Client Name
Capella University
NURS-FPX6111
Instructor’s Name
August 2024
Course Definition and Alignment Table
The course that will be discussed in this paper is advanced chronic disease management in community health nursing. This course is designed for undergraduate nursing students who are most likely to integrate the use of telehealth services for better patient outcomes. The students are going to make the foundation of healthcare in the clinical settings therefore it is necessary to provide them with education that is based on the current needs of the healthcare industry (Hays et al., 2020). This course will provide a deep insight into the strategies that will be used to improve the care provided to chronic disease patients along with the effective use of technology for the early intervention and management of the diseases and to prevent health disparities.
Course Description that Supports the Educational Program Outcomes
Course Title: “Advanced Chronic Disease Management in Community Health Nursing”
Course Description
This course will equip the nursing students with the advanced skills that can be used to reduce the increasing rate of chronic health conditions especially in older adults of the community by providing them with proper disease management plans and the instructions needed to monitor their health conditions effectively (Ferreira et al., 2022). Students will be able to effectively assess, plan, and implement strategies that can be successful in providing effective treatment to the patients by reducing the response time through the integration of technology in care coordination.
Vision
The vision of the course is to reduce the rate of hospital readmissions and deteriorating health conditions caused by exacerbation of poor chronic disease management (Bamforth et al., 2021). This course will focus on providing efficient skills and abilities that can allow them to proficiently monitor the health conditions of the patient and provide early intervention through the use of telehealth services.
Rationale
The rate of chronic diseases is increasing especially in older adults and the poor response to these deteriorating conditions is affecting many individuals thus increasing the rate of health disparities (Wang et al., 2021). The purpose of this course is to integrate technology with the healthcare plan designed to effectively recognize and respond to the health situations of patients suffering from chronic diseases like hypertension, anxiety, and diabetes. The focus of the course is providing patient-centered care which will involve care coordination plans, collaboration of interprofessional teams, and decision-making process. All these factors help to train students for real-time practice in the healthcare industry.
Assumptions
The assumptions associated with the course include the consideration of the nursing students to have a foundational understanding of nursing principles and practices along with the increasing demand of community health settings for the successful intervention for the management of chronic diseases (Ernstmeyer & Christman, 2021). The use of technology and community resources are the key elements in ensuring the effectiveness of care coordination provided to chronic disease patients.
Aligning Learning Objectives to Program Outcomes
The learning objectives of the program effectively focus on increasing the ability of the students to effectively deal with patients having chronic diseases in a community health setting and suggest interventions that can be used to reduce those exacerbating health conditions (Farley, 2019). The learning objectives must need to comply with the program outcomes for better implementation of the course. A few learning objectives of the program are listed below;
Learning Objectives
- Managing chronic diseases using evidence-based best practices.
- Interprofessional collaboration for improved outcomes of the patients.
- Technology utilization to encourage self-management in the patients through the use of telehealth services for effective monitoring.
- Improvement of family collaboration in improving health outcomes of the patient by teaching them about self-management strategies.
- Assessing the resources of the community for the better treatment of chronic diseases.
- Application of policies in compliance with the healthcare standards to promote the effective assessment of chronic diseases and provide optimized care to the patients.
Program Description
The program about advanced chronic disease management in the community will be offered to undergraduate nursing students to improve their skills in using technology and other evidence-based practices effectively to generate improved patient outcomes (Kazawa et al., 2022). The program will be delivered through the use of a flipped class strategy in which students will interact with both the online classes and traditional institutional classes to make them familiar with digital platforms and their use. This program is based on 24 weeks with 60 hours of instruction. This program includes workshops, simulation-based activities, evidence-based best practices, role-playing, and interprofessional collaboration to effectively manage chronic diseases like heart disease.
Program Outcomes
The program outcomes must align with the learning objectives to clearly understand the effectiveness of each objective in the course. The outcomes of the program are given below;
- The students will be able to apply evidence-based strategies through the practice of simulation and case studies to effectively monitor the health condition of the patients (Saleem & Khan, 2023). They will use their decision-making and medical judgment skills to effectively respond to chronic diseases.
- Students will have the skill to effectively collaborate with interprofessionals to optimize the safety and care of the patients and produce positive patient outcomes.
- Students will be able to use telehealth tools and electronic health records to effectively manage chronic diseases and instruct patients regarding the self-management plan.
- The involvement and education of families regarding chronic disease management will help the students understand the cultural needs of the patients and provide care plans that are aligned with their cultural needs.
- Through the assessment of community resources students will be able to provide optimized health and care to the patients.
- Students will integrate policies and standard guidelines into their performance to improve patient outcomes.
| Number | Learning Objectives | Program Outcomes | External Standards |
| 1 | Integrating evidence-based practices. | Improvement of students’ skills to use evidence-based strategies in providing enhanced care and safety to patients by performing practicals using case studies and simulation-based practices. | The American Nurses Association focuses on the collection of data regarding patient conditions before providing treatment (Zeydani et al., 2021). It also demonstrates the importance of integration of evidence-based practices in the healthcare setting for optimized patient outcomes. |
| 2 | Interprofessional collaboration | Effective collaboration between healthcare professionals and interdisciplinary teams to produce unified ideas regarding the effective management of the health condition of the patient. | Interprofessional Education Collaborative (IPEC) Core competencies focus on the collaboration of interprofessional, teamwork, and effective communication to improve the outcomes of the patient (Zechariah et al., 2019). ANA code of ethics promotes the collaboration of nursing staff with other healthcare providers to ensure the safety of human rights. |
| 3 | Technology utilization | Development of skills regarding the use of telehealth tools for effective monitoring of the patient’s condition and electronic health records for urgent access to patient data for early intervention. | ANA’s scope and standards of practice demonstrate that nurses must know about technology to improve patient outcomes (Zeydani et al., 2021). Health Information Technology for Economic and Clinical Health (HITEC) focuses on the integration of electronic health records for better self-management of patients (Pawelek et al., 2022). |
| 4 | Family collaborationand education | Involvement of family in enhancing patient care by considering the cultural needs of the patient to improve patient satisfaction and well-being. | According to ANA nurses should provide teaching regarding health and safety to prevent health disparities and provide patient-centered care (Zeydani et al., 2021). Healthy People 2030 objective focuses on promoting patient education for improved patient outcomes (Pronk et al., 2020). |
| 5 | Assessing community resources | The ability of the student to improve the effective health and safety of the patients will be increased by analyzing and advocating the resources of the community health agencies. | Healthy People 2030 objectives state that nurses should use the resources of the community to effectively manage chronic conditions (Pronk et al., 2020). |
| 6 | Policy implementation | Nurses will be able to effectively follow the guidelines provided by the national healthcare standard for the effective care of patients. | According to ANA nurses should utilize the guidelines and policies of the organization to improve patient outcomes (Zeydani et al., 2021). |
Part 2 — Memo to Department Supervisor
To, Department Supervisor,
The purpose of writing this memo is to propose a course for undergraduate nursing students preparing to start their careers as nursing staff in the community health setting. The proposed course, “Advanced Chronic Disease Management in Community Health Nursing”, aims to equip students with advanced skills in chronic disease treatment and prevention thus focusing on the purpose of improving patient responses and decreasing health disparities.
The increase in the rate of prevalence of chronic diseases makes it necessary to educate students about the analysis of chronic diseases effectively through the implementation of technologies using telehealth services or electronic health records to optimize patient experience and enhance the level of care provided to the patient (Tahsin et al., 2024). Mostly older adults and patients belong to isolated geographic conditions and consider it impossible to visit hospitals regularly therefore it is essential to provide students with a curriculum that is advanced and updated according to the preferences of the patients and the demands of the healthcare industry. This course will train students through case studies, simulations, and evidence-based practices to improve their skills and make them competent for today’s merging of the world of healthcare technologies.
The course is introduced to meet the requirements of the students regarding compatibility with the healthcare industry and the advancements emerging due to their effectiveness in generating effective patient responses (Javaid et al., 2024). This course is designed for students who want to keep themselves updated with the current trends in the healthcare industries and want to make them efficient in dealing with patient healthcare situations efficiently without any discrimination. The evaluation criteria that will be used to assess the effectiveness of the course are based on three phases first phase of implementation, the mid-phase of program application, and the last phase. These evaluation phases are used to assess the effectiveness of the course in increasing the efficiency of the students.
Through the use of simulations, students will show their skills in the management of chronic diseases which will be used to assess the learning of the nursing students and their effectiveness in real-world practices. (Khalil et al., 2023) The feedback surveys will be conducted to review the outcomes regarding the course provided to the students along with the pre-assessments of the course objectives. According to studies patient-centered care and effective care coordination can increase the health rate of the patients.
Offering this program to nursing students ensures that they will be able to effectively merge into the advanced world of information healthcare technology and produce beneficial outcomes for healthcare organizations and patients (Altmiller & Pepe, 2022). I look forward to discussing this proposal and resolving any concerns regarding the effectiveness of the course suggested.
Thank you for giving time to the proposal consideration.
Align Professional Standards to Learning Objectives
The learning objectives will only be effective if they align with the proper standards and guidelines provided by healthcare organizations and regulatory bodies (Brownie et al., 2023). The learning objectives are completely aligned with the standard of health and patient care provided by the ANA. It supports evidence-based practices, data collection for improved patient outcoems, ethical considerations of patient privacy safety and data security, focus on the integration of technology and nursing informatics in the healthcare setting, the teaching of the patient and family regarding healthcare safety and monitoring, and consideration of the healthcare policies and guidelines in providing efficient health and safety to the patients.
Moreover, IPEC also focuses on the collaboration of interprofessional teams for shared opinions based on scientifically proven practices and to generate effective patient outcomes (Zeydani et al., 2021). HITECH focuses on the integration of technology in the course of the nursing student and the nursing staff to educate them about the proficient use of telehealth services and electronic health records. Healthy People 2030 objectives focus on educating people and patients regarding the safety of their health.
Alignment Evaluation Criteria
The evaluation of alignment is based on a few factors including the relevance of the content according to the care needs of the community and the resources available in the community agencies (Kreuter et al., 2021). The inclusion of case studies and simulations in the course is also used to evaluate its alignment with learning objectives. The skill building of the students must be considered through the evaluation of students using evidence-based simulation practices. Student feedback and alignment with professional students are effective in evaluating the effectiveness of course learning outcomes. The instructor must be able to provide efficient knowledge to the students by possessing expert technological skills.
NURS FPX 6111 Assessment 1 Conclusion
The course of advanced chronic disease management is introduced to effectively educate students of the nursing program regarding the new advancements in healthcare information technology and make them competent and compatible with the emerging demands of the healthcare industries (Hays et al., 2020). This course skilled the students with the use of technology for early interventions and receding the healthcare disparity along with the rate of hospital readmissions. The learning outcomes are based on the strategy that students will have the ability to work effectively with telehealth services and electronic record-keeping systems for early response to deteriorating patient conditions. All the learning objectives are aligned with the institutions and guidelines provided by ANA and the evolution strategies are also effective for the assessment of learning objectives.
NURS FPX 6111 Assessment 1 References
Altmiller, G., & Pepe, L. H. (2022). Influence of technology in supporting quality and safety in nursing education. Nursing Clinics of North America, 57(4), 551–562. https://doi.org/10.1016/j.cnur.2022.06.005
Bamforth, R. J., Chhibba, R., Ferguson, T. W., Sabourin, J., Pieroni, D., Askin, N., Tangri, N., Komenda, P., & Rigatto, C. (2021). Strategies to prevent hospital readmission and death in patients with chronic heart failure, chronic obstructive pulmonary disease, and chronic kidney disease: A systematic review and meta-analysis. PLOS ONE, 16(4), e0249542. https://doi.org/10.1371/journal.pone.0249542
Brownie, S., Tokolahi, E., Broman, P., Haggie, M., & Andersen, P. (2023). Do regulatory and curriculum requirements for interprofessional practice align? Journal of Multidisciplinary Healthcare, Volume 16, 3675–3687. https://doi.org/10.2147/jmdh.s438791
Ernstmeyer, K., & Christman, E. (2021). Scope of practice. Chippewa Valley Technical College. https://www.ncbi.nlm.nih.gov/books/NBK591808/
Farley, H. (2019). Promoting self‐efficacy in patients with chronic disease beyond traditional education: A literature review. Nursing Open, 7(1), 30–41. https://doi.org/10.1002/nop2.382
Ferreira, R., Baixinho, C. L., Ferreira, O. R., Nunes, A. C., Mestre, T., & Sousa, L. (2022). Health promotion and disease prevention in the elderly: The perspective of nursing students. Journal of Personalized Medicine, 12(2), 306. https://doi.org/10.3390/jpm12020306
Hays, R. B., Ramani, S., & Hassell, A. (2020). Healthcare systems and the sciences of health professional education. Advances in Health Sciences Education, 25(5), 1149–1162. https://doi.org/10.1007/s10459-020-10010-1
Javaid, M., Haleem, A., & Singh, R. P. (2024). Health informatics to enhance the healthcare industry’s culture: An extensive analysis of its features, contributions, applications and limitations. Informatics and Health, 1(2). https://doi.org/10.1016/j.infoh.2024.05.001
Kazawa, K., Teramoto, C., Azechi, A., Satake, H., & Moriyama, M. (2022). Undergraduate nursing students’ learning experiences of a telehealth clinical practice program during the COVID-19 pandemic: A qualitative study. Nurse Education Today, 105297. https://doi.org/10.1016/j.nedt.2022.105297
Khalil, A. I., Hantira, N. Y., & Alnajjar, H. A. (2023). The effect of simulation training on enhancing nursing students’ perceptions to incorporate patients’ families into treatment plans: a randomized experimental study. Cureus, 15(8), e44152. https://doi.org/10.7759/cureus.44152
Kreuter, M. W., Thompson, T., McQueen, A., & Garg, R. (2021). Addressing social needs in health care settings: Evidence, challenges, and opportunities for public health. Annual Review of Public Health, 42(1), 329–344. https://doi.org/10.1146/annurev-publhealth-090419-102204
Pawelek, J., Motes, K., Pandit, J. A., Berk, B. B., & Ramos, E. (2022). The power of patient engagement with electronic health records as research participants (preprint). JMIR Medical Informatics, 10(7). https://doi.org/10.2196/39145
Pronk, N., Kleinman, D. V., Goekler, S. F., Ochiai, E., Blakey, C., & Brewer, K. H. (2020). Promoting health and well-being in healthy people 2030. Journal of Public Health Management and Practice, Publish Ahead of Print(1). https://doi.org/10.1097/phh.0000000000001254
Saleem, M., & Khan, Z. (2023). Healthcare simulation: An effective way of learning in health care. Pakistan Journal of Medical Sciences, 39(4), 1185–1190. https://doi.org/10.12669/pjms.39.4.7145
Tahsin, F., Bahr, T., Shaw, J., Shachak, & Gray. (2024). The relationship between treatment burden and the use of telehealth technologies among patients with chronic conditions: A scoping review. Health Policy and Technology, 100855–100855. https://doi.org/10.1016/j.hlpt.2024.100855
Wang, S., Liu, Y., Lam, J., & Gao, Z. (2021). Chronic illness, subjective wellbeing, and health services availability: A study of older adults in australia. International Journal of Environmental Research and Public Health, 18(15), 7718. https://doi.org/10.3390/ijerph18157718
Zechariah, S., Ansa, B. E., Johnson, S. W., Gates, A. M., & Leo, G. D. (2019). Interprofessional education and collaboration in healthcare: An exploratory study of the perspectives of medical students in the united states. Healthcare (Basel, Switzerland), 7(4), E117. https://doi.org/10.3390/healthcare7040117
Zeydani, A., Shoorideh, F., Abdi, F., Hosseini, M., Anboohi, S., & Skerrett, V. (2021). Effect of community-based education on undergraduate nursing students’ skills: A systematic review. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00755-4