Course Development and Influencing Factors-Capella University Bachelor of Science in Nursing (BSN) Curriculum

Course Description

The current Capella University’s Bachelor of Science in Nursing (BSN) curriculum aims to equip registered nurses RNs with skills necessary for interprofessional practice, making evidence-based decisions, incorporating technology in health information management, improving the quality of care, and improving patient-centered care. However, the curriculum does not fully equip the RNs with the skills to incorporate and utilize both conventional and complementary approaches in patient care for better health outcomes. To provide more patient-centered care that meets the needs of the patient as a whole, nurses need to be equipped with skills that enable them to effectively use conventional medicines and complementary and alternative care approaches from multicultural perspectives in patient care. The development of the BSN curriculum will include the addition of an Integrative Health and Patient Well-being course.

The Integrative Health and Patient Well-being course is designed to equip the RNs undertaking the course to better understand normal human physiology and pathophysiology by combining the patient’s disease, medical, family, environmental, and social histories. The student RNs, upon finishing the course, will be able to collaborate with all caregivers, skilled and unskilled, to design care to meet individual patient needs.

Rationale for Adding the Course to the Capella University Bachelor of Science in Nursing (BSN) Curriculum

Enormous investments have been made in health care; however, the world is still experiencing poorer health outcomes (Witt et al., 2017). The current systems of care are more focused on diseases and developing cures for current diseases. Consequently, this has largely ignored factors that influence health outcomes, such as population and individual behaviors and the natural, social, and economic environments. The integrative health care course coordinates conventional and complementary approaches to health care for better patient outcomes (Khalil et al., 2018). Integrative healthcare enables diverse healthcare players to coordinate conventional and complementary approaches and interventions to provide complete person-focused care (Frisch & Rabinowitsch, 2019).

Therefore, the fundamental reasons for the addition of the course to the current BSN curriculum include:

The need to shift the healthcare system from a disease-focused approach to incorporate social, behavioral, economic, and environmental factors in the process of disease treatment,

The a need to explore alternative approaches in disease testing in places where conventional tests fail to identify or define the nature of illnesses,

Enabling RNs to support and promote health initiatives that promote healthy practices beyond the hospital settings,

The need for healthcare systems to prioritize patient well-being and disease prevention,

The need to include the patient in planning care for more patient-centeredness and individualized care

Faculty Collaborations for the Addition of the Integrative Health and Patient Well-Being with the Current Bachelor of Science in Nursing (BSN) Curriculum

Successful curriculum development requires all-faculty support to avoid sidelining some faculty members from the process (Iwasiw et al., 2020). Collaborative and collective faculty action and responsibility are required to sustain the curriculum change. Collective faculty action will effectively integrate the Integrative Health and Patient Well-being course with the current curriculum and incorporate the course with continuing education units and continuing medical education. Faculty members include all teaching and non-teaching staff who have the power to influence processes and their direction within the organization. These include professors, librarians, students, and all faculty members.

Factors to Consider for Course Addition and their Impact on Curriculum Redesign

Curriculum development as a process is defined by, According to Billings and Halstead (2019): the ability to develop a curriculum that meets the needs of dynamic health care needs a better understanding of internal and external forces that have a direct impact on change. Iwasiw et al. (2020) believe that such forces and their dynamics of influence are part of the curriculum development process and define its progress. The development of the Integrative Health and Patient Well-being Course has considered the internal and external factors that impact the curriculum redesign and how they impact the curriculum design. Faculty members with either informal or formal power in the school may influence the process in directions not supported by all. Consequently, some faculty and other stakeholders might feel devalued, resentful, or powerless.

Internal Factors

The identified internal factors that have an influence on curriculum design and how they influence the curriculum design are;

Organizational processes- Organizational processes directly influence the reception, resistance, and rejection of change. The organizational processes will define how the new course is implemented and incorporated into the ongoing health education and the learners’ attitudes towards the course addition and curriculum change.

Curriculum committees- The committees consider new courses and determine when and in what order and schedule the course will be implemented and incorporated into continuing nursing education.

Internal review bodies- The review bodies influence the curriculum development process as they determine when and why the new course will and is approved.

External Factors

Funding- Funding determines administrative and implementation efficiency,

Stakeholders- Through communication, consultations, and involvement throughout the curriculum development process, stakeholders determine the success of the development and curriculum design plans.

Regulations and Accreditation- Accreditation is voluntary. However, it is important to the process as it credits the program at the regional, national, and professional levels. According to Keating (2015), accreditation confirms the quality of the course and gives the course eligibility to qualify for external funding and grants. It also helps graduates qualify for certification, licensure, and scholarships.

Sociopolitical and economic factors- Sociopolitical and economic factors shape all processes and policies that govern curriculum change. Such factors will determine the resources allocated for the development of the curriculum.

Health care reforms: Health reforms determine whether the new course is future-proof concerning the current and future health reforms.

Impact of Institutional Mission, Philosophy, and Program Framework on Curriculum Design

An institution’s mission and philosophy influence its culture. The mission and the philosophy are expressions of what the institution intends to achieve and add to the society and the values the students and others within the institutional settings are expected to live up to. The mission and philosophy outline the curriculum’s expectations in terms of quality and educational outcomes. The mission also enables the curriculum to abide by the ethics and standards outlined by the institution’s mission. On the other hand, the program framework determines the model of the curriculum, its contents, and how the curriculum fits into the context of program framework and planning.

External and Internal Stakeholder Collaborations for Curriculum Development

Multidisciplinary and multi-professional stakeholder collaborations, both internally and externally, are expected throughout the curriculum development process. As the Integrative Health and Well-Being Course intends to develop knowledge from broad healthcare practices and approaches, multi-sociocultural and multidisciplinary collaborations are needed to develop the best-fit course competencies. According to Asgary (2018), collaborative multidisciplinary collaborations in curriculum development offer motivation to get involved in health, meet learning goals, promote ethical learning, and add a service- or education-oriented international experience in health curricula.

References

Asgary, R. (2018). A collaborative multidisciplinary and without-walls research curriculum in global health. The American journal of tropical medicine and hygiene, 99(5), 1283.

Billings, D., & Halstead, J. (2019). Teaching in nursing (5th ed.). Elsevier Inc.

Frisch, N. C., & Rabinowitsch, D. (2019). What’s in a definition? Holistic nursing, integrative health care, and integrative nursing: report of an integrated literature review. Journal of Holistic Nursing, 37(3), 260-272.

Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Publishers.

Keating, S., & DeBoor, S. (2015). Curriculum development and evaluation in nursing education (3rd ed.). Springer Publishing.

Khalil, M. K., Al-Eidi, S., Al-Qaed, M., & AlSanad, S. (2018). The future of integrative health and medicine in Saudi Arabia. Integrative medicine research, 7(4), 316-321.

Witt, C. M., Chiaramonte, D., Berman, S., Chesney, M. A., Kaplan, G. A., Stange, K. C., & Berman, B. M. (2017). Defining health in a comprehensive context: A new definition of integrative health. American journal of preventive medicine, 53(1), 134-137.

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Question

Assessment 2 Instructions: Course Development and Influencing Factors
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Develop a 4-8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.

Course Development and Influencing Factors-Capella University Bachelor of Science in Nursing (BSN) Curriculum

Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

According to Iwasiw and Goldenberg (2020), curriculum development in nursing education is a creative process intended to produce a unified, meaningful curriculum. It is an ongoing activity in nursing education, even in schools of nursing with established curricula (Iwasiw & Goldenberg, 2020). This definition of curriculum development can be extended into the education of nurses in facilities other than a school of nursing. Nurses are also educated in clinical facilities and in many arenas providing continuing education units.

Billings and Halstead (2019) explain that many institutions that provide nursing education are reviewing how they can provide education that is consistent with their missions, provide for diversity in education, and be forward-thinking as they prepare for the future, while still maintaining a cost-effective, quality program.

Influencing factors fall into two categories: internal and external factors. External factors examine the larger environments that are outside of the organization. The internal factors influence the curriculum within organization (Keathing, 2014). The educator needs to have an understanding of the internal and external factors influencing curricular development.

This assessment provides you with an opportunity to outline the design of a course that will become part of the curriculum you selected and evaluated in the first assessment.

It is important for a nurse educator, whether they are working in academia or clinical education, to use the frame factors model when developing curriculum, revising curriculum, or in the process of the development of new curriculum (Keating, 2014). Whether in the academic or clinical setting, there are factors that will influence the nurse educator’s way in the development of nursing curriculum. The completion of a needs assessment outlines the internal and external factors to help the nurse educator make the proper decisions for next steps in the curriculum continuum.

References
Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing: A guide for faculty (6th ed.). Saunders Elsevier.

Iwasiw, C. L., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones and Bartlett.

Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). Springer Publishing Company.

Using the same nursing curriculum you selected in Assessment 1, design a course that could be added to the curriculum.

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.

How might the policies for continuing education credits in a clinical setting or school impact curriculum?
How might these requirements affect the design of health-related curricula?
What criteria are used for incorporating continuing education units and continuing medical education into the design of the curriculum?
Requirements
Design a course to be included in your selected nursing curriculum. In your course design:

Describe an appropriate course to include in a selected curriculum.
Provide a rationale for adding a course to a selected curriculum.
Suggest a topical outline for a course to be added to a selected curriculum.
Explain with whom and how faculty members would collaborate when considering the new course within a selected curriculum design.
Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design.
Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
Explain how the mission, philosophy, and framework of the program and parent institution impact curriculum design.
Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.
You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

Additional Requirements
References: Include references from at least two peer-reviewed journals that are not listed in the resource activities, cited in proper APA format.
Length of design: The course design should be 4-8 pages in length, not including the title page and the reference page, and must follow proper APA style and formatting.
Course outline: Include the course outline as an appendix. The appendix will not be included in the page count for the assessment.
Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Examine the development of a curriculum for a nursing program.
Describe an appropriate course to include in a selected curriculum.
Provide a rationale for adding a course to a selected curriculum.
Suggest a topical outline for a course to be added to a selected curriculum.
Competency 2: Analyze factors that impact the design of a nursing curriculum.
Explain with whom and how faculty members would collaborate when considering a new course within a selected curriculum.
Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.
Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies impact curriculum design.
Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
Explain how the mission, philosophy, and framework of a program and parent institution impact curriculum design.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education.
Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.

Course Development and Influencing Factors-Capella University Bachelor of Science in Nursing (BSN) Curriculum