Student Name
Capella University
NURS-FPX 6107 Curriculum Design, Development, and Evaluation
Prof. Name
Date
Course Development and Influencing Factors
Course development is a structured and multi-layered academic process shaped by both internal institutional mechanisms and external environmental pressures. These influences include governance structures, stakeholder engagement, accreditation requirements, and evolving healthcare demands (Mao et al., 2020). In the context of Capella University’s (CU) BSN program, course design is increasingly driven by the need to integrate digital healthcare competencies such as informatics and telehealth. This development aims to ensure that nursing graduates are equipped with the competencies required in technology-enhanced healthcare systems.
Appropriate Course
A relevant addition to the BSN curriculum at CU would be a course titled “Health Informatics and Telehealth in Nursing.” This course is designed to build competency in the application of digital systems, health data management, and virtual care delivery within nursing practice (Haupeltshofer et al., 2020). It would logically be placed in the advanced stage of the BSN program, after students have developed foundational knowledge in nursing theory, research methodologies, and clinical practice.
At this stage of training, learners are better positioned to integrate complex concepts such as digital health systems and virtual care delivery into clinical reasoning (Harris et al., 2021). This sequencing strengthens learners’ ability to apply informatics tools and telehealth platforms effectively in real-world clinical environments, thereby enhancing patient outcomes and communication efficiency (Reid et al., 2022).
Rationale for Adding the Course
The inclusion of “Health Informatics and Telehealth in Nursing” is justified by the increasing reliance on digital health systems in modern healthcare delivery. Nurses are now expected to manage digital records, participate in virtual consultations, and apply data-driven decision-making approaches.
Research indicates that integrating informatics into nursing education strengthens technological readiness and improves adoption of digital tools in clinical practice (Forman et al., 2020). In addition, telehealth has been identified as a critical mechanism for improving healthcare access, particularly in underserved populations (Butzner & Cuffee, 2021).
Key justifications include:
- Alignment with AACN recommendations for informatics competency integration (AACN, 2019)
- Increased demand for telehealth-capable nursing professionals (Barbosa et al., 2021)
- Improved clinical decision-making through data utilization
- Enhanced patient access and continuity of care
This course ensures that graduates are not only clinically competent but also digitally proficient in contemporary healthcare environments.
Topical Outline of the Course
The proposed course integrates foundational and applied knowledge areas necessary for modern nursing practice. Core content includes health informatics principles, electronic health record (EHR) systems, telehealth modalities, legal considerations, and data security frameworks (Barbosa et al., 2021). It also emphasizes applied competencies such as evidence-based digital practice and virtual patient education (Forman et al., 2020).
The course aligns with existing BSN modules such as Nursing Research and Health Promotion, reinforcing interdisciplinary learning and continuity in competency development (Reid et al., 2022).
Collaboration with Faculty Members
Effective course development requires structured collaboration between multiple stakeholders to ensure academic rigor and professional relevance. Faculty members play a central role in curriculum alignment, instructional design, and learning outcome mapping. However, input from external healthcare stakeholders and technical experts is equally essential.
Table 1: Key Collaboration Stakeholders and Roles
| Stakeholder Group | Primary Contribution |
|---|---|
| Nursing faculty | Curriculum alignment and pedagogy design |
| Clinical nurses | Real-world clinical applicability |
| Healthcare administrators | Workforce and system-level expectations |
| Technology/instructional designers | Digital learning integration |
| Accreditation bodies (e.g., ACEN) | Compliance with quality standards |
Collaboration ensures that the curriculum remains responsive to evolving healthcare technologies and workforce expectations (Gartz & O’Rourke, 2020). Engagement with practicing clinicians enhances practical relevance, while instructional designers ensure effective digital delivery methods (Jonasdottir et al., 2022).
Additionally, alignment with accreditation standards such as those established by the Accreditation Commission for Education in Nursing (ACEN) ensures regulatory compliance and academic credibility (ACEN, 2024).
Internal Factors
Internal institutional structures significantly influence curriculum design and implementation. These include governance systems, financial resources, faculty workload distribution, and academic approval processes.
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Table 2: Internal Influencing Factors in Curriculum Development
| Internal Factor | Impact on Curriculum Design |
|---|---|
| Curriculum committees | Review and approval of new courses |
| Academic boards | Ensure academic integrity and compliance |
| Budget allocation | Determines resource availability |
| Faculty workload | Affects course delivery feasibility |
| Institutional policies | Guide curriculum structure |
Curriculum committees play a central role in evaluating whether proposed courses align with institutional goals and program outcomes (Gouëdard et al., 2020). Academic governing bodies ensure compliance with academic and regulatory standards (McCauley & Swartz, 2020). Financial constraints also determine the feasibility of integrating simulation labs or digital health tools into the curriculum (Hui et al., 2021).
External Factors
External forces also play a critical role in shaping curriculum structure and content. These include funding availability, healthcare industry needs, accreditation standards, and legal regulations.
Limited funding may restrict access to advanced simulation technologies or telehealth platforms, thereby influencing instructional design choices (Nethers & Milstead, 2022). Similarly, healthcare employers contribute significantly to curriculum relevance by identifying workforce competency gaps (National Academy of Medicine, 2021).
Regulatory frameworks such as ACEN standards and state licensing requirements ensure that nursing programs maintain educational quality and professional alignment (ACEN, 2024). Furthermore, compliance with the Health Insurance Portability and Accountability Act (HIPAA) is essential when integrating telehealth into academic training environments (HHS, 2022).
Impact of Parent Institution on Curriculum Design
The philosophy, mission, and strategic direction of CU directly shape curriculum development decisions. Institutions that prioritize innovation tend to integrate emerging technologies such as telehealth and informatics into their academic offerings.
CU’s emphasis on accessibility and flexible learning supports the integration of online and hybrid learning modalities, particularly beneficial for working nursing professionals (Kulju & Mikkonen, 2024). Furthermore, alignment with the AACN Essentials ensures that curriculum design remains consistent with national nursing education standards (AACN, 2019).
Type of Collaboration
Curriculum development requires coordinated engagement between internal academic stakeholders and external healthcare partners.
Table 3: Types of Collaboration in Curriculum Development
| Collaboration Type | Participants | Purpose |
|---|---|---|
| Internal academic collaboration | Faculty, curriculum designers | Align curriculum with institutional goals |
| Clinical collaboration | Hospitals, clinicians | Ensure real-world applicability |
| Regulatory collaboration | ACEN, AACN | Maintain accreditation compliance |
| Industry collaboration | Healthcare organizations | Address workforce needs |
Effective collaboration ensures that curricula remain relevant, practical, and aligned with healthcare system expectations (Nethers & Milstead, 2022). Partnerships with clinical institutions also enhance experiential learning opportunities, strengthening student preparedness for practice environments (Quqandi et al., 2022).
Conclusion
Curriculum development in nursing education is a complex process shaped by internal governance structures, external regulatory requirements, and stakeholder collaboration. The integration of a “Health Informatics and Telehealth in Nursing” course strengthens the BSN curriculum by addressing current technological demands in healthcare. Effective interdisciplinary collaboration ensures academic quality, professional relevance, and alignment with industry standards. Without such coordination, curricula risk becoming outdated and misaligned with evolving healthcare needs.
References
AACN. (2019). American Association of Colleges of Nursing (AACN) > Home. Aacnnursing.org. https://www.aacnnursing.org/
ACEN. (2024). Accreditation commission for education in nursing. Acenursing.org. https://www.acenursing.org/
Barbosa, W., Zhou, K., Waddell, E., Myers, T., & Dorsey, E. R. (2021). Improving access to care: Telemedicine across medical domains. Annual Review of Public Health, 42(1), 463–481. https://doi.org/10.1146/annurev-publhealth-090519-093711
Butzner, M., & Cuffee, Y. (2021). Telehealth interventions and outcomes across rural communities in the United States: Narrative review. Journal of Medical Internet Research, 23(8). https://doi.org/10.2196/29575
Forman, T. M., Armor, D. A., & Miller, A. S. (2020). A review of clinical informatics competencies in nursing to inform best practices in education and nurse faculty development. Nursing Education Perspectives, 41(1), 3–7. https://doi.org/10.1097/01.nep.0000000000000588
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Gartz, J., & O’Rourke, J. (2020). Telehealth educational interventions in nurse practitioner education. Journal of the American Association of Nurse Practitioners, 33(11), 872–878. https://doi.org/10.1097/jxx.0000000000000488
Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. Www.oecd-Ilibrary.org. https://doi.org/10.1787/efe8a48c-en
Harris, K. E., Durham, C., Logan, A., Smith, G., & Morris, R. (2021). Integration of telehealth education into the health care provider curriculum: A review. Telemedicine and E-Health, 27(2), 137–149. https://doi.org/10.1089/tmj.2019.0261
Haupeltshofer, A., Egerer, V., & Seeling, S. (2020). Promoting health literacy: What potential does nursing informatics offer to support older adults in the use of technology? A scoping review. Health Informatics Journal, 26(4), 2707–2721. https://doi.org/10.1177/1460458220933417
HHS. (2022, June 21). HIPAA and Telehealth. HHS.gov. https://www.hhs.gov/hipaa/for-professionals/special-topics/telehealth/index.html
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Hui, K. Y., Haines, C., Bammann, S., Hallandal, M., Langone, N., Williams, C., & McEvoy, M. (2021). To what extent is telehealth reported to be incorporated into undergraduate and postgraduate allied health curricula: A scoping review. PLOS ONE, 16(8). https://doi.org/10.1371/journal.pone.0256425
Jonasdottir, S. K., Thordardottir, I., & Jonsdottir, T. (2022). Health professionals’ perspective towards challenges and opportunities of telehealth service provision: A scoping review. International Journal of Medical Informatics, 167. https://doi.org/10.1016/j.ijmedinf.2022.104862
Kulju, E., & Mikkonen, K. (2024). Educational interventions and their effects on healthcare professionals’ digital competence development: A systematic review. International Journal of Medical Informatics, 185. https://doi.org/10.1016/j.ijmedinf.2024.105396
Mao, A., Lu, S., Lin, Y., & He, M. (2020). A scoping review on the influencing factors and development process of professional identity among nursing students and nurses. Journal of Professional Nursing, 37(2), 391–398. https://doi.org/10.1016/j.profnurs.2020.04.018
McCauley, J. L., & Swartz, A. E. (2020). Reframing telehealth. Obstetrics and Gynecology Clinics of North America, 47(2), 227–239. https://doi.org/10.1016/j.ogc.2020.02.001
National Academy of Medicine. (2021). The future of nursing 2020-2030: Charting a path to achieve health equity. National Academies Press. https://doi.org/10.17226/25982
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Nethers, S. B., & Milstead, J. A. (2022). Future perspectives on nursing policy, technology, education, and practice. Nursing Clinics of North America, 57(4), 627–638. https://doi.org/10.1016/j.cnur.2022.06.010
Poitras, M.-E., Couturier, Y., Beaupré, P., Girard, A., Aubry, F., Vaillancourt, V. T., Carrier, J.-D., Fortin, L., Racine, J., Morneau, J., Boudreault, A., Cormier, C., Morin, A., & McGraw, M. (2023). Collaborative practice competencies needed for telehealth delivery by health and social care professionals: A scoping review. Journal of Interprofessional Care, 38(2), 1–15. https://doi.org/10.1080/13561820.2023.2213712
Quqandi, E., Joy, M., Drumm, I., & Rushton, M. (2022). Augmented reality in supporting healthcare and nursing independent learning. CIN: Computers, Informatics, Nursing, 41(5), 281–291. https://doi.org/10.1097/cin.0000000000000910
Reid, L., Button, D., Breaden, K., & Brommeyer, M. (2022). Nursing Informatics and undergraduate nursing curricula: A scoping review protocol. Nurse Education in Practice, 65. https://doi.org/10.1016/j.nepr.2022.103476