NURS FPX 6108 Assessment 4 Course Development and Influencing Factors
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Capella University
NURS- FPX6108
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NURS FPX 6108 Assessment 4 Course Development and Influencing Factors
It is a popular procedure in developing the nursing education program, which provides confident and safe healthcare professionals. A well designed curriculum that ensures that the nursing learner is well prepared in terms of knowledge, skills and competencies that will take him/her a level higher to face the challenges and need of the new health systems will also be effective. The nursing curriculum needs to be regulated according to the needs and requirements of the profession, e.g., the American Association of Colleges of Nursing (AACN) Essentials and emerging needs of the healthcare and developing technologies (Lewis et al., 2022). The above discussions are based on the University of Pittsburgh Bachelor of Science in Nursing (BSN) Course which is based on a competency-based education (CBE) model, which has been proposed and inspired by the AACN Essentials model of education. This paper will look at the attempt to find a different way of orientation in this curriculum, while at the same time investigating the internal and external motivation of curriculum design, such as cooperation, the institutional mission and the involvement of the stakeholders.
Course for Curriculum
This new course is called Advanced Nursing Informatics and Digital Health, and will have to be offered to the University of Pittsburgh BSN. This course will be integrated definitely in the third or fourth year course because these students will no longer just be implementing the foundation; they will be able to take an out-of-this-world course which will make them much more outspoken and clinical. It will be a blended course with one required 3 or 4-credit hour and will be delivered through the presentation, simulation, and practice of an electronic health record (EHR) system. The courses will be focused on one of the two AACN Essentials (2021), i.e., area of informatics and technologies in healthcare or quality and safety (American Association of Colleges of Nursing, 2021). Instead, the course might also be converted to an organization competency-based learning organization that already exists in the Pitt BSN program, as the latter already has measurable competencies.
Rationale for Adding Course
Increased applications of technology in the provision of health care and advanced courses in informatics should be offered as well. The issue in nursing practice at the moment demands knowledge on how to employ online technology, comprehend the details regarding the patients, and use technology in making clinical decisions (Hants et al., 2023). Although the current curriculum has surely been gradually but consistently introducing increasing numbers of learners into the world of informatics, have been able to fill this gap; as such, it has been putting more introduced learners into the informatics training. This is an area that the course will not have left any footprints since the students will be ready to utilize EHRs, data analytics, and other digital health analytics in the most optimal way possible. It will also give the students the tools to be able to provide high-quality, safe, evidence-based care. With this information at hand, the informatics nurses would then be best placed to be involved in the delivery of desirable patient outcomes and error reduction, as has been illustrated in the paper. Secondly, the course will meet the workforce expectations and requirements of the NCLEX, which would ensure the graduates would be well prepared to work in a real clinical environment.
External Factor Impact on Curriculum Design
The other superimposing variables on the nursing curriculum design are the stress factors that determine the imminent nature of the nursing curriculum. The emergence of healthcare technology, i.e., telehealth, remote patient monitoring, and artificial intelligence, might be seen as one of the determinants of it (Amjad et al., 2023). The new technology has also flipped the care provider-nurse relationship, which has necessitated that nurses learn a few of the easiest skills on how to work in digital health and informatics. This also implies that even the curricula being implemented in the schools concerned in the nursing discipline would have to be diversified, i.e., the students in the nursing schools would have known what technology is available to them in the field. Second, the need to combat the problem of overall population health management and data analytics is another homage to the needs of the population that the problem of informatics education covered in the mentioned case, in its turn, warrants the inclusion of informatics education in the nursing programs.
The regulatory bodies, as well as the accrediting bodies, when developing the curriculum, also ensure that these are put in place. Curricula embraced in nursing programs must comply with the needs of several particular nursing organizations, such as the American Association of Colleges of Nursing (AACN) and Commission on Collegiate Nursing Education (CCNE) (Welch and Smith, 2022). The two in AACN Essentials (2021) (and by proxy, push the respective programs to be restructured as well), quality improvement and data-driven care (the latter implicitly), can be linked to the latter, in its turn. This, coupled with the strain on the labor market, will mean that little will be left for the hospitals but to hire nurses who are technology and data-oriented. The need for making nursing work contemporary, relevant, and flexible to the demands of the profession is all the forces and elements outside.
Internal Collaboration Framework for Successful Curriculum Design
It would also need to develop the right type of in-house consultation with the most important stakeholders in the institution in a bid to become a good curriculum designer (Kumar & Rewari, 2022). The creation of course materials, harmonization of course learning outcomes, and the curriculum, respectively, with the academic and professional accreditation standards, heavily depend on the faculty. Curriculum committees are also involved in other curriculum activities, such as curriculum revision and curriculum approval, which would involve aligning all the institution’s programs to institutional goals and accreditation standards. No one can replace the simulation lab coordinators since learning activities that have been tested to work in the simulation lab are transferred to the context where learning in clinical and technical skills is practiced.
The leader(s) of the stakeholders group will also be the heads of the chain of command of stakeholders group (that will predetermine the overall direction of changes proposed in the curriculum): The directors of the programmers in the group (e.g. heads of the deans) will be the casters of the correspondence of the planned changes in the curriculum with the mission/ goals of the institution. Centralization of activities of the staff members throughout the organization (e.g., regular meetings) turns out to be beneficial when developing a quality or coherent curriculum as well (Brown et al., 2023). In addition, the inclusion of decision-making based on information is also correlated with the degree of respect for the fruitfulness of the curriculum. They rely on student performance, course reviews, and NCLEX pass rates to give them a sense of what they should focus on to make this curriculum even better.
Topical Outline for Course
Some of the most difficult-to-respond-to questions within the scope of the existing nursing practice, along with the course in Advanced Nursing Informatics, will make up the course Digital Health. They have blazed their path towards both clinical decision support systems and electronic health records and health informatics. Those students will also be introduced to data analytics and how it can be provided to the students so that they can assist them in providing improved patient outcomes. The rest involve patient constant remote follow-ups and AI in treatment and as a component of the telehealth approach. The privacy or confidentiality of the patients, e.g., the HIPAA regulations, will be part of the course. At the end of the training, the students will have been subjected to simulation-based training in a way that they will be able to apply concepts of informatics into real-life clinical scenarios. They will serve as their subjects, and this will not only allow the students to learn theoretical knowledge, but also practical knowledge as well.
Topics Link to Other Courses
Courses which may be co-morbid with the current BSN curriculum would be those courses that would be added to the current courses. Since there might be an opportunity to incorporate it into NURS 4040: Evidence-Based Practice and Research, it will be free to access the information and borrow it to analyses it and transfer it to a sample clinic. It also corresponds to NURS 4030: Nursing Leadership and Management since the students are taught how they can utilize the data to arrive at their own decision in the organization and make a difference. Knowledge acquired about theories, as the students will be reporting throughout the informatics, will be applied to the clinical lessons, patient data, and EHR data analysis. The strand of prior knowledge (competence-based) would be rinsed off and swamped back up to the high end and application of that bit of knowledge to the clinical portion. The new course will not only result in enhanced effectiveness, but also compatibility of the overall curriculum, as the other courses will interface with this course.
Institutional Mission, Philosophy, and Framework's Impact on Curriculum Design
heoretical framework/ philosophy of the institution and mission of the institution; this affects a lot of the design of the curriculum. The U. of Pittsburgh School of Nursing is a pioneer in the whole essence of patient-centered care and has incorporated this in its courses. This course will ensure the implementation of this mission as it will provide an informatics course, which will assist the students in using the technology in a way that will assist them in improving patient outcomes. Team Members: Analytics. Data analytics and electronic equipment have been employed in helping towards the creation of the philosophy of evidence-based practice of this program. To ensure that their students can practice the competencies, they will be learnt based on the AACN Essentials (2021) model (Vortman et al., 2024). Cultural diversity, equity, and inclusion have also been taught to the students, as they can now work with the new populations and manipulate the two sides of the data to help decrease health disparities. Based on them, we are able to map them out in terms of institutional standards, the standards of a profession, and the type of curriculum.
Types of Collaboration Needed by Internal and External Stakeholders
The external stakeholders, along with the internal stakeholders, will be involved in curriculum development to come up with an effective curriculum. These internal stakeholders will be those who will be the academic leaders, Curriculum committees, and those who will be developing the course and making it come true. The clinical partners will be the external stakeholders since the former will be able to train them in a way that would make them staff able. A bring-in of the technology professionals to set up coursework in which the informatics systems can be applied might also be an activity. Accrediting agencies (CCNE) can help to ensure that the good curriculum (DelMonte et al., 2022) is maintained. The employers and the healthcare organizations would have a few observations, as they too would help provide feedback, claiming whether or not the graduates are ready for real-life situations of practicing. This collaboration can be either via the advisory committee, partnering, and constant feedback to make sure that the curriculum is sensitive and effective..
Consequences for not collaborating
The non-cooperation towards the curriculum development process might manifest itself in several undesirable results of the curriculum development process. In the absence of stakeholders’ input, therefore, the curriculum might be out of date and not fully able to be in line with the existing healthcare practices. This would also result in incompetent, ill-trained graduates, who are not even able to self-assure to work in the clinics. Violations of the requirements of the professional standard can also have an impact on NCLEX pass rates and quality of the programs (Sheikoleslami et al., 2025). The graduates might also fail to get a job since they have not been trained as per the requirements of the job. This may potentially lead to some of their results being reverted back to the patient, and undermine the care delivery process to the patient in the long term. It would also jeopardize placing the program at a disadvantage, as they would not have been able to have a good jump start to fulfill their accreditation requirements. Success and relevancy of the course depend upon good collaboration as a consequence.
Conclusion
The most challenging is the nursing education curriculum that must be highly planned, supplement enriched as well as must be in sync with the needs of the profession. Among the changes, the most notable should be the innovations of the new step, advanced nursing informatics and digital health, as the current education course in the BSN is practically an empty ship in terms of technological understanding, and BSN experience in the field urgently needs an outburst of innovations. Technological aspects and external demands in technological development, such as internal cooperation and the value of the institution, are relevant with regard to the determination of curriculum design, as well as the workforce demands.
Related Assessment For This Class:
NURS FPX 6108 Assessment 2
NURS FPX 6108 Assessment 3
NURS FPX 6108 Assessment 4
References For NURS FPX 6108 Assessment 4
American Association of Colleges of Nursing. (2021). AACN Essentials. Www.aacnnursing.org. https://www.aacnnursing.org/Essentials
Amjad, A., Kordel, P., & Fernandes, G. (2023). A review of innovation in the healthcare sector (telehealth) through artificial intelligence. Sustainability, 15(8), 6655. mdpi. https://doi.org/10.3390/su15086655
Brown, S.-A., Sparapani, R., Osinski, K., Zhang, J., Blessing, J., Cheng, F., Hamid, A., MohamadiPour, M. B., Lal, J. C., Kothari, A. N., Caraballo, P., Noseworthy, P., Johnson, R. H., Hansen, K., Sun, L. Y., Crotty, B., Cheng, Y. C., Echefu, G., Doshi, K., & Olson, J. (2023). Team principles for successful interdisciplinary research teams. American Heart Journal Plus: Cardiology Research and Practice, 32, 100306. https://doi.org/10.1016/j.ahjo.2023.100306
DelMonte, J., Murray, B., & Burke, K. (2022). Overview of the revised Commission on Collegiate Nursing Education entry-to-practice nurse residency program accreditation standards. Journal for Nurses in Professional Development, 38(3), 159–162. https://doi.org/10.1097/NND.0000000000000893
Hants, L., Bail, K., & Paterson, C. (2023). Clinical decision-making and the nursing process in digital health systems: An integrated systematic review. Journal of Clinical Nursing, 32(19-20), 7010–7035. https://doi.org/10.1111/jocn.16823
Kumar, V., & Rewari, M. (2022). A responsible approach to higher education curriculum design. International Journal of Educational Reform, 31(4), 422–441. https://doi.org/10.1177/10567879221110509
Lewis, L. S., Rebeschi, L. M., & Hunt, E. (2022). Nursing education practice update 2022: Competency-Based education in nursing. SAGE Open Nursing, 8(8). https://doi.org/10.1177/23779608221140774
Sheikoleslami, R. L., Princeton, D. M., Iren, L., Sezer Kisa, & Goyal, A. R. (2025). Examining factors associated with attrition, strategies for retention among undergraduate nursing students, and identifying research gaps: A scoping review. Nursing Reports, 15(6), 182–182. https://doi.org/10.3390/nursrep15060182
Vortman, R., Quintana, D., Oliver-Coleman, J., Joy Don Baker, & Wagner, D. (2024). Roadmap for integrating the AACN essentials with perioperative nursing. Journal of Professional Nursing, 53, 35–48. https://doi.org/10.1016/j.profnurs.2024.04.007
Welch, T. D., & Smith, T. B. (2022). AACN essentials as the conceptual thread of nursing education. Nursing Administration Quarterly, 46(3), 234–244. https://doi.org/10.1097/naq.0000000000000541
Appendix: Course Topical Outline
Course Title: Advanced Nursing Informatics and Digital Health
Section | Subsections |
I. Foundations of Nursing Informatics | A. Definition and Scope of Health Informatics B. Role of Informatics in Nursing Practice C. Evolution of Digital Health Technologies D. Ethical and Legal Considerations in Informatics |
II. Electronic Health Records (EHR) and Clinical Systems | A. Structure and Function of EHR Systems B. Documentation Standards and Best Practices C. Interoperability and Data Exchange D. Clinical Workflow Integration |
III. Clinical Decision Support Systems | A. Types of Decision Support Tools B. Evidence-Based Decision Making C. Alerts, Reminders, and Clinical Guidelines D. Impact on Patient Safety and Outcomes |
IV. Healthcare Data Analytics | A. Types of Healthcare Data (Clinical, Operational) B. Data Collection and Management C. Basic Data Analysis Techniques D. Interpretation of Data for Clinical Decisions |
V. Telehealth and Remote Patient Monitoring | A. Principles of Telehealth Practice B. Remote Monitoring Technologies C. Patient Engagement in Digital Care D. Benefits and Challenges of Telehealth |
VI. Privacy, Security, and Ethical Considerations | A. HIPAA and Patient Confidentiality B. Data Security and Risk Management C. Ethical Use of Health Information D. Legal Responsibilities of Nurses |
VII. Artificial Intelligence and Emerging Technologies | A. Introduction to AI in Healthcare B. Predictive Analytics and Machine Learning C. Role of AI in Clinical Decision Making D. Future Trends in Digital Health |
VIII. Quality Improvement and Data-Driven Care | A. Use of Data in Quality Improvement B. Performance Metrics and Patient Outcomes C. Reducing Errors through Informatics D. Evidence-Based Practice Integration |
IX. Simulation and Practical Application | A. EHR Simulation Training B. Case-Based Informatics Scenarios C. Interprofessional Collaboration Using Technology D. Reflection and Skill Evaluation |
FAQs
What is the purpose of nursing curriculum development?
The purpose of nursing curriculum development is to prepare competent, safe, and evidence-based healthcare professionals. It ensures that nursing programs align with professional standards such as the AACN Essentials (2021) and meet the evolving needs of modern healthcare systems, including technology integration and patient-centered care.
Why is the AACN Essentials important in curriculum design?
The American Association of Colleges of Nursing Essentials provide a competency-based framework that guides nursing education programs. They ensure that graduates develop essential skills in areas like informatics, quality improvement, leadership, and clinical judgment, making them ready for real-world healthcare environments.
What external factors influence nursing curriculum development?
External factors include advancements in healthcare technology (such as telehealth, AI, and EHR systems), regulatory requirements from accrediting bodies like CCNE, and workforce demands. These factors ensure that nursing education remains relevant, updated, and aligned with current clinical practices.