NURS FPX 6107 Assessment 2

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NURS FPX 6107 Assessment 2 Course Development and Influencing Factors

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Course development in a nursing school refers to an organized process involved in designing, creating and implementing educational programs that prepare nursing students for their working roles in the healthcare sector. There are several things that are very important for it, for instance, the latest findings in the field of medicine, shifts in the legislation of the healthcare system, new technologies. It is also important to consider the needs and profiles of the students, the expertise of the teachers, the available resources, and the standards of approval when creating the course. Nursing course development ensures that the nursing students receive the necessary and current exposure to make them professional and empathetic health care professionals (Gouëdard et al. , 2020). This review presents the need to include a full nursing course in Capella University in Minneapolis, MN.

Appropriate Course

Since the current course offerings in Capella University’s BSN nursing program are already in line with what has been proposed, I believe that “Advanced Pharmacology and Medication Management” would be a suitable addition. It would be best to put this study after “NURS-FPX4030: Making Evidence-Based Decisions” (Capella University, n. d. ).

“Advanced Pharmacology and Medication Management” would encompass all the aspects of pharmacology and state-of-the-art approaches to medications administration. It would stand on the evidence based practice that was taught in the course prior to this course “NURS-FPX4030. ”

NURS FPX 6107 Assessment 2 Course Development and Influencing Factors

If this course were added at this point in the curriculum, students would have the knowledge and ability to make good decisions regarding the ways to take medications, how much to take, what combinations are safe, and what adverse effects may occur. These are some of the things that nurses have to know in order to protect the patients and deliver quality care in light of the program’s objectives of enhancing the quality of care and safety of the patients.

Also, recognizing that medicines are delicate substance that have to be managed in the right way is an important aspect of nursing. This skill continues with those in the later courses that are required to manage the patients’ centered care and serve at the community level with the aim of enhancing the health of all the people (Dilles et al. , 2021). Thus, “Advanced Pharmacology and Medication Management” could prove valuable for the BSN nursing school at Capella University. It would improve the coursework and make it more relevant to the student’s needs in general.

Rationale for Adding this Particular Course

Thus, “Advanced Pharmacology and Medication Management” should be included in the BSN nursing program offered in Capella University for the following reasons that are rooted in the program’s benefits. To begin with, pharmacology forms a very significant segment of the course, and nurses play a very crucial role in administration of drugs. Through this course, students will be able to understand more about pharmaceutical concepts, the activities of the drugs, combinations and side effects of the drugs. This information is very important for keeping patients safe because medications can be fatal if mixed up (Health Times, 2022).

Altogether, the course corresponds to the program’s aims of making care better and patients safer. The knowledge of pharmacology enables the nurses to independently decide about how to administer the medications, how to modify the doses and how to prevent and manage the adverse effects of medications. This, in turn, raises the overall level of patient outcomes and reduces the number of adverse occurrences (Mardani et al. , 2020).

Moreover, it is essential to have a basic understanding of chemistry as modern healthcare is becoming more and more complex, and medications and treatment regimens are becoming more diverse. According to Southard (2023), when it comes to managing medicines, nurses should be familiar with short-term and chronic illnesses.

The addition of the course “Advanced Pharmacology and Medication Management” makes the program more beneficial by providing the students with knowledge and practicality to excel in nursing and align the program with its values of providing safe and quality patient care.

Topical Outline of the Course

Including the course known as “Advanced Pharmacology and Medication Management” in the BSN nursing program offered in Capella University is a good idea because it would enable students deliver improved, safer care to their patients. This lesson would supplement and expand from what is already being explained by discussing the significant uses of drugs in health care.

The proposed Course Outline

1. This paper seeks to provide a brief overview of pharmacology as a field of study.
2. Pharmacotherapeutics
3. Administering medicines
4. Pharmaceutical Principles in Patient Care
5. Medication Safety and Technology:
6. pharmaceutical Research and Evidence-Based Practice in practice

Relation with Other Courses

This advanced chemistry class correlates with the other classes in the program. It extends “Making Evidence-Based Decisions” by emphasizing recommending based on evidence and “Managing Health Information and Technology” by incorporating technology into managing medications. It also assists with “Enhancing the Quality of Care and Patient Safety” through emphasizing the safe practices of drugs and “Integrating Patient-Centeredness” through informing patients about meds. In conclusion, this course helps the nursing students to provide total patients’ care in a safe and research-informed manner.

Collaboration with Faculty Members

In the context of the BSN nursing program of Capella University, when developing a new course such as ‘Advanced Pharmacology and Medication Management’ some of the groups that the staff members would consult, would ensure the course is successful as per the goals of the institution. To start with, there must be collaboration between nursing teachers and other professionals who specialize in pharmacy and drug control. These scholars ensure that information taught in the course is accurate, relevant and in line with the current practice in the health sector. Their ideas assist in maintaining the course’s intellectual tone (Belita et al. , 2020).

Second, there is a need to collaborate with those who create educational content and IT specialists. These experts assist in determining the structure of the course, how to develop an interesting learning aid, and how to ensure that technology is applied appropriately so that the course can be delivered online. It ensures that the course is client-centered and easy for the trainee to follow. Third, collaboration with evaluation specialists ensures that assignments such as tests, quizzes, and homework are genuine and authentic for teachers to determine student learning. This ensures that the course is relevant to the school’s needs as well as passing through the approval process (Halupa, 2019).

Finally, consultation with nursing managers and curriculum planners’ is crucial to ensure that the new course blends well with the rest of the course offering. This will help students to avoid repetition of lessons and ensure that learning objectives are achieved while studying subjects. The “Advanced Pharmacology and Medication Management” course is balanced, evidence-based, technologically integrated, and relevant to the program’s objectives and accreditation requirements due to the collaborative efforts of the nursing faculty, content and curriculum experts, instructional and technology designers, assessment specialists, and administrators.

Internal Factors

Internal forces are also influential when it comes to schools, such as Capella University’s BSN nursing program and their curriculum. In fact, management rules and guidelines in organizations have a significant impact on the creation of curriculums. For example, Capella University can have some guidelines regarding the length and format of courses like “Advanced Pharmacology and Medication Management. ” This ensures that every step is taken to ensure compliance with approval standards and all is well aligned.

It is important to note that instruction groups play a very vital role in the process of making instruction. These groups, which are often comprised of professors and other subject matter specialists, collaborate to review and modify the course learning objectives and content (Chan et al. , 2022). The curriculum group for the BSN program and “Advanced Pharmacology and Medication Management” may stop by periodically to make sure the information is still relevant in today’s nurse setting. In light of the new study and improvement, they might recommend alteration or improvement.

Other internal checks include, quality assurance teams that monitor the effectiveness of the program. According to the OECD (2023), they listen to the feedback of students, teachers, and other stakeholders to determine the impact of the course on learning outcomes. For example, if the internal review group recommends that chemistry training requires more clinical relevance, it is still possible to alter the program to better reflect this.

In conclusion, the internal factors include the organizational processes, curriculum committees and the internal review bodies that influence the design of the BSN nursing curriculum at Capella University. These aspects ensure that the curriculum is relevant with the institutional policies, current, and constantly improving the learning process. These things assist the school in doing a splendid job of preparing nursing students for their future careers.

External Factors

The nature and influence of external sources such as funds, partners, and governmental and regulating bodies are significant factors that influence the curriculum design of the Capella University BSN nursing program. These factors are particularly influential in the course “Advanced Pharmacology and Medication Management. ” Funding is a very significant factor when it comes to selecting the tools that can be used in development of a programme. When there is adequate money, one can be able to invest in new resources, technology and training of the teachers. For instance, if the school receives a grant for enhancing the quality of the pharmacy education, it can use the money to purchase modern modeling facilities in which the learners can practice.

Stakeholders such as health care organizations and companies influence curriculum development by communicating to educators what they desire and require (Belita et al. , 2020). It is also important for trainees to be prepared for the job market and may be required to ask for specific skills or topics. For example, if the local hospitals have put a lot of importance on drug safety, this will be given more importance in the program after taking feedbacks from the stakeholders. Organizations like the Accreditation Commission for Education in Nursing (ACEN) set standards that must be complied with in order to get accredited. These rules define what is to be taught and the manner in which it is to be disseminated. As Ard et al. (2023) pointed out, if ACEN demands more detailed medical information, the school has to alter its curriculum to remain approved.

Last but not the least, the external forces like funds, stakeholders’ feedback, rules, and regulations by the governing and licensing bodies have a direct impact on the formulation of the “Advanced Pharmacology and Medication Management” course at Capella University. These ensure that the program remains current, adequately financed, and aligned with business practices.

Impact of Parent Institution on Curriculum Design

The comprehensiveness, disposition, and organization of Capella University significantly influence the course “Advanced Pharmacology and Medication Management” in the BSN nursing program. Capella University (n. d. According to <[author name=ai]>, the structure of the curriculum is intended to be as open as possible and to correspond to the schedule of working people because the university is to expand access to high-quality programs for adults. This course could be taken with open schedule, with online material and with the real-life nurse situations and what you know about drugs.

Capella’s educational theory puts emphasis on education as the key to transform lives and CBE in particular. Capella University (n. d. according to this mindset the curriculum is shaped in a way that the content of the course is designed to develop certain medicine and drug control skills. For instance, the program might include instruction on critical thinking, evidence-based practice, and assuring patient safety when using medications.

The program also incorporates the prior learning and experience of the nursing students is in consonance with the university’s concept of acknowledging prior learning (Capella University, n. d. ). It may cover such concepts as more sophisticated drugs and ways to develop what students know about nursing, to ensure that the knowledge which is provided is practical and can be applied immediately.

Last but not the least, the theory of the educational purpose of Capella University as well as the educational theory contributes to the course design of “Advanced Pharmacology and Medication Management” in a way that it allows for easy entry, learning by competencies, and recognition of prior learning. These rules ensure that nursing students are well equipped to handle the challenges of their careers and to make the right impact on patients.

Type of Collaboration

To be effective, the course for Capella University’s BSN nursing program, “Advanced Pharmacology and Medication Management,” will have to be developed in collaboration with internal and external stakeholders. A number of people and teams are involved in this process to develop and implement a comprehensive program that would satisfactorily address the requirements of the university and its students (Handelzalts, 2019).

Educational stakeholders such as teachers, curriculum developers, and school administrators also play an important role in determining what is taught and how it is structured. Faculty members, who possess nursing and medical expertise, also provide valuable input on what topics, skills, and learning objectives should be addressed in the program. Educational curriculum developers have to consult with teachers to ensure that such ideas are translated into the course structure that is logical and feasible. It is the responsibility of the administrators to ensure that program creation is provided with assistance, equipment, and amenities (Belita et al. , 2020).

To ensure that the program is relevant with the current practices and standards, new development, and government regulations in the healthcare and drug management, collaboration with the healthcare workers, industry specialists, and governing bodies is crucial. External stakeholders’ feedback also assist in confirming that the program is appropriate and applicable in actual hospital scenarios (Diggele et al. , 2020).

Essential to the creation of the program, internal and external stakeholders must be able to communicate and provide feedback throughout the process. This makes the training relevant, according to evidence and relevant for the growing demands of nursing students and the field in healthcare. Moreover, the self-evaluation and the feedbacks from internal and external sources assist in maintaining the quality and relevancy of the course over time, which in turn assists in educating and preparing nursing students in advanced pharmacology and drug management (Baker et al. , 2022).

As we have seen when the internal and external players involved in the creation of the program are not in harmony then the worst can happen. It may become irrelevant, worthless, and not compatible with the modern practice and standards if teachers, curriculum writers, managers, healthcare workers, industry experts, and regulatory bodies don’t contribute to it. This lack of coordination can lead to a situation where nursing students are not adequately equipped and do not have the information and skills that are required for doing drug practice effectively. This could be dangerous for the patients and might compromise the quality of health care being offered (Preston et al., 2019).

Conclusion

Last, designing the course “Advanced Pharmacology and Medication Management” for the Capella University BSN nursing program is not a simple task that requires consideration of many factors that influence the process. These things—shifts in healthcare, innovations, alterations in the rules and regulations, and students’ expectations—have a massive influence on the content and delivery of the course. If these factors are considered and adjusted accordingly, the training can remain relevant, meaningful, and in concord with the ever-evolving demands of the nursing profession. The teachers and program leaders should be in a position to address new information that is necessary to equip the students with the complete knowledge in chemistry and drug control.
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References

Ard, N., Nunn-Ellison, K., Farmer, S., & Beasley, S. F. (2023). The new 2023 ACEN standards and criteria. Teaching and Learning in Nursing.

https://doi.org/10.1016/j.teln.2022.12.004

Baker, A., Weisgrau, J., & Philyaw, K. (2022). Feedback loops: Mapping transformative interactions in education innovation.

https://files.eric.ed.gov/fulltext/ED622549.pdf

Belita, E., Carter, N., & Bryant-Lukosius, D. (2020). Stakeholder engagement in nursing curriculum development and renewal initiatives: A review of the literature. Quality Advancement in Nursing Education – Avancées En Formation Infirmière, 6(1).

https://doi.org/10.17483/2368-6669.1200

Capella University. (n.d.). Mission & Leadership – Capella University. Www.capella.edu.

https://www.capella.edu/capella-experience/about/university-mission-leadership/

Chan, T., Ridley, A., & Morris, R. (2022). Principals’ perception of their roles as curriculum leaders: A comparison of high, middle and elementary schools. Educational Research and Development Journal, 82(1), 82–98.

https://files.eric.ed.gov/fulltext/EJ1360925.pdf

Diggele, C., Roberts, C., Burgess, A., & Mellis, C. (2020). Interprofessional education: Tips for design and implementation. BMC Medical Education, 20(2).

https://doi.org/10.1186/s12909-020-02286-z

Dilles, T., Heczkova, J., Tziaferi, S., Helgesen, A. K., Grøndahl, V. A., Van Rompaey, B., Sino, C. G., & Jordan, S. (2021). Nurses and pharmaceutical care: Interprofessional, evidence-based working to improve patient care and outcomes. International Journal of Environmental Research and Public Health, 18(11), 5973.

https://doi.org/10.3390/ijerph18115973

Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Organisation for economic co-operation and development EDU/WKP(2020)27 curriculum reform: A literature review to support effective implementation OECD Working Paper No. 239.

https://one.oecd.org/document/EDU/WKP(2020)27/En/pdf

Halupa, C. (2019). Differentiation of roles: Instructional designers and faculty in the creation of online courses. International Journal of Higher Education, 8(1), 55.

https://doi.org/10.5430/ijhe.v8n1p55

Handelzalts, A. (2019). Collaborative curriculum development in teacher design teams. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning, 159–173.

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Health Times. (2022, May 20). The importance of pharmacology in nursing. Health Times.

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Mardani, A., Griffiths, P., & Vaismoradi, M. (2020). The role of the nurse in the management of medicines during transitional care: A systematic review. Journal of Multidisciplinary Healthcare, 13(13), 1347–1361.

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OECD. (2023, September 12). Review education policies – Education GPS – OECD. Oecd.org; OECD.

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Preston, P., Leone-Sheehan, D., & Keys, B. (2019). Nursing student perceptions of pharmacology education and safe medication administration: A qualitative research study. Nurse Education Today, 74(74), 76–81.

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Southard, M. E. (2023). How advanced practice holistic nurses meet international criteria for advanced practice. Holistic Nursing Practice, 37(3), 118–125.

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