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NURS FPX 6107 Assessment 2 Course Development and Influencing factors

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Capella University

NURS-FPX 6107 Curriculum Design, Development, and Evaluation

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Course Development and Influencing Factors

In this assessment, we propose including a comprehensive “Healthcare Ethics in Nursing” course in the Bachelor of Science in Nursing (BSN) curriculum at the School of Nursing, University of Michigan. Throughout the assessment, we present an explicit description of the course and its position in the curriculum, a rationale to support the inclusion of the course, develop an outline of the course, detail on the required collaboration for considering the course, external and internal factors that affect course and curriculum design, and elaborate on the impact of program’s and organization’s mission, philosophy, and framework on curriculum design.  

Description of the Course and its Integration in the Curriculum

The course “Healthcare Ethics in Nursing” involves the integration of ethical principles and critical thinking abilities into real-world scenarios relevant to the nursing practice. The nursing profession necessitates nurses to follow ethical principles while making decisions for patient care. Awareness of ethical principles and their relation with nursing practices is essential to recognize the actions that may risk moral duties adhering to the profession’s goals (Haddad & Geiger, 2022). This course aims to provide comprehensive knowledge about ethical considerations in nursing, equipping students with the necessary skills to navigate complex dilemmas encountered in healthcare settings. The course will utilize several educational delivery methods, such as theory-based lectures, case studies, and interactive group discussions. 

The BSN program’s third or fourth year is the best placement for this course. The reason for placing it in the later years of the study is to ensure that students have a solid nursing knowledge and skills foundation that will help them integrate ethical principles into their clinical decision-making process. Moreover, the course is best fit towards the end of the program, ensuring that students acquire a well-rounded understanding of nursing theories and practice before transitioning into the complexities of healthcare ethics in clinical settings. 

The Rationale for the Inclusion of the Course

The justification for including this course in the BSN curriculum rests in three concepts: fostering ethical competence among nursing students, promoting patient-centered care, and preparing students for real-world challenges. As healthcare professionals, especially nurses, encounter complex moral dilemmas in their practices, this course provides students with a more insightful understanding of ethical theories and principles, enhancing their competence in navigating these challenging situations. Nursing education surrounding ethical values, moral sensitivity, and moral reasoning contributes to the professional development of nursing students and improves their ethical decision-making abilities in clinical settings (Chen et al., 2021).

Another vital role that this course plays is enhancing patient-centered care through morally sound nursing practices. Ethical principles are the ground basis of patient-centered care. Thus,  healthcare services following ethical principles of patient-centeredness, such as informed consent, cultural sensitivity, and end-of-life care, result in better patient outcomes (Ekman, 2022). These results are only obtained when nurses prioritize ethical dimensions of patient care. This course prepares future nurses to provide patient-centered ethical care, ensuring patients’ diverse needs and preferences are valued.

Lastly, this course is essential to prepare nurses for real-world ethical dilemmas. As healthcare environments evolve, nurses confront several ethical challenges. Integrating a course focused on emerging ethical issues and public health ensures that nursing students are well-prepared to face healthcare complexities (Andersson et al., 2022). This course equips students with the skills to address these challenges and adapt ethical decision-making.

Topical Outline and Linkage with Existing Courses

The topical outline established for the course “Healthcare Ethics in Nursing” (Appendix) is related to other topics of the BSN curriculum offered by the School of Nursing, University of Michigan. For instance, professional codes of ethics in nursing are connected with the course nursing seminar as it establishes students’ understanding of the ANA’s professional standards of nursing care, which has a nursing code of ethics as an integral component. Another relation is established between the existing course of the context of care and the topic “introduction of ethical theories in healthcare.”

This topic expands on the foundations of nursing practices that students learn in the course’s context of care, part one and part two. These courses establish a strong foundation for students to understand ethical considerations in nursing practices. Similarly, the knowledge about ethical principles integrated into research methods and EBP will broader the horizon for students to integrate the knowledge acquired from the course “Evaluating Data Sources and Evidence for Nursing Practice” about EBP and its importance in clinical practices (University of Michigan School of Nursing, n.d.). 

Faculty Collaboration with Stakeholders 

Implementing a new course within a curriculum requires significant collaboration and involvement from numerous individuals. To integrate the “Healthcare Ethics in Nursing” course, faculty members should primarily collaborate with the curriculum development department, healthcare ethics committee, and accreditation bodies. 

  • Curriculum Development Department: Curriculum developers oversee the curriculum’s design and content. They are accountable for developing and maintaining an up-to-date curriculum that prepares students to achieve course/program outcomes (Ard et al., 2019). Faculty members should collaborate with the committee to ensure that the course’s goals and topics are aligned with professional standards and current practices. 
  • Healthcare Ethics Committee: Given the course’s specific focus on healthcare ethics, it is essential to collaborate with the experts in the field. Ethical committees aim to support healthcare professionals in understanding and managing complex ethical issues in healthcare settings (Crico et al., 2021). Thus, their input in developing and integrating the healthcare ethics course into the BSN curriculum ensures that it is educationally accurate and reflects real-world ethical dilemmas.
  • Accreditation Bodies: Collaboration with accreditation bodies is essential to guarantee the new course’s alignment with professional standards such as the American Nurses Association (ANA), American Association of Colleges of Nursing (AACN), and Commission on Collegiate Nursing Education (CCNE). These organizations have developed specific accreditation standards for nursing education related to healthcare ethics (Robichaux et al., 2022), ensuring that the program and courses are committed to meeting industry standards.

Internal Factors Affecting Curriculum Design

Several organizational factors shape the design of curriculum and courses. These include organizational processes, curriculum committees, and internal review bodies. An educational institution’s overall processes, such as its mission, vision, values, and commitment to educational excellence, greatly influence the curriculum design. For example, the University of Michigan School of Nursing’s mission to provide excellent education through high-quality research directs the curriculum’s focus on integrating more research-intensive and evidence-based concepts in the courses (University of Michigan School of Nursing, n.d.).

Secondly, as discussed earlier, curriculum committees are responsible for developing the curriculum, ensuring it aligns with the organization’s educational goals, professional standards, and current practices (Ard et al., 2019). For instance, these committees may influence the curriculum design by proposing changes to integrate evidence-based practices within the program. Furthermore, they may suggest including new courses and modifications to credit hours or prerequisites. Finally, the internal review bodies, such as quality assurance teams or academic review boards, may assess the effectiveness of the curriculum and evaluate the program based on standards and current needs of the healthcare industry. For example, the review bodies can collect students’ feedback and assess its relevance to the student’s learning needs and industry demands. 

External Factors Impacting Curriculum Design

Out of several external factors influencing the curriculum design, the most crucial ones are external funding, stakeholders’ points of view, and the regulatory and accreditation requirements. External funds are a critical aspect that determines the design and delivery of the curriculum (Schneiderhan et al., 2019). The availability of financial resources impacts the design of the curriculum as financial constraints may lead to limited use of educational materials and delivery methods. In contrast, adequate funding may allow the utilization of technological resources, innovation, and expansion of educational materials. For example, in our proposed course, sufficient funding may allow the integration of simulation-based education to understand better and apply ethical concepts. 

Moreover, external stakeholders, including students and parents, have a significant input in the designing and developing a course. Each course must cater to students’ preferences and learning needs in the curriculum. Simultaneously, stakeholders’ feedback about existing courses should be reviewed to ensure new courses align with the areas of improvement. Lastly, established benchmarks by governmental regulations and accreditation bodies, for example, ANA, AACN, and CCNE, for the quality of education must be integrated into the curriculum’s design (Robichaux et al., 2022). This action ensures that the program is valuable and credible for students and is eligible for external funds. 

Impact of Mission, Philosophy, and Framework on Curriculum Design

The mission, philosophy, and framework of the BSN program at the University of Michigan School of Nursing established a guiding foundation for the design of the curriculum and our proposed course, “Healthcare Ethics in Nursing.” These components shape the course to align with the educational goals and values of the BSN program and the institution. The university’s mission is to advance healthcare by preparing nursing leaders to serve communities and populations, improving their well-being (University of Michigan School of Nursing, n.d.). Our course promotes individual and community health and well-being by integrating ethical principles into nursing practices.

Similarly, the university’s philosophical vision is to integrate high-quality research and evidence-based practices to ensure nurses are prepared to address healthcare challenges. Our course supports this, where we plan to incorporate EBP and research ethics, enabling graduate nurses to navigate ethical challenges in clinical settings. Moreover, the educational framework combining theory, clinical practice, and research to foster critical thinking abilities (University of Michigan School of Nursing, n.d.) is integrated into our proposed course to develop a compassionate and ethically-bound future workforce.

Enhanced Collaboration among Stakeholders in Curriculum Development

Collaborative efforts between internal and external stakeholders are essential for the successful development of the curriculum. Internal stakeholders include faculty members, curriculum committees, and ethics committees. They are essential to provide institutional knowledge and expert advice related to the subject. External stakeholders, such as accreditation bodies, community representatives, and healthcare industry professionals, ensure the curriculum is reliable, relevant, aligns with industry needs, and meets professional standards (Ard et al., 2019). 

Their collaborative efforts ensure the alignment of courses to organizational, professional, and industry goals, ensuring students become competent to work in any healthcare setting. For example, coordinating faculty members with external professionals allows for the infusion of real-world perspectives and industry trends into the curriculum. Similarly, effective collaboration with accreditation bodies ensures fulfillment of established benchmarks, augmenting the quality and credibility of the program and institution.

However, ineffective collaboration may lead to poor consequences such as the development of a practically irrelevant curriculum, disconnection with real-life situations (Belita et al., 2020), lack of alignment with accreditation standards, which can prevent institutions from receiving credibility and external funds, and the curriculum may not address population needs. Eventually, this may prepare a less competent nursing workforce, compromising future patient care. 

References

Ard, N., Farmer, S., Beasley, S. F., & Nunn-Ellison, K. (2019). Using the acen standards in curriculum development. Teaching and Learning in Nursing14(2), A3–A7. https://doi.org/10.1016/j.teln.2018.10.001 

Andersson, H., Svensson, A., Frank, C., Rantala, A., Holmberg, M., & Bremer, A. (2022). Ethics education to support ethical competence learning in healthcare: An integrative systematic review. BMC Medical Ethics23(1), 29. https://doi.org/10.1186/s12910-022-00766-z 

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 Infirmière6(1). https://doi.org/10.17483/2368-6669.1200 

Chen, Q., Su, X., Liu, S., Miao, K., & Fang, H. (2021). The relationship between moral sensitivity and professional values and ethical decision-making in nursing students. Nurse Education Today105, 105056. https://doi.org/10.1016/j.nedt.2021.105056 

Crico, C., Sanchini, V., Casali, P. G., & Pravettoni, G. (2021). Evaluating the effectiveness of clinical ethics committees: A systematic review. Medicine, Health Care, and Philosophy24(1), 135–151. https://doi.org/10.1007/s11019-020-09986-9 

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Ekman, I. (2022). Practising the ethics of person‐centred care balancing ethical conviction and moral obligations. Nursing Philosophy23(3), e12382. https://doi.org/10.1111/nup.12382 

Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK526054/ 

Robichaux, C., Grace, P., Bartlett, J., Stokes, F., Saulo Lewis, M., & Turner, M. (2022). Ethics education for nurses: Foundations for an integrated curriculum. Journal of Nursing Education61(3), 123–130. https://doi.org/10.3928/01484834-20220109-02

Schneiderhan, J., Guetterman, T. C., & Dobson, M. L. (2019). Curriculum development: A how to primer. Family Medicine and Community Health7(2), e000046. https://doi.org/10.1136/fmch-2018-000046 

University of Michigan School of Nursing. (n.d.). Mission and vision. https://nursing.umich.edu/about/mission-and-vision

University of Michigan School of Nursing. (n.d.). Program Plan. https://nursing.umich.edu/program_plans/plan.php?id=36&year=2023

Appendix

Topical Outline of the “Healthcare Ethics in Nursing” Course

Introduction to Ethical Principles in Healthcare

  • Outline of ethical theories such as deontology, utilitarianism, and virtue ethics.
  • Application of ethical principles (autonomy, beneficence, non-maleficence, justice, informed consent, and patient-centeredness) into nursing practice.
  • Examination of moral dilemmas in healthcare.

Professional Codes of Ethics

  • A comprehensive study of nursing codes of ethics.
  • Understanding professional integrity and accountability and its relevance in nursing care. 
  • Case studies highlighting ethical principles and their implications in nursing practice.

Legal and Ethical Issues in Healthcare

  • Analysis of legal frameworks impacting nursing practice.
  • Detailed understanding of informed consent, confidentiality, and patient autonomy.
  • Evaluation of healthcare policies and their ethical implications.

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Cultural Competence and Ethical Practice

  • Recognition of cultural diversity and the importance of cultural competence in healthcare.
  • Strategies for providing culturally competent and ethically sound care.
  • Case studies addressing cultural considerations in nursing ethics.

Research Ethics and Evidence-based Practice in Nursing

  • Understanding ethical considerations in nursing research and the utilization of EBP.
  • Exploration of the ethical review process and application of ethical principles in nursing research. 
 

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