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NURS FPX 6107 Assessment 2 Course Development and Influencing factors

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    NURS FPX 6107 Assessment 2 Course Development and Influencing factors

    Student Name

    Capella University

    NURS-FPX 6107 Curriculum Design, Development, and Evaluation

    Prof. Name

    Date

    Course Development and Influencing Factors

    This assessment outlines a comprehensive course design for the proposed course, “Inter-professional Collaboration and Leadership in Healthcare,” intended for integration into a selected nursing curriculum. The design process, influenced by various internal and external factors, underscores the importance of aligning with institutional philosophy, mission, and frameworks while addressing modern healthcare needs.

    Description of Appropriate Course and its Position in the Curriculum

    The selected course, “Inter-professional Collaboration and Leadership in Healthcare,” within the BSN curriculum aims to enhance students’ abilities in multidisciplinary teamwork and healthcare leadership, integral to contemporary healthcare services. The complexity of patients’ needs in today’s healthcare environment necessitates input from various health professionals for comprehensive care. Leadership skills are essential for nurses to coordinate patient care effectively. Ideally situated as part of senior-level coursework, the course allows students to integrate clinical and theoretical knowledge into real-world team settings. This placement ensures practical application of interprofessional and leadership skills in a clinical setting, aligning with advanced concepts and preparing students for significant roles within healthcare teams (Dang et al., 2021; Steele Gray et al., 2020).

    Rationale for Adding the Course

    The rationale for integrating “Inter-professional Collaboration and Leadership in Healthcare” into the BSN curriculum stems from the increasing complexity of contemporary healthcare. Recognizing the importance of teamwork and leadership in delivering effective and patient-centered care, the proposed course addresses gaps in nursing curricula related to communication, leadership, problem-solving, decision-making, and conflict resolution skills. These competencies are crucial for nurses to work effectively within diverse healthcare teams and positively contribute to patient outcomes. The course is designed to fill this educational gap, providing a comprehensive understanding of healthcare team dynamics and effective collaboration, fostering leadership development (Zorek et al., 2021; Brooks Carthon et al., 2020).

    Topical Outline and Relationship to Other Courses

    The proposed course’s comprehensive outline ensures coverage of crucial areas related to inter-professional healthcare teamwork:

    1. Inter-professional Communication: Effective strategies for communication within healthcare teams.
    2. Team Dynamics and Leadership: Roles, responsibilities, and leadership skills within healthcare teams.
    3. Ethics in Inter-professional Collaboration: Considerations in collaborative practice, including confidentiality and ethical dilemmas.
    4. Patient-Centered Care in Team Settings: Role of teamwork in delivering patient-centered care.
    5. Quality Improvement and Patient Safety in Collaborative Environments: How effective teamwork contributes to quality improvement and patient safety.

    These topics build on concepts from foundational nursing courses, extending communication techniques, nursing leadership principles, ethics, patient-centered care, and research principles (Brooks Carthon et al., 2020).

    Faculty Collaboration

    Implementing the course requires collaboration with academic leaders, interdisciplinary faculty members, and healthcare professionals from clinical partner sites. Engaging with these stakeholders ensures alignment with institutional goals, interdisciplinary perspectives, and practical relevance, preparing students for collaborative healthcare practice (Dang et al., 2021; Steele Gray et al., 2020; Zorek et al., 2021).

    Internal Factors Affecting Curriculum Design

    Internal factors, including organizational processes, curriculum committees, and internal review bodies, significantly shape the proposed course’s design. Adherence to protocols, evaluation by experienced faculty, and alignment with academic standards ensure the course meets high-quality educational standards (Bogossian et al., 2022).

    External Factors Affecting Curriculum Design

    External factors such as funding, stakeholder interests, and regulatory standards play crucial roles in curriculum design. Adequate funding supports effective course design, while stakeholder input ensures relevance to current healthcare needs. Compliance with regulatory standards, such as those set by accrediting agencies, is essential for program accreditation (Folkman et al., 2019).

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

    Capella University’s mission, philosophy, and framework play pivotal roles in shaping the course design. Aligning with the institution’s commitment to high-quality education and values of integrity, excellence, and innovation ensures the course contributes to broader educational objectives and prepares students for successful nursing careers (Capella University, n.d.).

    Enhanced Collaboration among Stakeholders in Curriculum Development

    Developing a relevant curriculum requires extensive collaboration with both internal and external stakeholders. Engaging faculty, students, healthcare professionals, employers, and the local community ensures the curriculum aligns with learners’ needs, addresses current healthcare trends, and enhances graduates’ preparedness for the nursing profession (Bogossian et al., 2022).

    Conclusion

    The proposed course design addresses key competencies in inter-professional collaboration and leadership, filling identified gaps in the current curriculum. Collaboration with stakeholders, alignment with institutional objectives, and adherence to quality standards are paramount for successful curriculum development. The process illustrates the complexity of nursing education curriculum development and underscores educators’ essential role in shaping future healthcare professionals.

    References

    Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A. L., Nash, G., Masters, N., Pelly, F., Reid, C., Shakhovskoy, R., & Taylor, J. (2022). The implementation of inter-professional education: A scoping review. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-022-10128-4

    Brooks Carthon, J. M., Hatfield, L., Brom, H., Houton, M., Kelly-Hellyer, E., Schlak, A., & Aiken, L. H. (2020). System-level improvements in work environments lead to lower nurse burnout and higher patient satisfaction. Journal of Nursing Care Quality, 36(1), 7–13. https://doi.org/10.1097/ncq.0000000000000475

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

    NURS FPX 6107 Assessment 2 Course Development and Influencing factors

    Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines, fourth edition. In Google Books. Sigma Theta Tau. https://books.google.com/books?hl=en&lr=&id=m4k4EAAAQBAJ&oi=fnd&pg=PP1&dq=The+need+for+interprofessional+collaboration+in+healthcare+arises+from+the+complexity+of+patients%27+needs+in+today%27s+healthcare+environment

    Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in inter-professional collaboration in health care. Journal of Multidisciplinary Healthcare, 12(12), 97–107. https://doi.org/10.2147/jmdh.s189199

    Steele Gray, C., Tang, T., Armas, A., Backo-Shannon, M., Harvey, S., Kuluski, K., Loganathan, M., Nie, J. X., Petrie, J., Ramsay, T., Reid, R., Thavorn, K., Upshur, R., Wodchis, W. P., & Nelson, M. (2020). Building a digital bridge to support patient-centered care transitions from hospital to home for older adults with complex care needs: Protocol for a co-design, implementation, and evaluation study. JMIR Research Protocols, 9(11), e20220. https://doi.org/10.2196/20220

    Zorek, J. A., Lacy, J., Gaspard, C., Najjar, G., Eickhoff, J., & Ragucci, K. R. (2021). Leveraging the Inter-professional Education Collaborative (IPEC) competency framework to transform health professions education. American Journal of Pharmaceutical Education, 8602. https://doi.org/10.5688/ajpe8602

    Appendix

    Course Outline for ‘Inter-professional Collaboration and Leadership in Healthcare’

    Introduction to Inter-professional Collaboration

    • Definition, history, and need for inter-professional collaboration in healthcare
    • The role of inter-professional collaboration in improving healthcare outcomes

    Understanding Team Dynamics in Healthcare Settings

    • The concept of team dynamics and its significance in healthcare
    • Strategies to improve team communication and collaboration

    Leadership in Healthcare

    • The role and importance of leadership in healthcare teams
    • Types of leadership styles and their application in healthcare settings

    Ethics in Inter-professional Collaboration

    • Ethical considerations and challenges in inter-professional practice
    • Strategies to manage ethical dilemmas in team settings

    Patient-Centered Care in Team Settings

    • The importance of patient-centered care in inter-professional teams
    • Techniques for improving patient involvement in care decisions

    Quality Improvement and Patient Safety in Collaborative Environments

    • The role of inter-professional collaboration in improving quality and safety
    • Case studies demonstrating the impact of collaboration on patient safety

    Practical Applications of Inter-professional Collaboration and Leadership

    • Application of collaboration and leadership skills in healthcare settings
    • Use of case studies and simulations for practical skill development

    NURS FPX 6107 Assessment 2 Course Development and Influencing factors

    Each module in this course not only fills the educational gaps identified in nursing curricula but also complements the existing courses in the BSN program. For instance, the lessons on leadership will build upon management principles taught in nursing administration courses. Similarly, the modules on team dynamics and patient-centered care will extend the concepts learned in courses like nursing ethics and health assessment. Overall, this course will provide a holistic learning experience, enabling students to understand and apply the principles of inter-professional collaboration and leadership in their future nursing practices.