Capella 6107 Assessment 2

Assessment 2: Course Development and Influencing Factors

Student Name

Capella University

School of Nursing and Health Sciences, Capella University

NURS-FPX 6107 Assessment 2:

Curriculum Design, Development, and Evaluation

Prof. Name:

Date

Course Development and Influencing Factors

This essay advocates for the incorporation of a “Nursing Informatics and the Foundation of Knowledge” course into Capella University’s nursing curriculum in Minneapolis, MN. The course’s objective is to cover technology, information, and data concepts and theories relevant to nursing practice. It is recommended as either an elective or core course within the technology or data management section. Furthermore, the essay highlights the increasing significance of nursing informatics in the healthcare industry and the necessity for nurses to possess the skills and knowledge to utilize technology and data effectively in their practice. It outlines the course’s topical outline and underscores the importance of collaboration among faculty members and external nursing informatics experts.

NURS-FPX 6107 Assessment 2: Course Development and Influencing Factors

Appropriate Course

A “Nursing Informatics and the Foundation of Knowledge” course is highly recommended for inclusion in Capella University’s nursing curriculum. This course would encompass crucial concepts and theories related to technology, information, and data in nursing practice. By gaining an understanding of how technology and data can be employed to enhance patient outcomes, efficiency, and informed decision-making, students will be better equipped to meet the demands of modern healthcare.

The most suitable placement for this course in the nursing curriculum would be during the early stages, as a foundational course that establishes the groundwork for subsequent courses. This approach ensures that students comprehend the practical applications of technology and data in nursing practice and learn to utilize these tools effectively throughout their careers.

Given the rapidly evolving healthcare landscape, nurses must be well-versed in the application of technology and data in their practice (Morse & Warshawsky, 2021). Integrating nursing informatics into practice has demonstrated improvements in patient outcomes and increased efficiency (Huter et al., 2020). Therefore, the addition of a Nursing Informatics course is necessary for Capella University’s curriculum.

Rationale for Adding this Particular Course

The rationale for incorporating the “Nursing Informatics and the Foundation of Knowledge” course in Capella University’s nursing curriculum in Minneapolis, MN, is three-fold.

Firstly, nursing informatics is an ever-expanding field that significantly impacts the quality of patient care (Booth et al., 2021). It merges nursing science, computer science, and information science to manage and communicate data, information, and knowledge in nursing practice (O’Connor & LaRue, 2020). By providing students with a solid foundation in nursing informatics, they will be better prepared to utilize technology and data to enhance patient outcomes. NURS-FPX 6107 Assessment 2: Course Development and Influencing Factors.

Secondly, technology is rapidly transforming healthcare delivery, and nurses must be equipped to leverage it in their practices. Nursing informatics equips students with the skills and knowledge necessary to use technology effectively in providing patient care, preparing them to function in a digital healthcare environment (Adelphi University, 2020).

Finally, the demand for nurses with expertise in nursing informatics is increasing. Healthcare organizations seek nurses with technology and data management skills to improve patient care and outcomes (Grenuk, 2019). Including this course in the nursing curriculum will help prepare students to meet this growing demand.

Similarly, “Nursing Informatics and the Foundation of Knowledge” is an essential course for nursing students as it provides the foundational understanding of technology and data in nursing practice. The course would be best suited as an elective or core course in the technology or data management section of the nursing curriculum.

Topical Outline of the Course

I. Introduction to Nursing Informatics
A. Definition and Concept
B. Historical Overview
C. Importance in Nursing Practice

II. Healthcare Information Technology
A. Electronic Health Records (EHR)
B. Telehealth and Remote Monitoring
C. Health Information Exchange (HIE)

III. Data Management and Analytics
A. Data Collection and Storage
B. Data Analysis and Visualization
C. Clinical Decision Support Systems (CDSS)

IV. Knowledge Management in Nursing
A. Evidence-Based Practice (EBP)
B. Clinical Practice Guidelines (CPG)
C. Clinical Terminology and Classification Systems

V. Legal and Ethical Considerations in Nursing Informatics
A. Patient Confidentiality and Data Security
B. Informed Consent and Data Sharing
C. Professional Standards and Guidelines

VI. Implementation and Evaluation of Nursing Informatics
A. Project Management in Nursing Informatics
B. Change Management in Healthcare Organizations
C. Evaluation of Nursing Informatics Interventions

VII. Conclusion and Future Directions
A. Summary of Key Points
B. Emerging Trends and Technologies in Nursing Informatics
C. Career Opportunities in Nursing Informatics.

The course outline provided focuses on introducing the field of nursing informatics to students. The topics covered in this course are related to other courses in Capella University’s nursing program, including healthcare technology, data management, knowledge management, legal and ethical considerations, and implementation and evaluation of nursing informatics. The course aims to provide a foundational knowledge of nursing informatics that is essential for future courses and professional practice. It also prepares students to use nursing informatics in a variety of settings, including clinical, educational, and research environments. NURS-FPX 6107 Assessment 2: Course Development and Influencing Factors. Finally, the course outlines future trends and career opportunities in nursing informatics, which helps students plan their future career paths in this field.

Collaboration with Faculty Members

To successfully implement the “Nursing Informatics and the Foundation of Knowledge” course within Capella University’s nursing curriculum, it is crucial for faculty members to collaborate with each other and external nursing informatics experts.

Faculty members tasked with designing and delivering the course must work closely together to ensure the course content aligns with the university’s standards and objectives (Lewis, 2020). Additionally, collaborating with subject matter experts in nursing informatics, including academic researchers, practitioners, and professionals, will provide valuable insights into the latest advancements and best practices in the field.

NURS-FPX 6107 Assessment 2: Course Development and Influencing Factors

Identifying and engaging experts in nursing informatics is essential for the development of the course. Faculty members need to reach out to these experts and establish a collaborative relationship. They may invite experts to participate in course design workshops, seek feedback on course materials, and even collaborate on course content. This collaboration ensures that the course incorporates the latest knowledge and practices in nursing informatics.

Faculty members also need to coordinate their efforts to streamline the development and delivery of the course. Regular communication and division of responsibilities among faculty members are essential for an efficient and effective course development process.

The role of subject matter experts is to provide input and advice on the course content and ensure it reflects the latest research and best practices in nursing informatics. Their expertise also ensures the course’s relevance to the needs of practicing nurses, preparing students to use informatics effectively in their future careers.

Collaboration between faculty members and subject matter experts is crucial for the success of the “Nursing Informatics and the Foundation of Knowledge” course at Capella University. Their joint efforts ensure the course is informed by the latest knowledge and practices in nursing informatics, equipping students with the skills needed for their future careers.

Internal Factors

Internal factors within educational institutions, such as organizational processes, curriculum committees, and internal review bodies, significantly influence curriculum design at Capella University in Minneapolis, MN.

Organizational Processes

Organizational processes refer to the protocols, procedures, and policies governing the development, approval, and implementation of courses and programs. These processes ensure that the curriculum design aligns with the university’s mission, goals, and values. Capella University likely has guidelines for course development, outlining steps like faculty roles, technology utilization, and student learning outcome

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