Develop a table that includes the following:
Identify at least one local, one state, and one federal agency or regulatory body that will factor into developing curriculum for your chosen topic and health care setting. ( For this point the topic of the curriculum is leadership developmen course for undergraduate students)
Describe how each agency or regulatory body will factor into your curriculum development.
Identify two industry standards that will factor into developing curriculum for your chosen topic and health care setting.
Describe how each agency or regulatory body will factor into your curriculum development.
Describe how you will use will demonstrate this alignment.
Curriculum development in nursing education is a creative process and also a scholarly one. The intension is to have an evidence-based, context-relevant and unified curriculum (Keating, 2014). It is an ongoing process in all countries around the world that pay much attention to the nursing field. The context of development ranges from refinement of activities taken up during implementation of the new changes (Iwasiw et al., 2014). One very significant course in nursing education is leadership development that is taught in all undergraduate nursing students (Billings & Halstead, 2013). Nursing leaders are those who have an empowerment to be a professional and competent part of the healthcare system. Nursing leadership is about nurses who think critically, advocate for patients in an effective manner and give exemplary care and practice evidence-based nursing(Feldman et al., 2011).Nursing organisations play an important role is the process of developing curriculum for nursing education. They have the responsibility of gathering knowledge on the present scenario related to the concerned nursing topic after doing a needs assessment and analysing the information and thereby incorporating the vital and needful points in the nursing curriculum(Marriner-Tomey, 2009). Through several educational activities, the work of the organisations is to increase the leadership capacity of nurses for advancing health care by making positive changes in the curriculum nurses are taught.In this writing, a table format has been used for discussing one local, one state and one federal agency that factor into developing the curriculum for leadership development course for undergraduate students and two industry standards that will factor into developing the concerned curriculum and heath care setting.
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Name of the nursing regulatory body |
How the body will factor into the student’s curriculum development |
Two industry standards that will factor into developing curriculum for nursing leadership |
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Nursing Student’s Association of New York State (Local Regulatory Body) |
The Nursing Student’s Association of New York State would drive the necessary changes to be made in the curriculum of undergraduate nurses on nursing leadership as a part of having a dominant say in the direction that nursing education must take. The organisation would explicitly demand clear indications of the gap present between the desirable and actual scenario of nursing leadership and thereafter influence the curriculum by doing the necessary changes. The enveloping and lasting quality of perennialism in education will be the top priority. The organisation would try to maintain the standards of the nursing profession in the changes put forward for the curriculum. It would give look into the professional standards and requirements of nursing leadership, the value, skills and knowledge of nurses, contents of education, program outcomes, curriculum design. The factors that would gain importance would be principles of learning outcomes, principles of program outcome, organising principles for content, principles for education. The body would thereby look into all the aspects of curriculum development before taking any actions towards bringing changes in the curriculum. The local nursing colleges would be highly benefitted and have soem efficient nurses who can be great nursing leaders(Del Prato, 2013). |
Standards-based curriculum development ccan be considered as an instructional design process that uses a delivery procedure and systematic content identification. The key elements include validated skill standards that identify competent performance of nurses. The primary difference between nonstandards-based and standards-based curriculum development is the use of an industry-determined standard, as opposed to a curriculum that is derived by educators (Hodgson et al., 2013). The two industry standards of health care industry, in relation to nursing leadership, that will factor into developing curriculum for nursing leadership are as follows: 1. All registered nurse must oversee the care delivered by other nurses while retaining the responsibility for the care quality given to the patients admitted to the health care setting. 2. All registered nurse must abide by the vision and the related goals and thereby implement the progress of health care consumer within the context of the health care setting (McGuire & Ray, 2014). These industry standards would highly influence the development of the curriculum as these standards make up the actual needs of implementation of nursing leadership. By following the standards and incorporating them in the curriculum would be highly beneficial as the nurses would be able to demonstrate a strong commitment for continuos and life-long education for self as well as others. Nurses would also be able to mentor colleagues for nursing practice advancement and quality care. Communication skills would be developed and conflict resolution skills would be more. Participating in professional decisions in the organisation and providing advices to the fellow nurses would be skills that would be developed. Participation in influencing health care policy would be an added advantage that would benefit both the health care system and the healthcare consumers. The health care industry standards would thereby pave the path for more efficient nurses after they receive effective education on nursing leadership. |
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New York State Board of Nursing (State Regulatory Body) |
The New York State Board of Nursing is commited to produce lifelong learners having the ability to excel in the nursing careers and get recognised as nursing leaders keeping health and welfare of the common people at the forefront of values for providing patient-care (Ryan et al., 2013). Thereby the association would influence the curriculum development in a strong positive maner and strive to nurture undergraduate nurses in order to make them capable nursing leaders. The organisation would set up world-class nursing curriculum that would provide the educational foundation for preparing the next generation of nurses who are efficient leaders. The organisation would lead the way into a new era of nurses by making significant changes in the nursing curriculum on nursing leadership. As a result of the contribution of the body, excellent patient outcomes would be achieved. The organisation has the power to implement changes in the curriculum in a short span of time and in an effective manner. The influence of the nursing body would be to have a healthier society in terms of patient outcomes. In short, the body would be an important factor in the nursing leadership curriculum development and bring crucial changes in the quality of nursing workforce. |
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American Association of Colleges of Nursing (Federal Regulatory Body) |
American Association of Colleges of Nursing is the national voice for baccalaureate and graduate nursing education. AACN works to establish quality standards for nursing education; assists schools in implementing those standards; influences the nursing profession to improve health care; and promotes public support for professional nursing education, research, and practice (Wilson, 2012). The body would thereby take part in curriculum development by creating an innovative model for mentorship in order to practice clinical leadership. Nurses would learn to about models and theories of nursing leadership and have the opportunity to implement them in their internships. The meaningful participation of the federal body would be highly benefifical as the changes would be brought at a national level. Incorporation of the changes would be done on a broader view and the impact is expected to be more deep. All the institutions in America would be able to bring the changes into practice and thereby walk towards brining better quality of nursing workforce in the country. They would change the process of carrying out clinical education. In general, it may be stated that the body would make a markable impact in due course of development of nursing curriculum on leadership. |
References
Billings, D. M., & Halstead, J. A. (2013). Teaching in nursing: A guide for faculty. Elsevier Health Sciences.
Del Prato, D. (2013). Students’ voices: The lived experience of faculty incivility as a barrier to professional formation in associate degree nursing education. Nurse Education Today, 33(3), 286-290.
Feldman, H., Alexander, G., & Greenberg, M. (2011). Nursing leadership. New York: Springer Pub. Co.
Hodgson, M. J., Matz, M. W., & Nelson, A. (2013). Patient handling in the Veterans Health Administration: facilitating change in the health care industry. Journal of Occupational and Environmental Medicine, 55(10), 1230-1237.
Iwasiw, C. L., Goldenberg, D., &Andrusyszyn, M. A. (2014). Curriculum development in nursing education. Jones & Bartlett Publishers.
Keating, S. B. (2014). Curriculum development and evaluation in nursing. Springer Publishing Company.
Marriner-Tomey, A. (2009). Guide to nursing management and leadership. St. Louis, Mo.: Mosby Elsevier.
McGuire, C., & Ray, D. (2014). Developing leadership roles in nursing and midwifery. Nursing Standard, 29(9), 43-49.
Ryan, A. M., Bishop, T. F., Shih, S., &Casalino, L. P. (2013). Small physician practices in New York needed sustained help to realize gains in quality from use of electronic health records. Health Affairs, 32(1), 53-62.
Wilson, L. D. (2012). The American Association of Colleges of Nursing’s Geriatric Nursing Education Consortium. Journal of Gerontological Nursing,36(7), 14-17.
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