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Course Definition and Alignment Table

Course Definition and Alignment Table

Course Description, Vision, and Rationale

The Diabetes Mellitus Short Course aims to equip learners with pertinent knowledge and skills required to manage diabetes mellitus. Diabetes mellitus is a metabolic disease characterized by resistance to the action of insulin, inadequate production of insulin, and excessive secretion of glucagon (Szafran et al., 2019). Early detection and initiation of various treatment and management interventions are characterized by a good disease prognosis (Duarte et al., 2018). However, the disease is usually detected late, with studies demonstrating that the average diagnosis occurs after six to seven years of living with the disease (Gregg et al., 2018). Accordingly, this is associated with a poor prognosis and the development of diabetic complications (Thamrin et al., 2019).

The vision of the course is to develop a competent nursing workforce to promote patient-centered services for people with diabetes and give the healthcare organization a competitive advantage. The rationale of the course is to equip nurses with relevant knowledge and skills to make nursing diagnoses, provide patient-centered services and improve outcomes among diabetic patients.

Course Learning Objectives

Describe the epidemiology of diabetes mellitus locally and globally.

Explanation of the different classifications of diabetes mellitus.

Evaluate various screening methods and identify possible nursing diagnoses.

Explain diabetic emergencies and complications.

Identify unique populations and how they are impacted by diabetes mellitus

Describe various nursing interventions: pharmacological and non-pharmacological interventions in managing diabetes mellitus.

Program Offering: Program Description

This course helps to address various aspects of diabetes mellitus. It evaluates and describes the epidemiological aspects of the disease and its implications. It also covers various aspects of diabetes mellitus, such as the classification, screening exercises, diagnoses, special patient populations, and disease management. The course’s objectives aimed at equipping nurses and other interdisciplinary team members with sufficient knowledge and skills required to provide patient-centered services to patients with diabetes mellitus. Explanation of various screening techniques and their initiation is important to facilitate the timely detection of diabetic complications. Accordingly, nurses and other clinicians can initiate timely interventions and improve the prognosis of the disease.

The course is designed to be offered through active participatory methods. Ideally, this will be achieved at the institution’s premises or away from the institution. For training that will be offered away from the institution, digital telehealth technology will be incorporated. Specifically, videoconferencing will be embraced using technologies such as Zoom (Rutledge et al., 2021). Study materials will be available at the beginning of the course, and subsequent resources will be provided with ongoing training. The course targets nurses, physicians, pharmacists, laboratory technologists, and dieticians. These interdisciplinary team members are key in the management of diabetic patients.

Program Outcomes

Students will be able to offer holistic healthcare services based on the epidemiological epidemiology characteristics of the patient.

Students will use an evidence-based approach to classify diabetes mellitus.

Students will perform patient-centered screening exercises for diabetic patients.

Students will diagnose patients with diabetes mellitus, including the identification of different nursing diagnoses.

The students will apply evidence-based practice in the management of diabetes mellitus.

Alignment Tables

Table One: Learning Objectives to Program Outcomes

Number Learning Objectives Program Outcomes
1  Describe the epidemiology of diabetes mellitus locally and globally Holistic healthcare services to patients.
2  Explanation of the different classifications of diabetes mellitus Evidence-based practice and competency.
3  Evaluate various screening methods and identify possible nursing diagnoses Perform patient-centered screening exercises.
4 Describe various pharmacological and non-pharmacological interventions in the management of diabetes mellitus Evidence-based practices in managing diabetes

 

Table Two: Learning Objectives to External Standards

Learning Objectives
Describe the epidemiology of diabetes mellitus locally and globally Explanation of the different classifications of diabetes mellitus Evaluate various screening methods and identify possible nursing diagnoses Describe various pharmacological and non-pharmacological interventions in the management of diabetes mellitus
Learning Objectives to External Standards (example)
External Standards National Healthcare and Disparity Reports (NHQDR, n.d.)
American Diabetes Association Guidelines (ADA, n.d.)
American College of Sports Medicine (ACSM) (ACSM, n.d.)

Memo to Department Supervisor

To: The Department Supervisor

From: The nurse educator

CC: Other recipients                         

Subject: Course Description and Researched Rationale

Greetings.

Course description and evaluation help to determine the relevance of a new course. It is desirable to introduce and implement a course that increases the skills and knowledge of nurses and other members of the interdisciplinary team. This memo aims to propose the development of a course in diabetes mellitus. The course is supported by evidence and an alignment table.

Course Title and Course Description

The course is titled ‘Diabetes Mellitus Short Course’ and aims to equip learners with pertinent knowledge and skills required to manage diabetes mellitus. This course helps to address various aspects of diabetes mellitus. It evaluates and describes the epidemiological aspects of the disease and its implications. It also covers various aspects of diabetes mellitus, such as the classification, screening exercises, diagnoses, special patient populations, and disease management. The course is designed to be offered through active participatory methods. Accordingly, this will be achieved at the institution’s premises or away from the institution.

Researched Rationale

According to Koliaki et al. (2020), diabetes mellitus is a chronic metabolic disease characterized by resistance to the action of insulin, inadequate production of insulin, and excessive secretion of glucagon. Data demonstrates that the disease is not diagnosed early (Szafran et al., 2019). Findings demonstrate that patients live with the disease for up to seven years before a definitive diagnosis (Zhao et al., 2019). It is approximated that 37 million Americans have diabetes, and one in every five patients is unaware of their condition (Szafran et al., 2019). Consequently, this worsens the prognosis of the disease and is associated with the development of microvascular and macrovascular complications (Szafran et al., 2019). The management cost of each patient is approximately $16,750 annually (Gregg et al., 2018). Therefore, a course in diabetes mellitus is needed to train nurses and other clinicians on the timely screening, diagnosis, and management of the disease.

The course covers objectives such as epidemiology classification, screening exercises, diagnoses, special patient populations, and disease management. By so doing, better learning outcomes will be achieved. They include evidence-based practice in the management of diabetes mellitus, holistic healthcare services when dealing with patients, and patient-centered screening services. As a result, this will facilitate timely diagnosis of diabetes mellitus and management initiation, hence a better prognosis. It is recommended that the organization adopt telehealth as an educational technology that will help bring the course’s implementation to fruition.

References

ACSM. (n.d.). ACSM Publishes New Recommendations on Type 2 Diabetes and Exercise. https://www.acsm.org/news-detail/2022/02/09/acsm-publishes-new-recommendations-on-type-2-diabetes-and-exercise

ADA. (n.d.). American Diabetes Association: Professional Publications. https://diabetesjournals.org/

Duarte, A. A., Mohsin, S., & Golubnitschaja, O. (2018). Diabetes care in figures: current pitfalls and future scenario. EPMA Journal, 9(2), 125–131. https://doi.org/10.1007/s13167-018-0133-y

Gregg, E. W., Cheng, Y. J., Srinivasan, M., Lin, J., Geiss, L. S., Albright, A. L., & Imperatore, G. (2018). Trends in cause-specific mortality among adults with and without diagnosed diabetes in the USA: an epidemiological analysis of linked national survey and vital statistics data. The Lancet, 391(10138), 2430–2440. https://doi.org/10.1016/S0140-6736(18)30314-3

Koliaki, C., Tentolouris, A., Eleftheriadou, I., Melidonis, A., Dimitriadis, G., & Tentolouris, N. (2020). Clinical Management of Diabetes Mellitus in the Era of COVID-19: Practical Issues, Peculiarities, and Concerns. Journal of Clinical Medicine, 9(7), 2288. https://doi.org/10.3390/jcm9072288

NHQDR. (n.d.). Diabetes Quality Measures Compared to Achievable Benchmarks. https://nhqrnet.ahrq.gov/inhqrdr/National/benchmark/table/Diseases_and_Conditions/Diabetes

Rutledge, C. M., O’Rourke, J., Mason, A. M., Chike-Harris, K., Behnke, L., Melhado, L., Downes, L., & Gustin, T. (2021). Telehealth Competencies for Nursing Education and Practice: The Four P’s of Telehealth. Nurse Educator, 46(5), 300–305. https://doi.org/10.1097/NNE.0000000000000988

Szafran, O., Kennett, S. L., Bell, N. R., & Torti, J. M. I. (2019). Interprofessional collaboration in diabetes care: Perceptions of family physicians practicing in or not in a primary health care team. BMC Family Practice, 20(1), 1–10. https://doi.org/10.1186/s12875-019-0932-9

Thamrin, H., Sutjahjo, A., Pranoto, A., & Soelistijo, S. A. (2019). Association of Metabolic Syndrome with Albuminuria in Diabetes Mellitus Type 2. Biomolecular and Health Science Journal, 2(2), 82. https://doi.org/10.20473/bhsj.v2i2.14964

Zhao, C., Wong, L., Zhu, Q., & Yang, H. (2019). Prevalence and correlates of chronic diseases in an elderly population: A community-based survey in Haikou. PLoS ONE, 13(6), 1–11. https://doi.org/10.1371/journal.pone.0199006

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Question 


Assessment 1 Instructions: Course Definition and Alignment Table
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Construct a 1-2 page course definition with an accompanying alignment table for a nursing education course using a topic of your choice. Include a 1-2-page memo to a department supervisor that contains a rationale for the assessment and evaluation strategies you plan to use in the course.

Course Definition and Alignment Table

Course Definition and Alignment Table

Introduction
Assessing and evaluating program effectiveness requires you to understand the entire alignment of a course, from the way it is presented to potential learners to the final analysis of aggregated data.

Whenever you begin the process of designing a course, it is important to begin with the end in mind. Assessment and evaluation strategies are key elements of the design process.

How will the course fit in with a larger organizational outcome or continuing educational requirement?
What do you want your learners to know or do after they have completed the course?
How will you determine whether your learners have met your learning objectives?
Program outcomes and learning objectives create a framework to help you determine the learning activities and the types of assessment that will best tell you whether your objective has been met.

Preparation
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.

What is the difference between assessment and evaluation?
What are the differences between formative and summative evaluations?
How would you address each of the following domains, when designing assessments and evaluations of learner skills and knowledge?
Cognitive.
Psychomotor.
Affective.
You will need the following document for this assessment:

Assessment Formatting Guidelines [DOCX].
Scenario
Imagine that you are a nurse educator in a local organization. You have been asked to create a new course for your nurse education program. You have been given latitude to select both the topic and the nurse population.

Your supervisor would like you to create a course definition document that includes the following elements:

A course title and course description.
The learning objectives.
The related program description and program outcomes.
Alignment of the external standards or regulatory guidelines that pertain to the educational program offering.
This year, the department is asking all nurse educators to pay particular attention to how the evaluation and assessment design of courses help ensure that both learning and program outcomes will be met.

In addition, leadership has recognized the importance of evidenced-based practice and standards of care. To that end, at least one external national nursing standard should be aligned with the objectives for your assignment.

Part One – Course Definition and Alignment Table
Identify a specific health care issue, setting, and learner audience.

Your course definition should consist of the following:

Course description, vision, and rationale.
The course learning objectives.
A description of the program offering.
The program outcomes.
Use a table to show alignment of assessment and evaluation strategies. Include the following in your table:

Examples of assessment and evaluation tasks/assignments.
Alignment of learning objectives to program outcomes.
Alignment of program outcomes to external standards.
You may (but are not required to) use the Course Definition and Alignment Table Template [DOC].

Part Two – Memo to Department Supervisor
Return to the scenario above. Compose a short (1–2 pages) memo to the department supervisor that introduces your course and supports the academic rationale behind your design.

Your memo should contain the following:

A brief description of the specific nurse educational setting
Title of the proposed course.
A researched rationale that explains:
Your assessment of why the course is needed and how the course supports the program offering.
A brief description of the academic reasoning behind your evaluation design strategy.
At least three relevant scholarly sources that support your rationale.
Recommendation for next steps.
Additional Requirements
Follow the Assessment Formatting Guidelines [DOCX]. In addition, your assessment should meet the following requirements:

APA format: Use correct APA style and formatting for the rationale, paying particular attention to citations and references.
References: Include at least three peer-reviewed scholarly resources from the last 5 years.
Length:
Course definition: 1–2 pages (not including cover page and reference list).
Memo to supervisor: 1–2 pages.
Alignment table: No page limit.
Font and font size: Times New Roman, 12 point.
Compile your course definition, memo, and alignment table into one document before submitting.

Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Apply principles of assessment and evaluation for use in nursing education programs.
Construct a course description that clearly supports the educational program outcomes.
Align learning objectives to program outcomes.
Describe program assessment and evaluation strategies used in a nursing education course.
Competency 4: Evaluate the achievement of learning outcomes.
Align appropriate professional standards and/or regulations to learning objectives in a nursing education course.
Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Correctly format the assessment, citations, and references using APA style.

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