curriculum development for the BSN program at CU, collaboration between external and internal stakeholders is vital. Internally, faculty members, academic advisors, and curriculum developers must work closely to align the curriculum with the program’s mission, philosophy, and accreditation standards. External parties like healthcare practitioners, industry specialists, and former students offer invaluable perspectives on contemporary trends, evolving methodologies, and employment requisites. Their input ensures curriculum responsiveness and relevance to the dynamic healthcare sector landscape (Nethers & Milstead, 2022).

Furthermore, collaboration with regulatory bodies and accrediting agencies, such as the AACN, is essential to ensure compliance with accreditation standards and regulatory requirements. This collaboration may involve seeking feedback on proposed curriculum changes, undergoing program evaluations, and participating in accreditation site visits (Porter Lipscomb & Zupec, 2020). Additionally, partnerships with healthcare institutions and clinical agencies facilitate clinical placements, experiential learning opportunities, and input on clinical practice expectations, enhancing the practical relevance and effectiveness of the curriculum (Quqandi et al., 2022).

Failure to cooperate effectively with interior and outer stakeholders in the course improvement process can lead to several consequences. Internally, lack of collaboration may result in a curriculum that does not align with the program’s mission and objectives, leading to disengagement among faculty and students. Externally, failure to involve industry experts and regulatory agencies may result in a course that does not match current practice ideals or accreditation wants, risking the program’s reputation and graduates’ ability to meet licensure or certification criteria (Porter Lipscomb & Zupec, 2020). Additionally, without input from healthcare institutions, the curriculum may lack practical relevance and fail to adequately prepare students for the realities of clinical practice (Quqandi et al., 2022).

Conclusion

Curriculum development in nursing education involves considering internal and external factors like organizational processes, stakeholder input, and regulatory requirements. Collaboration among faculty, administrators, accrediting agencies, and industry stakeholders ensures alignment with professional standards and healthcare trends. Inadequate partnership may lead to curriculum deficiencies and a mismatch with nursing profession needs. Effective collaboration is essential for creating relevant, evidence-based nursing education programs.

References

AACN. (2019). American Association of Colleges of Nursing (AACN) > Home. Aacnnursing.org. https://www.aacnnursing.org/ 

ACEN. (2024). Accreditation commission for education in nursing. Acenursing.org. https://www.acenursing.org/ 

Barbosa, W., Zhou, K., Waddell, E., Myers, T., & Dorsey, E. R. (2021). Improving access to care: Telemedicine across medical domains. Annual Review of Public Health, 42(1), 463–481. https://doi.org/10.1146/annurev-publhealth-090519-093711 

Butzner, M., & Cuffee, Y. (2021). Telehealth interventions and outcomes across rural communities in the United States: Narrative review. Journal of Medical Internet Research, 23(8). https://doi.org/10.2196/29575 

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Forman, T. M., Armor, D. A., & Miller, A. S. (2020). A review of clinical informatics competencies in nursing to inform best practices in education and nurse faculty development. Nursing Education Perspectives, 41(1), 3–7. https://doi.org/10.1097/01.nep.0000000000000588 

Gartz, J., & O’Rourke, J. (2020). Telehealth educational interventions in nurse practitioner education. Journal of the American Association of Nurse Practitioners, 33(11), 872–878. https://doi.org/10.1097/jxx.0000000000000488 

Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. Www.oecd-Ilibrary.org. https://doi.org/10.1787/efe8a48c-en 

Harris, K. E., Durham, C., Logan, A., Smith, G., & 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 

Haupeltshofer, A., Egerer, V., & Seeling, S. (2020). Promoting health literacy: What potential does nursing informatics offer to support older adults in the use of technology? A scoping review. Health Informatics Journal, 26(4), 2707–2721. https://doi.org/10.1177/1460458220933417 

HHS. (2022, June 21). HIPAA and Telehealth. HHS.gov. https://www.hhs.gov/hipaa/for-professionals/special-topics/telehealth/index.html 

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Hui, K. Y., Haines, C., Bammann, S., Hallandal, M., Langone, N., Williams, C., & McEvoy, M. (2021). To what extent is telehealth reported to be incorporated into undergraduate and postgraduate allied health curricula: A scoping review. PLOS ONE, 16(8). https://doi.org/10.1371/journal.pone.0256425 

Jonasdottir, S. K., Thordardottir, I., & Jonsdottir, T. (2022). Health professionals’ perspective towards challenges and opportunities of telehealth service provision: A scoping review. International Journal of Medical Informatics, 167. https://doi.org/10.1016/j.ijmedinf.2022.104862 

Kulju, E., & Mikkonen, K. (2024). Educational interventions and their effects on healthcare professionals’ digital competence development: A systematic review. International Journal of Medical Informatics, 185. https://doi.org/10.1016/j.ijmedinf.2024.105396 

Mao, A., Lu, S., Lin, Y., & He, M. (2020). A scoping review on the influencing factors and development process of professional identity among nursing students and nurses. Journal of Professional Nursing, 37(2), 391–398. https://doi.org/10.1016/j.profnurs.2020.04.018 

McCauley, J. L., & Swartz, A. E. (2020). Reframing t elehealth. Obstetrics and Gynecology Clinics of North America, 47(2), 227–239. https://doi.org/10.1016/j.ogc.2020.02.001 

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NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Nethers, S. B., & Milstead, J. A. (2022). Future perspectives on nursing policy, technology, education, and practice. Nursing Clinics of North America, 57(4), 627–638. https://doi.org/10.1016/j.cnur.2022.06.010 

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 

Porter Lipscomb, C., & Zupec, J. (2020). Use of telehealth experiences to facilitate interprofessional education. American Journal of Health-System Pharmacy, 77(10), 734–738. https://doi.org/10.1093/ajhp/zxaa033 

Quqandi, E., Joy, M., Drumm, I., & Rushton, M. (2022). Augmented reality in supporting healthcare and nursing independent learning. CIN: Computers, Informatics, Nursing, 41(5), 281–291. https://doi.org/10.1097/cin.0000000000000910 

Reid, L., Button, D., Breaden, K., & Brommeyer, M. (2022). Nursing Informatics and undergraduate nursing curricula: A scoping review protocol. Nurse Education in Practice, 65. https://doi.org/10.1016/j.nepr.2022.103476 

Appendix 1: Course Outline

Module	Topics Covered
Foundations of Informatics	Introduction to health informatics Evolution of informatics in healthcare Role of informatics in nursing practice
Electronic Health Records	Overview of EHR EHR documentation and data management Interoperability and standards in EHR
Telehealth Technologies	Introduction to telehealth Types of telehealth technologies Telehealth platforms and applications
Legal and Ethical Issues	Legal and regulatory considerations in telehealth Ethical dilemmas in telehealth Privacy, confidentiality, and security in telehealth
Informatics in Practice	Integrating informatics into nursing practice Evidence-based practice in informatics Patient education through telehealth