Course Development and Influencing Factors
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Assessment Overview:
Course Development and Influencing Factors Assessment 2 in NURS-FPX 6107 goes from looking at the whole curriculum in Assessment 1 to focusing on course development. Planning a nursing course is a strategic process that includes choosing the material, setting learning goals, and picking teaching methods that connect theory to practice.
This process does not take place in isolation. Accreditation standards, changes in technology, and the changing needs of the healthcare market are just a few of the things that shape it, including the need for updated skills in telehealth and the integration of new medical technologies into nursing practice. Nurse educators make sure that the course is fair, open to everyone, and designed to teach the next generation of nurses how to be honest in their work by using ethical principles.Also visit our NURS FPX 6107 Assessment 2
How to Pass Course Development and Influencing Factors
- Your course development plan must be both new and well-structured in order to get a “distinguished” grade:
- Look at the things that affect it: Talk about how outside factors (like the AACN Essentials or the Nurse Practice Act) and inside factors (like the institution’s mission or budget) shape the course content.
- Explain What Measurable Outcomes Are: Use Bloom’s Taxonomy to set learning goals that help students go from “remembering” to “creating.”
- Ethical Lens: Clearly explain how the course design shows that it is using ethical principles to grade students and teach them.
Sample Assessment:
NURS-FPX 6107 Assessment 2: Course Development and Influencing Factors
Introduction: Course Overview
This course, Advanced Clinical Leadership, is for BSN students who are already seniors. It focuses on building the skills needed for high-reliability organizational leadership. The course is based on the need to use ethical principles in making clinical decisions and managing resources, particularly in the context of high-reliability organizations where ethical leadership is crucial for ensuring patient safety and effective resource management.
Influencing Factors: Regulatory and Social Drivers
The AACN Essentials Domain 10: Personal, Professional, and Leadership Development had a big impact on how this course was made. The social shift toward health equity has also made it necessary to add modules that focus on the social factors that affect health.
The course content was created using the ethical principles of social justice to make sure that leadership is not seen as just a management role but also as an advocacy role for people who are vulnerable. The inclusion of fiscal management and quality dashboard metrics was also affected by outside economic factors, like the move to value-based purchasing.
Alignment of Objectives and Evidence-Based Strategies
- The course uses active learning methods like case-based learning and high-fidelity simulation.
- Goal of Learning: Look at how working together with people from different fields affects patient safety measures.
- Teaching Strategy: A simulation that includes a multidisciplinary “Morbidity and Mortality” (M&M) review.
- Ethical Integration: Students are evaluated on their capacity to lead by employing ethical principles, particularly veracity in the disclosure of medical errors.
The Role of Technology in Course Development
An internal factor that affects this course is the school’s move toward digital literacy. Telehealth simulations and AI-driven clinical decision-support tools are used in the course to enhance students’ understanding of patient care and to provide practical experience in utilizing technology effectively. By doing this, we are following ethical guidelines by teaching students how to use technology to improve, not replace, nursing care that is focused on the patient, while still making sure that patient privacy is always the most important.
Conclusion
Course development is a process that changes all the time and shows how the nursing profession is doing. Nurse educators can make learning experiences that are not only academically challenging but also morally changing by looking at what affects them and always following ethical principles.
References (APA 7 Format)
- The American Association of Colleges of Nursing (AACN) is the source of this information. The Essentials: Core Competencies for Professional Nursing Education. Access AACN Essentials
- Iwasiw, C. L., & Goldenberg, D. (2020). Curriculum Development in Nursing Education. Explore on Jones & Bartlett.
- National League for Nursing (NLN). The Scope of Practice for Academic Nurse Educators. Visit NLN Resources
- Oermann, M. H. (2021). Teaching in Nursing and the Role of the Educator. Search on Springer Publishing
- Quality and Safety Education for Nurses (QSEN). KSAs for Nursing Educators. View the QSEN Website
Rubric Breakdown
| Criteria | Proficient | Distinguished |
| Course Design | Drafts a clear course description and objectives. | Creates a comprehensive course plan with clear alignment between objectives, activities, and assessments. |
| Analysis of Factors | Identifies factors influencing course development. | Provides a critical analysis of how regulatory, social, and economic factors shape the course. |
| Ethical Integration | Mentions ethics within the course objectives. | Demonstrates a deep understanding of Applying Ethical Principles in the context of academic freedom and student diversity. |
Step-by-Step Guide
- Environmental Scan: Identify the “Influencing Factors.” Is there a new state rule that says people have to undergo mental health training? Is there an increase in sepsis at the local hospital?
- Draft Goals for Learning: Make sure that each goal starts with a verb that can be measured, like “Analyze,” “Evaluate,” or “Demonstrate.”
- Choose Content: Do not attempt to instruct on all subjects. Utilize the “Big Ideas” to determine the prerequisites for clinical proficiency.
- Use the word “ethical”: Tell the teacher that using ethical principles means choosing materials that are not biased and show a wide range of patient experiences.
Frequently Asked Questions
Q: What is the difference between a curriculum and a course?
A curriculum is the entire “plan of study” for a degree (the forest), while a course is a specific unit of instruction within that degree (the tree).
Q: How do I justify my content choices?
Use “Influencing Factors.” For example, “This content on sepsis was included because it aligns with current National Patient Safety Goals.”
Q: Why is “Applying Ethical Principles” a keyword?
Because as an educator, you have an ethical duty to ensure the content is accurate, current, and prepares students for the moral challenges of nursing.
Integrity Note
Note: Only use this assessment example for learning and structure purpose. Do not submit as your own work.
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