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 follows a systematic and cyclical process shaped by institutional priorities, stakeholder expectations, and regulatory requirements. It is not merely about adding new content; rather, it involves aligning educational objectives with the rapidly evolving demands of healthcare systems. A key driver of change is the growing integration of technology, particularly in areas such as informatics and telehealth.
A central question arises: Why must nursing curricula continuously evolve? The answer lies in the dynamic nature of healthcare delivery. As digital tools and remote care models become standard, nursing education must ensure that graduates possess the competencies required for modern practice. Integrating contemporary skills enhances graduate readiness and professional competitiveness. Therefore, designing a course focused on informatics and telehealth within a BSN program requires careful consideration of both internal academic processes and external healthcare trends (Mao et al., 2020).
Appropriate Course
A suitable addition to the BSN curriculum is a course titled Health Informatics and Telehealth in Nursing. This course is best positioned in the later stages of the program, where students have already developed foundational knowledge in clinical practice, research methodologies, and theoretical frameworks.
Why should this course be placed in the advanced phase? At this level, students demonstrate higher-order clinical reasoning and are better prepared to engage with complex systems such as electronic health records (EHRs) and telecommunication technologies. This placement ensures that learners can integrate theoretical knowledge with practical application effectively.
The course focuses on:
- Use of digital health systems in clinical settings
- Application of telehealth platforms for patient care
- Management of healthcare data and information systems
This progression supports the development of competence in utilizing healthcare technologies confidently in professional environments (Harris et al., 2021; Reid et al., 2022).
The Rationale for Adding this Particular Course
The inclusion of informatics and telehealth in nursing education is now a necessity rather than an option.
Why is this course essential in modern nursing education? Healthcare systems increasingly depend on digital infrastructures for patient management, clinical decision-making, and remote service delivery. Without adequate training, nurses may struggle to adapt to these systems.
Research indicates that:
- Informatics education enhances technology adoption among healthcare professionals
- Telehealth improves access to care, particularly in underserved and rural populations
- Digital competencies are aligned with national nursing education standards
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Additionally, this course supports competencies recommended by professional organizations, including skills in data management, patient confidentiality, and virtual care delivery. As a result, graduates are better prepared to meet workforce expectations and adapt to technological advancements in healthcare (Barbosa et al., 2021; Butzner & Cuffee, 2021; Forman et al., 2020).
Topical Outline of the Course
The course is structured to balance theoretical understanding with practical application. It complements existing subjects such as Nursing Research and Health Assessment by reinforcing evidence-based and patient-centered care through digital tools.
Course Modules and Topics
| Module | Key Topics Covered |
|---|---|
| Foundations of Informatics | Overview of health informatics, historical development, role in nursing practice |
| Electronic Health Records (EHR) | EHR systems, clinical documentation, data management, interoperability |
| Telehealth Technologies | Types of telehealth systems, platforms, and clinical applications |
| Legal and Ethical Issues | Regulatory requirements, ethical concerns, data privacy and security |
| Informatics in Practice | Clinical integration, evidence-based informatics, patient education via telehealth |
How does this structure benefit learners? It ensures progressive knowledge acquisition while building practical competencies required for digital healthcare environments (Forman et al., 2020; Barbosa et al., 2021).
Collaboration with Faculty Members
Effective course implementation depends on collaboration among multiple stakeholders.
Why is collaboration critical in curriculum development? It ensures that the course content remains academically rigorous while also being relevant to real-world practice. Faculty members play a pivotal role in aligning the course with program outcomes and integrating appropriate teaching strategies.
Key Stakeholders and Their Roles
| Stakeholder | Contribution to Course Development |
|---|---|
| Nursing Faculty | Curriculum planning, instructional strategies, outcome alignment |
| Practicing Nurses | Clinical insights and current practice trends |
| Healthcare Administrators | Understanding of operational and industry needs |
| Instructional Designers | Development of digital learning environments |
| Accrediting Bodies (e.g., ACEN) | Ensuring quality standards and compliance |
This interdisciplinary collaboration enhances both the quality and applicability of the course, ensuring that students are prepared for real-world clinical challenges (Gartz & O’Rourke, 2020; Jonasdottir et al., 2022; Poitras et al., 2023).
Internal Factors
Internal institutional elements significantly influence curriculum design and implementation.
What internal factors affect course development? These factors relate to governance, resources, and institutional policies.
Internal Influences on Curriculum Design
| Factor | Impact |
|---|---|
| Curriculum Committees | Evaluate and approve new courses |
| Academic Boards | Ensure alignment with institutional standards |
| Budget Allocation | Determines access to technology and resources |
| Faculty Workload | Influences feasibility of course delivery |
| Administrative Policies | Guide development and approval processes |
For example, implementing telehealth simulation labs requires financial investment and faculty training, emphasizing the need for strategic planning (Hui et al., 2021; McCauley & Swartz, 2020).
External Factors
External forces shape how responsive a curriculum is to healthcare trends and regulatory requirements.
How do external factors influence curriculum design? They ensure that educational programs remain aligned with industry expectations and legal standards.
External Influences on Curriculum Design
| Factor | Impact |
|---|---|
| Funding Sources | Enable or limit innovation |
| Healthcare Employers | Define required workforce competencies |
| Professional Organizations | Establish best practice guidelines |
| Regulatory Bodies (e.g., ACEN) | Set accreditation requirements |
| Policies (e.g., HIPAA) | Ensure legal compliance in patient data handling |
For instance, regulations related to patient privacy significantly influence how telehealth practices are taught, particularly regarding data security and confidentiality (HHS, 2022).
Impact of Parent Institution on Curriculum Design
The philosophy and mission of the parent institution play a critical role in shaping curriculum decisions.
How does institutional philosophy affect course design? Institutions that prioritize innovation are more likely to integrate emerging technologies such as telehealth into their programs. Similarly, a commitment to accessibility encourages flexible and online learning models.
Alignment with national frameworks, such as the AACN Essentials, ensures that graduates meet standardized competencies. This alignment promotes consistency, quality assurance, and relevance in nursing education (AACN, 2019).
Type of Collaboration
Curriculum development requires coordinated engagement between internal and external stakeholders.
What happens if collaboration is lacking? The curriculum may become outdated, misaligned with industry needs, or at risk of failing accreditation standards.
Collaborative Framework
| Type of Stakeholder | Role in Curriculum Development |
|---|---|
| Internal (Faculty, Advisors) | Academic oversight and curriculum alignment |
| External (Healthcare Providers) | Industry insights and skill requirements |
| Accrediting Agencies | Quality assurance and compliance |
| Clinical Partners | Provide hands-on learning opportunities |
Effective collaboration ensures that nursing programs remain relevant, evidence-based, and aligned with workforce expectations (Porter Lipscomb & Zupec, 2020; Quqandi et al., 2022).
Conclusion
Developing a nursing curriculum requires balancing institutional goals, stakeholder input, and regulatory standards. The introduction of a course on health informatics and telehealth addresses the increasing demand for technologically skilled nurses. Through structured planning, interdisciplinary collaboration, and responsiveness to both internal and external influences, nursing programs can create curricula that are both innovative and practical. Ultimately, such efforts ensure that graduates are well-prepared to deliver high-quality, evidence-based care in a digitally driven 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
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.
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Harris, K. E., et al. (2021). Telehealth education integration. Telemedicine and E-Health, 27(2), 137–149.