NURS FPX 6111 Criteria and Rubric Development Paper Example

NURS 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 6109 Vila Health Implementing New Educational Technology Example

NURS 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:

• • Implementation Plan Template [DOCX].

Media

• • Vila Health: Implementing New 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. 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 Vila Health: The Impact of Educational Technology Example

NURS 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:

• APA Style Paper Template [DOCX].

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 6107 Curriculum Overview Framework and Analysis Example

NURS 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:

• • Oermann, M. H. (Ed.) (2013). Teaching in nursing and role of the educator. New York, NY: Springer Publishing Company.
    • Chapter 15, “Evidence-Based Teaching in Nursing.”
  • Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer Publishing Company.
    • Chapter 5, “Using Contextual Curriculum Design with Taxonomies to Promote Critical Thinking.”
    • Chapter 7, “Internal Frame Factors.”
    • Chapter 9, “The Components of the Curriculum.”

SHOW LESSThese resources review different curriculum models and theoretical frameworks:

• • Lisko, S. A., & O’Dell, V. (2010). Integration of theory and practice: Experiential learning theory and nursing education. Nursing Education Perspectives, 31(2), 106–108.
  • Payne, L. K. (2015). Intuitive decision making as the culmination of continuing education: A theoretical framework. The Journal of Continuing Education in Nursing, 46(7), 326–332.
  • Kaylor, S. K. (2014). Preventing information overload: Cognitive load theory as an instructional framework for teaching pharmacology. Journal of Nursing Education, 53(2), 108–111.
  • MacIntyre, J., & McInnis-Perry, G. (2014). Evaluating and transforming nursing curriculum: Using a modified curriculum model to enhance gerontological content. Perspectives, 37(2), 15–22.
  • Mosley, C. M., & Taylor, B. J. (2017). Integration of health literacy content into nursing curriculum utilizing the health literacy expanded model. Teaching and Learning in Nursing, 12(2), 109–116.
  • Close, L., Gorski, M. S., Sroczynski, M., Farmer, P., & Wortock, J. (2015). Shared curriculum model: A promising practice for education transformation. Journal of Nursing Education, 54(12), 677–682.

This resource addresses quality and safety science in nursing education:

• • Sherwood, G. (2011). Integrating quality and safety science in nursing education and practice. Journal of Research in Nursing, 16(3), 226–240.

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 Course Development and Influencing Factors Example Paper

NURS 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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