Nurse Writing Services

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

New Samples

Struggling With Your Assessments? Get Help From Our Tutors

    NURS FPX 6107 Assessment 2 Course Development and Influencing factors

    Student Name

    Capella University

    NURS-FPX 6107 Curriculum Design, Development, and Evaluation

    Prof. Name


    Course Development and Influencing Factors

    This assessment outlines a comprehensive course design for the proposed “Inter-professional Collaboration and Leadership in Healthcare,” intended for integration into a selected nursing curriculum. The design process, influenced by a variety of internal and external factors, emphasizes the importance of aligning with institutional philosophy, mission, and frameworks while addressing contemporary healthcare needs.

    Description of Appropriate Course and its Position in the Curriculum

    The selected course for inclusion in the BSN curriculum is titled “Inter-professional Collaboration and Leadership in Healthcare.” Its goal is to enhance students’ abilities to work in multidisciplinary teams and provide healthcare leadership, essential components of modern healthcare services. The demand for inter-professional collaboration in healthcare arises from the complexity of patients’ needs, requiring input from various health professionals for comprehensive care. Leadership skills are crucial for nurses to coordinate patient care and advocate effectively. The ideal placement for this course is within the senior-level coursework, where students have already been introduced to nursing basics and healthcare system fundamentals in their foundational and intermediate-level nursing courses (Dang et al., 2021).

    This advanced placement ensures that students can integrate their clinical and theoretical knowledge into real-world team settings, emphasizing patient-centered care, communication with team members, ethical considerations, and leadership in managing patient care. It equips them to take on significant roles within healthcare teams and lead efforts in providing high-quality patient care. This placement aligns with the course’s advanced concepts and allows students to practically apply interprofessional and leadership skills in a clinical setting, engaging more extensively at the end of their BSN program (Steele Gray et al., 2020).

    Rationale for Adding the Course

    The rationale for integrating the “Inter-professional Collaboration and Leadership in Healthcare” course into the BSN curriculum stems from the increasing complexity and multidisciplinary nature of contemporary healthcare. Healthcare systems globally recognize the importance of teamwork and leadership in delivering effective and patient-centered care (Zorek et al., 2021). Identified gaps in nursing curricula include insufficient emphasis on developing effective communication, leadership, problem-solving, decision-making, and conflict resolution skills. These competencies are crucial for nurses to work effectively within diverse healthcare teams and contribute positively to patient outcomes (Zorek et al., 2021).

    The proposed course fills this educational gap, providing students with a comprehensive understanding of healthcare team dynamics and effective collaboration strategies. It fosters the development of leadership skills, empowering students to coordinate care plans, advocate for patients, and contribute to decision-making processes. Adequately trained health professionals working collaboratively demonstrate higher patient satisfaction, improved healthcare outcomes, and reduced medical errors (Brooks Carthon et al., 2020). Therefore, this course is not just a valuable addition but a crucial element in preparing students to participate in and lead inter-professional teams, improving patient outcomes and overall healthcare delivery effectiveness.

    Topical Outline and Relationship to Other Courses

    The proposed course, “Inter-professional Collaboration and Leadership in Healthcare,” features a comprehensive topic outline covering crucial areas related to inter-professional healthcare teamwork.

    1. Inter-professional Communication: Effective communication strategies within healthcare teams, encompassing different professional languages, respect, active listening, and clarity in conveying information.
    2. Team Dynamics and Leadership: Roles and responsibilities of different healthcare team members and leadership skills necessary for efficient team dynamics.
    3. Ethics in Inter-professional Collaboration: Ethical considerations in collaborative practice, including confidentiality, informed consent, conflict of interest, and ethical dilemmas in team decision-making.
    4. Patient-Centered Care in Team Settings: The role of teamwork in delivering patient-centered care, involving shared decision-making, respect for patient preferences, and coordination of services.
    5. Quality Improvement and Patient Safety in Collaborative Environments: How effective teamwork contributes to quality improvement initiatives and enhances patient safety in healthcare settings.

    NURS FPX 6107 Assessment 2 Course Development and Influencing factors

    These topics directly tie to previously taught courses. For instance, inter-professional communication skills build on communication techniques taught in foundational nursing courses, with a focus on inter-professional contexts. The topic of team dynamics and leadership extends nursing leadership principles to the broader healthcare team context. Ethics in inter-professional collaboration deepens the understanding of ethical principles introduced in nursing ethics courses, emphasizing their application in team-based scenarios.

    Patient-centered care in team settings draws on knowledge gained from courses on nursing care and health assessment, incorporating the perspective of multidisciplinary teams. Finally, the focus on quality improvement and patient safety in collaborative environments provides a practical application of research principles and evidence-based practice learned in the nursing research course, emphasizing its role within inter-professional teams (Brooks Carthon et al., 2020).

    Faculty Collaboration

    Implementing a new course within a curriculum requires extensive collaboration and input from various individuals and entities. For the course “Inter-professional Collaboration and Leadership in Healthcare” to be effectively integrated into the BSN curriculum, several key collaborations are needed.

    1. Academic Leaders: Collaboration with academic leaders, such as department heads or deans, is vital. These individuals can provide insight into strategic directions, institutional resources, and potential constraints influencing course design and implementation (Dang et al., 2021).
    2. Interdisciplinary Faculty Members: The inter-professional nature of the proposed course implies the importance of involving faculty from different healthcare disciplines. This collaboration promotes a comprehensive and interdisciplinary perspective, ensuring the coverage of topics reflecting the realities of team-based healthcare practice (Steele Gray et al., 2020).
    3. Healthcare Professionals from Clinical Partner Sites: Partnering with professionals from clinical settings is essential to ground the course content in real-world practice. These professionals can offer valuable input on current trends, challenges, and best practices in inter-professional collaboration and leadership in healthcare. They may also provide guest lectures, case studies, or facilitate experiential learning opportunities, ensuring the course is theoretically sound and practically relevant (Zorek et al., 2021).

    The rationale for such collaboration is to foster a course that is academically rigorous and practically useful. Involving various stakeholders in the course development process helps align the course content with contemporary healthcare practices and inter-professional education standards. Moreover, it ensures that the course adequately prepares students for the realities of collaborative healthcare practice, making them competent team players and leaders in their future healthcare careers (Steele Gray et al., 2020).

    Internal Factors Affecting Curriculum Design

    Internal factors significantly shape curriculum design, including the creation of the proposed “Inter-professional Collaboration and Leadership in Healthcare” course. These factors ensure the course responds to the evolving dynamics of nursing education and addresses the contemporary demands of the nursing profession.

    1. Organizational Processes: These protocols govern the creation and implementation of courses, guiding the conceptualization, structure, and integration of the proposed course. They ensure that the course is designed to address specific needs and gaps in the current curriculum (Bogossian et al., 2022).
    2. Curriculum Committees: These committees, composed of experienced faculty members, evaluate new courses for their pertinence, academic rigor, and alignment with program outcomes. Their endorsement is vital for the course’s acceptance into the curriculum, providing valuable feedback and insight to meet educational and professional standards (Bogossian et al., 2022).
    3. Internal Review Bodies: Groups such as the Academic Standards Committee guarantee that courses adhere to the institution’s academic standards and accreditation requirements. Their scrutiny certifies that the course meets high standards, ensuring a high-quality educational offering aligned with the institution’s goals (Bogossian et al., 2022).

    External Factors Affecting Curriculum Design

    External factors play a multifaceted role in shaping curriculum design, with key elements being funding, stakeholder interests, and regulatory standards set by accrediting agencies. Each element is crucial in shaping the proposed “Inter-professional Collaboration and Leadership in Healthcare” course.

    1. Funding: Adequate funding is instrumental for designing and implementing a course effectively. It supports the procurement of necessary educational resources, hiring of qualified faculty, and facilitating learning activities. For example, creating the proposed course would require funding for resources such as e-learning platforms, textbooks, and simulation tools, as well as remuneration for expert educators (Folkman et al., 2019).
    2. Stakeholders: Stakeholders such as students, healthcare employers, and the local community significantly shape the curriculum based on their needs and feedback. Students’ career aspirations, employers’ expectations of graduates, and community health needs influence the topics and skills covered in the proposed course (Folkman et al., 2019).
    3. Regulatory and Accrediting Agencies: Entities such as the Commission on Collegiate Nursing Education (CCNE) establish quality standards for nursing education. Compliance with these standards is essential when designing the proposed course to ensure it contributes toward meeting program accreditation requirements (Folkman et al., 2019).

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

    The mission, philosophy, and framework of the parent institution, Capella University, and its BSN program play a pivotal role in shaping the design of the proposed “Inter-professional Collaboration and Leadership in Healthcare” course. The university’s mission focuses on delivering high-quality education to adults to maximize their professional potential, aligning seamlessly with the course’s intent to equip learners with vital skills in inter-professional collaboration and leadership. The institution’s philosophy emphasizes values of integrity, excellence, and innovation, reflected in the course’s ethical standards, pursuit of excellence, and use of innovative teaching strategies.

    The educational framework, emphasizing professional competence, evidence-based practice, and commitment to lifelong learning, resonates with the course’s goals to enhance teamwork and leadership competence, promote evidence-based collaborative practice, and encourage ongoing learning for improved patient care. These institutional elements significantly influence curriculum design, ensuring that the course contributes to broader educational objectives and equips students with the necessary skills to excel in their nursing careers (Capella University, n.d.).

    Enhanced Collaboration among Stakeholders in Curriculum Development

    The development of a relevant, effective curriculum, such as the proposed “Inter-professional Collaboration and Leadership in Healthcare” course, necessitates extensive collaboration among both internal and external stakeholders. This collaboration involves gathering insights from faculty and students (internal stakeholders) to ensure that the course content and teaching strategies align with learners’ needs and educational outcomes (Bogossian et al., 2022).

    Simultaneously, engagement with healthcare professionals, employers, and other key external stakeholders in the healthcare sector is crucial to ensure the curriculum addresses current healthcare trends and expectations. This alignment enhances graduates’ preparedness for the dynamic demands of the nursing profession. Failure to foster such collaborative engagement could result in a curriculum that is out of touch with the evolving realities of healthcare practice, leading to a potential gap in graduates’ preparedness. A disconnected curriculum may not effectively equip students with the practical skills necessary to excel in their roles as professional nurses. This underscores the critical role of collaboration in curriculum design and development for nursing education (Bogossian et al., 2022).


    The proposed course design addresses key competencies in inter-professional collaboration and leadership, responding to an identified gap in the current curriculum. Incorporating stakeholders’ perspectives, aligning with institutional objectives, and meeting quality standards are paramount for successful curriculum development. Moreover, the process illustrates the complexity of curriculum development in nursing education and reinforces the essential role of educators in shaping future healthcare professionals.


    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 implementation of inter-professional education: A scoping review. Advances in Health Sciences Education

    Brooks Carthon, J. M., Hatfield, L., Brom, H., Houton, M., Kelly-Hellyer, E., Schlak, A., & 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), 7–13.

    Capella University. (n.d.). Bachelor’s RN-to-BSN Completion. Capella University.

    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. In Google Books. Sigma Theta Tau.

    NURS FPX 6107 Assessment 2 Course Development and Influencing factors

    Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in inter-professional collaboration in health care. Journal of Multidisciplinary Healthcare, 12(12), 97–107.

    Steele Gray, C., Tang, T., Armas, A., Backo-Shannon, M., Harvey, S., Kuluski, K., 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 care needs: Protocol for a co-design, implementation, and evaluation study. JMIR Research Protocols, 9(11), e20220.

    Zorek, J. A., Lacy, J., Gaspard, C., Najjar, G., Eickhoff, J., & Ragucci, K. R. (2021). Leveraging the Inter-professional Education Collaborative (IPEC) competency framework to transform health professions education. American Journal of Pharmaceutical Education, 8602