Course Development and Influencing Factors Paper

Course Development and Influencing Factors Paper

Leadership, clinical outcomes and career advancement are the pillars of the evidence-based program. The nursing residency program’s mission is to boost employee loyalty, lower turnover rates, and enhance healthcare quality on a national scale. Twenty-four percent of nurses with less than a year of experience reported quitting during their first year on the job (Smith, 2021). All newly hired nurses in an in-patient healthcare setting will undergo this training as part of their orientation. Participants in the nursing program will have a monthly online group chat session for a whole year. The requirements for finishing this program are as follows: attending ten of the twelve sessions, completing an evidence-based activity, and completing the project assessment (Rafii et al., 2019). Results across the country have shown that nurse turnover decreased once the nursing residency programs were implemented. The institution’s desired results include decreased nurse turnover, lowered operating expenses, improved efficiency, and heightened security. This paper aims to provide additional course to the nursing residency program, provide a topical outline and examine the internal and external factors affecting the program.

Course Addition and Its Rationale

The curriculum is tailored to the specific requirements of recent RN graduates. The Nurse Residency Program is expanding to include a seminar on caring for patients admitted with COVID-19 diagnosis. More than two years into the pandemic, no treatment can eliminate the virus completely (Feng et al., 2022). The burden of managing patients with this disease necessitates this course, as it contributes to the high turnover rate among newly employed nurses. Emotional exhaustion, frustration, and the fact that most nurses are also responsible for caring for their own families and maintaining a work-life balance all contributed significantly to the burden Covid-19 placed on the nursing profession. Many nursing residency programs were reformed after Covid-19 (Feng et al., 2022). This was in response to the increased workloads experienced by both institutions and health professionals.

The Nurse Residency Program is designed to help new graduate nurses adjust to their new roles as registered nurses during their first year. Registered nurses can gain useful perspective and information from this training that can improve their ability to care for patients diagnosed with covid-19. Since nursing care for a covid-19 patient is notoriously challenging, this can also be a great source of comfort for the nurses involved. Including this course within the nurse residency program would ensure that graduates have the knowledge and skills to provide compassionate care consistent with the institution’s purpose, sense of direction, and principles. The nursing program reflects the organization’s goal and values attributable to ICARE (Chesak et al., 2021). Comprehensive medical services of the best quality in an environment of professional care, fairness, and acceptance are extended equally to everyone, irrespective of their financial ability. Curriculum design is influenced by the program’s and primary institution’s aims, philosophies, and underlying frameworks and hence must align with those goals. The organization’s outcomes can only be realized if the education offered is consistent with the organization’s stated goals and guiding principles.

Topical Outline

The Nurse Residency Program has a subject outline that serves as a syllabus for the various classes covered throughout the year. The program’s executive committee must authorize a new topic proposed for inclusion in the program. The ultimate approval comes from the program coordinator, who also oversees nursing education for the entire health network. The conference agenda will cover topics such as caring for a patient with Covid-19, discussing nurses’ past experiences and learning how to combat emotional exhaustion and burnout. The nurse can provide competent and confident treatment to a patient with Covid-19 by completing the relevant curriculum.

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Week	Module content	Learners’ activities	Modules outcomes
3	Providing care to a covid 19 patient	i.            Definition of COVID 19 ii.            Risk factors for COVID 19 iii.            Symptoms of COVID 19 iv.            Medical and nursing management of COVID 19 v.            Providing supportive care to the patient and the family members	i.            The new graduate will have a full understanding of the admission process for a COVID-19 Patient ii.            The nurse will be able to provide comprehensive medical and nursing care while identifying the priority nursing care plan for the patient. iii.            The nurse will have an understanding of the complication of COVID-19 and be able to identify them.

 

Collaboration

To be accepted and maintained, any course or curriculum must incorporate interprofessional collaboration. The involvement and dedication of many groups are necessary to achieve positive outcomes for students. The state’s approval is required for progress. Good communication will be enhanced during interprofessional cooperation meetings if educators’ and undergraduates’ levels of interest and potential engagement are evaluated (Berndtsson et al., 2020). Nursing Education designed the residency program, so their approval is necessary for the cultural training component. This increases the likelihood that the program will be adopted. Every nurse manager should aim to lead an actively involved group of employees who come up with novel strategies to improve morale in the workplace (Karam et al., 2018). The success of the course requires participation from the administration. Therefore, it is the responsibility of the accounting team to fund the speakers’ travel expenses. The department has allocated funds to cover this expense. Collaboration across different divisions, such as nursing, accounting, and finance, is crucial. Having people give their thoughts on the program is crucial.

Internal Factor

An institution’s curriculum is influenced by various internal factors (Smith, 2021). They consist of the purpose, ambition, and the organization’s principles, in addition to their effect on the curriculum. The nursing residency program curriculum, as well as the appraisal of each NRP team, is the responsibility of the educators, and they are responsible for determining whether or not any adjustments are required to enhance the training given to the newly graduated nurses. The staff and instructors of the nursing residency program are members of the management team, along with the executive sponsor, oversight committee, Head of Nursing Curriculum, and Clinical Nurse Manager (Feng et al., 2022).

External Factors

The term “external factors” refers to conditions that are wider in scope and lie beyond the organizations. The newly graduated registered nurses make up the group of stakeholders. The Nurse Residency Program addresses the requirements of newly licensed registered nurses in the USA. The program evaluation assessment is conducted after every program to determine how successful the training was. Vzient Incorporation, the American Association of Colleges of Nursing (AACN), the National Council of State boards of Nursing, and the National League of Nursing are the organizations that award certification. These certifying agencies impact the curriculum design because they evaluate the usefulness of each of the 12 workshops, as well as the usefulness of the initiative as a whole across the country (Smith, 2021).

Additionally, these agencies supervise employee turnover rates and job satisfaction levels within the nursing field. For the program to continue, it is vitally crucial that the certifying agencies maintain their financial support. Financing is distributed to a hundred community-based shareholders, Fifty urban organizations and divisions, and three hundred corporate donors each year. This particular initiative is one of those getting financing. Without the aid of the state’s leadership, the nursing residency program would never have gotten off the ground.

Mission, Philosophy, and Framework of The Program

The nursing residency program is designed to help new RNs strengthen their management, productivity, safety, and career development skills as they make the leap from undergraduate to working nurse (Smith, 2021). All of the nurse residency program courses are intended to help achieve this goal. This goal is connected to the larger mission of the hospital, which is to treat all patients with respect, honesty, and top-notch medical care. As with care delivery, the goals of the nurse residency program are to engage their new graduating nurses with compassion, incorporate a holistic approach to teaching, and provide training opportunities of the highest caliber. The nursing residency program was established by implementing the pedagogical framework’s Work-Integrated learning strategy. Work-Integrated approaches help students apply what they have learned in the classroom to real-world situations by giving them opportunities to gain practical experience in and out of the classroom (Berndtsson et al., 2020). The training provides academic knowledge in a hospital environment and opportunities to obtain technical experience through simulation and supervision from senior practitioners. The graduates are provided with various tools for conducting in-depth research and incorporating constructive criticism into their future practices.

Collaboration Of Internal and External Stakeholders

Internal and external stakeholders need to work together to construct a new approach. Collecting this data has shown the importance of developing a new curriculum.   There are internal and external factors impacting the data. The financial resources available to a nursing program are crucial. In turn, this could lead to more turnover, worsening the shortage of nurses. Access to care and patient safety are just two of the many global healthcare concerns that have a bearing on rules and regulations. Laws and regulations need to change when new developments in healthcare access, safety concerns, and the roles and duties of regulatory bodies are made explicit (Wright & Scardaville., 2021). The nursing curriculum must also evolve to keep up with the ever-evolving nature of these guidelines and laws. This may increase the burden on teachers to make curricular changes, and this new strategy is necessary due to the wide variety of employees and residents in the area. There is potential for community people, professionals, and teachers to work together to develop the most comprehensive program for identifying cultural incompetence and teaching about diverse inclusivity (Feng et al., 2022).  A local expert will review the programs with participants before the actual meetings.

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Conclusion

An instructor in the nursing profession who participates in a nursing residency program for nurses helps recent graduates successfully transition from undergraduate to professional expertise. In this evaluation, I explore why it is so important for nursing residency programs to teach students how to care for a patient diagnosed with Covid-19. The nurse residency program’s effectiveness depends on several internal and external elements. The achievement of this course depends on the joint efforts of the project’s registered nurse trainees, directors, clinical leaders, and management team representatives. The Nursing Residency Program curriculum was initially developed by Vizient Inc. and the American Association of Colleges of Nursing but has since been influenced by internal and external sources (AACN). If the Nurse Residency Program is successful, then the quality of care will improve, the number of nurses who leave the profession will decrease, and the contentment of those who remain in it will rise.

References

Berndtsson, I., Dahlborg, E., & Pennbrant, S. (2020). Work-integrated learning as a pedagogical tool to integrate theory and practice in nursing education–An integrative literature review. Nurse Education in Practice, 42, 102685. https://doi.org/10.1016/j.nepr.2019.102685

Chesak, S. S., Morin, K. H., Cutshall, S. M., Jenkins, S. M., & Sood, A. (2021). Feasibility and efficacy of integrating resiliency training into a pilot nurse residency program. Nurse Education in Practice, 50, 102959. https://doi.org/10.1016/j.nepr.2020.102959

Feeg, V. D., Mancino, D., Vasquez-Clarfield, B., Garrison, C. M., Mahler, E., & Vance, C. (2022). A National Perspective on New Nurse Graduate Transition to Practice: Secondary Analysis of the National Student Nurses Association 2021 New Graduate Survey. Nursing Economics, 40(4), 167-185.

Rafii, F., Ghezeljeh, T. N., & Nasrollah, S. (2019). Design and implementation of clinical competency evaluation system for nursing students in medical-surgical wards. Journal of Family Medicine and Primary Care, 8(4), 1408. https://doi.org/10.4103%2Fjfmpc.jfmpc_47_19

Smith, A. L. (2021). Evidence-based practice training in nurse residency programs: enhancing confidence for practice implementation. Teaching and Learning in Nursing, 16(4), 315-320. https://doi.org/10.1016/j.teln.2021.05.005

Wright, J., & Scardaville, D. (2021). A nursing residency program: A window into clinical judgement and clinical decision making. Nurse Education in Practice, 50, 102931. https://doi.org/10.1016/j.nepr.2020.102931

Develop a 6-8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.

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.

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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 6-8 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.