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Assessment 2: Course Development and Influencing Factors

Student Name

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Capella University

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Prof Name
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MAR 26, 2024

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Learning Paradigms and Diversity: Development of Course
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Content and Influencing Factors
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This evaluation delineates a comprehensive scheme for crafting the "Inter-professional
Collaboration and Leadership in Healthcare" course, aimed at integration into a chosen
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nursing curriculum. The process of designing the course, shaped by various internal
and external influences, underscores the significance of harmonizing with institutional
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ethos, mission, and frameworks while addressing contemporary healthcare exigencies.

Description of the Course and its Position in the Curriculum

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The chosen course, "Inter-professional Collaboration and Leadership in Healthcare,"

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nestled within the BSN curriculum, endeavors to augment students' proficiencies in

multidisciplinary teamwork and healthcare stewardship. This response to the intricate
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demands of patients in today's healthcare milieu necessitates input from an array of

health professionals. Leadership acumen is imperative for nurses to adeptly orchestrate
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patient care. Positioned ideally amidst senior-level coursework, this placement ensures
students assimilate clinical and theoretical erudition into authentic team settings,
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accentuating patient-centric care, communication, ethical considerations, and

leadership prowess (Dang et al., 2021).
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Rationale for Course Inclusion

The rationale for incorporating "Inter-professional Collaboration and Leadership in

Healthcare" emanates from the escalating intricacy of healthcare, acknowledging the
pivotal role of teamwork and leadership. Many nursing curricula exhibit a dearth of
emphasis on pivotal skills such as communication, leadership, problem-solving,
decision-making, and conflict resolution. The course endeavors to bridge this
educational chasm, furnishing a comprehensive comprehension of healthcare team
dynamics and effective collaboration, nurturing leadership cultivation crucial for
ameliorating patient outcomes (Zorek et al., 2021).

Topical Outline and Relationship to Other Courses

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The course's thematic delineation encompasses inter-professional communication,
team dynamics and leadership, ethics, patient-centered care, and quality enhancement

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in collaborative milieus. These themes interlink with antecedently taught courses,
elongating principles imbibed in foundational nursing courses to inter-professional
contexts. The spotlight on quality enhancement aligns with tenets from the nursing

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research course, accentuating its role within inter-professional cohorts (Brooks Carthon
et al., 2020).

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Faculty Collaboration
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Execution of the course necessitates collaboration with academic luminaries,
interdisciplinary faculty, and healthcare professionals from clinical affiliates. Engaging
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sundry stakeholders in the formulation process harmonizes the course content with
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contemporaneous healthcare practices and inter-professional educational benchmarks,

ensuring students are primed for collaborative healthcare praxis (Steele Gray et al.,
2020).
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Internal Factors Affecting Curriculum Design

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Organizational protocols, curriculum panels, and internal evaluative bodies significantly

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mold curriculum design, ensuring the course caters to specific requisites, adheres to
academic benchmarks, and aligns with institutional aspirations (Bogosian et al., 2022).
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External Factors Affecting Curriculum Design

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External facets, encompassing funding, stakeholder inclinations, and regulatory criteria,

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wield a pivotal sway in sculpting the envisaged course. Commensurate funding is

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imperative for efficacious course enactment, while stakeholder input ensures
consonance with healthcare trends and anticipations. Adherence to standards stipulated
by accrediting agencies is pivotal for program accreditation (Folkman et al., 2019).

Impact of Program and Institution’s Mission, Philosophy, and Framework

The mission, ethos, and framework of Capella University and its BSN program exerts a
substantial influence on the envisaged course design, ensuring congruence with
educational objectives and endowing students with requisite proficiencies (Capella
University, n.d.).

Enhanced Collaboration among Stakeholders in Curriculum Development

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Robust collaboration among internal and external stakeholders, spanning faculty,
students, healthcare practitioners, and employers, is imperative for curriculum
development. Such collaboration guarantees that the curriculum mirrors current

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healthcare trends and satiates the evolving demands of the nursing vocation (Bogosian
et al., 2022).

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Conclusion

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The proposed course design addresses pivotal competencies in inter-professional
collaboration and leadership, bridging identified lacunae in the extant curriculum.
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Collaboration with stakeholders, alignment with institutional aspirations, and adherence
to quality benchmarks are imperative for efficacious curriculum development,
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spotlighting the intricate nature of nursing education curriculum crafting and the pivotal
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role of educators in shaping future healthcare professionals.

References
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Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A. L., Nash, G.,
Masters, N., Pelly, F., Reid, C., Shakhovskoy, R., & Taylor, J. (2022). The
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implementation of inter-professional education: A scoping review. Advances in Health

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Sciences Education. https://doi.org/10.1007/s10459-022-10128-4

Brooks Carthon, J. M., Hatfield, L., Brom, H., Houton, M., Kelly-Hellyer, E., Schlak, A., &
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Aiken, L. H. (2020). System-level improvements in work environments lead to lower

nurse burnout and higher patient satisfaction. Journal of Nursing Care Quality, 36(1),
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7–13. https://doi.org/10.1097/ncq.0000000000000475
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Capella University. (n.d.). Bachelor’s RN-to-BSN Completion. Capella University.
https://www.capella.edu/online-degrees/bachelors-rn-to-bsn-completion/

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins
evidence-based practice for nurses and healthcare professionals: Model and guidelines,
fourth edition. Sigma Theta Tau.
https://books.google.com/books?hl=en&lr=&id=m4k4EAAAQBAJ&oi=fnd&pg=PP1&dq=
The+need+for+interprofessional+collaboration+in+healthcare+arises+from+the+comple
xity+of+patients%27+needs+in+today%27s+healthcare+environment

Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in inter-professional

collaboration in health care. Journal of Multidisciplinary Healthcare, 12(12), 97–107.

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https://doi.org/10.2147/jmdh.s189199

Steele Gray, C., Tang, T., Armas, A., Backo-Shannon, M., Harvey, S., Kuluski, K.,

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Loganathan, M., Nie, J. X., Petrie, J., Ramsay, T., Reid, R., Thavorn, K., Upshur, R.,
Wodchis, W. P., & Nelson, M. (2020). Building a digital bridge to support
patient-centered care transitions from hospital to home for older adults with complex

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care needs: Protocol for a co-design, implementation, and evaluation study. JMIR
Research Protocols, 9(11), e20220. https://doi.org/10.2196/20220

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Zorek, J. A., Lacy, J., Gaspard, C., Najjar, G., Eickhoff, J., & Ragucci, K. R. (2021).
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Leveraging the Inter

-professional Education Collaborative (IPEC) competency framework to transform

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health professions education. American Journal of Pharmaceutical Education, 8602.

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https://doi.org/10.5688/ajpe8602
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