NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Name

Capella University

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name

Date

Course Definition and Alignment Table

The selected course title is Healthcare Technology Management (HTM), aimed at equipping students with the skills to effectively utilize Information Technology (IT) resources in healthcare settings. This program focuses on integrating technology to optimize patient care delivery and improve health outcomes. With a duration of four months and totaling 18 credit hours, students enrolled in the BS Nursing program will receive lectures in classrooms equipped with computers for hands-on guidance. To ensure the highest standards of patient care, HTM will empower students to leverage IT to develop and manage innovative healthcare solutions.

Course Description Aligned with Educational Program Outcomes

The integration of  IT and medical expertise in HTM enables evidence-based techniques and practices in healthcare delivery. This discipline emphasizes quantitative analysis to assess complex information critically. HTM facilitates informed decision-making in diverse healthcare settings.

Vision

HTM entails studying and applying nursing data and expertise by integrating IT for efficient data management and utilization. HTM aims to improve patient outcomes while reducing healthcare expenditures (Robert, 2019). 

Rationale

In HTM, the foundation lies in utilizing statistics, to-the-point data, and far-reaching understanding. Just as nurses navigate information and knowledge to inform decision-making, HTM professionals leverage these elements to drive strategic advancements in healthcare technology (Umetsu, 2019). HTM students are encouraged to develop a realistic perspective of the healthcare landscape alongside strong technical skills. Emphasis is placed on gaining expertise in information system architecture, networking, and staying abreast of IT-driven innovations in healthcare (Umetsu, 2019). 

Assumptions:

• HTM integrates healthcare data and technology and assumes to improve patient outcomes.
• The quantitative aspects of HTM assume that it will enable thorough information analysis for well-informed decision-making. 
• The course assumes it will synchronize healthcare expertise with technological advancements to enhance patient care delivery and mitigate healthcare costs (Michaud, 2019).

Learning Objectives Aligned With Program Outcomes

Numerous learning objectives are implemented to empower HTM students and integrate technology with practical applications. Students will achieve the following.

• Master the use of healthcare information systems and technologies to optimize patient care delivery.
• Develop proficiency in implementing and managing medical devices and equipment in various healthcare settings.
• Analyze healthcare data to identify trends, patterns, and insights for informed decision-making in HTM.
• Demonstrate competency in utilizing telehealth and remote monitoring technologies for enhanced patient care and management.
• Stay abreast of emerging technologies and trends in HTM to adapt and respond to evolving healthcare needs effectively.

Program Description

The BSN program offers a comprehensive undergraduate curriculum to train proficient professionals in technology utilization. This program provides students with both theoretical understanding and practical competencies necessary for effective healthcare technology implementation. Emphasizing the integration of technological advancements in patient care it aligns seamlessly with the HTM course. This alignment ensures that students meet industry standards and are well-prepared to navigate the dynamic healthcare environment (Nazeha et al., 2020).

Program Outcomes

• After this program, students will be able to utilize healthcare technology for efficient patient care that aligns with the learning objective.
• Graduates will be able to utilize critical thinking in managing healthcare technology for effective decision-making.
• Following the learning objective, students will efficiently analyze healthcare data to identify trends and insights for informed decision-making in healthcare technology management.
• Students can effectively utilize telehealth and remote monitoring technologies to improve patient care and management.
• Students can stay updated with emerging technologies and trends in HTM to adapt to evolving healthcare needs aligned with the learning objective (Berga et al., 2020).

Evaluation of The Quality Alignment

Part 2 – Program Assessment and Evaluation Strategies Used in Nursing Course

Evaluation is fundamental to educational programs in HTM and the broader academic context. The success of an HTM program can be measured by its alignment with predetermined benchmarks regarding outcomes and performance monitoring, which are informed by industry and educational standards.

The HTM program spans four months and encompasses 18 credit hours of coursework. Students will focus on learning management techniques, utilizing technical equipment in healthcare settings, ensuring the quality and excellence of healthcare services, safeguarding patient data, and implementing strategies for disease prevention (Cox, 2019).

The strategies for evaluating the HTM program in healthcare include the following:

Integration of online education administration framework to complement traditional classroom instruction.

• Utilization of EHR during medical demonstrations for documenting observations.
• Assessment of nurses’ collaborative and communicative abilities alongside their assessment and grading skills to ensure effective teamwork and communication.
• Observational evaluation of nurses using various technologies to gather data for healthcare inspection procedures (Lee et al., 2020).
• Simulation-based assessments of nurses’ understanding and application of HTM principles in real-world healthcare settings, including proficiency in Information and Communication Technology (ICT) usage, integration of professional practices, and confidence in executing HTM tasks (Lee et al., 2020).

Various learning domains including cognitive, psychomotor, and affective would be assessed through several assessments to engage students and to promote their learning abilities.

Cognitive Domain

• Engages students in critical analysis and problem-solving as they analyze healthcare data and make informed decisions.
• Challenges students to apply evidence-based practices and make informed decisions in managing healthcare technologies.
• Another assessment requires students to analyze complex healthcare data sets, identifying trends and patterns for informed decision-making (Abbasi et al., 2023).

Psychomotor Domain

• Develops proficiency in implementing and managing medical devices and technologies, requiring hands-on skills and talent.

• This assessment involves physical assessments, administering treatments, or operating simulation equipment, directly engaging psychomotor skills.

Affective Domain

• This activity promotes empathy and professionalism when presenting findings and recommendations in a patient-centered manner.

• Encourages adaptability and responsiveness to emerging technologies and trends in healthcare technology management.

• These assessments foster empathy, communication, and professionalism when interacting with simulated patients or team members (Abbasi et al., 2023).

Missing Information and Knowledge Gaps

The field of HTM has witnessed a significant increase in the complexity of skills required by practitioners. This growth underscores the urgent need for a more precise portrayal of essential competencies within the HTM domain. Currently, there is a notable absence of universally accepted guidelines for conveying fundamental HTM skills in medical education curricula (Keskinocak & Savva, 2019). Additionally, the deficiency of studies exploring the essential informatics education for potential HTM educators has also been identified as a knowledge gap. HTM professionals must be evaluated not solely based on their performance in academic or practical assessments but also on their ability to demonstrate the aptitudes necessary for success in their professional endeavors (Keskinocak & Savva, 2019).

Aligning Relevant Professional Standards And Regulations

In a rapidly evolving healthcare field, expertise in HTM is essential for ensuring both quality and efficiency in healthcare and medical device departments. HTM focuses on optimizing healthcare professionals’ job duties by strategically using IT. The Healthcare Information and Management Systems Society (HIMSS) and the Association for the Advancement of Medical Instrumentation (AAMI) are prominent organizations comprising healthcare professionals dedicated to delivering superior patient care while maintaining financial responsibility (Douville, 2023).

There is a suggestion for HTM programs to prioritize intellectual over practical training to meet the growing demands of the healthcare industry. HTM professionals can benefit from pursuing a professional degree rather than a minimal or intermediate one to align with the expectations of the healthcare system (Douville, 2023). Degree-educated HTM professionals are better equipped to analyze complex scenarios, maintain composure under pressure, and make informed decisions based on evidence-based practices. This contrasts with individuals with vocational training who may not possess the same level of preparation (Douville, 2023).

References

Abbasi, M., Shirazi, M., Torkmandi, H., Homayoon, S., & Abdi, M. (2023). Impact of teaching, learning, and assessment of medical law on cognitive, affective and psychomotor skills of medical students: A systematic review. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04695-2 

Berga, K.-A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., & Olaiya, B. (2020). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today, 96, 104622. https://doi.org/10.1016/j.nedt.2020.104622 

Cox, C. A. (2019). Nurse manager job satisfaction and retention. Nursing Management (Springhouse), 50(7), 16–23. https://doi.org/10.1097/01.numa.0000558512.58455.68 

Douville, S. (2023). Advanced health technology. CRC Press. https://books.google.com.pk/books?id=0XmtEAAAQBAJ&printsec=frontcover&source=gbs_atb#v=onepage&q&f=false 

Keskinocak, P., & Savva, N. (2019). A review of the healthcare-management (modeling) literature published in manufacturing & service operations management. Manufacturing & Service Operations Management, 22(1), 1–222. https://doi.org/10.1287/msom.2019.0817 

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Lee, R. L. T., West, S., Tang, A. C. Y., Cheng, H. Y., Chong, C. Y. Y., Chien, W. T., & Chan, S. W. C. (2020). A qualitative exploration of the experiences of school nurses during COVID-19 pandemic as the frontline primary health care professionals. Nursing Outlook, 69(3), 399–408. https://doi.org/10.1016/j.outlook.2020.12.003 

Michaud, S. (2019). Feature: As HTM evolves, soft skills become more important. Biomedical Instrumentation & Technology, 53(6), 438–442. https://doi.org/10.2345/0899-8205-53.6.438 

Nazeha, N., Pavagadhi, D., Kyaw, B. M., Car, J., Jimenez, G., & Tudor Car, L. (2020). A digitally competent health workforce: Scoping review of educational frameworks. Journal of Medical Internet Research, 22(11), e22706. https://doi.org/10.2196/22706 

Robert, N. (2019). How artificial intelligence is changing nursing. Nursing Management, 50(9), 30–39. https://doi.org/10.1097/01.numa.0000578988.56622.21 

Umetsu, K. (2019). Feature: An uncommon challenge: Leading an HTM department at a research institute. Biomedical Instrumentation & Technology, 53(5), 362–363. https://doi.org/10.2345/0899-8205-53.5.362 

Yao, R., Zhang, W., Evans, R., Cao, G., Rui, T., & Shen, L. (2021). Inequities in healthcare services caused by the adoption of digital health technologies: A scoping review. Journal of Medical Internet Research, 24(3), e34144. https://doi.org/10.2196/34144