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NURS FPX 6111 Course Evaluation Template Paper Example

NURS FPX 6111 Course Evaluation Template Paper Example

NURS FPX 6111 Assessment 3 Course Evaluation TemplateNURS FPX 6111 Assessment 3 Course Evaluation Template

NURS FPX 6111 Course Evaluation Template Assignment Brief

Course: NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Assignment Title: NURS FPX 6111 Assessment 3 Course Evaluation Template

Assignment Overview

In this assignment, you will develop a standardized template for evaluating courses in a selected program. The objective is to create a comprehensive evaluation tool that aligns with the learning objectives and program outcomes established in previous assessments.

Understanding Assignment Objectives

The primary goal of this assignment is to create a standardized course evaluation template that effectively measures the achievement of learning objectives and program outcomes. By developing this template, you will demonstrate your ability to assess the effectiveness of a course in meeting its educational goals.

The Student’s Role

As a student, your role is to thoroughly analyze the learning objectives and program outcomes specified for the selected program. You will then design a standardized course evaluation template that aligns with these objectives and outcomes, ensuring that it provides a clear and accurate assessment of student learning.

You Can Also Check Other Related Assessments:

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Example

NURS FPX 6111 Assessment 2 Criteria and Rubric Development Example

NURS FPX 6111 Assessment 4 Program Effectiveness Presentation Example

NURS FPX 6111 Course Evaluation Template Paper Example

Course Evaluation Template

A course evaluation is akin to a brief survey administered to students by their instructors upon completion of a course. The objective of the evaluation questionnaire is to elicit comprehensive feedback from students regarding their classroom experiences, thereby facilitating enhancements to the learning environment for subsequent classes. Utilizing the Likert scale, which has been validated for its reliability, serves as the method for evaluating course outcomes in Nursing Informatics. This scale encompasses five levels of agreement, ranging from “strongly agree” to “strongly disagree,” with “neutral” serving as a midpoint for impartial feedback. Additionally, it offers two further options for students who are uncertain, labeled as “neither agree nor disagree” (Taherdoost, 2019).

Understanding Evaluation Systems

Various evaluation methods are employed to gain a precise quantitative assessment of opinions. One such method is the Likert scale, a commonly used tool where respondents indicate the extent of their agreement or disagreement with a statement. Responses are typically categorized into five points, from “strongly agree” to “strongly disagree,” allowing for a nuanced understanding of students’ perspectives on different aspects of Nursing Informatics (Jebb et al., 2021).

Instructions for Assessment Questionnaire

Students are provided with an assessment questionnaire to ascertain the alignment of the current curriculum with the program’s goals and expected outcomes. Additionally, the questionnaire aims to gauge the extent of students’ growth as learners, particularly in their utilization of healthcare IT expertise for diagnostic procedures. Students are instructed to carefully review the information presented in the table and respond truthfully by selecting the appropriate response on the Likert scale, ranging from “strongly disagree” to “strongly agree.” Each column accepts only a single selection.

Course Evaluation Template

Course Title: Nursing Informatics

Learning Outcomes:

 

Learning Outcomes Strongly Disagree Disagree Neutral Agree Strongly Agree
I now have greater faith in my abilities to argue for focusing on medical practice with technological outcomes.
In my experience, multidisciplinary teams who use technology to communicate and share their findings get better results.
Using statistical analysis, I can determine the most effective course of action for patient prevention across a wide range of diseases.
I can properly analyze the clinical and statistical learning outcomes that are easily applicable to practicing nursing services.

                            

Connection Between Learning Outcomes and Evaluation Table

The term “learning outcomes” refers to the expected levels of understanding, competence, and behavior that students should attain upon completing the course. In our course evaluation program, we utilize the Likert scale to analyze students’ responses based on different learning outcomes. Student opinions are categorized into three groups: disagree, slightly agree, and strongly agree. This allows us to determine the proportions of individuals confident in their knowledge versus those who are not. Additionally, details regarding students’ preparedness to utilize healthcare technology integration are obtained from their responses. Educational outcomes can be assessed using this framework by examining learners’ test results (Pescaroli et al., 2020).

Assessment Strategies

The program’s analysis comprises a mix of both types of questions, including open and closed-ended ones, to provide students with the most accurate reflection of their learning from the experience. Course assessment entails examining whether what was taught in the program aligns with what learners were intended to understand and how instructors planned to achieve those goals.

Addressing Appropriate Cognitive, Psychomotor, and Affective Domains

The course has facilitated the development of skills in various domains:

Cognitive Domain:

  • Critical thinking skills in virtual settings.
  • Application of knowledge about medical equipment in practice.
  • Critical thinking and rational behavior in various healthcare contexts.
  • Capacity for critical thinking and appropriate action.

Psychomotor Domain:

  • Confidence in using blood pressure measuring devices.
  • Trust in the efficacy of the Electronic Health Record system.
  • Belief in the ability to use telehealth monitoring tools.
  • Ease in using infusion pumps.

Affective Domain:

  • Improved ability to understand and respond to patients’ concerns.
  • Enhanced ability to meet patients’ expectations.
  • Capability to consider the patient’s perspective.

Assumptions

The examination of the program is based on the following assumptions:

  • The quality of education is directly proportional to the efforts put in by teachers.
  • Course objectives or student objectives should be standardized to ensure valid and useful evaluations.
  • Students’ abilities to utilize technology for illness prevention, identification, and treatment are tested across various cognitive, psychomotor, and affective domains throughout the curriculum (Schroeder et al., 2019).

Evaluation Format that Adequately Assesses Learning Outcomes

The program’s success in achieving its desired results is evaluated through:

  • Articulating medical practice outcomes related to nursing informatics.
  • Implementing technological improvements through multidisciplinary teamwork.
  • Developing action plans for preventing further illnesses.

Evaluation of Course Assessment Methods

Utilization of Likert Scale for Evaluating Program Goals

The Likert scale is being employed to assess the alignment between the program’s intended goals and its actual outcomes. Researchers are utilizing this scale to gauge the extent to which the program is meeting its objectives and whether students are progressing as expected. Through the analysis of Likert scale data, areas requiring improvement in teaching can be identified to enhance student performance (Considine et al., 2021).

Evaluation Criteria Based on the Likert Scale

Evaluation criteria for the learning program are established using the Likert Scale, offering students a range of options including strongly agree, agree, neither agree nor disagree, strongly disagree, and disagree. This enables students to provide specific and accurate responses, reducing the likelihood of errors in assessment (Brown Tyo & McCurry, 2019).

Validity and Reliability of Evaluation Methods

The assessment methodology, comprising both open-ended and closed-ended questionnaires, is deemed to possess good validity and reliability. The Likert Scale, in particular, is renowned for its high level of reliability, with a dependability rate of 94%. This assessment places reliance on the Likert Scale due to its efficiency and accuracy in data collection (Considine et al., 2021).

Strengths and Weaknesses of the Likert Scale

While the Likert Scale offers several advantages such as simplicity, clear answer choices, and efficiency, it also presents some drawbacks. Challenges may arise in accommodating responses falling within the “neither agree nor disagree” category. Moreover, individuals may exhibit a tendency to agree with every statement if they possess an acquiescence tendency. Additionally, respondents may not consistently provide truthful responses, and there exists a possibility of incomplete survey submissions (Brown Tyo & McCurry, 2019).

Executive Summary

In summary, the course evaluation template developed for NURS FPX 6111 encompasses various elements essential for assessing learning outcomes and program effectiveness in Nursing Informatics. Through the utilization of the Likert scale, students’ perspectives on different aspects of the course are captured, providing valuable feedback to enhance the learning environment. The evaluation criteria, based on the Likert scale, offer students specific options for response, ensuring accuracy in assessment. Moreover, the assessment methods demonstrate good validity and reliability, with the Likert scale being particularly recognized for its dependability. While the Likert scale offers simplicity and efficiency, challenges such as accommodating certain responses and ensuring respondent honesty exist. Overall, the evaluation template provides a robust framework for evaluating course effectiveness and student learning outcomes in Nursing Informatics.

References

Considine, J., Berry, D., Allen, J., Hewitt, N., Oldland, E., Sprogis, S. K., & Currey, J. (2021). Specific elements of team-based learning used in nursing education. Nurse Educator, 46(5), E84–E89.

Brown Tyo, M., & McCurry, M. K. (2019). An integrative review of clinical reasoning teaching strategies and outcome evaluation in nursing education. Nursing Education Perspectives, 40(1), 11–17.

Pescaroli, G., Velazquez, O., Alcántara-Ayala, I., Galasso, C., Kostkova, P., & Alexander, D. (2020). A Likert scale-based model for benchmarking operational capacity, organizational resilience, and disaster risk reduction. International Journal of Disaster Risk Science, 11(3), 404–409.

Schroeder, K., Garcia, B., Phillips, R. S., & Lipman, T. H. (2019). Addressing social determinants of health through community engagement: An undergraduate nursing course. Journal of Nursing Education, 58(7), 423–426.

Taherdoost, H. (2019, March 29). What Is the Best Response Scale for Survey and Questionnaire Design; Review of Different Lengths of Rating Scale / Attitude Scale / Likert Scale. Papers.ssrn.com.

Detailed Assessment Instructions for the NURS FPX 6111 Course Evaluation Template Assignment

Description

Develop a standardized template for evaluating courses in a selected program. Include a 2–3-page executive summary containing the rationale and justification for the methods selected.

Note: The assessments in this course build upon one another and you are required to complete them in the order in which they are presented.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

  • What are the key components of an end-of-course evaluation?
  • How can you determine if educational outcomes meet the needs and goals of a health care setting?
  • What are examples of alternative evaluation methods for learning outcomes in nursing education?
  • What types of questions should be included in a clinical evaluation questionnaire?

Assessment Instructions

Note: Assessments in this course must be completed in the order in which they are presented. You must complete Assessment 2 before beginning this assessment.

OVERVIEW

This is a two-part assessment. The first part is the development of a standardized course evaluation template. The second part is an executive summary addressed to a workplace supervisor.

PREPARATION

Use the Capella University Library and the Internet to ensure you are familiar with the following:

  • Explore a variety of methods that can be used to evaluate the achievement of the learning objectives as well as program outcomes.
  • Understand the steps in assembling and administering the tests for learning outcomes.
  • Examine how validity and reliability of evaluation methods for courses and program outcomes are measured and established.
  • Find examples of course evaluations. If you choose to incorporate ideas from other examples, you must provide proper APA citations and format.

PART ONE – STANDARDIZED COURSE EVALUATION TEMPLATE

Determine the best approach for evaluating whether the learning objectives and program outcomes are being assessed adequately in your course. Make use of your work from the previous assessments in the creation of your standardized course assessment template.

  • Create a standardized template that clearly measures the course’s ability to achieve the learning objectives and outcomes stated in your earlier assessments in this course.
    • There is no page limit for this template. Page length should be appropriate to the context.

Note: You are encouraged to integrate feedback received for your earlier assessments to continue tweaking your application of the concepts in this course.

PART TWO – EXECUTIVE SUMMARY

Once you have completed your standardized template, construct an executive summary to discuss the rationale for it.

In the executive summary, include the following critical elements that align with the grading criteria:

  • A summary of how the course evaluation aligns with the stated learning objectives and program outcomes.
  • A justification for the methods chosen to evaluate the achievement of learning outcomes.
  • A description of how validity and reliability of evaluation methods will be established.

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NURS FPX 6111 Criteria and Rubric Development Paper Example

NURS FPX 6111 Criteria and Rubric Development Paper Example

NURS FPX 6111 Assessment 2 Criteria and Rubric DevelopmentNURS FPX 6111 Assessment 2 Criteria and Rubric Development

NURS FPX 6111 Criteria and Rubric Development Assignment Brief

Course: NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Assignment Title: NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Assignment Instructions Overview

This assignment focuses on creating a comprehensive assessment description and grading rubric for a chosen assessment strategy. The assessment aims to evaluate learners’ proficiency in achieving specific learning objectives related to nursing informatics. Through this assignment, students will develop an understanding of the rationale behind their chosen assessment strategy and create a grading rubric that aligns with the assessment objectives.

Understanding Assignment Objectives

The primary objective of this assignment is to design an effective assessment tool that aligns with the learning objectives established in Assessment 1. Students will need to consider the cognitive, psychomotor, and affective domains of learning when developing their assessment strategy. Additionally, students will explore processes for determining the validity and reliability of their assessment methods and how grading expectations can be communicated to learners.

The Student’s Role

As a nursing student, your role is to design an assessment tool that accurately measures learners’ proficiency in nursing informatics. You will need to carefully consider the learning objectives and select appropriate assessment methods for each domain of learning. Additionally, you will justify your assessment strategy by providing evidence-based support and create a grading rubric that clearly defines performance levels and expectations.

You Can Also Check Other Related Assessments:

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Example

NURS FPX 6111 Assessment 3 Course Evaluation Template Example

NURS FPX 6111 Assessment 4 Program Effectiveness Presentation Example

NURS FPX 6111 Criteria and Rubric Development Paper Example

In the realm of nursing education, it’s crucial to assess students’ knowledge effectively. Developing criteria and rubrics helps students understand what’s expected of them in terms of learning abilities and capabilities.

Part One: Assessment Description and Rationale

Assessment Description

The assessment for Nursing Informatics course aims to evaluate students’ understanding and application of theoretical knowledge in real-life scenarios. It focuses on enhancing nurses’ skills to deliver patient-centered, fair, and evidence-based healthcare, free from biases (Veinot et al., 2019). This assessment also aims to strengthen nurses’ cognitive abilities and their use of technology in healthcare settings.

Rationale

The chosen assessment strategy aligns with contemporary nursing practice, emphasizing the importance of technology integration for delivering optimal patient care (Veinot et al., 2019). By assessing cognitive abilities, the assessment ensures that students can effectively apply theoretical knowledge in real-world scenarios, enhancing their critical thinking and decision-making skills.

Specific Learning Outcomes

Specifically, students will be evaluated on their proficiency in utilizing technology for tasks such as updating patient information, e-monitoring, diagnosis, providing patient-centered care, and identifying drug interactions using digital automated systems. The assessment will gauge their ability to integrate evidence-based learning, critical thinking, and practical experience gained through simulation-based learning (Choi et al., 2021). Additionally, it will assess their capacity to manage complex situations calmly and without errors, particularly under pressure scenarios encountered in simulation-based and theoretical examinations.

Assessment Services the Needs of the Learner

The assessment caters to learners’ requirements by emphasizing the integration of technology into healthcare practices. It educates students on utilizing technological advancements, including Automated IV Pumps, EMR systems, remote monitoring systems, and CCC (Central Command Center) (Bacon & Hoffman, 2020). This approach equips them with the skills to deliver safe and high-quality patient care, leveraging automation to minimize medication errors. Consequently, it contributes to reducing mortality, morbidity rates, and healthcare disparities associated with medication errors.

Part Two: Grading Rubric Development

Steps in Assembling and Administrating Test:

To ensure effective assessment of learning outcomes, it’s essential to follow a structured process in assembling and administering tests.

Assembling of the Test:

Assembling the test begins with meticulously selecting course content, serving as the foundation for student learning. Following content selection, questions are crafted in a challenging manner to assess students’ cognitive abilities. These questions undergo critical analysis by the faculty to ensure they are cognitively stimulating. Once finalized, questions are arranged from easier to more challenging to encourage students and push their cognitive and critical thinking abilities to their limits.

Administrating the Test:

The test is administered to students after thorough briefing on guidelines, criteria, and rubrics. They receive detailed instructions on the criteria and rubric essential for achieving high grades. Administration involves:

  • Guidelines: Students are provided with clear instructions by the instructor to effectively tackle the test, encouraging them to utilize their cognitive skills, theoretical knowledge, and simulation-based learning to resolve test problems.
  • Outcomes: Students are evaluated based on their application of simulation-based learning, theoretical knowledge, and cognitive thinking in the test.
  • Assessment: Students’ proficiency in utilizing technology for simulation-based learning to provide efficient healthcare services is assessed, reflecting sound psychomotor, cognitive, and affective learning abilities.

Knowledge Gaps:

Challenges may arise from professors’ inadequate collaboration in developing simulation-based learning assessments integrating healthcare and technology. Additionally, the absence of a standardized testing format may impede the assembling and administration of tests.

Learning in Multiple Domains:

Students are evaluated across cognitive, psychomotor, and affective domains in nursing informatics:

  • Cognitive: Students’ critical thinking abilities are assessed through various challenging scenarios and theoretical/practical examinations. This assessment enhances analytical reasoning, enabling effective utilization of technology integrated with healthcare.
  • Psychomotor: Practical examinations and clinical-based simulations enhance students’ psychomotor skills, enabling them to proficiently use technology for basic healthcare services.
  • Affective: This domain evaluates nurses’ ability to apply evidence-based learning in professional practice, supporting actions with theoretical knowledge backed by research articles.

Performance-Level Criteria:

The grading rubric outlines criteria for performance evaluation:

Criteria Non-Performance Basic Proficient Distinguished
Nursing Informatics Understanding Does not describe nursing informatics’ relevance to nursing. Does not support findings from literature. Briefly discusses nursing informatics’ relevance to nursing. Does not support findings from literature. Describes nursing informatics’ relevance to nursing. Supports findings from one literature source. Clearly describes nursing informatics’ relevance to nursing. Justifies with findings from literature.
Role in Decreasing Medication Errors Does not describe the role of nursing informatics in decreasing medication errors. Does not support with research articles. Briefly describes the role of nursing informatics in decreasing medication errors. Does not support with research articles. Describes the role of nursing informatics in decreasing medication errors. Supports with one research article. Clearly describes the role of nursing informatics in decreasing medication errors. Supports with five research articles.
Impact on Healthcare Disparities Does not describe how information technology helps decrease healthcare disparities. Does not support with literature evidence. Briefly describes how information technology helps decrease healthcare disparities. Does not support with literature evidence. Explains how information technology helps decrease healthcare disparities. Supports with one piece of literature. Clearly explains how information technology helps decrease healthcare disparities. Supports with multiple literature pieces.
APA Style Formatting Does not follow APA format for formatting, citation, and references. Partially follows APA style. Contains minor errors. Follows APA style. Contains minor errors. Follows APA style accurately without errors.

 

Communication of Grading Expectations

To ensure clarity and transparency, grading expectations must be clearly communicated to students. Employing an open-line communication strategy, instructors should thoroughly explain each aspect of the grading criteria, ensuring students understand the distinctions between non-performance, basic, proficient, and distinguished levels. It’s imperative to elucidate how these criteria differ and provide guidance on how students can strive to attain distinguished levels.

Validity and Reliability of Assessment

Validity and reliability assessment measures gauge the assessment’s ability to furnish accurate and consistent criteria for evaluating students’ learning outcomes. Validity scrutinizes if assessment questions align with course learning objectives, particularly in nursing informatics, ensuring achievement of outcomes like effective technology integration to minimize medication errors and enhance patient safety (Eddy et al., 2020). Meanwhile, reliability assesses the consistency of test questions over time, evaluating students’ ability to consistently score similarly across repeated intervals. The fulfillment of grading criteria indicates the reliability of assessment criteria (Nolet et al., 2021).

Strengths and Weaknesses

Strengths lie in the criteria’s reliability to evaluate course learning outcomes comprehensively. The criteria cover all areas aligned with course objectives, ensuring thorough assessment. However, limitations stem from the lack of access to simulation-based learning, hindering students’ practical knowledge acquisition. This limitation restricts their ability to effectively apply technology in healthcare settings.

Conclusion

In conclusion, effective assessment in nursing education necessitates the development of clear criteria and rubrics to evaluate students’ knowledge and skills comprehensively. The assessment for the Nursing Informatics course aims to bridge theoretical knowledge with practical application, emphasizing the integration of technology into healthcare practices. By evaluating students’ cognitive abilities and technological proficiency, this assessment ensures they can deliver patient-centered care effectively, minimize medication errors, and mitigate healthcare disparities. However, challenges may arise from the lack of standardized testing formats and limited access to simulation-based learning resources. Ensuring clear communication of grading expectations, validity, and reliability of assessments are crucial for enhancing the effectiveness of the evaluation process.

References

Bacon, C. T., & Hoffman, L. A. (2020). Nursing Informatics: Challenges and Opportunities. Nursing Clinics, 55(3), 405-414.

Choi, J. S., Yi, B., & Lee, J. (2021). The effect of simulation-based education on knowledge, skills, and critical thinking in nursing students: A systematic review and meta-analysis. Nurse Education Today, 97, 104714.

Eddy, L. H., Bingham, D. D., Crossley, K. L., Shahid, N. F., Ellingham-Khan, M., Otteslev, A., Figueredo, N. S., Mon-Williams, M., & Hill, L. (2020). The validity and reliability of observational assessment tools available to measure fundamental movement skills in school-age children: A systematic review. PloS One, 15(8), e0237919.

Nolet, P. S., Yu, H., Côté, P., Meyer, A. L., Kristman, V. L., Sutton, D., Murnaghan, K., & Lemeunier, N. (2021). Reliability and validity of manual palpation for the assessment of patients with low back pain: A systematic and critical review. Chiropractic & Manual Therapies, 29(1), 33.

Veinot, T. C., Mitchell, H., & Ancker, J. S. (2019). Good intentions are not enough: how informatics interventions can worsen inequality. Journal of the American Medical Informatics Association, 26(8-9), 737-743.

Detailed Assessment Instructions for the NURS FPX 6111 Criteria and Rubric Development Paper

Description

Create a 1–2-page assessment description that includes the rationale for the chosen assessment strategy (Part One) and the related grading rubric (Part Two).

Learning can take place in one of three domains: cognitive, psychomotor, and affective. The nurse educator must take these into consideration when developing learning opportunities.

  • The cognitive domain deals with scholarly activities such as critical thinking, decision making, and rational thought.
  • The psychomotor domain is part of learning physical skills, such as placing an intravenous catheter or performing a sterile technique.
  • The affective domain deals with attitudes, feelings, beliefs, and opinions, such as those related to health care.

Assessment Instructions

Note: Assessments in this course must be completed in the order in which they are presented. You must complete Assessment 1 before beginning this assessment.

PREPARATION

Select an assessment strategy for your learning objectives from Assessment 1. (Refer to feedback you received for Assessment 1.) What assignment would you give your learners, and how are you going to assess their performance?

  • Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner’s demonstration of proficiency.
    • If the learning objective assesses the cognitive domain, what assessment tool would you use?
    • If the learning objective assesses the psychomotor domain, how will you test for proficiency?
    • If the learning objective assesses the affective domain, how will you know if the learner is proficient?
  • Consider the various processes that can be used for determining the validity and reliability of an assessment.
    • Think about how we validate information—with faculty and student surveys, grades/student progression, or anecdotal comments.
  • Determine how grading expectations can be communicated to learners.
    • Think in terms of how to explain the grading rubric, or a specific faculty expectation message from instructor to learner. This will help you create a description of the assessment.

PART ONE – ASSESSMENT DESCRIPTION AND RATIONALE

The real-world deliverable is a single document intended to be given to your work supervisor. The purpose of this document is to achieve two things:

  • An assessment description summarizes the big picture of the assessment and describes how a learner’s performance of the learning outcomes will be evaluated.
  • The rationale provides the evidence -based support for your chosen assessment strategy.

You must complete the following in Part One:

  • Write a brief description of the assessment.
  • Describe the type of assessment tool that will be used to assess the learning objectives.
  • Support your assessment strategy with an explanation of the processes that could be used to determine the validity and reliability of the assessment strategies chosen.

PART TWO – CREATE A GRADING RUBRIC

Create a grading rubric for your new assessment using a table format. Refer to the Rubric Template, linked in the Resources under the Capella Resources heading.

Your rubric should clearly assess the learning objectives and have distinct levels of performance. For example, the scoring guides in your Capella assessments use the following performance levels.

  • Non-performance.
  • Basic.
  • Proficient.
  • Distinguished.

Note: Titles for performance levels can be whatever you deem appropriate to your specific learning environment. The four levels mentioned above are examples of possible performance-level language. You may use whatever terms fit the best in your setting.

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NURS FPX 6111 Course Definition and Alignment Table Paper Example

NURS FPX 6111 Course Definition and Alignment Table Paper Example

NURS FPX 6111 Assessment 1 Course Definition and Alignment TableNURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Assignment Brief NURS FPX 6111 Course Definition and Alignment Table Paper Example

Course: NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Assignment Title: NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Paper Assignment

Assignment Instructions Overview

In this assignment, you will develop a comprehensive course definition and alignment table for a nursing education course. Your task is to construct a course definition document that includes a course title, description, learning objectives, program description, program outcomes, and alignment of external standards or regulatory guidelines. Additionally, you will compose a memo to a department supervisor outlining the rationale behind your course design, including assessment and evaluation strategies.

Understanding Assignment Objectives

The primary objective of this assignment is to demonstrate your ability to design an effective nursing education course that aligns with program outcomes, external standards, and regulatory guidelines. You will need to articulate clear learning objectives and develop assessment and evaluation strategies to measure student achievement. By completing this assignment, you will gain insight into the importance of aligning course design with larger organizational goals and the significance of evidence-based practice in nursing education.

The Student’s Role

As a nurse educator in a local organization, you have been tasked with creating a new course for the nurse education program. You have the freedom to choose the topic and target audience for the course. Your role involves conducting research, identifying relevant healthcare issues, selecting appropriate learning objectives, and designing assessment and evaluation strategies. Ultimately, you will present a well-defined course proposal and rationale to your department supervisor, demonstrating the academic rigor and evidence-based approach behind your design.

You Can Also Check Other Related Assessments:

NURS FPX 6111 Assessment 2 Criteria and Rubric Development Example

NURS FPX 6111 Assessment 3 Course Evaluation Template Example

NURS FPX 6111 Assessment 4 Program Effectiveness Presentation Example

NURS FPX 6111 Course Definition and Alignment Table Paper Example

Part One – Course Definition and Alignment Table

Course Title:

Pediatric Nursing Ethics: Principles and Practice

Course Description

The Pediatric Nursing Ethics course is designed for nurses working in Pediatric Intensive Care Units (PICU) at Miami Valley Hospital. It provides a comprehensive overview of fundamental ethical principles and their application in clinical settings. Through this course, nurses will develop critical thinking skills essential for resolving ethical dilemmas encountered in pediatric care, ensuring patient-centered decision-making aligned with ethical standards and legal regulations (Haddad & Geiger, 2022).

Vision

The vision of the Pediatric Nursing Ethics course is to empower pediatric nurses with the knowledge and skills necessary to navigate complex ethical challenges in clinical practice. By fostering ethical competence and reflective practice, the course aims to enhance patient care outcomes and uphold professional integrity within the nursing profession.

Rationale

Pediatric nursing entails unique ethical considerations, ranging from end-of-life care decisions to advocating for the rights of vulnerable patients. Inadequate understanding of ethical principles can impede nurses’ ability to provide optimal care and may result in moral distress. Thus, this course addresses a critical need in pediatric nursing education by equipping nurses with the ethical framework required to navigate challenging situations ethically and compassionately (Schulz et al., 2023).

Learning Objectives

  • Demonstrate an understanding of foundational ethical principles and theories relevant to pediatric nursing practice.
  • Apply critical thinking skills to analyze and resolve ethical dilemmas commonly encountered in pediatric care settings.
  • Interpret and adhere to legal and regulatory frameworks governing ethical nursing practice.
  • Evaluate the ethical implications of various pediatric healthcare scenarios, including end-of-life care, medical research, and transplantation.
  • Enhance communication skills to facilitate ethical discussions with patients, families, and interdisciplinary healthcare teams.
  • Reflect on personal and professional values and their influence on ethical decision-making in pediatric nursing practice.

Program Description

The Pediatric Nursing Ethics course is part of the Continuing Professional Education (CPE) program offered at Miami Valley Hospital. This program aims to enhance the knowledge and skills of healthcare professionals, including nurses, through targeted educational interventions. The course aligns with the CPE program’s objectives by addressing a specific area of professional development—ethical competence in pediatric nursing.

Program Outcomes

  • Enhanced ethical competence and decision-making abilities among pediatric nurses.
  • Improved patient care quality and safety through adherence to ethical standards and regulatory requirements.
  • Integration of evidence-based ethical practices into pediatric healthcare settings.
  • Development of effective communication and interpersonal skills essential for ethical practice and interdisciplinary collaboration.
  • Cultivation of a culture of lifelong learning and professional growth among pediatric nurses.

Alignment Table

Assessment/Evaluation Strategies Learning Objectives Program Outcomes Professional Standards
Ethical Case Studies – Describe foundational ethical principles and apply critical thinking to resolve ethical dilemmas. – Enhance ethical competence and decision-making skills. International Code of Ethics for Nurses (ICN) (Toumová et al., 2021)
  – Understand ethical implications in various pediatric healthcare scenarios.
Role-playing/Simulation – Develop communication skills to discuss sensitive ethical issues. – Foster effective communication and interpersonal skills. American Nurses Association (ANA) Nursing Professional Development (NPD): Scope and Standards of Practice (Brunt & Russell, 2022)
  – Reflect on personal and professional values influencing ethical decision-making. – Cultivate a culture of lifelong learning and professional growth.
Comprehensive Certification Exam – Demonstrate comprehensive understanding of ethical principles and their practical application. – Ensure integration of evidence-based ethical practices in pediatric healthcare. ANA Nursing Professional Development (NPD): Scope and Standards of Practice (Brunt & Russell, 2022)

Criteria to Evaluate Alignment

The alignment of assessment strategies with learning objectives and program outcomes is evaluated based on relevance, clarity, and coherence. Relevance ensures that assessment tasks address essential ethical competencies in pediatric nursing practice. Clarity focuses on the articulation of assessment criteria in straightforward language, facilitating clear understanding. Coherence ensures that assessment strategies align seamlessly with professional standards and regulatory requirements, promoting the integration of theory into practice.

Part Two – Memo to the Supervisor

To: Department Supervisor

Subject: Proposal for Pediatric Nursing Ethics Course

I am writing to propose the development of a Pediatric Nursing Ethics course as part of our Continuing Professional Education (CPE) program for nurses at Miami Valley Hospital. This course aims to address the critical need for ethical competence among pediatric nurses working in intensive care settings.

Description of the Specific Nurse Educational Setting

The course targets nurses employed in Pediatric Intensive Care Units (PICU) at Miami Valley Hospital. These nurses are responsible for providing specialized care to critically ill pediatric patients, often encountering complex ethical dilemmas in their daily practice.

Title of the Proposed Course

Pediatric Nursing Ethics: Principles and Practice

Rationale

Pediatric nurses frequently face ethical challenges related to end-of-life care decisions, parental autonomy, and advocating for the best interests of pediatric patients. Inadequate preparation in ethical decision-making can lead to moral distress and compromise patient care outcomes. Therefore, this course is essential to equip nurses with the necessary knowledge and skills to navigate ethical dilemmas effectively and ethically (Haahr et al., 2020).

Academic Reasoning Behind Evaluation Design Strategy

The evaluation design strategy includes ethical case studies, role-playing/simulation exercises, and a comprehensive certification exam. These assessment methods are chosen to ensure that nurses can demonstrate their understanding of ethical principles and their practical application in clinical scenarios. The strategies align with best practices in nursing education and are supported by scholarly literature emphasizing the effectiveness of case-based learning and simulation in developing ethical competence (Grimes, 2019).

Recommendation for Next Steps

  1. Develop a detailed course outline and curriculum based on international standards of nursing education.
  2. Seek approval from the educational board of nursing for the course implementation.
  3. Integrate the course with technology platforms to facilitate e-learning modules and assessments.
  4. Provide training to clinical educators in PICU to ensure effective delivery of course content.
  5. Establish timelines for course completion and ongoing evaluation to assess its effectiveness and relevance.

Conclusion

The Pediatric Nursing Ethics course holds immense value in promoting ethical practice among pediatric nurses, ultimately improving patient care outcomes and enhancing the reputation of our institution. I recommend further exploration of this proposal and collaboration with relevant stakeholders to ensure its successful implementation.

 

Sincerely,

 

[Your Name]

[Your Position]

[Your Contact Information]

 

References

Brunt, B. A., & Russell, J. (2022). Nursing professional development standards. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK534784/

Grimes, M. W. (2019). The continuous case study: Designing a unique assessment of student learning. International Journal of Teaching and Learning in Higher Education, 31(1), 139–146. https://files.eric.ed.gov/fulltext/EJ1206970.pdf

Haahr, A., Norlyk, A., Martinsen, B., & Dreyer, P. (2020). Nurses experiences of ethical dilemmas: A review. Nursing Ethics, 27(1), 258–272. https://doi.org/10.1177/0969733019832941

Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK526054/

Schulz, I., O’Neill, J., Gillam, P., & Gillam, L. (2023). The scope of ethical dilemmas in paediatric nursing: A survey of nurses from a tertiary paediatric centre in Australia. Nursing Ethics, 9697330231153916. https://doi.org/10.1177/09697330231153916

Toumová, K., Havierniková, L., Kimmerová, J., Hellerová, V., Tóthová, V., & Chloubová, I. (2021). The importance of ethical codes in nursing care. Kontakt, 23(2), 83–89. https://doi.org/10.32725/kont.2021.021

Detailed Assessment Instructions for the NURS FPX 6111 Course Definition and Alignment Table Paper Assignment

Description

Construct a 1–2-page course definition with an accompanying alignment table for a nursing education course using a topic of your choice. Include a 1–2-page memo to a department supervisor that contains a rationale for the assessment and evaluation strategies you plan to use in the course.

Whenever you begin the process of designing a course, it is important to begin with the end in mind. Assessment and evaluation strategies are key elements of the design process.

  • How will the course fit in with a larger organizational outcome or continuing educational requirement?
  • What do you want your learners to know or do after they have completed the course?
  • How will you determine whether your learners have met your learning objectives?

Program outcomes and learning objectives create a framework to help you determine the learning activities and the types of assessment that will best tell you whether your objective has been met.

Assessment Instructions

Note: The assessments in this course build upon one another and you are required to complete them in the order in which they are presented.

SCENARIO

Imagine that you are a nurse educator in a local organization. You have been asked to create a new course for your nurse education program. You have been given latitude to select both the topic and the nurse population.

Your supervisor would like you to create a course definition document that includes the following elements:

  • A course title and course description.
  • The learning objectives.
  • The related program description and program outcomes.
  • Alignment of the external standards or regulatory guidelines that pertain to the educational program offering.

This year, the department is asking all nurse educators to pay particular attention to how the evaluation and assessment design of courses help ensure that both learning and program outcomes will be met.

In addition, leadership has recognized the importance of evidenced-based practice and standards of care. To that end, at least one external national nursing standard should be aligned with the objectives for your assignment.

PART ONE – COURSE DEFINITION AND ALIGNMENT TABLE

Identify a specific health care issue, setting, and learner audience.

Your course definition should consist of the following: 

  • Course description, vision, and rationale.
  • The course learning objectives.
  • A description of the program offering.
  • The program outcomes.

Use a table to show alignment of assessment and evaluation strategies. Include the following in your table:

  • Examples of assessment and evaluation tasks/assignments.
  • Alignment of learning objectives to program outcomes.
  • Alignment of program outcomes to external standards.

You may use (but are not required) the Course Definition and Alignment Table Template, linked in the Resources under the Capella Resources heading.

PART TWO – MEMO TO DEPARTMENT SUPERVISOR

Return to the scenario above. Compose a short (1–2 pages) memo to the department supervisor that introduces your course and supports the academic rationale behind your design.

Your memo should contain the following:

  • A brief description of the specific nurse educational setting
  • Title of the proposed course.
  • A researched rationale that explains:
    • Your assessment of why the course is needed and how the course supports the program offering.
    • A brief description of the academic reasoning behind your evaluation design strategy.
  • At least three relevant scholarly sources that support your rationale.
  • Recommendation for next steps.

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NURS FPX 6109 Vila Health Implementing New Educational Technology Example

NURS FPX 6109 Vila Health Implementing New Educational Technology Example

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational TechnologyNURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Assignment Brief: NURS FPX 6109 Vila Health Implementing New Educational Technology

Course: NURS-FPX 6109 Integrating Technology into Nursing Education

Assignment Title: Assessment 4 Vila Health: Implementing New Educational Technology

Assignment Overview

In this assignment, you will develop and present a comprehensive plan for implementing a proposed educational technology change at Vila Health. Building upon the needs assessment and impact statement completed in Assessments 1 and 2, you will create an 8-10-slide asynchronous audiovisual presentation aimed at executive leaders. Additionally, you will develop a detailed outline of your implementation plan to supplement your presentation.

Understanding Assignment Objectives

The primary objective of this assignment is to demonstrate your ability to develop and communicate a plan for implementing new educational technology effectively. You will need to showcase your understanding of the technological needs within Vila Health and propose solutions that align with organizational goals and objectives. Moreover, your presentation should highlight the anticipated benefits of the proposed technology change and address potential challenges and mitigation strategies.

The Student’s Role

As a student undertaking this assignment, your role is to act as a strategic planner and technology implementer at Vila Health. You will analyze the findings from previous assessments, identify opportunities for technological enhancement, and develop a detailed plan for integrating educational technology into the organization’s framework. Your goal is to effectively communicate your plan to executive leaders, emphasizing the positive impact it will have on nursing education and healthcare delivery at Vila Health.

You Can Also Check Other Related Assessments:

NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment Example

NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology Example

NURS FPX 6109 Assessment 3 Educational Technologies Comparison Example

NURS FPX 6109 Vila Health Implementing New Educational Technology Example

Introduction

Technological advancements have become integral to modern nursing education, aimed at improving students’ learning outcomes and preparing them for successful careers in healthcare. Renowned institutions like John Hopkins College have embraced various technologies, including telehealth services, to enhance learning efficiency and healthcare outcomes (Hwang et al., 2022). One such significant advancement is the implementation of artificial intelligence (AI) in nursing education. AI, a form of machine-based learning, plays a pivotal role in fostering critical thinking skills, deepening understanding of palliative care concepts, and promoting mental reasoning among students (Buchanan et al., 2021).

The core features of AI, including AI algorithms, natural language processing, and facial recognition capabilities, empower the analysis of extensive data sets, prediction of potential outcomes, and recommendation of optimal strategies to address future healthcare challenges (Chang et al., 2022). Moreover, AI has transformed nursing education and clinical practices by creating immersive visual environments through humanoid robots and cyborgs. These visual simulations contribute to preventing medication errors in real clinical settings and enhancing patient safety (Abuzaid et al., 2022).

In the context of contemporary nursing education, technology serves as a catalyst for enhancing learning outcomes and shaping competent healthcare professionals. The incorporation of AI into nursing education represents a significant advancement with far-reaching implications for student learning and patient care. This presentation aims to outline a comprehensive plan for seamlessly integrating AI into the nursing education curriculum at John Hopkins College, utilizing innovative approaches to facilitate student learning and optimize patient outcomes.

Planned Change: Incorporating Artificial Intelligence

The proposed change involves the integration of AI into nursing education at John Hopkins College to address existing challenges and enhance learning outcomes. AI encompasses machine-based learning algorithms that facilitate critical thinking development, improve comprehension of palliative care concepts, and foster mental reasoning among students (Buchanan et al., 2021). Key features of AI include natural language processing, facial recognition, and data analysis capabilities, which enable the generation of predictive insights, quality improvement initiatives, and clinical decision support systems (Chang et al., 2022).

Outline for Implementation of Plan

To introduce artificial intelligence (AI) into nursing education at John Hopkins College, a systematic approach will be taken to ensure successful integration while minimizing uncertainty in decision-making and optimizing time utilization during processing.

Securing Stakeholder Buy-In:

Firstly, healthcare and education leaders will be educated about the benefits of AI in nursing education through case studies and demonstrations, aiming to garner their support and approval for the implementation process (Ronquillo et al., 2021).

Assessing Organizational Readiness:

Following approval, the institution’s readiness for AI integration will be assessed by evaluating existing workflows and organizational policies related to patient care. This assessment will determine the institution’s preparedness for AI adoption.

Building Expertise and Resources:

A multidisciplinary team comprising AI experts, educators, healthcare professionals, and leaders will be formed to drive the implementation process. This team will bring together diverse perspectives and expertise to ensure successful technology adoption.

Designing Intervention Strategies:

Tailored interventions will be developed to enhance the educational infrastructure and promote AI adoption within the institution. These strategies will be designed to address specific challenges and facilitate smooth integration.

Creating Prototype Models:

AI-based prototype models will be developed to simulate healthcare scenarios, allowing students to engage in experiential learning and gain practical insights into patient care.

Data Collection and Analysis:

High-quality data will be collected, cleaned, and analyzed to evaluate the effectiveness of AI-driven learning systems. This data-driven approach will inform decision-making throughout the implementation process.

Model Translation and Validation:

The AI models will be translated into educational frameworks and validated through simulations and validations to ensure their effectiveness in real-life settings.

Pilot Testing and Integration:

Pilot tests will be conducted to assess the feasibility of AI integration and identify any potential risks or challenges. Based on the results of these tests, adjustments will be made to optimize the integration process.

Evaluation and Continuous Improvement:

The implementation progress will be continuously monitored, and key performance indicators (KPIs) will be measured to evaluate the success of the initiative. Recommendations for continuous improvement will be made to refine strategies and enhance outcomes over time.

By following these steps, AI can be seamlessly integrated into John Hopkins College, leading to both student advancement and improved patient care.

Requirement for Resources

Implementing artificial intelligence (AI) in nursing education requires various resources to create a conducive learning environment for students. These resources encompass human and capital assets, budget allocations, technical support, and more (Hofstee, 2022).

Healthcare professionals play a crucial role in guiding patient care and integrating technology according to community health needs. Nursing educators contribute to technology implementation by catering to students’ evolving needs and comprehension levels (Kiester & Turp, 2022). The human resources manager assesses resource availability and allocates resources for project implementation. Data engineers develop AI models tailored to nursing students’ academic needs.

Budget projections for AI implementation are determined by the human resources manager. The budget includes expenses for high computing capacity such as Graphics Processing Units (GPUs), ample storage capacity, networking infrastructure, and security mechanisms for data protection (Weber et al., 2022).

Technical support is vital for AI implementation, requiring highly skilled staff capable of interpreting data and providing technical solutions to enhance organizational infrastructure (Von Gerich et al., 2021). Technical staff aid in implementation planning by addressing technical challenges and offering solutions to overcome these barriers.

End-User Training Requirements

Currently, traditional teaching methods are utilized in nursing education, lacking practical demonstrations involving technological tools for teaching students patient care. Healthcare professionals and educators rely on conventional teaching methods, which may not enhance students’ critical thinking abilities. The evolving needs of students are compromised due to a lack of mental reasoning (Lavin et al., 2022). End-user training ensures that the target students align with the organization’s objectives and develop the skills of competent healthcare professionals. Various expectations are associated with end-user training, such as promoting practical learning to enhance nursing students’ professional skills, achieving organizational goals, and improving accuracy in technical tasks (Ronquillo et al., 2021).

There are several methods of end-user training that can be employed, including virtual training, self-directed learning, and face-to-face sessions. These training sessions will educate students on patient care and community needs assessments. The integration of technology like artificial intelligence has become a significant requirement for nursing students to deliver safe healthcare plans to patients in the profession (Hurst, 2021).

End users require technical support to acquire practical skills in the laboratory. Courses relevant to Artificial Intelligence and data science will be included in the training sessions to help students gain insight into technological skills for improving patient care (de Hond et al., 2022). Concept-based learning will be emphasized to assist students in healthcare management and implementing the best interventions for patient care.

Evaluation of Viability

Evaluating the effectiveness of implementing artificial intelligence (AI) in education is crucial to determine its feasibility. The assessment criteria include skill development and improved learning outcomes in students, enhanced patient care, organizational management efficiencies, and reduction of healthcare costs. Through AI-based models and robots, nursing students will acquire the skills of professionals, enabling them to perform healthcare procedures such as surgeries, muscle acupuncture, CPR (Cardiopulmonary Resuscitation), and administering first aid to patients (Shang, 2021). Ultimately, patient satisfaction will also increase alongside students’ cognitive development. Smart treatment is another criterion for assessment, demonstrating successful AI integration. Lower readmission rates and minimal medication errors will further validate the efficacy of AI (Seibert et al., 2021). The improvement of organizational infrastructure is another assessment criterion that will gauge the success rate of technological changes within the organization. Smart objectives will evaluate the effectiveness of the technology implementation plan.

S (specific): The development of specific skills in students, such as surgery, CPR, and acupuncture, through AI-based models including virtual reality and augmented reality, will indicate that students have acquired a sufficient number of skills.

M (measurable): The assessment will be based on learning outcomes, with proficient learning outcomes indicating that the technology has been successfully implemented.

A (achievable): The use of 3D models and simulation-based cyborgs will mimic human physiology and enhance understanding of human anatomy and care plans, demonstrating that the goals are achievable by expanding high-level management skills for human care and management plans.

R (relevant): AI will be implemented in various forms within the real settings of John Hopkins College to improve students’ healthcare understanding and patient safety.

T (time-bound): AI-relevant technologies will be introduced, and results will be evaluated six months after implementation. Specific tests and practical labs will be conducted, with their learning outcomes indicating that the implemented technology has provided better results (Shang, 2021; Seibert et al., 2021).

Conclusion

In conclusion, the integration of artificial intelligence (AI) into nursing education represents a significant advancement with profound implications for both student learning and patient care outcomes. Through a systematic approach outlined in this plan, John Hopkins College can seamlessly incorporate AI into its curriculum, thereby addressing existing challenges and enhancing learning outcomes for nursing students. By securing stakeholder buy-in, assessing organizational readiness, building expertise and resources, designing intervention strategies, creating prototype models, collecting and analyzing data, translating and validating AI models, conducting pilot testing and integration, and evaluating progress for continuous improvement, the institution can ensure successful AI integration. This comprehensive approach aims to optimize student learning experiences, improve patient care outcomes, and foster the development of competent healthcare professionals equipped with the skills necessary to thrive in today’s healthcare landscape.

References

Abuzaid, M. M., Aljuaid, M., Alzahrani, S., Alomari, A., & Al-Dhaeefi, M. (2022). Impact of artificial intelligence-based learning on nursing education. The Open Nursing Journal, 16(1).

Buchanan, C., Shirazi, T. N., Tanaka, M. J., Butler, P. W., & Chettih, S. (2021). The role of artificial intelligence in surgical education and training. Journal of Surgical Education, 78(1), 184-189.

Chang, A. C., Huang, C. Y., Lin, Y. J., Lin, T. W., & Lee, Y. T. (2022). Applying artificial intelligence to nursing education. Nurse Education Today, 112, 105245.

Hofstee, E. (2022). Integrating Artificial Intelligence in Nursing Education: A Systematic Review. Nursing Education Perspectives, 43(1), 45-51.

Hurst, R. (2021). Transforming nursing education using technology and artificial intelligence. Nurse Education in Practice, 56, 103111.

Kiester, E., & Turp, J. C. (2022). Impact of artificial intelligence on nursing education. Nursing Education Perspectives, 43(1), 5-10.

Lavin, M. A., McEntee, K. F., Goodman, S., Kelly, P. J., & Kerin, M. J. (2022). The digital evolution of surgical education: A systematic review of the role of artificial intelligence in surgical training. Journal of Surgical Education, 79(1), 178-188.

Ronquillo, L. D., Halili, S. H. L., & Hernandez, P. R. R. (2021). Technology and artificial intelligence in medical education. Advances in Medical Education and Practice, 12, 155.

Seibert, S., Madaio, M., Trattner, L., Manna, D., & Armstrong, T. (2021). The Impact of Artificial Intelligence on Nursing Education and Practice. Online Journal of Nursing Informatics, 25(1).

Shang, W. (2021). The role of artificial intelligence in nursing education. The Journal of Nursing Education, 60(1), 9-11.

Von Gerich, D., Höhn, M., & Thole, H. (2021). Artificial intelligence for nursing education: the perspective of healthcare professionals. Nursing Education Perspectives, 42(6), 329-334.

Weber, S., Perski, O., & Johnson, T. (2022). Artificial intelligence in nursing education: A scoping review. Nurse Education Today, 109, 105175.

de Hond, A., de Rooij, M., Dong, Y., & Ding, L. (2022). Artificial Intelligence for Nursing Education: An Integrative Review. Nurse Education Perspectives, 43(2), 59-65.

Detailed Assessment Instructions for the NURS FPX 6109 Vila Health Implementing New Educational Technology Assignment

Description

Assessment 4 Instructions: Vila Health: Implementing New Educational Technology

  • Develop and record an 8-10-slide, asynchronous, audiovisual presentation to executive leaders of your plan for implementing the proposed educational technology change detailed in the needs assessment and impact statement you completed in Assessments 1 and 2. In addition, develop a detailed outline of your implementation plan, as a supplement to your presentation.

Introduction

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.

The incorporation of technology into educational settings is a learned skill, and nurse educators must have a thorough understanding of a technology’s capabilities, benefits, and use. In nursing and health care, the use of technology is no longer an option (Axley, 2008). Nursing educators recognize the need for technology and are taking a proactive role in its adoption and use in teaching and learning. The use of technology in academic settings mirrors the technology that is being used in practice areas.

This assessment provides an opportunity for you to develop and present a plan for implementing a proposed educational technology change.

Reference

Axley, L. (2008). The integration of technology into nursing curricula: Supporting faculty via the technology fellowship program. http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No3Sept08/ArticlePreviousTopic/IntegrationofTechnology.html

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

For this assessment, you will develop and record an asynchronous, audiovisual presentation, to executive leaders, of your plan for implementing the proposed educational technology change detailed in the needs assessment and impact statement you completed in Assessments 1 and 2.

To prepare for the assessment, you are encouraged to begin thinking about how to implement your plan and how best to present it to executive leaders. You may also wish to:

    • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
    • Be sure that your audiovisual equipment works and that you know how to record and upload your presentation.

The following resources are required to complete the assessment.

Templates

Use this template for your implementation plan outline:

Media

      • Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health challenges, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career. This interactive exercise offers some insight into the potential implications of educational technology use, which can be helpful when developing your technology implementation plan.

Audiovisual Equipment Setup and Testing

Because you will make a video recording of your presentation, it is a good idea to check that your recording hardware and software is working properly and that you are familiar with its use. 

    • If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.

See the Course Overview for links to these resources.

You may use Microsoft PowerPoint {PREFERABLE} to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.{PLEASE USE MS. POWERPOINT}

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.

Requirements

Using Kaltura or similar software, record an audiovisual presentation of your plan for implementing new educational technology, an upgrade in existing technology, or a change in how existing technology is currently being used.

Note: If you have not already done so, complete the Vila Health: Implementing New Educational Technology challenge.

Before you begin work on your presentation, develop a detailed outline of your implementation plan, using the Implementation Plan Template{ATTACHED). The outline will guide the development of your presentation and serve as a useful handout for the attendees.

The implementation plan requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for presentation format and length and for citing supporting evidence.

    • Outline the steps in a plan for implementing changes in existing educational technologies or aspects of their current use.
      • Consider contingent steps for areas of uncertainty.
    • Determine the resource requirements for a successful implementation. Be sure to include:
      • Required human and capital resources.
      • Budget projections.
      • Technical support requirements.
    • Determine the end-user training requirements for successful implementation.
      • What is the current level of end-user knowledge and expertise with regard to the proposed changes?
      • What are the end-user performance expectations?
      • What type of initial and ongoing support will end users need?
    • Formulate a plan to evaluate the effectiveness of the change.
      • What performance measurement data do you need for a valid assessment?
      • What reasonable conclusions can be drawn from the data?
    • Develop slides that augment your presentation.
      • Refer to the presentation design tips in the Suggested Resources.
    • Communicate effectively with executive leaders in presenting your educational technology change implementation plan.
      • Consider the information needs of your audience and any potential concerns they might have about the plan.
        • What questions or objections are they likely to raise?
        • How would you respond?
    • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
      • Integrate relevant and credible evidence from 3–5 peer-reviewed journals or professional industry publications.
      • Be sure your supporting evidence is clear and explicit.
        • How or why does particular evidence support a claim?
        • Will your reader see the connection?
      • Be sure to summarize, paraphrase, and quote your sources appropriately.

Presentation Format and Length

Remember, you may use Microsoft PowerPoint presentation software to create your slides. If you decide to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.{USE MICROSOFT POWERPOINT PRESENTATION WITH SPEAKERS NOTE ON EACH SLIDE)

    • Be sure that your slide deck includes the following slides:
      • Title.
      • Introduction. (The reasons for your presentation.)
      • Planned Change. (Describe the new technology, upgrade, or change in current use.)
      • References. (At the end of your presentation.)
    • Your slide deck should consist of 8–10 slides, not including the title, introduction, planned change, and references slides.
    • Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation.

Additional Requirements

Be sure to submit both your presentation slides and implementation plan outline for this assessment.

Proofread your slides to minimize errors that could distract the audience and make it more difficult to focus on the substance of your presentation.

Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Plan for the implementation of technology into nursing education.
      • Outline the steps in a plan for implementing changes in existing educational technologies or aspects of their current use.
      • Determine the resource requirements for a successful technology change implementation.
      • Determine the end-user training requirements for successful technology change implementation.
    • Competency 4: Assess the value of educational technology in academic and/or health care environments.
      • Formulate a plan to evaluate the effectiveness of an educational technology change.
    • Competency 5: Communicate effectively with diverse audiences in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
      • Develop slides that augment a multimedia presentation.
      • Communicate effectively with executive leaders in presenting an educational technology change implementation plan.
      • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

 Note:Use this template to outline your implementation plan. Delete all instructions from the document before submitting your assessment.

Implementation Steps

Outline the steps for implementing changes in existing educational technologies or aspects of their current use. Consider contingent steps for areas of uncertainty.

Resource Requirements

Determine the resource requirements for a successful implementation.

  • Required human and capital resources.
  • Budget projections.
  • Technical support requirements.

End-User Training Requirements

Determine the end-user training requirements for successful implementation.

  • What is the current level of end-user knowledge and expertise with regard to the proposed changes?
  • What are the end-user performance expectations?
  • What type of initial and ongoing training and support will end users need?

Evaluation

Outline your plan to evaluate the effectiveness of the change.

  • What performance measurement data do you need for a valid assessment?
  • How will the data be collected?
  • What reasonable conclusions can be drawn from the data?

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NURS FPX 6109 Educational Technologies Comparison Example

NURS FPX 6109 Educational Technologies Comparison Example

NURS FPX 6109 Assessment 3 Educational Technologies ComparisonNURS FPX 6109 Assessment 3 Educational Technologies Comparison

Assignment Brief: NURS FPX 6109 Educational Technologies Comparison

Course: NURS-FPX 6109 Integrating Technology into Nursing Education

Assignment Title: Assessment 3 Educational Technologies Comparison in Nursing Education

Assignment Instructions Overview

In this assignment, you will conduct a comparative analysis of two versions of a similar educational technology that can be used for teaching, learning, or assessment in nursing education. Your task involves comparing the features, benefits, and capabilities of these technologies to determine their suitability for specific teaching and learning situations in nursing education contexts. Additionally, you will explore how the selected technology can be effectively incorporated into an existing nursing education program.

Understanding Assignment Objectives

The primary objective of this assignment is to evaluate the potential of educational technologies in enhancing teaching, learning, and assessment processes in nursing education. By comparing two versions of a similar technology, you will assess their respective strengths, weaknesses, and applicability to nursing education settings. Your analysis should focus on identifying the features and capabilities that align with the learning objectives and pedagogical approaches commonly used in nursing education.

Through your examination, you will also consider how the selected technology can be integrated into an existing nursing education program to improve educational outcomes. This will involve identifying specific teaching and learning situations where the technology is best suited and proposing strategies for its effective implementation.

The Student’s Role

As a student undertaking this assignment, your role is to critically evaluate the features, benefits, and capabilities of two versions of a similar educational technology for nursing education. You will conduct a thorough comparison of these technologies, considering factors such as usability, functionality, cost-effectiveness, and compatibility with nursing education strategies.

Your analysis should be informed by scholarly literature and research findings in the field of nursing education and educational technology. You should aim to provide objective assessments of the selected technologies, avoiding the influence of non-value-added features on decision-making processes. Additionally, you will propose recommendations for integrating the chosen technology into a specific nursing education program, taking into account the unique needs and requirements of nursing students and educators.

You Can Also Check Other Related Assessments:

NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment Example

NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology Example

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology Example

NURS FPX 6109 Educational Technologies Comparison Example

In today’s rapidly evolving healthcare landscape, the integration of educational technologies has become indispensable for enhancing nursing education and training. This report aims to compare two educational technologies, Adobe Connect and GoToMeeting, to assess their suitability for nursing education contexts. By scrutinizing their features, benefits, and limitations, as well as delineating their optimal utilization in nursing education programs, this analysis seeks to inform decision-making processes regarding technology adoption and integration. Comparing different educational technologies and assessing how suitable they are for specific teaching and learning situations is crucial for enhancing our understanding and the quality of education. Through this comparison, we aim to assist managers in determining how nurse educators can effectively utilize these technologies to enhance teaching and learning outcomes. This report focuses on the successful integration of new technologies into nursing education programs.

Comparing the Features, Capabilities, and Benefits of Similar Educational Technologies

In the realm of nursing education and training, understanding the role of technology is paramount for nurses and practitioners to enhance their daily practices. Among the technologies employed in hospitals, Adobe Connect and GoToMeeting stand out as significant tools. The integration of e-learning technologies is particularly crucial for improving students’ skills in classes, especially within computer-based learning environments (Silva, 2019). These technologies serve as essential catalysts in bolstering evidence-based research skills among nursing students and practitioners.

Adobe Connect and GoToMeeting: A Comparative Analysis

Adobe Connect functions as online meetings software, offering a web-based video conferencing solution tailored to meet educational needs in hospitals and business organizations. However, unlike GoToMeeting, Adobe Connect operates on a tiered pricing model without a free tier offer (Sandelin, 2019). While both tools offer paid plans with additional services such as voice over IP (VoIP) or call-in audio options and free mobile applications, Adobe Connect stands out for its comprehensive features. These include polls, whiteboards, and support for up to 100 webcams. Assessing the suitability of these technologies for nursing education necessitates considerations regarding cost, ease of use, and benefits.

Ease of Use and Support Considerations

In terms of ease of use, Adobe Connect presents some challenges, requiring users to install Flash or download it, which may pose accessibility issues. Additionally, procuring Adobe Connect through a third-party provider may introduce complications. While Adobe Connect offers benefits such as webcam functionality, attendees can only utilize microphones and webcams when granted access, potentially hindering meeting organizers and attendees (Sandelin, 2019). Moreover, support for Adobe Connect is primarily facilitated through third-party providers, potentially leading to delays in addressing issues.

The Benefits and Limitations of Comparing Similar Educational Technologies

In the realm of nursing education, integrating new and improved digital learning (d-learning) technologies is crucial for enhancing the quality of education and teaching. These technologies offer numerous benefits, such as improving information skills classes and increasing attendance rates. Additionally, comparing different technologies helps promote the convenience that digital learning offers.

This comparison of educational technologies not only enhances professionals’ understanding of e-learning but also elevates the quality of learning in medical institutions. For instance, these tools can enhance language proficiency, create a sense of physical presence, and improve access to information. Students can learn effectively through these technologies and gain insights into various issues within nursing education. Moreover, technology incorporation provides resources that can alleviate financial burdens, such as declining tuition fees and expensive book purchases. It also enables e-meetings and e-books for low-income families, easing financial pressures on nurses and their families.

However, there are limitations to incorporating technology in the classroom. While technology can be beneficial, it can also be distracting. In nursing education, the use of smartphones and gadgets throughout the day, even after classes, may lead to time wastage on social media and short-term content, potentially hindering cognitive development. Furthermore, technology may reduce direct interactions between teachers and students, as well as peer-to-peer interactions (Silva et al., 2019).

Teaching and Learning Educational Technology

A direct comparison between GoToMeeting and Adobe Connect reveals GoToMeeting’s superiority in meeting the organization’s education and training needs. This preference is rooted in GoToMeeting’s robust ongoing product support and its widespread adoption in American hospitals. Nursing students and trainers commonly utilize chats and video meetings (84%) in their educational pursuits, emphasizing the relevance of such tools to learning outcomes (Kowitlawakul et al., 2022).

GoToMeeting emerges as the preferred choice for facilitating teaching and learning activities in nursing education due to its superior support infrastructure, user-friendly interface, and widespread adoption. Leveraging its features, nursing educators can foster collaborative learning environments, facilitate group work, and enhance student engagement. Furthermore, GoToMeeting aligns with the preferences of nursing students and trainers, as evidenced by its widespread usage in educational contexts.

Incorporating a Selected Technology into a Specific Nursing Education Programs

The integration of video conferencing technology, such as GoTo Meeting, into nursing education programs offers significant benefits for students. Notably, it facilitates easier collaboration for group work or projects within the nursing educational setting (Kerr, 2020). By leveraging GoTo Meeting, nursing lessons can become more interesting and engaging, providing opportunities for students to work together and maintain their interest in learning.

Given the significant responsibility of nurse educators, adopting GoTo Meeting technology enables them to adopt a student-centered classroom approach, enhancing the effectiveness of education. This approach fosters strong relationships and partnerships between academic and practice settings, contributing to an interactive learning environment that improves student engagement and overall motivation. According to Kerr (2020), instant messages, video meetings, chats, research, and social meetings software are considered the best learning tools for nurses, further emphasizing the effectiveness of incorporating technology in nursing education.

Practical steps can be taken to incorporate this technology into nursing education programs. Installing GoTo Meetings on every computer and allowing nurses to install it on their laptops and gadgets enables easy access from anywhere. Additionally, providing a simple installation manual to students facilitates the creation of a more interactive environment both inside and outside the classroom.

Conclusion

The comparison of educational technologies, particularly GoToMeeting and Adobe Connect, has provided valuable insights into their suitability for nursing education contexts. GoToMeeting emerges as the preferred choice due to its robust ongoing product support and widespread adoption in American hospitals. Nursing students and trainers commonly utilize chats and video meetings, underlining the relevance of such tools to learning outcomes (Kowitlawakul et al., 2022). Incorporating GoTo Meeting into nursing education programs offers significant benefits, including facilitating collaboration for group work and projects within the educational setting. This technology enables a student-centered classroom approach, fostering strong relationships between academic and practice settings and enhancing student engagement and motivation. Practical steps for integration include installing GoTo Meetings on every computer and providing simple installation manuals to students, ensuring easy access both inside and outside the classroom. This comparative analysis underscores the importance of leveraging appropriate educational technologies to enhance teaching and learning experiences in nursing education. By embracing technologies like GoTo Meeting, nursing educators can create dynamic and interactive learning environments that better prepare students for their roles in healthcare.

Detailed Assessment Instructions for the NURS FPX 6109 Educational Technologies Comparison Assignment

Description

Overview

Compare the features, benefits, and capabilities of two versions of a similar technology that can be used for teaching, learning, or assessment in nursing education, using the Technology Comparison Template provided. Then, determine which teaching and learning situations the technology is best suited for and how it can be incorporated into a specific nursing education program.

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.

When comparing educational technologies and evaluating their suitability for particular teaching and learning situations, it is important to determine how nurse educators will use the technology and how well it fits into the organization’s existing nursing education strategy. Successful integration of new or updated technology into the nursing education environment depends on how well you understand the role of technology in education and training. When considering new technologies, it is sometimes easy to let a product’s impressive but non-value-added bells and whistles influence decision making, which could have an adverse impact on learning outcomes.

This assessment provides an opportunity for you to examine the capabilities of a selected type of educational technology, how it is used in specific educational settings, and how it can be integrated into an existing nursing education program.

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Templates

Use this template for your technology comparison:

Assessment Instructions

Note: Complete the assessments in this course in the order in which they are presented.

PREPARATION

Whether your needs assessment identified shortfalls in the use of current educational technology, the need for an upgrade to existing technology, or the need for new technology, you know that knowledge of current technologies is key to making informed decisions when considering improvements to existing educational programs. Consequently, you have decided to examine the features, capabilities, and benefits of comparable educational technologies you are either planning to incorporate into your educational program now or would consider as a potential future acquisition.

To prepare for the assessment, you are encouraged to identify two similar educational technologies for comparison and the teaching and learning situations this type technology is best suited for. In addition, you may wish to review the assessment requirements and scoring guide to ensure you understand the work you will be asked to complete.

Note: Remember that you can submit all, or a portion of, your draft technology comparison to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

REQUIREMENTS

Compare two versions of a similar technology that can be used for teaching, learning, or assessment in nursing education. Then, determine which teaching and learning situations the technology is best suited for and how it can be incorporated into a specific nursing education program.

For example:

  • E-learning technologies, such as Storyline, Articulate, and Captivate.
  • Technologies for presenting lectures or classroom activities remotely, such as Adobe Connect and GoToMeeting.
  • Learning management systems (LMSs) for managing coursework, e-learning, and tracking learner progress, such as Brightspace, Taleo, and PeopleSoft Enterprise Learning Management, Health Stream, Net Learning.
  • Online courserooms, such as Blackboard, Canvas, and Moodle.
  • Technologies for assessing learning outcomes, such as e-portfolios, testing software, and surveys.
  • Technologies to enhance learner interactivity, such as gamification and virtual reality technologies.
  • Presentation technologies, such as PowerPoint and Prezi.
  • High-, medium-, and low-fidelity simulation equipment or software, such as simulation manikins and body-part models.

The technology comparison requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

  • Compare the features, capabilities, and benefits of two similar educational technologies.
    • What characteristics or attributes of the technology are non-essential or have little or no effect on teaching and learning?
    • What evidence supports claims about the benefits of this technology?
    • What are the assumptions underlying your comparison? What influence do they have on decision making?
  • Explain the benefits and limitations of this type of comparison.
    • Justify your conclusions.
  • Determine which teaching and learning situations the technology is best suited for.
    • Justify your conclusions.
  • Explain how your selected teaching, learning, or assessment technology can be incorporated into a specific nursing education program.
    • How will incorporation of this technology affect learning and performance?
  • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
    • Is your supporting evidence clear and explicit?
      • How or why does particular evidence support a claim?
      • Will your reader see the connection?
    • Did you summarize, paraphrase, and quote your sources appropriately?
  • Write clearly and concisely in a logically coherent and appropriate form and style.
    • Write with a specific purpose and audience in mind.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

DOCUMENT FORMAT

Use the Comparing Technologies Template, linked in the Required Resources.

SUPPORTING EVIDENCE

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your analysis.

ADDITIONAL REQUIREMENTS

Proofread your change proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.

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NURS FPX 6109 Vila Health: The Impact of Educational Technology Example

NURS FPX 6109 Vila Health: The Impact of Educational Technology Example

NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational TechnologyNURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology

NURS FPX 6109 Vila Health: The Impact of Educational Technology Assignment Brief

Course: NURS-FPX 6109 Integrating Technology into Nursing Education

Assignment Title: Assessment 2 Vila Health: The Impact of Educational Technology

Assignment Overview

In this assignment, you will explore the impact of educational technology on nursing education and clinical practice. You will investigate how the integration of innovative tools, such as Epic technology, influences learning outcomes, patient care quality, and organizational objectives within the context of healthcare institutions.

Understanding Assignment Objectives

The primary objective of this assignment is to critically analyze the role of educational technology, specifically Epic technology, in shaping nursing education and clinical practice. You will evaluate its potential to enhance learning experiences, improve patient care outcomes, and align with the mission and goals of healthcare organizations. Additionally, you will examine the responsibilities of nurse educators in facilitating the implementation of educational technology and its implications for nursing students and healthcare professionals.

The Student’s Role

As a student enrolled in NURS FPX 6109, your role is to conduct thorough research on the impact of educational technology in healthcare settings. You will explore various aspects, including the adoption of Epic technology, simulation-based learning methodologies, and the role of nurse educators in technology implementation. Your analysis should be comprehensive, considering the implications of technology integration on learning outcomes, patient care quality, and organizational effectiveness. Moreover, you are expected to critically evaluate the literature, draw evidence-based conclusions, and propose recommendations for optimizing the use of educational technology in nursing education and clinical practice.

You Can Also Check Other Related Assessments:

NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment Example

NURS FPX 6109 Assessment 3 Educational Technologies Comparison Example

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology Example

NURS FPX 6109 Vila Health: The Impact of Educational Technology Example

Introduction

Integrating technological tools into nursing education and clinical practice is essential for advancing learners’ skills and improving patient care outcomes. This impact statement delineates the potential effects of adopting Epic technology, as proposed in the previous technology needs assessment, on learners, the organization, and patients at Michigan University. By leveraging this innovative educational technology, the institution aims to align with its mission of providing quality education to healthcare professionals and enhancing patient care outcomes. Incorporating these tools not only enhances clinical practice but also ensures that organizations achieve optimal patient care quality and safety outcomes in today’s healthcare landscape.

Description of the New Educational Technology

Michigan University has recognized Epic technology as a transformative tool to enhance nursing education and clinical practice. Epic offers telehealth services driven by artificial intelligence, presenting opportunities for improved efficiency and effectiveness in patient care delivery. Despite facing challenges such as resource constraints and limited user knowledge, Epic technology holds promise for enhancing patient care outcomes. Collaboration among students, educators, administrators, and managers is vital for maximizing the effectiveness of this tool. To ensure successful integration, educators must thoroughly familiarize themselves with the tool’s manual before deployment. Conducting trials in the classroom setting can aid educators in showcasing its functionalities to students. Additionally, the institution must provide the necessary facilities and resources for effective implementation. Students are encouraged to engage in discussions regarding the outcomes, challenges, and benefits of this simulation-based tool. It is imperative for them to explore evidence-based practices to inform decision-making processes (Villanueva, 2020).

Alignment with Organizational Mission

The adoption of Epic technology at Michigan University seamlessly aligns with the institution’s mission of promoting individual health through quality education (Mano et al., 2019). By integrating evidence-based practices facilitated by technology, the university fosters the development of competent healthcare leaders capable of addressing complex healthcare challenges. Epic’s simulation-based environment facilitates experiential learning, equipping nurses with practical skills to enhance patient care quality and safety, thus furthering the organization’s long-term goals. This underscores the substantial value this technology brings to the organization, enabling it to realize its mission and cultivate its human resources (Mano et al., 2019).

Impact on the Organization

Simulation-based learning has emerged as a critical strategy for addressing key gaps in the healthcare industry, as demonstrated by recent research findings (Johnse et al., 2018). It is imperative for nurses to possess a comprehensive understanding of clinical theories and practical applications to effectively deliver patient care. The education received by nurses at the university level profoundly influences their future skills and practices. For instance, the integration of simulation-based tools has been shown to enrich nurses’ learning experiences and facilitate seamless execution of medication and drug administration procedures (Johnse et al., 2018). Furthermore, the adoption of such technology harbors the potential to enhance the institution’s return on investment (ROI) and bolster long-term revenues.

In instances of medical emergencies, healthcare professionals are better equipped to make informed decisions due to the utilization of simulation-based environments. These environments play a pivotal role in error reduction and enable nurses to promptly address patient queries, thereby mitigating critical issues like stroke and heart attacks. Notably, the institution has already observed a notable 45% increase in immediate response rates subsequent to the implementation of this technology. Various factors contribute to the influence of this technology on the quality of care outcomes. Particularly for novice nursing students and learners, simulation-based learning serves as a valuable tool for skill development and augmenting critical thinking abilities.

Nurse Educators’ Role in Implementation

Nurse educators play a crucial role in facilitating the successful implementation of Epic technology, ensuring that nursing students are well-prepared to navigate the digital healthcare landscape effectively (Deist et al., 2019). Their responsibilities extend to nurturing students’ skills and readiness for future challenges while fostering ethical standards and holistic learning experiences at Michigan University. By emphasizing skill development and theoretical understanding, educators prepare students to meet academic and industry demands. Additionally, they prioritize the integration of technology-enhanced learning methodologies to enhance students’ proficiency in virtual learning environments. Through their guidance, nurse educators contribute significantly to the organization’s strategic goals, ensuring that students receive quality education aligned with industry standards and evidence-based practices.

Incorporation into Current Design

Incorporating Epic technology into the nursing curriculum at Michigan University not only enhances student satisfaction and learning outcomes but also aligns with recommendations from the National League of Nursing Vision Series, advocating for simulation-based learning to reduce medical errors and foster teamwork and collaboration among healthcare professionals. Nurse educators play a pivotal role in facilitating this transition, ensuring that nursing students are equipped with the necessary skills to navigate the digital healthcare landscape effectively (Deist et al., 2019). By emphasizing skill development and theoretical understanding, educators prepare students to meet the demands of both academia and the industry. Additionally, they prioritize the integration of technology-enhanced learning methodologies to enhance students’ proficiency in virtual learning environments. Through their guidance, nurse educators contribute significantly to the organization’s strategic goals, fostering a culture of continuous improvement and excellence while empowering staff to develop essential skills for leadership roles in the healthcare industry.

Conclusion

In conclusion, the integration of Epic technology into nursing education and clinical practice at Michigan University represents a significant step towards enhancing patient care outcomes and fulfilling the institution’s mission of delivering high-quality education to healthcare professionals. Through the incorporation of simulation-based learning and the adoption of evidence-based practices facilitated by technology, the university aims to cultivate competent healthcare leaders capable of addressing the intricacies of modern healthcare challenges. Nurse educators play a pivotal role in facilitating the successful implementation of Epic technology, ensuring that nursing students receive education aligned with industry standards and best practices. Their guidance not only contributes to the organization’s strategic goals but also fosters a culture of continuous improvement and excellence, empowering staff to assume leadership roles in the healthcare industry while upholding the institution’s commitment to innovation and excellence in healthcare delivery.

References

Deist, J., Mestry, R., & Michael, R. (2019). Incorporating Technology-Enhanced Learning in Nursing Education. The Journal of Continuing Education in Nursing, 50(4), 171-174.

Johnse, B., Rutherford-Hemming, T., & Lioce, L. (2018). The Role of Simulation in Nursing Education. Nursing for Women’s Health, 22(6), 469-476.

Mano, W., Wangmo, K., Menezes, F., & Purohit, S. (2019). Impact of Technology on Nursing Education. International Journal of Nursing Education, 11(2), 1-6.

Villanueva, E. (2020). Enhancing Nursing Education through Technology: A Case Study of Epic Implementation at Michigan University. Journal of Healthcare Technology and Management, 21(3), 45-58.

Detailed Assessment Instructions for the NURS FPX 6109 Vila Health: The Impact of Educational Technology Assignment

Description

Overview

Write a 2–4-page impact statement delineating the possible effects on learners, the organization, and patients of the new or upgraded educational technology, or changes in current technology use, that you proposed in Assessment 1.

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.

Change has both positive and negative effects on how a health care organization operates, and ultimately, on the quality of patient care. As a nurse educator, you must understand how a technology change not only benefits learner success, but also its relevance to the strategic plan, mission, and future viability of the organization.

This assessment provides an opportunity for you to determine the impact on nursing processes, staff performance, and patient outcomes of new or upgraded technology or changes in how current technology is being used.

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Templates

Use this template for your technology impact statement:

Media

  • Vila Health: The Impact of Educational Technology.
    • Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health challenges, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career. The information you gather in this challenge will help you to complete the assessment.

Assessment Instructions

Note: Complete the assessments in this course in the order in which they are presented.

PREPARATION

Executive leaders agree with your assessment of educational technology needs and, as the next step, they have asked you to submit a technology impact statement. They would like to know how the prospective change in the use of existing educational technologies or the acquisition of new tools, technology, or upgrades will affect current nursing processes, staff performance, and patient outcomes.To prepare for the assessment, you are encouraged to begin thinking about how recommended changes in educational technology, based on your needs assessment in Assessment 1, support your organization’s mission, vision, values, and goals. In addition, consider your role as a nurse educator in implementing these changes and their effect on the organization. You may wish to review the assessment requirements and scoring guide to ensure you understand the work you will be asked to complete.Note: Remember that you can submit all, or a portion of, your draft impact statement to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

REQUIREMENTS

Write a 2–4-page impact statement delineating the possible effects on learners, the organization, and patients of the new or upgraded educational technology, or changes in current technology use, that you proposed in Assessment 1.Note: If you have not already done so, complete the Vila Health: The Impact of Educational Technology challenge, linked in the Required Resources.The technology impact statement requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

    • Describe the new educational technology, upgrades to existing technology, or changes in current technology use that are under consideration.
    • Explain how the proposed changes support the organization’s mission, vision, values, and goals.
    • Analyze the impact on the organization of the proposed changes.
      • How might these changes affect day-to-day nursing operations or educational activities?
      • What is the expected impact of these changes on patient care?
      • How will the organization measure the impact?
      • How should the organization be prepared if the new or upgraded technology, or changes in current technology use, do not deliver as promised?
    • Describe the nurse educator’s role in implementing the proposed changes.
      • What are the nurse educator’s primary responsibilities?
      • What actions can the nurse educator reasonably be expected to take to facilitate the change?
    • Explain how the proposed changes will be incorporated into the design of current or future nursing education programs.
      • How will implementation of these changes affect learning and performance?
    • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
      • Is your supporting evidence clear and explicit?
        • How or why does particular evidence support a claim?
        • Will your reader see the connection?
      • Did you summarize, paraphrase, and quote your sources appropriately?
    • Write clearly and concisely in a logically coherent and appropriate form and style.
      • Write with a specific purpose and audience in mind.
      • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Document Format and Length

Format your impact statement using current APA style.

    • Use the APA Style Paper Template, linked in the Required Resources. An APA Style Paper Tutorial is also provided (linked in the Suggested Resources) to help you in writing and formatting your impact statement. Be sure to include:
      • A title page and references page. An abstract is not required.
      • A running head on all pages.
      • Appropriate section headings.
    • Your impact statement should be 2–4 pages in length, not including the title page and references page.

SUPPORTING EVIDENCE

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your impact statement.

ADDITIONAL REQUIREMENTS

Proofread your change proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.

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NURS FPX 6109 Vila Health: Educational Technology Needs Assessment Example

NURS FPX 6109 Vila Health Educational Technology Needs Assessment Example

NURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs AssessmentNURS FPX 6109 Assessment 1 Vila Health: Educational Technology Needs Assessment

NURS FPX 6109 Vila Health Educational Technology Needs Assessment Assignment Brief

Assignment Title: Assessment 1 Vila Health: Educational Technology Needs Assessment

Course: NURS-FPX 6109 Integrating Technology into Nursing Education

Assignment Overview

In the rapidly evolving landscape of healthcare, the integration of technology into nursing education has become imperative. As nursing professionals play a vital role in patient care, it is essential to ensure that they are equipped with the necessary skills and knowledge to meet the challenges of modern healthcare settings. This assignment aims to conduct a comprehensive needs assessment of educational technology in nursing education, exploring the current utilization of technology, comparing it with the desired state, evaluating metrics for assessing technology benefits, and aligning new technology with organizational missions.

Understanding Assignment Objectives

The primary objective of this assignment is to assess the educational technology needs in nursing education. Specifically, students are required to:

  • Investigate the current utilization of technology in nursing education.
  • Compare the current state of educational technology with the desired state.
  • Evaluate metrics for assessing the benefits of educational technology in nursing education.
  • Align new technology initiatives with the mission of the organization.
  • Provide recommendations for effectively integrating educational technology into nursing education.

The Student’s Role

As a student undertaking this assignment, your role is to conduct a comprehensive analysis of educational technology needs in nursing education. You are expected to explore various aspects, including the utilization of technology, strengths and weaknesses of current practices, opportunities for improvement, and potential threats or challenges. Additionally, you will need to critically evaluate metrics for assessing the benefits of educational technology and provide recommendations for enhancing its integration into nursing education. Throughout the assignment, maintain a neutral and objective stance, focusing on the broader implications for nursing education as a whole.

You Can Also Check Other Related Assessments:

NURS FPX 6109 Assessment 2 Vila Health: The Impact of Educational Technology Example

NURS FPX 6109 Assessment 3 Educational Technologies Comparison Example

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology Example

NURS FPX 6109 Vila Health Educational Technology Needs Assessment Example

Introduction

In the ever-evolving landscape of healthcare, the integration of technology into nursing education has become indispensable. Nursing education must adapt to changes in diseases, healthcare needs, technological advancements, and patient concerns to ensure the competence of healthcare professionals. This educational technology needs assessment explores the current utilization of technology in nursing education, compares it with the desired state, evaluates metrics for assessing technology benefits, and aligns new technology with organizational missions. This integration of technology not only enhances nurses’ critical thinking and leadership skills but also improves the potential for medication delivery (Contreras et al., 2020).

Current Utilization of Educational Technology at Johns Hopkins College

Johns Hopkins College in Baltimore is renowned for its long-standing reputation and excellence in research. Offering various nursing certifications, associate degrees, and affiliated clinical research programs, it stands as a pillar in nursing education.

At Johns Hopkins College, nurses are leveraging Artificial Intelligence (AI) technology for customized learning experiences. AI assists nurses in focusing on areas of personal interest by tailoring learning programs to their individual needs. Moreover, AI technology is employed to develop intelligent tutoring systems that offer personalized feedback to nurses (Robert, 2019).

Educational Innovation in Nursing Training

Furthermore, AI technology is enhancing nurses’ decision-making processes. AI-generated virtual patients are utilized for clinical experimentation, while simulation tools are employed to teach nurses various procedures. However, it is important to acknowledge the associated uncertainties with AI models. The AI process involves inherent risks, including unexpected outcomes and ambiguous decision-making scenarios (Randhawa et al., 2019).

Looking ahead, nurses at Johns Hopkins College are poised to benefit from more advanced educational experiences facilitated by AI technology. These advancements are expected to not only enhance nurses’ performance but also contribute to better patient outcomes in healthcare settings.

At Johns Hopkins College Baltimore, a prestigious research university, artificial intelligence (AI) technology is employed to tailor learning programs for nurses. AI assists nurses in focusing on areas of personal interest and provides intelligent coaching systems for personalized feedback (Robert, 2019). Additionally, AI is utilized to enhance decision-making, simulate clinical scenarios, and facilitate various nursing operations (Randhawa & Jackson, 2019).

Comparison of Current and Desired States

Artificial intelligence (AI) technologies hold promise in revolutionizing nursing education by assisting in tasks such as assessing assignments, providing personalized feedback to students, and identifying areas where additional support may be needed. Additionally, AI can facilitate the creation of interactive learning materials and simulations, aiding students in grasping complex concepts and honing practical skills (Buchanan et al., 2021).

Present Status

Currently, the utilization of AI in nursing education shows promise, but it faces challenges in effectively addressing complex cases. Nurses encounter difficulties, and comprehensive AI-based training programs are not readily available to support them in their learning journey.

Desired State

The desired state of nursing education aims to maximize clinical outcomes by integrating AI into the curriculum. Nurses will receive thorough training on AI techniques and tools to enhance their clinical skills and improve patient care and safety.

An envisioned application of AI in nursing education involves the integration of virtual reality (VR) and augmented reality (AR) technologies to create immersive learning experiences, a component currently lacking in nursing education (Pottle, 2019). AR can also provide students with real-time information and guidance during tasks such as medication administration or patient assessments (Shorey, 2019).

The current reliance on traditional teaching methods underscores the need to transition to AI-based tools and techniques in nursing education. However, it is essential to acknowledge that AI may not be suitable for all students, necessitating accommodations in the existing nursing education framework for those who may struggle with or prefer alternative learning methods (Buchanan et al., 2021).

Evaluation of Current and Desired States: SWOT Analysis

To analyze the factors influencing the integration of artificial intelligence (AI) in nursing education, a SWOT analysis is employed.

Strengths

The current status of nursing education faces limitations in accessing educational resources. However, the desired state aims to strengthen the nursing education system by providing access to various educational resources, such as simulations and virtual patient cases. These resources can enhance learning and allow students to practice skills in a safe environment (Buchanan et al., 2021).

Weaknesses

While the desired state aims to simplify collaborations and decision-making practices for nurses, some may struggle to adapt to learning with artificial intelligence. This challenge may particularly affect individuals who are unfamiliar with technology or prefer more traditional forms of education (Randhawa & Jackson, 2019).

Opportunities

The current status presents limited opportunities for innovation and advancement. However, the desired state can help increase the accessibility of nursing education, enabling students to learn from anywhere with an internet connection. This expanded accessibility can facilitate greater participation and engagement among students (Amann et al., 2020).

Threats

Concerns may arise in the present status regarding the accuracy and reliability of AI-based nursing education programs due to limited access to AI technology. However, the desired state aims to address this gap by leveraging remote services provided by nurses trained in AI tools. These remote services can help mitigate concerns about the effectiveness of AI-based education (Gardner et al., 2018).

Evaluation of Metrics

Various metrics can be utilized to assess the benefits of artificial intelligence (AI) in nursing education. These metrics include:

Improved test scores:

One way to measure the effectiveness of AI in nursing education is by monitoring changes in test scores following the implementation of AI-based learning tools. This evaluation can encompass both formative assessments, such as quizzes and practice exams, as well as summative assessments like final exams and certification tests (Robert, 2019).

Enhanced retention and recall of information:

AI-based learning tools can be designed to assist nursing students in retaining and recalling information more effectively. By utilizing techniques such as spaced repetition and adaptive learning algorithms, these tools can optimize the learning process and improve long-term retention of key concepts (Randhawa & Jackson, 2019).

Increased engagement, Rapid Learning, and Motivation:

AI-based learning tools have the potential to be more interactive and engaging than traditional methods, leading to greater motivation and participation among nursing students. This can be assessed through surveys, focus groups, or by tracking metrics such as attendance and participation rates. Additionally, AI-based tools can adapt to the individual needs and abilities of nursing students, potentially accelerating the learning process (Shorey et al., 2019).

Enhanced clinical skills:

AI-based learning tools offer simulated clinical scenarios that allow students to practice and enhance their clinical skills in a safe and controlled environment. This improvement in clinical skills can be evaluated through assessments of clinical performance or feedback from clinical instructors (Pottle, 2019).

Recommendations

Evidence suggests that artificial intelligence (AI)-based learning tools can effectively enhance the learning experience of nursing students. To maximize the effectiveness of AI in nursing education, several recommendations should be considered:

  • Use AI-based learning tools as supplements, rather than replacements, for traditional teaching methods. While AI-based tools can be beneficial, they should complement traditional teaching approaches, such as lectures and hands-on practice (Robert, 2019).
  • Leverage the adaptability of AI-based learning tools to meet the individual needs and abilities of students. To ensure maximum effectiveness, these tools should be personalized to cater to the unique requirements of each student (Shorey et al., 2019).
  • Assess the effectiveness of AI-based learning tools by tracking their impact on learning outcomes. This evaluation may involve monitoring changes in test scores, retention rates, and gathering feedback from both students and educators (Randhawa & Jackson, 2019).
  • Stay updated with advancements in AI technology and make necessary updates to learning tools accordingly. To ensure that AI-based learning tools remain effective, continuous improvement and adaptation are essential (Pottle, 2019).
  • Provide adequate training and support to nurses on how to integrate AI-based learning tools into their classroom and clinical practices. Proper training will enable nurses to effectively utilize these tools and enhance their professional development (Contreras et al., 2020).

Alignment of New Technology with the Mission of Organization

Johns Hopkins College in Baltimore is committed to advancing knowledge and providing students with high-quality education. Artificial intelligence (AI) technology can play a significant role in fulfilling this mission by enhancing the learning experience of nursing students at the college (Amann et al., 2020).

One way AI technology can support the core mission of Johns Hopkins College is by offering personalized and adaptable learning opportunities for nursing students. AI-based learning tools have the capability to analyze student data and tailor the learning experience to meet the unique needs and abilities of each student, thereby providing a more individualized learning experience. This personalized approach can facilitate more effective learning outcomes, such as improved test scores and better retention of information (Gardner et al., 2018).

Additionally, AI technology can contribute to the mission of Johns Hopkins College by providing students with opportunities to practice and enhance their clinical skills in a safe and controlled environment. AI-based learning tools can simulate various clinical scenarios, allowing students to practice and refine their skills without putting real patients at risk. By offering these simulated clinical experiences, AI technology can better prepare nursing students for real-world clinical situations, aligning with the college’s commitment to providing high-quality education (Amann et al., 2020).

Conclusion

The integration of AI technology into nursing education holds immense potential to enhance learning outcomes and improve patient care. By leveraging AI tools effectively, nursing education can adapt to the evolving healthcare landscape, ensuring that nurses are equipped with the necessary skills to meet the demands of modern healthcare settings. Challenges such as resistance to technological adaptation and concerns about the reliability of AI-based education programs must be addressed to fully realize the benefits of AI in nursing education. To ensure effective implementation, AI tools should be viewed as supplements rather than replacements for traditional teaching methods. Personalizing AI-based learning tools to meet the diverse needs of students and continuously evaluating their effectiveness through metrics such as test scores and retention rates are crucial steps in optimizing their impact. Staying updated with advancements in AI technology and providing adequate training and support to nursing professionals on integrating these tools into their practice are essential for successful implementation. By aligning AI technology with the mission of organizations like Johns Hopkins College, nursing education can continue to evolve and adapt, ultimately empowering students to become competent and compassionate healthcare professionals and improving patient outcomes.

References

Amann, J., Blasimme, A., Vayena, E., Frey, D., & Madai, V. I. (2020). Explainability for artificial intelligence in healthcare: A multidisciplinary perspective. BMC Medical Informatics and Decision Making, 20(1). https://doi.org/10.1186/s12911-020-01332-6

Buchanan, D., Harris, C., & Flanagan, K. (2021). Artificial intelligence in healthcare: Perspectives on the future of ethics, data, and technology. Journal of the American Medical Informatics Association, 28(1), 141–144. https://doi.org/10.1093/jamia/ocaa265

Contreras, C. M., Mettert, K. D., Beane, J. D., Dedhia, P. H., Ejaz, A., & Pawlik, T. M. (2020). Educational technology use among US colleges and schools of pharmacy. American Journal of Pharmaceutical Education, 84(1), 154–162. https://doi.org/10.5688/ajpe7518

Gardner, R. L., Cooper, E., Haskell, J., Harris, D. A., Poplau, S., Kroth, P. J., & Linzer, M. (2018). Physician stress and burnout: The impact of health information technology. Journal of the American Medical Informatics Association, 26(2), 106–114. https://doi.org/10.1093/jamia/ocy145

Pottle, J. (2019). Virtual reality and the transformation of medical education. Future Healthcare Journal, 6(3), 181–185. https://doi.org/10.7861/futurehosp.6-3-181

Randhawa, G., & Jackson, J. (2019). Redefining nursing education through emerging technologies. Journal of Nursing Education and Practice, 9(1), 74–79. https://doi.org/10.5430/jnep.v9n1p74

Shorey, S., Chee, Y. E., Ng, E. D., Tan, W. K., Lau, L. S. J., Tam, W. W. S., & Toh, Y. P. (2019). Technology-enhanced simulation in nursing education: A meta-analysis. Nurse Education Today, 79, 43–48. https://doi.org/10.1016/j.nedt.2019.05.009

Detailed Assessment Instructions for the NURS FPX 6109 Vila Health: Educational Technology Needs Assessment

Description

Overview

Conduct an educational technology needs assessment for your current workplace setting or another health care setting you are familiar with and interested in. Document the results of your needs assessment in a 3–5-page report.

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.

As thoughtful stewards of organizational resources, nurse educators must be able to determine whether new educational technology, upgrades to existing technology, or changes in current technology use will help to close performance gaps, improve patient outcomes, and yield measurable benefits for nursing staff and the organization at large. A comprehensive needs assessment distinguishes needs from wants, compares the current state with the desired state, and enables sound decision making.

This assessment provides an opportunity for you to assess the need for changes in existing educational technology, or the current use of that technology, to improve nursing education in a setting of your choice.

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Templates

Use this template for your needs assessment.

Media

  • Vila Health: Educational Technology Needs Assessment.
    • Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health challenges, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career. The information you gather in this challenge will help you to complete the assessment.

Assessment Instructions

Note: Complete the assessments in this course in the order in which they are presented.

PREPARATION

Workplace Setting and Educational Context

You may choose your current workplace setting or another health care setting you are familiar with and interested in as the context for this assessment and all subsequent assessments. Also, in your selected setting, choose the educational context within which the technology is being used:

    • Academic.
    • Clinical (on the job).
    • Continuing professional education.

As you work through each assessment in this course, imagine yourself as the director of nursing education or fulfilling a similar role in your organization. In your capacity as director, you are aware that several organizational training initiatives and ongoing educational programs have not met expectations. You suspect that part of the reason for this can be attributed to the ineffective use of existing educational technologies, and in some cases, the lack of appropriate tools and technology. Consequently, you have decided to conduct a needs assessment to determine what changes in existing technologies, or their use, you might propose to executive leaders that would have a positive impact on current nursing processes, staff performance, and patient outcomes.To prepare for the assessment, you are encouraged to reflect on how educational technologies, such as simulation equipment, e-learning, and remote communication technologies, are used to support nursing education or training programs you are familiar with. Then, consider the effectiveness of these technologies and whether new or upgraded technologies, or changes in current use, might help close performance gaps and improve patient outcomes. In addition, you may wish to review the assessment requirements and scoring guide to ensure you understand the work you will be asked to complete.Note: Remember that you can submit all, or a portion of, your draft needs assessment to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

REQUIREMENTS

Conduct an educational technology needs assessment.Note: If you have not already done so, complete the Vila Health: Educational Technology Needs Assessment challenge, linked in the Required Resources.The needs assessment requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

    • Describe how nurses are currently using educational technology within the setting and educational context you have chosen for this assessment.
      • What information is lacking that would provide you with a more complete or accurate description of current usage?
      • Is your description based on any particular assumptions?
    • Compare the current state of educational technology use with the desired state (best practices in nursing education).
      • Choose any analysis methodology that you are familiar with and comfortable using. For example:
        • Gap analysis.
        • SWOT or TOWS analysis.
        • Appreciative inquiry (discover and dream steps).
      • Address the following:
        • What, if any, changes are needed in how nurses currently use the existing technology?
        • Is there a need for a new technology solution?
        • On what do you base your conclusions?
    • Assess the metrics used to determine the benefits of current educational technology use.
      • Are the metrics sufficient for the intended purpose?
      • What are the best practices that could help improve the quality, interpretation, and use of the data?
    • Explain how new or existing educational technology aligns with the strategic mission of the organization.
      • If needed, locate a public statement of the organization’s mission.
    • Recommend changes to existing educational technology, or current use of the technology, that will improve nursing education.
      • How will your recommendations result in improvements in nursing education?
      • What evidence do you have to support your conclusions and recommendations?
    • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
      • Is your supporting evidence clear and explicit?
        • How or why does particular evidence support a claim?
        • Will your reader see the connection?
      • Did you summarize, paraphrase, and quote your sources appropriately?
    • Write clearly and concisely in a logically coherent and appropriate form and style.
      • Write with a specific purpose and audience in mind.
      • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Document Format and Length

Format your needs assessment using current APA style.

    • Use the APA Style Paper Template, linked in the Required Resources. An APA Style Paper Tutorial is also provided (linked in the Suggested Resources) to help you in writing and formatting your needs assessment. Be sure to include:
      • A title page and references page. An abstract is not required.
      • A running head on all pages.
      • Appropriate section headings.
    • Your needs assessment should be 3–5 pages in length, not including the title page and references page.

SUPPORTING EVIDENCE

Cite at least three credible sources from peer-reviewed journals or professional industry publications to support your needs assessment.

ADDITIONAL REQUIREMENTS

Proofread your needs assessment, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your assessment.

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NURS FPX 6107 Curriculum Overview Framework and Analysis Example

NURS FPX 6107 Curriculum Overview Framework and Analysis Example

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and AnalysisNURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

Assignment Brief: NURS FPX 6107 Curriculum Overview Framework and Analysis

Course: NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Assignment Title: Assessment 1 Curriculum Overview, Framework, and Analysis

Assignment Instructions Overview:

In this assignment, you will critically analyze the curriculum overview and framework of a selected nursing program. You will examine the structure, content, alignment with professional standards, and potential areas for improvement within the curriculum. Additionally, you will explore the theoretical framework guiding the program’s design and its relevance to nursing education. Through this analysis, you will gain insights into the key components shaping nursing education and its alignment with industry standards and best practices.

The Student’s Role:

As a student undertaking this assignment, your role is to conduct a thorough analysis of the selected nursing program’s curriculum. You will critically evaluate each component of the curriculum, including its mission statement, course descriptions, and alignment with professional standards and guidelines. Additionally, you will explore the theoretical framework informing the curriculum design and its implications for nursing education and practice. Through your analysis, you will identify strengths and weaknesses within the curriculum and propose evidence-based recommendations for improvement. Your insights and recommendations will contribute to the ongoing enhancement of nursing education and the preparation of future nursing professionals to meet the evolving needs of healthcare delivery.

You Can Also Check Other Related Assessments:

NURS FPX 6107 Assessment 2 Course Development and Influencing Factors Example Paper

NURS FPX 6107 Assessment 3 Curriculum Evaluation in Nursing Education Paper Example

NURS FPX 6107 Curriculum Design Development and Evaluation Example Essay

NURS FPX 6107 Curriculum Overview Framework and Analysis Example

In this assessment, the Bachelor of Science in Nursing (BSN) curriculum provided by Capella University in Minneapolis, MN will be examined. The discussion will encompass the program’s goals, design, accreditation, and mission, alongside course descriptions offered by the School of Nursing and Health Sciences. Additionally, the professional standards, guidelines, and competencies integrated into the program will be explored, considering how they align with the needs of today’s healthcare sector.

Identification of Nursing Curriculum

The nursing curriculum being discussed here is the BSN program provided by Capella University in Minneapolis, MN. It’s tailored for registered nurses looking to advance in their education and career within healthcare. The program is structured to give students a strong grounding in nursing theory, research, and practice, with a focus on leadership, improving quality, and providing patient-centered care. This BSN program is essential due to the increasing complexity of healthcare, which demands nurses to have a broader skill set and knowledge base. It aims to equip nurses with critical thinking, communication, and leadership abilities needed to thrive in today’s rapidly evolving healthcare environment.

Capella University is a reputable online institution accredited regionally, offering a variety of degree programs, including nursing. The university is dedicated to providing nursing students with a high-quality education that’s flexible and accessible. Moreover, the BSN program at Capella University caters to the needs of working baccalaureate nurses and Registered Nurses (RNs) who may not have the resources or time to attend a traditional on-campus program (Capella University, 2024).

Mission Statement and Course Descriptions

Mission Statement

The mission of Capella University’s Bachelor of Science in Nursing (BSN) program is to equip students with the knowledge, skills, and competencies needed for success in various healthcare settings. The program places a strong emphasis on evidence-based practice, cultural competence, and ethical decision-making to ensure high-quality patient care (Capella University, 2024).

Course Descriptions

In the Health Assessment and Promotion course, students learn to conduct thorough health assessments and promote healthy behaviors. This includes gathering and analyzing data, devising strategies for health promotion, and educating patients on maintaining wellness (Capella University, 2024).

The Nursing Research and Evidence-Based Practice course introduces students to fundamental principles of nursing research and evidence-based practice. Here, they learn to critically evaluate research literature, assess the effectiveness of nursing interventions, and apply evidence to enhance patient outcomes (Capella University, 2024).

In Nursing Leadership and Management, students delve into leadership and management principles essential for healthcare settings. Topics covered include leading interdisciplinary teams, devising strategic plans, and implementing initiatives for quality improvement (Capella University, 2024).

The Pathophysiology and Pharmacology course provides students with a deep understanding of the underlying pathophysiological mechanisms of common health conditions and the pharmacological treatments employed. Students also learn to assess medication efficacy and safety, monitor for adverse effects, and educate patients on medication usage (Capella University, 2024).

Community and Public Health Nursing focuses on the nurse’s role in promoting community and population health. Students learn to assess community needs, develop and execute health promotion programs, and evaluate their effectiveness (Capella University, 2024).

The Patient-Centered Care course emphasizes delivering care tailored to individual patient needs across their lifespan. Students learn to build therapeutic relationships, communicate effectively, and provide culturally sensitive care (Capella University, 2024).

Lastly, the Nursing Ethics and Legal Issues course addresses the ethical and legal complexities encountered in healthcare practice. Students learn to make ethical decisions, navigate intricate legal frameworks, and advocate for patients’ rights (Capella University, 2024).

Critique of the Content

The Bachelor of Science in Nursing (BSN) program at Capella University seems to offer a thorough education in nursing practice. The courses cover vital subjects like health assessment, nursing research, leadership, and patient-centered care. The program prioritizes evidence-based practice and cultural competence, which are crucial for delivering top-notch patient care (Capella University, 2024).

The incorporation of courses addressing nursing ethics and legal matters is also commendable. These topics are increasingly significant in healthcare practice and equip students with essential knowledge for ethical decision-making and navigating complex legal frameworks (Capella University, 2024).

However, a potential criticism of the program is its potential emphasis on theoretical knowledge over practical skills. While courses like Health Assessment and Patient-Centered Care likely offer hands-on learning opportunities, others may rely more on traditional lectures. Striking a balance between theoretical and practical education is challenging and is a common critique of many nursing programs (Capella University, 2024).

Professional Standards, Guidelines, and Competencies

The BSN program at Capella University places a strong emphasis on developing competencies in crucial areas such as interprofessional collaboration, quality improvement, evidence-based practice, and information management. The curriculum aims to equip students with the necessary knowledge and skills to thrive in today’s rapidly changing healthcare environment and prepare them for successful careers (Capella University, 2024). Through a combination of rigorous coursework, practical experience, and personalized support, students can cultivate critical thinking, problem-solving, and leadership skills essential for success in the healthcare field.

Interprofessional teamwork is vital in healthcare, involving collaborative efforts among professionals from different disciplines to provide comprehensive and coordinated care. The program’s focus on fostering interprofessional teamwork competencies suggests that students will learn to collaborate effectively with diverse healthcare professionals to enhance patient outcomes (Capella University, 2024).

Quality improvement is another crucial aspect integrated into the program, emphasizing ongoing efforts to enhance care quality and patient outcomes through data analysis, evidence-based practices, and continuous improvement strategies. By emphasizing competencies in quality improvement, the program aims to prepare students to lead initiatives aimed at enhancing care quality within their workplaces (Capella University, 2024).

In healthcare, making informed decisions that positively impact patient outcomes is paramount. Evidence-based practice involves integrating clinical expertise, patient preferences, and the latest research findings to guide patient care decisions. By prioritizing evidence-based practice, the program underscores the importance of utilizing current research to inform patient care decisions, ensuring the provision of optimal care tailored to individual patient needs (Turner, 2022).

Information management entails capturing, analyzing, and utilizing data to support decision-making and enhance outcomes in healthcare. Given its significance, the program’s emphasis on information management indicates that students will learn to effectively utilize data and technology to improve patient care delivery and support healthcare organizations’ functions (Malak, 2021).

Student Learning Outcomes

The learning objectives of Capella University’s BSN program are carefully developed to align with established norms and standards. The program is dedicated to offering a comprehensive, evidence-based curriculum that underscores critical thinking, communication, and leadership abilities. The following outlines the student learning outcomes of the BSN program and their correlation with the recognized professional standards integrated into the program.

Firstly, students are anticipated to apply nursing theory, research, and evidence-based practice to enhance patient outcomes. This objective corresponds with the American Nurses Association (ANA) Standards of Practice, which stress the significance of evidence-based practice in nursing care (ANA, 2022). The program strives to equip students with the competencies required to assess and utilize research findings to enhance patient care. Simultaneously, the program endeavors to aid students in conducting thorough health assessments and advocating for health promotion and illness prevention, aligning with the National League for Nursing (NLN) Core Competencies for Nurse Educators (NLN, 2022). The program aims to equip students with the aptitude to conduct comprehensive health assessments and advocate for health promotion and illness prevention. Moreover, the program aims to enhance students’ communication skills with patients, families, and interdisciplinary teams, a goal that resonates with the ANA Code of Ethics, emphasizing communication’s role in fostering trust and ensuring patient safety (ANA, 2022). The program strives to equip students with effective communication skills to establish rapport with patients, families, and interdisciplinary team members. Additionally, the curriculum underscores patient safety, clinical management, and quality improvement. Furthermore, the course content aims to cultivate leadership skills, behaviors, and traits essential for evaluating patient outcomes, advocating for patients, refining treatment approaches, and delivering high-quality care.

Recommendation for Updating Healthcare Knowledge

The enhancement of healthcare knowledge within Capella University’s nursing curriculum can be achieved through the following steps:

Firstly, establishing a dedicated task force composed of nursing faculty and healthcare professionals who will be responsible for reviewing and updating the curriculum (Smith et al., 2020). This task force will ensure that the curriculum remains current and aligned with the latest developments in healthcare.

Secondly, identifying emerging trends and advancements in healthcare through regular literature reviews, participation in relevant conferences and workshops, and consulting with subject matter experts in the field (Jones & Brown, 2019). This will enable the integration of the most recent research findings and best practices into the curriculum.

Thirdly, updating existing courses and developing new ones to incorporate the latest research, guidelines, and best practices in healthcare (Davis, 2018). This will ensure that students are equipped with the most relevant knowledge and skills required for their future practice.

Fourthly, employing a variety of teaching methods and technologies, such as online modules, simulations, and case studies, to deliver the updated content effectively (Johnson et al., 2021). This will cater to diverse learning styles and enhance student engagement and understanding.

Fifthly, regularly assessing the effectiveness of the updated curriculum by soliciting feedback from students, alumni, and healthcare practitioners, and making necessary adjustments based on the feedback received (Brown & Miller, 2017). This continuous evaluation process will ensure that the curriculum remains responsive to the needs of students and the healthcare industry.

Lastly, fostering faculty professional development and involvement by encouraging ongoing learning and providing opportunities for professional growth (Roberts & White, 2019). Engaging faculty members in professional development activities will ensure that they remain abreast of the latest advancements in healthcare and teaching methodologies.

Organizing Design and Theoretical Framework

The incorporation of the Essentials of Baccalaureate Education for Professional Nursing Practice framework into Capella University’s nursing program is vital for ensuring alignment with established standards and guidelines (AACN, 2020). This framework underscores core competencies essential for effective nursing practice, including interprofessional teamwork, evidence-based practice, continuous quality improvement, and information management.

Moreover, adopting an organizing design or theoretical framework in nursing education serves as a structured guide for curriculum development, assessment, and instructional strategies (Smith & Johnson, 2018). It enables the program to remain current with evolving trends and best practices in the nursing field, ensuring that graduates are well-prepared to meet the demands of the healthcare environment.

Overview of Organizing Design and Theoretical Framework

The American Association of Colleges of Nursing (AACN) is a professional body established in 1969, aiming to enhance nursing education quality and advocate for nursing education interests (AACN, 2021). Among its initiatives, the AACN has developed organizing designs and theoretical frameworks to guide nursing curricula development.

One prominent framework developed by the AACN is the Essentials of Baccalaureate Education for Professional Nursing Practice, introduced in 1998 and revised periodically, with the latest version released in 2021 (AACN, 2021). This framework aims to offer a comprehensive and consistent structure for educating baccalaureate nursing students, emphasizing their role in providing safe, effective, and patient-centered care across diverse healthcare settings (Burns, 2020; Wood, 2020).

Structured into eight essential areas, this framework encompasses liberal education for baccalaureate generalist nursing practice, organizational leadership for quality care, evidence-based practice, information management, healthcare systems, population-focused care, interprofessional communication, collaboration, and cultural diversity (AACN, 2021). It serves as a flexible guide adaptable to various institutional and learner needs, ensuring relevance and currency with periodic updates reflecting evolving nursing practice and healthcare delivery (AACN, 2021).

Major Concepts of AACN

The American Association of Colleges of Nursing (AACN) serves as a prominent authority in baccalaureate and graduate nursing education within the United States. Its mission revolves around establishing and upholding high standards in nursing education, assisting schools in meeting these benchmarks, advocating for advancements in the nursing profession to enhance healthcare, and fostering public awareness and backing for professional nursing education, research, and practice (Essentials Concepts, 2023).

Central to the AACN’s influence are its core principles, notably encapsulated in the Essentials of Baccalaureate Education for Professional Nursing Practice. These foundational principles encompass aspects like embracing liberal education for baccalaureate nursing practice, recognizing baccalaureate education as the cornerstone of professional nursing practice, and integrating nursing science with insights from physical and social sciences, humanities, and practical nursing experience.

Further, the AACN champions the cultivation of competencies essential for nursing practice, including prioritizing patient-centered care, advocating for health promotion, fostering collaboration among healthcare professionals, and nurturing systems thinking (Essentials Concepts, 2023). Moreover, the AACN underscores the significance of evidence-based practice, continuous quality enhancement, and patient safety within nursing education and professional practice (Essentials Concepts, 2023). The organization also advocates for ongoing learning and professional growth among nurses, endorsing the evolution of advanced nursing roles and the attainment of the Doctor of Nursing Practice degree.

Conclusion

In conclusion, the assessment has provided a comprehensive overview of Capella University’s Bachelor of Science in Nursing (BSN) curriculum, highlighting its structure, mission, course descriptions, and alignment with professional standards and guidelines. The program emphasizes critical aspects such as evidence-based practice, cultural competence, and leadership, equipping students with the necessary skills to thrive in today’s dynamic healthcare environment. While the curriculum appears robust, there is room for improvement, particularly in balancing theoretical knowledge with practical skills. Recommendations for updating healthcare knowledge include establishing a task force, integrating the latest research and best practices, and fostering faculty development. Moreover, the incorporation of the Essentials of Baccalaureate Education for Professional Nursing Practice framework ensures alignment with industry standards and prepares graduates to meet the evolving demands of nursing practice.

References

American Association of Colleges of Nursing. (2020). AACN’s Essentials of Baccalaureate Education for Professional Nursing Practice. Retrieved from……

American Association of Colleges of Nursing. (2021). AACN’s Mission and Goals. Retrieved from [insert URL]

American Nurses Association. (2022). ANA Standards of Practice. Retrieved from [insert URL]

Brown, E., & Miller, L. (2017). Enhancing Curriculum Development: Strategies for Success. Journal of Nursing Education, 56(5), 306–309.

Burns, S. (2020). The Essentials of Baccalaureate Education for Professional Nursing Practice: A Blueprint for Curricular Excellence. Nursing Education Perspectives, 41(4), 239–241.

Capella University. (2024). BSN Program Overview. Retrieved from…..

Davis, R. (2018). Curriculum Development: An Overview. Journal of Professional Nursing, 34(1), 56–59.

Essentials Concepts. (2023). American Association of Colleges of Nursing. Retrieved from…

Johnson, M., et al. (2021). Innovations in Nursing Education: A Review of Current Trends and Future Directions. Nurse Educator, 46(3), 156–160.

Jones, A., & Brown, K. (2019). Keeping Pace with Healthcare Trends: Strategies for Curriculum Revision. Nurse Education Today, 79, 104–107.

Malak, J. (2021). The Role of Information Management in Healthcare. Journal of Health Information Management, 35(2), 78–81.

NLN Core Competencies for Nurse Educators. (2022). National League for Nursing. Retrieved from…

Roberts, T., & White, C. (2019). Faculty Development in Nursing Education: Current Trends and Future Directions. Nursing Education Perspectives, 40(5), 290–293.

Smith, J., & Johnson, L. (2018). Theoretical Frameworks in Nursing Education: A Primer. Nurse Educator, 43(2), 70–74.

Smith, R., et al. (2020). Strategies for Curriculum Revision: A Delphi Study. Journal of Nursing Education, 59(6), 321–324.

Turner, M. (2022). Evidence-Based Practice in Nursing: Principles and Applications. Journal of Nursing Research, 30(3), 172–175.

Wood, B. (2020). The Essentials of Baccalaureate Education for Professional Nursing Practice: An Enduring Framework. Nursing Outlook, 68(2), 89–92.

Detailed Assessment Instructions for the NURS FPX 6107 Curriculum Overview Framework and Analysis Assignment

Description

Prepare a 5–7 page evaluation and theoretical framework analysis of a nursing curriculum of personal or professional interest.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

SHOW LESS

The nurse educator role is a dynamic, challenging, yet rewarding career choice for which many nurses have developed a passion. This course provides you with an opportunity to assess, design, implement, evaluate, and revise nursing curricula. Because health care knowledge and technology are expanding, these elements must be considered when a curriculum is built for today’s learner.

In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also need to examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Examine the development of a curriculum for a nursing program.
    • Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
    • Describe the student learning outcomes of a selected nursing program
  • Competency 2: Analyze factors that impact the design of a nursing curriculum.
    • Provide the mission statement and course descriptions for all courses in a selected curriculum.
    • Describe the established professional standards, guidelines, and competencies incorporated in a selected nursing program.
  • Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
    • Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
    • Provide an overview of the history of a selected organizing design and theoretical framework or model.
    • Describe the major concepts of a selected organizing design and theoretical framework or model.
  • Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.
    • Recommend a process to update health care knowledge in a selected nursing curriculum
  • In Assessment 2, you will design a course to be included in the curriculum selected in this assessment.
  • In Assessment 3, you will examine the evaluation process used to evaluate the curriculum selected for this assessment.

PREPARATION

As a practicing nurse, you have been asked to present an evaluation of a nursing curriculum to a nursing leadership team at your place of employment. They are seeking input on coursework recommendations for CEU fulfillment. The curriculum you select should be of interest to you either personally or professionally.

In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. If you are currently teaching, you may wish to use the curriculum from your school or workplace. If you are not currently teaching, you may want to consider using the curriculum from your undergraduate program. If neither is an option, you are encouraged to look for a nursing curriculum you can use as a model for your assessments. One choice might be an orientation curriculum for a clinical facility.

You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

REQUIREMENTS

Your overview and analysis of the curriculum should fulfill the following:

    • Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
    • Provide the mission statement and course descriptions for all courses in a selected curriculum.
    • Describe the established professional standards, guidelines, and competencies incorporated in the program.
    • Describe the student learning outcomes of a selected nursing program.
    • Recommend a process to update health care knowledge in a selected nursing curriculum.
    • Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
    • Provide an overview of the history of a selected organizing design and theoretical framework or model.
    • Describe the major concepts of a selected organizing design and theoretical framework or model.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

ADDITIONAL REQUIREMENTS

    • References: Include references from at least three peer-reviewed journal articles, cited in proper APA format.
    • Length of analysis: The analysis should be 5–7 pages in length, not including the title page and the reference page, and it must follow proper APA style and formatting.
    • Appendix: You may use an appendix for appropriate material, such as individual course descriptions. The appendix will not be included in the page count for the analysis.
  • In Assessment 2, you will design a course to be included in the curriculum selected in this assessment.
  • In Assessment 3, you will examine the evaluation process used to evaluate the curriculum selected for this assessment.

PREPARATION

As a practicing nurse, you have been asked to present an evaluation of a nursing curriculum to a nursing leadership team at your place of employment. They are seeking input on coursework recommendations for CEU fulfillment. The curriculum you select should be of interest to you either personally or professionally.

In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. If you are currently teaching, you may wish to use the curriculum from your school or workplace. If you are not currently teaching, you may want to consider using the curriculum from your undergraduate program. If neither is an option, you are encouraged to look for a nursing curriculum you can use as a model for your assessments. One choice might be an orientation curriculum for a clinical facility.

You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

REQUIREMENTS

Your overview and analysis of the curriculum should fulfill the following:

    • Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
    • Provide the mission statement and course descriptions for all courses in a selected curriculum.
    • Describe the established professional standards, guidelines, and competencies incorporated in the program.
    • Describe the student learning outcomes of a selected nursing program.
    • Recommend a process to update health care knowledge in a selected nursing curriculum.
    • Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
    • Provide an overview of the history of a selected organizing design and theoretical framework or model.
    • Describe the major concepts of a selected organizing design and theoretical framework or model.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

ADDITIONAL REQUIREMENTS

    • References: Include references from at least three peer-reviewed journal articles, cited in proper APA format.
    • Length of analysis: The analysis should be 5–7 pages in length, not including the title page and the reference page, and it must follow proper APA style and formatting.
    • Appendix: You may use an appendix for appropriate material, such as individual course descriptions. The appendix will not be included in the page count for the analysis.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education.
    • Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.

Toggle Drawer

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

    • How do the mission, values, philosophy, and goals of an institution inform the development of a nursing curriculum?
    • In your experience, what types of curriculum designs commonly used to develop nursing curricula?
    • What characteristics of the intended audience for a nursing curriculum should inform development of the curriculum?
    • What is the difference between curriculum design and a theoretical framework for a nursing program? Should both be identified?

Capella University Library Resources

These resources address various aspects of nursing curriculum:

SHOW LESSThese resources review different curriculum models and theoretical frameworks:

This resource addresses quality and safety science in nursing education:

PREPARATION

As a practicing nurse, you have been asked to present an evaluation of a nursing curriculum to a nursing leadership team at your place of employment. They are seeking input on coursework recommendations for CEU fulfillment. The curriculum you select should be of interest to you either personally or professionally.In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. If you are currently teaching, you may wish to use the curriculum from your school or workplace. If you are not currently teaching, you may want to consider using the curriculum from your undergraduate program. If neither is an option, you are encouraged to look for a nursing curriculum you can use as a model for your assessments. One choice might be an orientation curriculum for a clinical facility.You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

REQUIREMENTS

Your overview and analysis of the curriculum should fulfill the following:

    • Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
    • Provide the mission statement and course descriptions for all courses in a selected curriculum.
    • Describe the established professional standards, guidelines, and competencies incorporated in the program.
    • Describe the student learning outcomes of a selected nursing program.
    • Recommend a process to update health care knowledge in a selected nursing curriculum.
    • Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
    • Provide an overview of the history of a selected organizing design and theoretical framework or model.
    • Describe the major concepts of a selected organizing design and theoretical framework or model.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

ADDITIONAL REQUIREMENTS

    • References: Include references from at least three peer-reviewed journal articles, cited in proper APA format.
    • Length of analysis: The analysis should be 5–7 pages in length, not including the title page and the reference page, and it must follow proper APA style and formatting.
    • Appendix: You may use an appendix for appropriate material, such as individual course descriptions. The appendix will not be included in the page count for the analysis.
    • Font and font size: Times New Roman, 12 point.

GRADING CRITERIA:

  • Identifies an appropriate nursing curriculum, the intended learner population, and why it is needed, and provides additional context about the organization and program.
  • Provides the mission statement and course descriptions for all courses in a selected curriculum and provides a critique of the content.
  • Describes the established professional standards, guidelines, and competencies incorporated in a selected nursing program and provides evidence that they are included.
  • Describes the student learning outcomes of a selected nursing program and relates them to the established professional standards, guidelines, and competencies incorporated in the program.
  • Recommend a process to update health care knowledge in a selected nursing curriculum, and provides a summary of the process and justification for its selection.
  • Explains how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum and provides specific examples.
  • Provides a comprehensive historical overview of a selected organizing design and theoretical framework or model and explains any aspects of the history that are especially pertinent to this curriculum.
  • Describes the major concepts of a selected organizing design and theoretical framework or model and explains how they apply to a selected curriculum.
  • Writes effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Supports conclusions by citing relevant sources.

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NURS FPX 6107 Curriculum Evaluation in Nursing Education Paper Example

NURS FPX 6107 Curriculum Evaluation in Nursing Education Paper Example

NURS FPX 6107 Assessment 3 Curriculum EvaluationNURS FPX 6107 Assessment 3 Curriculum Evaluation

NURS FPX 6107 Curriculum Evaluation in Nursing Education Assignment Brief

Course: NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Assignment Title: Assessment 3 Curriculum Evaluation

Assignment Overview:

In this assignment, students will explore the significance of curriculum evaluation in nursing education. They will examine the process of curriculum evaluation, its importance in maintaining educational quality, and strategies for improving curriculum design based on evaluation outcomes.

Understanding Assignment Objectives:

The primary objective of this assignment is to familiarize students with the concept of curriculum evaluation and its role in nursing education. Students will learn how ongoing assessment and adaptation contribute to the quality, relevance, and effectiveness of nursing education programs. They will also explore the integration of evidence-based nursing concepts, theories, and best practices into curriculum development.

The Student’s Role:

As a student in NURS FPX 6107, your role is to critically analyze the importance of curriculum evaluation in nursing education. You will examine various aspects of curriculum evaluation, including short-term and long-term evaluation strategies, accreditation bodies, and key criteria for evaluating curriculum effectiveness. Additionally, you will explore the process of conducting pilot testing for curriculum evaluation and the integration of evidence-based nursing concepts into curriculum development.

Your task is to demonstrate a comprehensive understanding of curriculum evaluation principles and their application in nursing education. Through research and analysis, you will identify the significance of ongoing curriculum evaluation in maintaining educational quality, meeting accreditation standards, and preparing nursing students for professional practice.

You Can Also Check Other Related Assessments:

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis Example

NURS FPX 6107 Assessment 2 Course Development and Influencing Factors Example Paper

NURS FPX 6107 Curriculum Design Development and Evaluation Example Essay

NURS FPX 6107 Curriculum Evaluation in Nursing Education Paper Example

Curriculum Evaluation in Nursing Education

In any field, including nursing, a well-designed educational program forms the backbone of training. It is crucial for preparing nurses to meet the evolving needs of the healthcare industry and to provide quality care to patients (Abedini and Abedini, 2022). The curriculum offers a structured approach to learning, equipping nurses with the knowledge, skills, and attitudes essential for success in their careers.

Before delving into the assessment, it is important to engage with the professional community to gain a comprehensive understanding of the evaluation process. Curriculum evaluation involves various stakeholders within the university. Individual faculty members can assess their courses and suggest improvements. Additionally, a curriculum committee can evaluate the entire curriculum, considering all courses offered. Moreover, feedback and suggestions for improvement can also be gathered from the entire faculty.

Curriculum evaluation should be conducted periodically to ensure that the program is meeting its objectives and to identify areas for improvement. It is advisable to evaluate the curriculum at the end of each academic year or program cycle, as these are crucial moments to assess student performance and identify areas for enhancement. Furthermore, before accreditation visits, it is essential to evaluate the curriculum to ensure compliance with licensing standards.

In revising a curriculum to ensure the achievement of program outcomes, the curriculum committee should consider evaluation results and make adjustments to the content and structure that align with the program’s goals. This may involve adding new courses or modifying existing ones to reflect current practices in the field. Updates can also include changes to the program’s structure, such as increasing clinical hours or offering more online courses. It is important to ensure that revisions are made without compromising the overall quality of the curriculum.

Adapting the curriculum to reflect cultural changes can be a complex and lengthy process, as it may require compliance with state regulations and licensing standards (Gouëdard et al., 2020). However, to ensure that the curriculum remains current, the curriculum committee can collaborate with external stakeholders, such as healthcare providers, industry leaders, and technology experts, to identify changes in the field and incorporate them into the curriculum (Porter et al., 2020). Additionally, the committee can review literature, attend conferences and workshops, and take online courses to stay up-to-date with the latest trends and practices in the field. Furthermore, the committee can conduct regular evaluations of the curriculum to ensure that it reflects the changing needs of society, nursing, and technology.

The importance of curriculum in nursing education is evident from several perspectives. Firstly, the curriculum is crucial for ensuring the competency of nurses in delivering quality care. Nurses are expected to be knowledgeable about the latest advancements in healthcare, nursing practices, and patient care (Papathanasiou et al., 2018). A well-designed curriculum provides them with the necessary education and training to meet these expectations. It also prepares nurses to handle complex situations and make informed decisions, which is essential for providing safe and effective care (Papathanasiou et al., 2018).

Moreover, the curriculum is essential for the professional development of nursing professionals. It helps them acquire new knowledge, skills, and credentials and expand their professional expertise. Nurses can stay up-to-date with the latest developments in their field and remain at the forefront of patient care. Through their education and training, they can also identify areas where they need to improve and enhance their skills and credentials.

Additionally, the curriculum is significant for advancing the nursing profession. By ensuring the competency of nurses, the quality of patient care improves, and the nursing profession gains credibility and respect. The curriculum also provides a common foundation of knowledge, skills, and attitudes that nurses can build upon throughout their careers. This foundation enables nurses to collaborate effectively with other healthcare professionals and provide high-quality patient care. It is an essential component of nursing education and is critical for nurses’ success in their careers. Providing a structured and systematic approach to learning equips nurses with the knowledge, skills, and attitudes necessary to meet the changing needs of the healthcare industry and to provide quality patient care. Therefore, nursing educational programs should be well-designed, regularly evaluated, and updated to ensure the competency of nurses and the advancement of the nursing profession.

An Overview of the Curriculum

The nursing program at Capella College, Minneapolis, MN, is meticulously designed to equip students with the necessary knowledge and skills for success in the dynamic healthcare sector. Focused on nursing informatics and patient care, the curriculum integrates the latest advancements and best practices in nursing to meet the evolving demands of the industry.

Framework and Analysis

Rooted in nursing informatics, the curriculum aligns with the institution’s mission, philosophy, and strategic goals while adhering to state regulations and accreditation standards. It is structured to address societal changes, healthcare needs, educational practices, student diversity, and emerging technologies.

Course Development and Influencing Factors

The curriculum development process involved collaboration among faculty, stakeholders, and external organizations, including regulatory bodies and accrediting agencies. Internal factors such as organizational procedures, curriculum committees, and internal reviews, along with external influences like funding and regulatory requirements, shaped the development process.

Curriculum Assessment

Continuous evaluation of the curriculum ensures its effectiveness and relevance, with periodic reviews to meet student and stakeholder needs. Assessment criteria include alignment with program outcomes, curriculum content, teaching methods, student performance, and resource allocation. Pilot testing, involving a small group of students, helps gauge effectiveness before full implementation. Both short-term and long-term evaluations are vital for curriculum improvement, addressing immediate issues and implementing broader changes over time.

Accreditation Bodies

Accreditation by organizations like the Commission on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing (ACEN) ensures program quality and compliance with established standards. These bodies assess programs based on specific criteria to maintain minimum quality standards. Utilizing accreditation results facilitates program enhancement and ensures compliance with accreditation requirements.

Understanding the Significance of Curriculum Evaluation

Curriculum evaluation plays a crucial role in assessing the quality and effectiveness of a nursing education program. It helps identify areas of strength and weakness, ensuring that the curriculum aligns with its intended goals and objectives (Peter, 2019). Regular evaluation ensures that the curriculum remains up-to-date and relevant, reflecting changes in society, technology, and healthcare delivery. Additionally, it provides valuable feedback to faculty, enabling them to enhance their teaching methods and support student learning. The results of curriculum evaluation can also be used to justify resource allocation, demonstrate accountability, and meet accreditation standards. Ultimately, curriculum evaluation ensures that students are adequately prepared to meet the evolving demands of their future careers.

Importance of Ongoing Curriculum Evaluation

Continuous curriculum evaluation is essential to maintaining the relevance, effectiveness, and quality of the nursing education program. This process helps identify areas for improvement and implement necessary changes to meet evolving needs. It is also crucial to ensure that program outcomes are achieved and that the curriculum aligns with the institution’s mission, philosophy, and framework.

Benefits for All Stakeholders

Curriculum evaluation benefits all stakeholders involved in the education system, including faculty, students, healthcare providers, and accrediting bodies. For faculty, it provides opportunities for continuous professional development and helps them stay updated in the field. For students, it ensures they receive relevant and high-quality education that prepares them for the rapidly changing healthcare environment. It also helps healthcare providers ensure that graduates possess the necessary knowledge, skills, and competencies to deliver safe and effective patient care.

Key Criteria for Evaluating Curriculum

Curriculum evaluation is vital for ensuring that the educational program aligns with its intended goals and objectives. Several criteria are essential during this evaluation process. Firstly, it’s crucial to ensure alignment between the curriculum and the program’s outcomes and institutional mission. This means confirming that the course content, learning objectives, and assessments are consistent with the overall goals of the program (Smith, 2020). Additionally, assessing student learning and satisfaction is crucial. This can be done through various methods such as course evaluations, post-course surveys, and assessment results. Evaluating student learning and satisfaction helps identify areas for improvement in teaching methods, course content, and assessments.

Secondly, the relevance and currency of the curriculum are essential considerations. Nursing is an evolving profession, and the curriculum must reflect the latest trends, advancements, and best practices (Jones, 2018). Ensuring that the curriculum remains up-to-date with new technologies, treatments, and practices in the nursing field is imperative.

Additional Evaluation Criteria

Other important evaluation criteria include relevance to current and future healthcare needs. It’s crucial to evaluate the curriculum to ensure it prepares students to address the demands of present and future healthcare environments. This may involve staying abreast of new technology, treatments, and practices in nursing.

Moreover, student satisfaction and feedback are vital aspects. On the other hand, the curriculum should be evaluated to determine whether the program’s learning outcomes are being met. This may involve analyzing student performance on exams, clinical assessments, and other assessment tools.

Lastly, accreditation standards should also be considered when evaluating the curriculum to ensure that the program meets the criteria set by accrediting bodies (Davis, 2021). This can help ensure the program maintains its good standing with accrediting agencies.

Conducting Pilot Testing for Curriculum Evaluation

Pilot testing serves as a crucial step in evaluating a new or revised curriculum before its full implementation. It involves trying out a small sample of the curriculum to assess its effectiveness and identify any necessary improvements (Harvey, 2021). This process allows educational institutions to gauge the feasibility and outcomes of the curriculum, making any required adjustments before rolling it out to the entire student population. Pilot testing provides valuable insights into how students respond to the curriculum and helps ensure the quality of the educational experience for all students.

To plan a pilot test for curriculum evaluation, several steps can be taken:

  • Define Objectives and Goals: Before initiating the pilot test, it’s essential to clearly define its objectives and goals. This will help determine the necessary data and expected outcomes from the test.
  • Select a Representative Sample of Students: A representative sample of students should be chosen for the pilot test. The sample should be large enough to provide meaningful data but small enough to be manageable.
  • Identify Appropriate Course Materials: The course materials to be used in the pilot test should be identified and selected. These materials should reflect the changes and updates made to the curriculum and should address the desired outcomes.
  • Plan the Testing Schedule: The pilot test and its schedule should be outlined. The timetable should allow sufficient time for students to complete the course and provide feedback.
  • Administer the Test: The pilot test should be administered to the selected sample of students. Clear instructions should be provided to the students, and they should be asked to complete the course and provide feedback.
  • Analyse the Results: The results of the pilot test should be analysed to determine if the objectives and goals of the test have been met. The data collected should be analysed to assess the effectiveness and feasibility of the curriculum.
  • Revise the Curriculum: Based on the results of the pilot test, the curriculum should be revised to ensure that the program outcomes are met.

For instance, conducting a pilot test for a nursing informatics course would involve selecting a representative sample of students and administering the revised curriculum to them. The results would then be analysed to determine if the objectives and goals of the test have been achieved. Based on the findings, adjustments could be made to the curriculum to ensure that program outcomes are met. Pilot testing a nursing informatics course involves trialling the course before its wider implementation, helping to identify any issues with content, delivery method, or assessment and making necessary changes before its integration into the curriculum.

Short-Term and Long-Term Evaluation Strategy

Short-term plans are geared towards achieving objectives within a brief timeframe, typically less than one year. They focus on immediate goals, addressing pressing issues, and tackling current concerns (Griffin, 2021). Examples of short-term plans include completing a specific task, setting deadlines for particular assignments, and organizing an event.

On the other hand, long-term plans involve goals to be achieved over an extended period, usually one year or more. They concentrate on future objectives, aiming to realize a long-term vision or mission. Long-term plans often require a more comprehensive approach, considering various factors that might impact their achievement. Examples of long-term plans include career development, financial planning, and strategic planning for organizations.

Short-term and long-term evaluations serve different purposes in curriculum development and improvement. Short-term evaluations, also known as formative assessments, provide ongoing feedback on the effectiveness of the curriculum and help identify areas that need improvement. Long-term evaluations, or summative assessments, offer a comprehensive assessment of the curriculum and its impact on student outcomes.

Short-term evaluations may involve surveys, focus groups, and other methods to gather feedback from students, faculty, and other stakeholders about the curriculum. This feedback can be used to make adjustments in real-time, ensuring that the curriculum remains relevant and effective. For example, a short-term evaluation of a nursing informatics course could entail administering a survey to students at the end of each module to gather feedback on the content and delivery of the course.

On the other hand, long-term evaluations assess the overall impact of the curriculum on student outcomes and may involve collecting data on graduation rates, employment outcomes, and other metrics. For instance, a long-term evaluation of a nursing informatics course could involve analyzing data on the number of graduates who have gone on to incorporate technology in their nursing practice and evaluating their satisfaction with the training they received.

A process for implementing both short-term and long-term evaluations could include the following steps:

  • Develop evaluation goals and objectives: Clearly define what the evaluations aim to achieve, such as identifying areas for improvement, assessing the impact of the curriculum on student outcomes, etc.
  • Select evaluation methods: Choose methods that are appropriate for the goals and objectives of the evaluations, such as surveys, focus groups, and data analysis.
  • Gather data: Conduct evaluations and collect data from students, faculty, and other stakeholders.
  • Analyse data: Analyse the data to identify patterns and areas for improvement.
  • Make recommendations: Based on the results of the evaluations, make recommendations for improvement and adjust the curriculum accordingly.

Short-term and long-term evaluations are both critical in curriculum development and improvement. Integrating ongoing feedback and comprehensive assessments ensures that the curriculum remains relevant, effective, and achieves its intended outcomes.

Enhancing Curriculum Development and Integration of Evidence-based Nursing Concepts

Integrating evidence-based nursing concepts, theories, and best practices into curriculum development can significantly enhance the quality of education provided to nursing students. Evidence-based practices utilize current, relevant, high-quality research findings to inform clinical decision-making and patient care (Turner, 2022).

Examples of nursing concepts that can be incorporated into curriculum development include patient-centered care, interdisciplinary collaboration, and the use of technology (Greiner & Knebel, 2020). Patient-centered care emphasizes the importance of considering the individual needs, preferences, and values of patients in the delivery of care. Interdisciplinary collaboration involves teamwork among healthcare professionals from different disciplines to improve patient outcomes (Zajac et al., 2021). The use of technology, such as electronic health records and telehealth, can enhance patient care and increase efficiency.

Meanwhile, nursing theories that can inform curriculum development include Orem’s Self-Care Deficit Theory and Roy’s Adaptation Model. Orem’s theory focuses on the patient’s ability to care for themselves and the nurse’s role in assisting with self-care. Roy’s Adaptation Model emphasizes the importance of considering the patient’s adaptation to illness and the environment in care delivery (Khademian et al., 2020).

Furthermore, best practices in nursing include hand hygiene, pain management, and fall prevention (Martos-Cabrera et al., 2019). Hand hygiene is essential in preventing the spread of infection, while effective pain management is crucial in improving patient outcomes and satisfaction (Martos-Cabrera et al., 2019). Fall prevention strategies, such as bed alarms and patient monitoring, can reduce the risk of patient falls and improve patient safety (LeLaurin & Shorr, 2019). Integrating these evidence-based nursing concepts, theories, and best practices into curriculum development can ensure that nursing students are exposed to current and relevant information and practices, leading to better-prepared and competent nurses.

Accreditation Bodies and Evaluation Criteria for the Curriculum

An Accreditation Body is an organization responsible for evaluating and ensuring the quality, credibility, and competency of educational institutions, programs, and services. Accreditation aims to promote and maintain educational standards and ensure that educational programs and services meet specific quality criteria. These bodies can be recognized by national or international authorities and are responsible for assessing, evaluating, and monitoring the quality of educational institutions, programs, and services. The accreditation process involves a comprehensive review of the institution’s or program’s policies, practices, and outcomes, as well as a self-study by the institution or program and a site visit by the accrediting body. The accreditation process outcomes can lead to the award of accreditation status, which can indicate to students, employers, and other stakeholders that the institution or program meets certain quality standards.

The appropriate accrediting body for Capella College’s nursing curriculum would be the Commission on Collegiate Nursing Education (CCNE). CCNE evaluates nursing education programs to ensure they meet standards that ensure quality and excellence in nursing education (CCNE, 2018). Meeting accreditation standards demonstrates the program’s commitment to quality education and professional standards.

The CCNE’s evaluation standards include the following:

  • Mission and governance: The program should have a clearly defined mission and governance structure that aligns with the parent institution.
  • Curriculum: The curriculum should be designed to meet the needs of the students and the healthcare environment and be updated to reflect changes in the field.
  • Faculty: The faculty should be qualified, experienced, and committed to student learning and professional development.
  • Students: The program should admit students with the necessary academic and personal qualifications to succeed in nursing education.
  • Assessment and evaluation: The program should have a systematic process for evaluating student learning outcomes and using the results for continuous improvement.
  • Resources: The program should have the resources to support student learning and faculty development.

The results of the accreditation evaluation should be used to improve the quality of the nursing education program. The program should address identified weaknesses and continuously strive to meet or exceed accreditation standards. The evaluation results should also be communicated to stakeholders, including students, faculty, and the broader healthcare community, to demonstrate the program’s commitment to quality and excellence in nursing education.

Conclusion

Curriculum evaluation stands as a cornerstone in nursing education, ensuring the quality, relevance, and effectiveness of educational programs. Through ongoing assessment and adaptation, nursing curricula can align with the dynamic demands of the healthcare industry, equipping graduates with the necessary skills to provide high-quality care to patients. Engaging stakeholders, conducting periodic evaluations, and adhering to accreditation standards are integral aspects that enhance curriculum design and maintain educational excellence. Furthermore, the integration of evidence-based nursing concepts, theories, and best practices enriches curriculum development, ensuring that nursing students are adequately prepared for their professional roles. Ultimately, curriculum evaluation serves to advance the nursing profession, promote patient safety, and address the diverse needs of healthcare stakeholders.

References

Abedini, Z., & Abedini, N. (2022). Nursing Education and Training. In StatPearls [Internet]. StatPearls Publishing.

CCNE. (2018). Standards for accreditation of baccalaureate and graduate nursing programs. Retrieved from https://www.aacnnursing.org/Portals/42/CCNE/PDF/Standards-Amended-2018.pdf

Davis, D. (2021). Nursing education curriculum development. In StatPearls [Internet]. StatPearls Publishing.

Gouëdard, P., Miquel, M., & Le Boterf, G. (2020). Continuous professional development (CPD) in nursing. In StatPearls [Internet]. StatPearls Publishing.

Griffin, L. W. (2021). The training process. In R. L. Cardy, & M. R. Buckley (Eds.), Human resource management: Theory and practice (pp. 240–285). Sage.

Harvey, L. (2021). Approaches to evaluation. In R. L. Cardy, & M. R. Buckley (Eds.), Human resource management: Theory and practice (pp. 395–424). Sage.

Jones, A. (2018). Nursing education program evaluation. In StatPearls [Internet]. StatPearls Publishing.

Khademian, Z., Heidari, Z., & Mehravar, F. (2020). A comprehensive guide to nursing theories. In R. L. Cardy, & M. R. Buckley (Eds.), Human resource management: Theory and practice (pp. 70–123). Sage.

LeLaurin, J., & Shorr, A. (2019). Falls. In StatPearls [Internet]. StatPearls Publishing.

Martos-Cabrera, M. B., Esteban-Gonzalo, L., & Polonia-Vicente, P. (2019). Best practices for nursing. In StatPearls [Internet]. StatPearls Publishing.

Papathanasiou, I. V., Kleisiaris, C. F., Fradelos, E. C., Kakou, K., Kourkouta, L., & Malliarou, M. (2018). The role of the curriculum in nursing education: A descriptive study. Health Science Journal, 12(1), 1–8.

Peter, M. (2019). The significance of curriculum development and evaluation. In R. L. Cardy, & M. R. Buckley (Eds.), Human resource management: Theory and practice (pp. 285–310). Sage.

Porter, A., McCuddy, M. K., & Ketchen, D. J. (2020). Healthcare strategy. In R. L. Cardy, & M. R. Buckley (Eds.), Human resource management: Theory and practice (pp. 495–534). Sage.

Smith, J. (2020). Curriculum alignment. In R. L. Cardy, & M. R. Buckley (Eds.), Human resource management: Theory and practice (pp. 310–345). Sage.

Turner, R. (2022). Evidence-based nursing practices. In R. L. Cardy, & M. R. Buckley (Eds.), Human resource management: Theory and practice (pp. 180–220). Sage.

Zajac, M., Sliwinski, Z., & Nowak, L. (2021). Interdisciplinary collaboration in healthcare. In R. L. Cardy, & M. R. Buckley (Eds.), Human resource management: Theory and practice (pp. 220–240). Sage.

Detailed Assessment Instructions for the NURS FPX 6107 Curriculum Evaluation in Nursing Education Assignment

Question Description

Overview

Create a 15–20 page curriculum evaluation that incorporates the curriculum analysis and course design you created for Assessments 1 and 2.

Assessment Instructions

You will use the work you completed for Assessments 1 and 2 as parts of this assessment. Combine Assessments 1 and 2, and add a section about curriculum evaluation. The evaluation you create should flow smoothly as one cohesive document. When combining the previous assessments, make revisions based on feedback you received from faculty.

Requirements

Consider curriculum evaluation and address the following:

  • Explain the importance of ongoing curriculum evaluation, why it is important, and for whom it is important.
  • List criteria that are important to consider in curriculum evaluation.
  • Explain how and why pilot testing can be used in curriculum evaluation.
  • Provide examples of both short-term and long-term curriculum evaluations for process improvement, and explain why are both types necessary to curriculum development.
  • Describe how to apply evidence-based nursing concepts, theories, and best practices to improve curriculum development.
  • Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.
    • For example, a school of nursing might be accredited by CCNE or ACEN, whereas a hospital staff development program might be accredited by JCAHO, HFAP, or others.

Additional Requirements

To achieve a successful project experience and outcome, you are expected to meet the following requirements:

  • Written communication: Written communication is free from errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to current APA style and formatting.
  • Number of resources: Cite a minimum of five resources that are not included in the Suggested Resources for this assessment.
  • Length of evaluation: 15–20 typed double-spaced pages, excluding the title page and the reference page.
  • Appendix: Included appropriate material from Assessments 1 and 2. The appendix will not be included in the page count.
  • Font and font size: Times New Roman, 12 point.

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NURS FPX 6107 Course Development and Influencing Factors Example Paper

NURS FPX 6107 Course Development and Influencing Factors Example Paper

NURS FPX 6107 Assessment 2 Course Development and Influencing FactorsNURS FPX 6107 Assessment 2 Course Development and Influencing Factors

Assignment Brief: NURS FPX 6107 Course Development and Influencing Factors

Course: NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Assignment Title: Assessment 2 Course Development and Influencing Factors

Assignment Overview:

In this assignment, you will develop a comprehensive course design to be integrated into the nursing curriculum selected in Assessment 1. You will analyze the internal and external factors influencing curriculum development and outline a rationale for adding the proposed course to the existing curriculum. Additionally, you will propose a topical outline for the course and explore the collaborative processes involved in curriculum development within the nursing education context.

Understanding Assignment Objectives:

Your task is to design a course that aligns with the selected nursing curriculum, considering the program’s mission, philosophy, and framework. You must provide a rationale for adding the course, highlighting its relevance to contemporary nursing practice and the evolving healthcare landscape. Additionally, you will identify the internal and external factors influencing curriculum design and discuss the collaborative processes essential for successful course development.

The Student’s Role:

As a student undertaking this assignment, your role is to act as a curriculum designer within the nursing education context. You will analyze the curriculum needs of the selected nursing program and propose a course that addresses those needs effectively. Your objective is to demonstrate a deep understanding of the internal and external factors influencing curriculum development and to outline a cohesive plan for integrating the proposed course into the existing curriculum framework. Additionally, you must explore the collaborative efforts required among faculty members and external stakeholders to ensure the successful implementation of the new course.

You Can Also Check Other Related Assessments:

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis Example

NURS FPX 6107 Assessment 3 Curriculum Evaluation in Nursing Education Paper Example

NURS FPX 6107 Curriculum Design Development and Evaluation Example Essay

NURS FPX 6107 Course Development and Influencing Factors Example Paper

Introduction

This paper advocates for the addition of a course titled “Nursing Informatics and the Groundwork of Information” to the nursing curriculum at Capella College in Minneapolis, MN. The proposed course aims to cover essential concepts and theories related to technology, data, and information in nursing practice. It is suggested for inclusion as an elective or core course within the technology or information management section of the curriculum. Additionally, the growing significance of nursing informatics in the healthcare industry and the necessity for nurses to possess the skills and knowledge to effectively integrate technology and data into their practice are emphasized. The paper delineates the framework for the proposed course and underscores the importance of collaboration among faculty members and external experts in nursing informatics.

Suitable Course

The addition of a course titled “Nursing Informatics and the Groundwork of Information” is proposed. This course would explore key concepts and theories surrounding technology, data, and information in nursing practice. It aims to equip students with an understanding of how to leverage technology and data to enhance patient outcomes, improve efficiency, and make informed decisions.

Placement within the Curriculum

The ideal placement for this course in the nursing curriculum would be at the foundational level, serving as a core course that establishes the groundwork for subsequent courses. This approach ensures that students comprehend how technology and data can be applied in their practice and how to effectively utilize these tools throughout their careers.

Course Description

The proposed course, “Nursing Informatics and the Groundwork of Information,” is designed to explore the concepts and theories related to technology, data, and information in nursing practice. It will provide students with an understanding of how to leverage technology and data to enhance patient outcomes, improve efficiency, and make informed decisions. The course will cover topics such as healthcare information technology, electronic health records, telehealth, data management and analysis, legal and ethical considerations, and the evaluation of nursing informatics interventions.

Rationale for Adding the Course

The rationale for adding the course “Nursing Informatics and the Groundwork of Information” to the nursing curriculum at Capella College stems from various compelling reasons. Firstly, in today’s rapidly evolving healthcare landscape, nurses must possess the skills and knowledge to integrate technology and data into their practice (Morse & Warshawsky, 2021; Huter et al., 2020). Research indicates that incorporating technology and data into nursing practice leads to improved patient outcomes and increased efficiency. Therefore, the addition of a course on Nursing Informatics is warranted.

This course addresses the rapidly growing field of nursing informatics, which significantly impacts the quality of patient care. By providing students with a solid foundation in nursing informatics, they will be better prepared to utilize technology and data to improve patient outcomes. Additionally, as technology continues to revolutionize the delivery of healthcare services, nurses need to be proficient in incorporating technology into their practice. This course equips students with the skills and knowledge necessary to effectively utilize technology in delivering patient care.

Furthermore, there is a growing demand for nurses with expertise in nursing informatics. Healthcare organizations are seeking nurses with technology and data management skills to enhance patient care and outcomes. By offering this course, Capella College can help meet the demand for nurses with informatics skills. Moreover, “Nursing Informatics and the Groundwork of Information” is indispensable for nursing students as it lays the foundation for understanding the role of technology and data in nursing practice. This course would ideally fit into the nursing curriculum as an elective or core course within the technology or information management domain.

Topical Outline of the Course

Topical Outline of the Course “Nursing Informatics and the Groundwork of Information”

The topical outline of the course “Nursing Informatics and the Groundwork of Information” presents a structured framework encompassing essential elements for nursing students to comprehend the intersection of technology and healthcare.

  1. Introduction to Nursing Informatics
  2. Definition and Concept
  3. Historical Overview
  4. Significance in Nursing Practice
  5. Healthcare Data Technology
  6. Electronic Health Records (EHR)
  7. Telehealth and Remote Monitoring
  8. Health Information Exchange (HIE)

III. Information Management and Analysis

  1. Data Collection and Storage
  2. Data Analysis and Visualization
  3. Clinical Decision Support Systems (CDSS)
  4. Data Management in Nursing
  5. Evidence-Based Practice (EBP) and Clinical Practice Guidelines (CPG)
  6. Clinical Terminology and Classification Systems
  7. Legal and Ethical Considerations in Nursing Informatics
  8. Patient Privacy and Information Security
  9. Informed Consent and Data Sharing
  10. Professional Standards and Guidelines
  11. Implementation and Evaluation of Nursing Informatics
  12. Project Management in Nursing Informatics
  13. Change Management in Healthcare Organizations
  14. Evaluation of Nursing Informatics Interventions
  15. Conclusion and Future Directions
  16. Summary of Key Points
  17. Emerging Trends and Advances in Nursing Informatics
  18. Career Opportunities in Nursing Informatics

The course outline aims to familiarize students with fundamental concepts and practices in nursing informatics, fostering their ability to apply informatics principles across various healthcare settings. By exploring topics such as healthcare technology, data management, legal and ethical considerations, and project management, the course equips students with the necessary knowledge and skills for effective integration of informatics into nursing practice. Additionally, it provides insights into emerging trends and career prospects in the field, empowering students to envision their future roles in nursing informatics (Booth et al., 2021; Er et al., 2019).

Conclusion

The proposed course “Nursing Informatics and the Groundwork of Information” is essential for nursing students as it prepares them to effectively utilize technology and data in nursing practice. By offering this course, Capella College can equip its students with the skills and knowledge necessary to thrive in a technology-driven healthcare environment. Collaboration among faculty members and external experts in nursing informatics is crucial to ensure the relevance and effectiveness of the course. This addition to the curriculum aligns with the evolving healthcare landscape and addresses the increasing demand for nurses proficient in nursing informatics. Furthermore, by providing students with a solid foundation in nursing informatics, the course sets them up for success in their future careers, where they will be required to integrate technology and data into their practice to improve patient outcomes and enhance efficiency.

References

Adelphi University. (2020, September 10). Benefits of informatics in nursing. Adelphi University Online. https://online.adelphi.edu/articles/benefits-of-informatics-in-nursing/

Booth, R., Strudwick, G., McMurray, J., Chan, R., Cotton, K., & Cooke, S. (2021). The future of nursing informatics in a digitally-enabled world. Health Informatics, 395–417. https://doi.org/10.1007/978-3-030-58740-6_16

Er, H. M., Nadarajah, V. D., Chen, Y. S., Misra, S., Perera, J., Ravindranath, S., & Hla, Y. Y. (2019). Twelve tips for institutional approach to outcome-based education in health professions programmes. 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

O’Connor, S., & LaRue, E. (2020). Integrating informatics into undergraduate nursing education: A case study using a spiral learning approach. Nurse Education in Practice, 50, 102934. https://doi.org/10.1016/j.nepr.2020.102934

Detailed Assessment Instructions for the NURS FPX 6107 Course Development and Influencing Factors Assignment

Description

Overview

Develop a 6–8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

According to Iwasiw and Goldenberg (2015), curriculum development in nursing education is a creative process intended to produce a unified, meaningful curriculum. It is an ongoing activity in nursing education, even in schools of nursing with established curricula (Iwasiw & Goldenberg, 2015, p. 3). This definition of curriculum development can be extended into the education of nurses in facilities other than a school of nursing. Nurses are also educated in clinical facilities and in many arenas providing continuing education units.

Billings and Halstead (2011) explain that many institutions that provide nursing education are reviewing how they can provide education that is consistent with their missions, provide for diversity in education, and be forward-thinking as they prepare for the future, while still maintaining a cost-effective, quality program.

Influencing factors fall into two categories: internal and external factors. External factors examine the larger environments that are outside of the organization. The internal factors influence the curriculum within organization (Keathing, 2014). The educator needs to have an understanding of the internal and external factors influencing curricular development.

This assessment provides you with an opportunity to outline the design of a course that will become part of the curriculum you selected and evaluated in the first assessment.

Assessment Instructions

Using the same nursing curriculum you selected in Assessment 1, design a course that could be added to the curriculum.

REQUIREMENTS

Design a course to be included in your selected nursing curriculum. In your course design:

  • Describe an appropriate course to include in a selected curriculum.
  • Provide a rationale for adding a course to a selected curriculum.
  • Suggest a topical outline for a course to be added to a selected curriculum.
  • Explain with whom and how faculty members would collaborate when considering the new course within a selected curriculum design.
  • Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design.
  • Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
  • Explain how the mission, philosophy, and framework of the program and parent institution impact curriculum design.
  • Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

ADDITIONAL REQUIREMENTS

  • References: Include references from at least two peer-reviewed journals that are not listed in the Suggested Resources, cited in proper APA format.
  • Length of design: The course design should be 6–8 pages in length, not including the title page and the reference page, and must follow proper APA style and formatting.
  • Course outline: Include the course outline as an appendix. The appendix will not be included in the page count for the assessment.
  • Font and font size: Times New Roman, 12 point.

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