NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Phillip October 4, 2023 No Comments

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

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 presents a detailed course design for a proposed course, “Inter-professional Collaboration and Leadership in Healthcare,” intended to be integrated into a selected nursing curriculum. The design process, influenced by a range of internal and external factors, underscores the importance of maintaining alignment with institutional philosophy, mission, and frameworks while addressing modern healthcare needs.

Description of Appropriate Course and its Position in the Curriculum

The chosen course for inclusion in the BSN curriculum is titled “Inter-professional Collaboration and Leadership in Healthcare.” This course aims to enhance students’ abilities to work in multidisciplinary teams and provide healthcare leadership, both integral parts of contemporary healthcare services. The need for inter-professional collaboration in healthcare arises from the complexity of patients’ needs in today’s healthcare environment, which often requires input from various health professionals for comprehensive care. Leadership skills are vital for nurses to coordinate patient care and advocate for their needs effectively. As for the placement within the curriculum, this course would be ideally situated as part of the senior-level coursework. At this stage, students would have already been introduced to the basics of nursing care and the fundamentals of the healthcare system through their foundational and intermediate-level nursing courses (Dang et al., 2021). 

The advanced placement of the course will ensure that students can integrate their clinical and theoretical knowledge into real-world team settings, emphasizing patient-centered care, communication with team members, ethical considerations in team settings, and leadership in managing patient care. They will be equipped to take on significant roles within their healthcare teams and lead efforts in providing high-quality patient care. This placement not only aligns with the course’s advanced concepts but also allows students to practically apply the interprofessional and leadership skills they have learned in a clinical setting, which they start to engage with more extensively at the end of their BSN program (Steele Gray et al., 2020).

Rationale for Adding the Course

The rationale for integrating the course “Inter-professional Collaboration and Leadership in Healthcare” into the BSN curriculum stems from the increasing complexity and multidisciplinary nature of contemporary healthcare. Healthcare systems around the globe are recognizing the importance of teamwork and leadership in delivering effective and patient-centered care (Zorek et al., 2021). One of the crucial gaps identified in many nursing curricula is the insufficient emphasis on developing effective communication, leadership, problem-solving, decision-making, and conflict resolution skills. These competencies are crucial for nurses to work effectively within a diverse team of healthcare professionals and contribute positively to patient outcomes (Zorek et al., 2021).

The proposed course is designed to fill this educational gap, providing students with a comprehensive understanding of the dynamics of healthcare teams and strategies for effective collaboration. Moreover, it fosters the development of leadership skills that empower them to take initiative, coordinate care plans, advocate for patients, and contribute to decision-making processes. The health professionals who are adequately trained to work collaboratively demonstrate a higher level of patient satisfaction, improved healthcare outcomes, and a decrease in medical errors (Brooks Carthon et al., 2020). Therefore, this course is not just a valuable addition but a crucial element in preparing students to effectively participate in and lead inter-professional teams, thereby improving patient outcomes and the overall effectiveness of healthcare delivery.

Topical Outline and Relationship to Other Courses

The proposed course “Inter-professional Collaboration and Leadership in Healthcare” is designed with a comprehensive topic outline that ensures coverage of all crucial areas related to inter-professional healthcare teamwork.

  1. Inter-professional Communication: This topic will delve into effective strategies for communication within healthcare teams, encompassing different professional languages, respect, active listening, and clarity in conveying information.
  2. Team Dynamics and Leadership: Students will explore the roles and responsibilities of different members within a healthcare team, also the leadership skills necessary to facilitate efficient team dynamics.
  3. Ethics in Inter-professional Collaboration: Students will learn about ethical considerations in collaborative practice, including confidentiality, informed consent, conflict of interest, and ethical dilemmas in team decision-making.
  4. Patient-Centered Care in Team Settings: This topic focuses on the role of teamwork in delivering patient-centered care, involving shared decision-making, respect for patient preferences, and coordination of services.
  5. Quality Improvement and Patient Safety in Collaborative Environments: Students will examine how effective teamwork contributes to quality improvement initiatives and enhances patient safety in healthcare settings.

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

These topics have direct ties to previously taught courses and concepts. For instance, inter-professional communication skills build on communication techniques taught in foundational nursing courses, but with a focus on inter-professional contexts. The topic of team dynamics and leadership extends principles of nursing leadership to the broader healthcare team context.

Ethics in inter-professional collaboration deepens the understanding of ethical principles introduced in nursing ethics courses, emphasizing their application in team-based scenarios. Patient-centered care in team settings will draw on knowledge gained from courses on nursing care and health assessment, incorporating the perspective of multidisciplinary teams. Finally, the focus on quality improvement and patient safety in collaborative environments will provide a practical application of research principles and evidence-based practice learned in the nursing research course, this time with an emphasis on its role within inter-professional teams (Brooks Carthon et al., 2020).

Faculty Collaboration

Implementing a new course within a curriculum requires extensive collaboration as well as input from a variety of individuals and entities. For the course “Inter-professional Collaboration and Leadership in Healthcare” to be effectively integrated into the BSN curriculum, several key collaborations are needed.

Academic Leaders:

Collaboration with academic leaders such as department heads or deans is vital. These individuals can provide insight into strategic directions, institutional resources, and potential constraints that may influence the course design and implementation (Dang et al., 2021).

Interdisciplinary Faculty Members:

The inter-professional nature of the proposed course implies the importance of involving faculty from different healthcare disciplines. Such collaboration promotes a comprehensive and interdisciplinary perspective in course design, ensuring the coverage of topics that reflect the realities of team-based healthcare practice. Engaging with faculty from disciplines such as medicine, pharmacy, social work, or physiotherapy can provide diverse viewpoints and enrich the content and teaching methods of the (Steele Gray et al., 2020).

Healthcare Professionals from Clinical Partner Sites:

Partnering with professionals from clinical settings is essential to ground the course content in real-world practice. These professionals can offer valuable input on current trends, challenges, and best practices in interprofessional collaboration and leadership in healthcare. Furthermore, they may provide guest lectures, case studies, or facilitate experiential learning opportunities, ensuring the course is not only theoretically sound but also practically relevant (Zorek et al., 2021).

The rationale for such collaboration is to foster a course that is both academically rigorous and practically useful. Involving various stakeholders in the course development process helps align the course content with contemporary healthcare practices and inter-professional education standards. Moreover, it ensures that the course adequately prepares students for the realities of collaborative healthcare practice, making them competent team players and leaders in their future healthcare careers (Steele Gray et al., 2020).

Internal Factors Affecting Curriculum Design

Internal factors significantly shape curriculum design, including the creation of our proposed course, “Inter-professional Collaboration and Leadership in Healthcare”: It ensure the course responds to the evolving dynamics of nursing education and addresses the contemporary demands of the nursing profession.

Organizational Processes:

These protocols govern the creation and implementation of courses. They will also guide the way our proposed course is conceptualized, structured, and integrated into the curriculum. Additionally, these processes will ensure that the course is designed to address specific needs and gaps in the current curriculum (Bogossian et al., 2022).

Curriculum Committees:

These committees, usually composed of experienced faculty members, evaluate new courses for their pertinence, academic rigor, and alignment with the program outcomes. Their endorsement is vital to the course’s acceptance into the curriculum. They also provide valuable feedback and insight, ensuring the course meets educational and professional standards (Bogossian et al., 2022).

Internal Review Bodies:

These groups, such as the Academic Standards Committee, guarantee that courses adhere to the institution’s academic standards and accreditation requirements. They would scrutinize our proposed course to certify that it meets these high standards. Their review ensures a high-quality educational offering that aligns with the institution’s goals (Bogossian et al., 2022).

External Factors Affecting Curriculum Design

Indeed, the influence of external factors on curriculum design is multifaceted. The key elements among these are funding, stakeholder interests, and regulatory standards set by accrediting agencies. Each one plays a crucial role in shaping the contours of our proposed course “Inter-professional Collaboration and Leadership in Healthcare.”

Funding:

Firstly, adequate funding which is  instrumental for designing and implementing a course effectively. It supports procurement of necessary educational resources, hiring of qualified faculty, and facilitating learning activities. For example, creating our proposed course would require funding for resources such as e-learning platforms, textbooks, and simulation tools, as well as remuneration for expert educators (Folkman et al., 2019).

Stakeholders:

Stakeholders such as students, healthcare employers, and the local community can significantly shape the curriculum based on their needs and feedback. Students’ career aspirations, employers’ expectations of graduates, and community health needs can all influence the topics and skills covered in our proposed course (Folkman et al., 2019)

Regulatory and Accrediting Agencies:

Entities such as the Commission on Collegiate Nursing Education (CCNE) establish quality standards for nursing education. These standards ensure that the curriculum prepares students for safe, competent, and ethical nursing practice. Compliance with these standards is essential when designing our proposed course to ensure it contributes towards meeting program accreditation requirements (Folkman et al., 2019).

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

The mission, philosophy, and framework of the parent institution, Capella University, and its BSN program play a pivotal role in shaping the design of our proposed course, “Inter-professional Collaboration and Leadership in Healthcare”. The university’s mission also focuses on delivering high-quality education to adults to maximize their professional potential, which aligns seamlessly with the intent of our course to equip learners with vital skills in inter-professional collaboration and leadership. Moreover, the philosophy of the institution emphasizes values of integrity, excellence, and innovation, reflected in our course’s ethical standards, pursuit of excellence, and use of innovative teaching strategies.

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Furthermore, the educational framework, which underscores professional competence, evidence-based practice, and commitment to lifelong learning, resonates with our course’s goals to enhance teamwork and leadership competence, promote evidence-based collaborative practice, and encourage ongoing learning for improved patient care. Therefore, these institutional elements significantly influence our curriculum design, ensuring that the course contributes to the broader educational objectives and equips students with the necessary skills to excel in their nursing careers (Capella University, n.d.).

Enhanced Collaboration among Stakeholders in Curriculum Development

The development of a relevant, effective curriculum, such as our proposed “Inter-professional Collaboration and Leadership in Healthcare” course, necessitates extensive collaboration among both internal and external stakeholders. This collaboration involves garnering insights from faculty and students (internal stakeholders) to ensure the course content and teaching strategies align with learners’ needs and educational outcomes (Bogossian et al., 2022).

Simultaneously, we must engage with healthcare professionals, employers, and other key external stakeholders in the healthcare sector to ensure the curriculum addresses current healthcare trends and expectations. This alignment will enhance the preparedness of graduates for the dynamic demands of the nursing profession. Failure to foster such collaborative engagement could result in a curriculum that is out of touch with the evolving realities of healthcare practice, leading to a potential gap in graduates’ preparedness. A disconnected curriculum may not effectively equip students with the practical skills necessary to excel in their roles as professional nurses. This underscores the critical role of collaboration in curriculum design and development for nursing education (Bogossian et al., 2022).

Conclusion

The proposed course design addresses key competencies in inter-professional collaboration and leadership, responding to an identified gap in the current curriculum. Incorporating stakeholders’ perspectives, aligning with institutional objectives, and meeting quality standards are paramount for successful curriculum development. Moreover, the process illustrates the complexity of curriculum development in nursing education and reinforces the essential role of educators 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/ 

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 

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

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.