NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Student Name
Capella University
NURS-FPX 6107 Curriculum Design, Development, and Evaluation
Prof. Name
Date
Course Development and Influencing Factors
Course development in nursing education is a structured and iterative process shaped by institutional dynamics, stakeholder expectations, and regulatory frameworks. It requires aligning academic goals with evolving healthcare demands, particularly in areas influenced by technological advancement such as informatics and telehealth. According to Capella University, integrating contemporary competencies into curricula ensures graduates remain competitive and practice-ready. This paper explores how a new course focused on informatics and telehealth can be systematically designed within a BSN program while accounting for internal processes and external pressures that influence curriculum decisions (Mao et al., 2020).
Appropriate Course
A relevant addition to the BSN curriculum is a course titled “Health Informatics and Telehealth in Nursing.” This course emphasizes the application of digital tools, data systems, and virtual care models in clinical nursing practice. Positioned in the advanced phase of the program, it builds on students’ foundational knowledge in clinical care, research, and nursing theory.
By the time students reach this stage, they possess sufficient clinical reasoning skills to understand complex systems like electronic health records (EHRs) and telecommunication platforms used in patient care. This timing ensures effective knowledge integration and prepares learners to utilize digital health technologies confidently in professional settings (Harris et al., 2021; Reid et al., 2022).
The Rationale for Adding this Particular Course
The integration of informatics and telehealth into nursing curricula is no longer optional but essential. Modern healthcare systems increasingly rely on digital infrastructure for patient management, clinical decision-making, and remote care delivery. Evidence suggests that incorporating informatics education improves technological adoption among healthcare professionals (Forman et al., 2020).
Additionally, telehealth plays a critical role in enhancing healthcare accessibility, particularly in underserved populations (Butzner & Cuffee, 2021). Aligning with recommendations from the American Association of Colleges of Nursing, this course ensures that graduates develop competencies in managing digital health data, maintaining patient confidentiality, and delivering care through virtual platforms. Ultimately, it equips nurses to meet current workforce demands and adapt to ongoing technological advancements (Barbosa et al., 2021).
Topical Outline of the Course
The course content is structured to provide both theoretical knowledge and practical application. It integrates seamlessly with existing courses such as Nursing Research and Health Assessment by reinforcing evidence-based practice and patient-centered care through digital tools.
Course Modules and Topics
| Module | Key Topics Covered |
|---|---|
| Foundations of Informatics | Introduction to health informatics; evolution of informatics; role in nursing practice |
| Electronic Health Records (EHR) | Overview of EHR systems; documentation and data management; interoperability standards |
| Telehealth Technologies | Introduction to telehealth; types of technologies; platforms and applications |
| Legal and Ethical Issues | Regulatory frameworks; ethical challenges; privacy and data security |
| Informatics in Practice | Integration into clinical workflows; evidence-based informatics; patient education via telehealth |
This structured approach ensures that students develop both conceptual understanding and applied competencies necessary for digital healthcare environments (Forman et al., 2020; Barbosa et al., 2021).
Collaboration with Faculty Members
The successful implementation of this course depends heavily on interdisciplinary collaboration. Faculty members within the nursing department play a central role in curriculum alignment, ensuring that the course meets program objectives and learning outcomes. Collaborative discussions enable the integration of pedagogical strategies and content relevance (Gartz & O’Rourke, 2020).
Key Stakeholders and Their Roles
| Stakeholder | Contribution to Course Development |
|---|---|
| Nursing Faculty | Curriculum design, pedagogy, alignment with outcomes |
| Practicing Nurses | Real-world insights, current clinical practices |
| Healthcare Administrators | Industry trends, operational needs |
| Instructional Designers | Digital course design, e-learning optimization |
| Accrediting Bodies (e.g., Accreditation Commission for Education in Nursing) | Quality assurance, compliance with standards |
Engaging technology experts ensures effective integration of digital tools, while collaboration with healthcare professionals guarantees practical relevance. This multidisciplinary approach enhances course quality and prepares students for real-world challenges (Jonasdottir et al., 2022; Poitras et al., 2023).
Internal Factors
Internal institutional elements significantly influence curriculum development. These include governance structures, financial resources, and faculty capacity.
Internal Influences on Curriculum Design
| Factor | Impact |
|---|---|
| Curriculum Committees | Review and approve course additions |
| Academic Boards | Ensure compliance with institutional standards |
| Budget Allocation | Determines availability of technology and resources |
| Faculty Workload | Affects course implementation feasibility |
| Administrative Policies | Guide curriculum development processes |
For example, introducing telehealth simulation labs requires financial investment and faculty training, highlighting the importance of resource planning (Hui et al., 2021; McCauley & Swartz, 2020).
External Factors
External influences shape curriculum responsiveness to healthcare trends and regulatory expectations.
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
External Influences on Curriculum Design
| Factor | Impact |
|---|---|
| Funding Sources | Limit or enable innovation in course development |
| Healthcare Employers | Define required competencies |
| Professional Organizations | Establish best practices |
| Regulatory Bodies (e.g., ACEN) | Set accreditation standards |
| Policies (e.g., HIPAA) | Ensure legal compliance in patient data handling |
For instance, guidelines from the U.S. Department of Health & Human Services regarding HIPAA significantly influence how telehealth content is taught, particularly in relation to patient privacy and data security (HHS, 2022).
Impact of Parent Institution on Curriculum Design
The institutional philosophy and mission of Capella University strongly shape curriculum decisions. A focus on innovation encourages the inclusion of emerging technologies such as telehealth. Similarly, a commitment to accessibility promotes flexible, online learning formats that accommodate diverse learners.
Alignment with frameworks such as AACN Essentials ensures that graduates meet national competency standards. This institutional alignment guarantees consistency, quality, and relevance in curriculum design (AACN, 2019).
Type of Collaboration
Curriculum development requires coordinated efforts between internal and external stakeholders to maintain academic rigor and industry relevance.
Collaborative Framework
| Type of Stakeholder | Role in Curriculum Development |
|---|---|
| Internal (Faculty, Advisors) | Curriculum alignment, academic oversight |
| External (Healthcare Providers) | Industry insights, skill requirements |
| Accrediting Agencies | Compliance and quality assurance |
| Clinical Partners | Experiential learning opportunities |
Failure to engage stakeholders can result in outdated curricula, lack of practical relevance, and potential accreditation risks. Effective collaboration ensures that programs remain aligned with professional standards and workforce expectations (Porter Lipscomb & Zupec, 2020; Quqandi et al., 2022).
Conclusion
Developing a nursing curriculum requires a strategic balance between institutional priorities, stakeholder input, and regulatory compliance. The integration of a course on health informatics and telehealth addresses the growing demand for technologically competent nurses. Through collaborative efforts and careful consideration of internal and external factors, nursing programs can design curricula that are innovative, relevant, and aligned with modern healthcare needs. Ultimately, effective curriculum development ensures that graduates are equipped to deliver high-quality, evidence-based care in an increasingly digital healthcare environment.
References
AACN. (2019). American Association of Colleges of Nursing (AACN) > Home. Aacnnursing.org. https://www.aacnnursing.org/
ACEN. (2024). Accreditation commission for education in nursing. Acenursing.org. https://www.acenursing.org/
Barbosa, W., Zhou, K., Waddell, E., Myers, T., & Dorsey, E. R. (2021). Improving access to care: Telemedicine across medical domains. Annual Review of Public Health, 42(1), 463–481. https://doi.org/10.1146/annurev-publhealth-090519-093711
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Butzner, M., & Cuffee, Y. (2021). Telehealth interventions and outcomes across rural communities in the United States: Narrative review. Journal of Medical Internet Research, 23(8). https://doi.org/10.2196/29575
Forman, T. M., Armor, D. A., & Miller, A. S. (2020). A review of clinical informatics competencies in nursing. Nursing Education Perspectives, 41(1), 3–7. https://doi.org/10.1097/01.nep.0000000000000588
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Gartz, J., & O’Rourke, J. (2020). Telehealth educational interventions. Journal of the American Association of Nurse Practitioners, 33(11), 872–878.
Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform literature review.
Harris, K. E., et al. (2021). Telehealth education integration. Telemedicine and E-Health, 27(2), 137–149.