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Course Development and Influencing Factors
The purpose of the NURS FPX 6107 Assessment 2 essay is to justify why the ‘Nursing Informatics and the Foundation of Knowledge’ should form part of the curriculum taught at Capella University in Minneapolis, MN. The said course, as it is hoped, should be able to explore all the principles and theories of technology, information, and data dealing with nursing practice. It can best be offered alongside other courses, such as an elective or core course in technology or data management. In addition, the essay ensures to identify the increasing role of nursing informatics within the health sector and the requirement of nurses to embrace and apply technology and data in their work. It provides the topical syllabus of the course and stresses cooperation between professors and outside specialists in the field of nursing informatics.
Appropriate Course
I suggest that students take a course titled “Nursing Informatics and the Foundation of Knowledge. ” This course will cover information and communication technology and data in the nursing profession. It would help learners comprehend how to employ information technology and data to enhance patients’ outcomes, the organization’s effectiveness, and decision-making.
In the context of the nursing curriculum, it would be ideal to place this course early in the curriculum as an introductory course that lays a basis for subsequent courses. This will ensure that the student is aware of how to apply this technology and data in their practice and how to use them appropriately throughout their working careers.
NURS FPX 6107 Assessment 2 complex health systems, nurses must learn how to apply technological competencies and data within the practice (Morse & Warshawsky, 2021). Technology and data have been flagged to enhance patients’ wellness and nursing operations, as pointed out by Huter et al. (2020). This is the reason why Capella University in Minneapolis, MN, needs to include a course on nursing informatics in its curriculum.
NURS FPX 6107 Assessment 2 indication HealthCare
There is an indication that healthcare delivery is being given a new face through advanced technology, and nurses need to respond to this by incorporating technology into their practices. Nursing informatics is a branch of study that aims to offer the competencies required in various forms of technology application to deliver patient care. The course will prepare the student to work in the digital world (Adelphi University, 2020).
Last of all, there is a demand for nurses who have a specialty in nursing informatics. Healthcare organizations look for employment-prepared nurses with technology and data management with the intention to advance patient care and results (Grenuk, 2019). Offering this course to the students will also assist in grooming them to be adequate to meet the increasing call for nurses with these characteristics. Likewise, Nursing Informatics and the Foundation of Knowledge is an essential course among nursing students because it establishes the bearing of technology and data on practice.
Topical Outline of the Course
NURS FPX 6107 Assessment 2 format offered below emphasizes the initial acquaintance with the discipline of nursing informatics. The topics covered in this course are interconnected with the issues of other classes in the nursing program of Capella University. Therefore, it provides the student with a basic understanding of nursing informatics, which will be used in other classes and practice. It also educates students in the use of nursing informatics in different types of contexts, for instance, clinical applications, educational settings, and research settings. Last of all, the course describes possible tendencies in the development of the nursing informatics profession as well as corresponding employment prospects, which contributes to students’ decision-making regarding their further academic and professional activities in the chosen discipline.
Collaboration with Faculty Members
When approving the course addendum of Nursing Informatics and the Foundation of Knowledge within the courses on offer by Capella University, there is a need for faculty and outside consultants in the field of nursing informatics. NURS FPX 6107 Assessment 2 course instructors who are charged with the responsibility of developing the course as well as delivering the course would be required to consult with each other to ensure that the course developed meets the requirements of the university as well as is relevant and up-to-date as per the objectives set (Lewis, 2020). They also would include the nursing informatics specialist since they can give information on current developments within the specialty.
Another function for the academic staff in this process would be to identify the professors of nursing informatics who can help in the course design. Such experts may include university faculty, other healthcare professionals involved in practice settings, research, and other practice areas specializing in nursing informatics (Farokhzadian et al., 2020).
NURS FPX 6107 Assessment 2 Teaching Learning Materials
After the faculty members have aligned themselves with the experts, they need to contact them and seek partnership. This could mean involving the experts in designing the courses, requesting them to observe the teaching-learning materials and make comments, or working together on the design of the course. The goal of this collaboration is to ensure that the course is based on the newest knowledge in the field of nursing informatics.
Their cooperation with other teaching specialists, as well as the great collaboration of the faculty members among themselves in order to organize the creation and the realization of this course, would also be required. They will have to style themselves into a teamwork situation and report and consult with each other frequently enough in order to see that the course is created smoothly and productively. NURS FPX 6107 Assessment 2 subject matter experts would assist in the development of the content and the decisions for the course by reviewing the content of the course and providing input to make sure the course meets the current trends, standards, and practices concerning nursing informatics. They also assist in fostering the idea that the course is pertinent to the current profession of nursing and relevant as a preparation for the students to engage in the use of informatics in the future.
This paper aims to present how the nursing informatics and foundation of knowledge course in the nursing curriculum at Capella University engulfs specialized faculty members and subject matter expert collaboration.
Internal Factors
Some of the internal factors that influence curriculum include internal procedures, curriculum committees, and internal review mechanisms at institutions like Capella University in Minneapolis, MN.
Organizational Processes
These can be defined as the procedures, practices, and measures that set out how the institution deals with the formulation, authorization, and delivery of courses and programs. They would include information about the roles of faculty members during the development of a given course, the use of technologies in developing courses, and the evaluation of students’ achievement in the stipulated learning outcomes.
Curriculum Committees
NURS FPX 6107 Assessment 2 Curriculum committees are committees that are formed by both the faculty and administration of an institution, who are in charge of coordinating and approving course and program changes. The committees approve new courses, consider changes to existing courses, and approve the curriculum. They are crucial in the sense that they help to review and identify inconsistencies in conformity to the university’s curriculum design and objectives. For instance, at Capella University, the nursing curriculum committee may assess the type of new courses, such as contributing to the constitution of the content of the course, the learning outcomes, and the methods of assessment.
Internal Review Bodies
These bodies, which are also referred to as approving bodies, assess the efficacy and quality of programs in an institution of learning that wishes to offer education. This involves inspecting the curriculum provided, the human resources involved in teaching, and the quality of students produced by the institution.
External Factors
Accessibility of funds can affect the curriculum design because universities will have to set funds aside to own, deliver, and assess courses effectively. The problem of no funding may make it possible to expand the innovation in the curriculum design only to a certain extent. It may result in limits as to the quality of the education being offered.
Stakeholders
This is mainly from students, former students, employers, and society, who bring to the table what they expect from a university education. Governmental and private organizations like CCNE or NLNAC establish the guidelines for the curriculum. NURS FPX 6107 Assessment 2 standards and procedures are essential for accreditation and recognition, which determines the reputation and the number of students in the university. For instance, the CCNE is responsible for defining standards that relate to baccalaureate and graduate degree programs in nursing. This refers to the content, the intended objectives, and the nature and management of the program of study. If, for instance, Capella University wishes to add a new course, such as Nursing Informatics and the Foundation of Knowledge, it must make sure that the course meets the requirements and accreditation standards of the CCNE.
Impact of Parent Institution
NURS FPX 6107 Assessment 2 determines the program’s purpose, beliefs, and direction and, therefore, the curriculum it offers. Capella University’s mission is to provide flexible, affordable, and excellent online education. The university’s philosophy is, therefore, based on student-focused, competency-based education, embracing academic quality and innovation. It should be noted that the university’s framework incorporates its values of educational achievement and the technological delivery of education.
The above factors affect the curriculum in the following ways; For example:
Mission
The mission of Capella University and its substantiation determines the objectives of the program in general and the nursing program in particular. For example, the success of the concept of offering flexible, student-centered education shall guide the enhancement of the framework for flexibly providing nursing informatics courses.
Philosophy
The concept of student-centered, competency-based education forms the school’s principles, by which the nursing informatics course was established to address the student’s needs. For instance, the course may include learning activities such as activities, simulations, and cases, which will enable the students to develop the skills and competencies in nursing informatics.
Framework
NURS FPX 6107 Assessment 2 applicant’s utilization of technology in teaching as part of the framework of Capella University The following are the considerations in the framework of Capella University: This is useful in informing the angles of delivery of the nursing informatics course by making sure that it incorporates the use of technology in the delivery of contents. For instance, the course may feature online support tools, multimedia materials, and other types of practice-oriented models to ensure students may practice hands-on.
Type of Collaboration
Stakeholders inside and outside the school play central roles in the development of the curriculum. Some external stakeholders are granting agencies, governmental and other pinning organizations, industry, associations, and alums. NURS FPX 6107 Assessment 2 internal stakeholders are the members of the institutions, faculty members, program directors, academicians, and secretarial and technical staff. I encountered active collaboration practices as it is crucial to guarantee that the curriculum discovers one’s needs and corresponds to the program and institution’s mission and philosophy (Er et al., 2019).
It is an ongoing process that includes stakeholders from within and outside the school right from the time when the goals and objectives of the program are set till the time when the curriculum implemented undergoes evaluation. The various stakeholders should be given a chance to give their feedback with respect to the design of the curriculum. For instance, funding agencies can submit information on what funding is available and who is ready to fund. Regulating and accrediting bodies can submit information on their requirements, guidelines, and standards, and industry partners can submit information regarding what the workforce requires.
NURS FPX 6107 Assessment 2 Enabling Collaboration
The loss of not enabling collaboration is very high. Without cooperation, the curriculum cannot fit the purpose of all the parties that it serves – the students and the graduates. This can be evidenced in forms of inadequate funding, which may reduce financing from both the state and other sources, e.,g. grants, regulatory/accreditation troubles, and lack of support from industry associations or partners. Also, failing to do so offers no guarantee that the curriculum will reflect the mission and philosophy of the program and institution, something that compromises the reputation of the program and the whole institution.
Hence, all stakeholders must engage in the curriculum development, and the program and institution must offer avenues for stakeholders’ engagement, such as focus groups, questionnaires, or stakeholder meetings. In addition to stakeholder participation, collaboration of the inside and outside stakeholders will enhance the delivery of the goals to ensure that the curriculum is current, appropriate, and of desirable quality and that it can deliver on stakeholder needs and the mission statement and philosophy of the program and institution.
Conclusion
The course offered to nursing students is essential to nursing students since it educates them on the use of technology and data to enhance the quality of service delivery to patients. NURS FPX 6107 Assessment 2 course should be given in the early years as one of the fundamental courses within the program. To achieve this, the following stakeholders and the faculty should develop the course Instructors of Nursing Informatics. The course would focus on new developments and current trends in the practice of nursing informatics. It would prepare the students to apply technology and information 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/
Health Informatics, 395–417. https://doi.org/10.1007/978-3-030-58740-6_16
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
