NURS-FPX6107 Assessment 2 Course Development and Influencing Factors

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NURS-FPX6107 Assessment 2 Course Development and Influencing Factors – Step-by-Step Guide

The first step before starting to write the NURS-FPX6107 Assessment 2 Course Development and Influencing Factors, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6107 Assessment 2 Course Development and Influencing Factors

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6107 Assessment 2 Course Development and Influencing Factors

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6107 Assessment 2 Course Development and Influencing Factors

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6107 Assessment 2 Course Development and Influencing Factors

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6107 Assessment 2 Course Development and Influencing Factors

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6107 Assessment 2 Course Development and Influencing Factors

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6107 Assessment 2 Course Development and Influencing Factors Instructions

  • Develop a 6-8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Have a look at NURS-FPX6107 Assessment 3 Curriculum Evaluation.

According to Iwasiw and Goldenberg (2020), curriculum development in nursing education is a creative process intended to produce a unified, meaningful curriculum. It is an ongoing activity in nursing education, even in schools of nursing with established curricula (Iwasiw & Goldenberg, 2020). This definition of curriculum development can be extended into the education of nurses in facilities other than a school of nursing. Nurses are also educated in clinical facilities and in many arenas providing continuing education units.

Billings and Halstead (2019) explain that many institutions that provide nursing education are reviewing how they can provide education that is consistent with their missions, provide for diversity in education, and be forward-thinking as they prepare for the future, while still maintaining a cost-effective, quality program.

Influencing factors fall into two categories: internal and external factors. External factors examine the larger environments that are outside of the organization. The internal factors influence the curriculum within organization (Keathing, 2014). The educator needs to have an understanding of the internal and external factors influencing curricular development.

This assessment provides you with an opportunity to outline the design of a course that will become part of the curriculum you selected and evaluated in the first assessment.

It is important for a nurse educator, whether they are working in academia or clinical education, to use the frame factors model when developing curriculum, revising curriculum, or in the process of the development of new curriculum (Keating, 2014). Whether in the academic or clinical setting, there are factors that will influence the nurse educator’s way in the development of nursing curriculum. The completion of a needs assessment outlines the internal and external factors to help the nurse educator make the proper decisions for next steps in the curriculum continuum.

References

Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing: A guide for faculty (6th ed.). Saunders Elsevier.

Iwasiw, C. L., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones and Bartlett.

Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). Springer Publishing Company.

Using the same nursing curriculum you selected in Assessment 1, design a course that could be added to the curriculum.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

  • How might the policies for continuing education credits in a clinical setting or school impact curriculum?
  • How might these requirements affect the design of health-related curricula?
  • What criteria are used for incorporating continuing education units and continuing medical education into the design of the curriculum?

Requirements

Design a course to be included in your selected nursing curriculum. In your course design:

  • Describe an appropriate course to include in a selected curriculum.
  • Provide a rationale for adding a course to a selected curriculum.
  • Suggest a topical outline for a course to be added to a selected curriculum.
  • Explain with whom and how faculty members would collaborate when considering the new course within a selected curriculum design.
  • Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design.
  • Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
  • Explain how the mission, philosophy, and framework of the program and parent institution impact curriculum design.
  • Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

Additional Requirements

  • References: Include references from at least two peer-reviewed journals that are not listed in the resource activities, cited in proper APA format.
  • Length of design: The course design should be 6-8 pages in length, not including the title page and the reference page, and must follow proper APA style and formatting.
  • Course outline: Include the course outline as an appendix. The appendix will not be included in the page count for the assessment.
  • Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Examine the development of a curriculum for a nursing program.
  • Describe an appropriate course to include in a selected curriculum.
  • Provide a rationale for adding a course to a selected curriculum.
  • Suggest a topical outline for a course to be added to a selected curriculum.
  • Competency 2: Analyze factors that impact the design of a nursing curriculum.
  • Explain with whom and how faculty members would collaborate when considering a new course within a selected curriculum.
  • Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.
  • Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
  • Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies impact curriculum design.
  • Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
  • Explain how the mission, philosophy, and framework of a program and parent institution impact curriculum design.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education.
  • Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.

NURS-FPX6107 Assessment 2 Course Development and Influencing Factors Example

Course Description

The ‘Advanced Diabetes Management and Education’ is an essential new course opportunity to enhance the Diabetes Self-Management Education (DSME) program implemented by the Endocrinology Department at the Community Hospital. It targets healthcare providers, including registered nurses, nurse practitioners, dietitians, primary care physicians, and dentists, who are involved in diabetes care. The course objectives are to enhance the knowledge and skills of these professionals in managing diabetes, a chronic illness that requires proper care throughout a patient’s life.

This course is relevant because it focuses on specialized diabetes education, which is crucial in enhancing patients’ health. In concordance with Camargo-Plazas et al. (2023), structured diabetes education increased the patients’ self-efficacy in managing the disease, resulting in favorable clinical outcomes and an improved quality of life. The features are clinical skills, nutritional Counseling, pharmacotherapy, psychosocial intervention, and Community Health Approaches. Therefore, it is an appropriate and relatively broad training course for any healthcare provider.

The proposed “Advanced Diabetes Management and Education” course is appropriately positioned within the curriculum as an advanced class following the initial classes on diabetes management. To accelerate the learning process, it provides guidance on progression from basic knowledge to advanced clinical skills, and it also prepares healthcare professionals to respond to critical situations and provide optimal treatment quickly. This strategic positioning within the curriculum ensures that learning progresses naturally, from one block to another and from one semester to the next, ultimately leading to the acquisition of advanced practice competencies.

The rationale for adding the Course

The integration of the “Advanced Diabetes Management and Education” course into the components of the DSME program at Community Hospital is based on the rationale that healthcare workers need to enhance their capacity to address the growing demand for health concerns. Diabetes mellitus has become one of the paramount concerns of public health since the number of people diagnosed with the disease continues to grow, mainly in developing countries and among minority populations.

The keys to managing diabetes include dietary management, medication adherence, lifestyle changes, and psychological counseling, all of which require mastery, making it vital for healthcare providers to undergo additional training. The literature indicates that practical diabetes self-management education leads to improved clinical outcomes and reduces complications associated with diabetes. For example, a study by Powers et al. (2020) demonstrates that patients receiving structured diabetes education exhibit improved glycemic control outcomes and reduced hospitalization rates.

There has been a significant improvement in diabetes management following advancements in diabetes technology and digital health tools. Research has demonstrated that digital diabetes management tools, including CGM systems, insulin pumps, and various mobile health applications, improve overall glycemic control, decrease hypoglycemic episodes, and increase health-related quality of life for individuals with diabetes (Friedman et al., 2023).

Electronic health solutions can help establish individual care plans, monitor patient progress in real-time, and support patients in making informed decisions about their diabetes treatment. Technology and applications related to diabetes empower patients and increase their engagement by providing access to information, facilitating timely communication with healthcare providers, and promoting adherence to self-management activities. As a result, healthcare professionals must be ready to incorporate such tools into the process of educating and supporting patients.

Furthermore, the course is relevant to Community Hospital’s goal and vision due to its focus on continuous professional development and collaboration among various healthcare practitioners. Overall, incorporating up-to-date knowledge in practice and the focus on a team approach in the course will help the hospital improve the quality of diabetes care provided. The course is also relevant to the educational requirements necessary to equip physicians with the knowledge needed to successfully work in the modern healthcare system and address the issue of diabetes, thereby minimizing negative consequences in the population. Therefore, to strengthen the competencies of healthcare professionals, increase and focus on achieving better patient outcomes, and meet the overall institutional objectives of offering advanced, customer-oriented services, it is crucial to add this course.

Topical Outline
  1. Introduction to Advanced Diabetes Management
    1. Overview of diabetes types, pathophysiology, and epidemiology
    1. Current trends and statistics
  2. Nutritional Guidance and Management
  3. Meal planning and dietary management
  4. Carbohydrate counting and glycemic index, Patient education on nutrition
  5. Advanced Medication Management
  6. Pharmacological treatments, including insulin administration
  7. Oral glycemic agents and new treatment modalities: Medication adherence strategies
  8. Psychosocial Aspects of Diabetes Care
  9. Psychological impacts and motivational interviewing
  10. Behavior change strategies and mental health support
  11. Patient support mechanisms
  12. Clinical Practices and Case Studies
  13. In-depth clinical skills and case studies
  14. Role-playing and practical exams
  15. Community Health and Diabetes
  16. Strategies for community engagement and public health education
  17. Resource utilization and community support programs
Faculty Collaboration

Faculty collaboration is essential for designing and developing the “Advanced Diabetes Management and Education” course. This involves engaging multiple stakeholders to ensure the course incorporates all the required evidence and designs that meet the needs of both health professionals and patients.

  • Endocrinologists: The experts involved will engage with faculty members who are endocrinologists, who will confirm the current developments in diabetes, including medications, technology, and care. This ensures that the material taught is relevant to the current practice and clinical environment.
  • Dietitians: Diet plays an essential role in managing diabetic patients’ conditions. It also helps to prevent the onset of some diabetic complications. Consultations with dietitians ensure that the components include comprehensive, evidence-based approaches to nutrient modification. Dietitians can also serve as a valuable source of practical patient education material on nutrition.
  • Social Workers: Diabetes care involves social workers who can address the disease’s psychosocial element. They all assist in integrating components to handle mental health, behavior modification, and patient support frameworks into the curriculum.
  • Primary Care Physicians: These professionals bring critical sections of the primary care practice into perspective, where diabetic management is most often initiated or occurs. The integration of faculty members and primary care physicians guarantees that the treatment of core components involves organizing service delivery and following up with patients with diabetes.
  • Pharmacists: These professionals bring a unique perspective to diabetes management, particularly in medication therapy. Their involvement would ensure that the course content on medication management is comprehensive, evidence-based, and aligned with the latest guidelines. Pharmacists can also contribute to discussions on drug interactions, side effects, and adherence strategies, enhancing the overall quality of the course.
  • Curriculum Committees: It is essential to consult with the committees to ensure that the new course meets the institution’s goals and follows curriculum standards. They are practicality committees that inspect the content of a course to ensure it aligns with accreditation and academic standards.
  • Internal Review Bodies: Engaging with internal reviewers also creates a check-and-balance system that sustains quality and improvement. These bodies provide oversight on the effectiveness of the course, and their input is used in revising the curriculum based on the outcome and reception.

This broad participation from various fields aims to gather comprehensive input for a multifaceted approach to diabetes care education. Such an approach would enable the course to address all aspects of diabetes management comprehensively through the involvement of specialists from different fields, thereby enhancing both healthcare provider education and patient care.

Internal Factors Impacting Curriculum Design

Internal factors play a pivotal role in shaping the curriculum design. The hospital’s leadership and administration significantly influence the curriculum by setting strategic goals and priorities for diabetes care, guiding the development of course content and learning objectives. Their support is essential for successful implementation, providing funding for faculty development, allocating time for course planning and implementation, and promoting the course among healthcare professionals.

An organization’s procedures, including strategic decision-making processes and resource management, comprise the general context in which the curriculum is designed and delivered. For instance, at the hospital level, there are long-term strategies to improve diabetes treatment, which form the basis for determining the direction and goals of the curriculum development process (Peterson et al., 2023).

Faculty curriculum committees are involved in this process since they approve and design the course content and occasionally conduct general reviews. These committees are tasked with determining whether the curriculum aligns with recommendations for the target learner population. Some of these activities include evaluating course proposals, determining the effectiveness and validity of materials used, and giving feedback on the content. For instance, a curriculum committee can recommend that the course be updated with the most current research findings to be evidence-based.

Other internal entities, such as quality assurance, typically monitor the effectiveness of the implemented curriculum. They assess students’ performance, provide feedback, and apply clinical results to make recommendations for improvement. These bodies ensure that the course delivers quality education and adapts to modern trends, as well as the various specifications incorporated into the healthcare practice delivery field. For example, if internal reviews suggest shortcomings in improving learners’ practical skills, curriculum changes might involve incorporating more practical learning through simulations. Concerning these internal factors, the course can be proactively planned, delivered, and refined to meet its educational goals and practice requirements.

External Factors Impacting Curriculum Design

External factors significantly influence the design and implementation of the “Advanced Diabetes Management and Education” course. Funding is critical in determining the resources available for course development, including faculty training, technological tools, and learning materials. Grants and financial assistance from healthcare organizations, advanced educational technology, and extensive teaching aids can be incorporated into the curriculum. A diabetic foundation grant, for example, can provide the capital necessary to develop interactive online courses and simulation labs.

Stakeholders, including healthcare providers, patients, and community organizations, provide valuable feedback and insights that are essential to curriculum development. By including stakeholders, the course material is guaranteed to be current and to meet the community’s actual needs. Patient input, for instance, might identify areas where diabetes education is lacking and prompt the addition of particular subjects or hands-on workshops that address these needs.

Regulating and accrediting agencies establish curriculum content and delivery standards to ensure educational programs meet predetermined quality benchmarks. Accreditation and institutional credibility depend on meeting the required standards of institutional credibility. For example, by conforming to the recommendations of the American Diabetes Association (ADA) and the American Association of Diabetes Educators (AADE), the course is guaranteed to meet the highest standards of diabetes education, which increases its efficacy and appeal.

The AADE7 Self-Care Behaviors framework can be incorporated into the curriculum to provide a structured approach to patient education and empowerment, focusing on healthy eating, physical activity, medication management, problem-solving, healthy coping mechanisms, and risk reduction (Liu & Liu, 2024). By thoroughly considering these external influences, the curriculum can be developed to be strong, current, and aligned with industry norms, thereby enhancing patient care and educational outcomes.

Impact of Mission, Philosophy, and Framework

The mission, philosophy, and framework of the Diabetes Self-Management Education (DSME) program, as well as those of Community Hospital, significantly shape the design of the “Advanced Diabetes Management and Education” course. The hospital’s mission to provide high-quality, patient-centered care informs every aspect of the curriculum. This mission drives the course to focus on advanced clinical practices and comprehensive patient education, ensuring that healthcare professionals can deliver exceptional care for individuals with diabetes.

The philosophy of the DSME program emphasizes continuous learning and interprofessional collaboration. This philosophy impacts the curriculum by incorporating interdisciplinary teaching methods and collaborative learning opportunities. For example, the course includes case studies and role-playing exercises that require collaboration among dietitians, endocrinologists, and social workers, reflecting the program’s commitment to teamwork and integrated care.

The framework of the program is built on evidence-based practice and competency-based education. This framework ensures that the curriculum is structured around the latest research and best practices in diabetes management. For instance, the course design includes modules on the latest pharmacological treatments and technological advancements in diabetes care, ensuring that participants stay current with evolving clinical guidelines (Guan et al., 2023).

By aligning with the institution’s mission, philosophy, and framework, the curriculum is designed to produce healthcare professionals who are not only skilled in advanced diabetes management but also committed to the holistic, patient-centered approach that defines the institution’s values. This alignment ensures that the course aligns with the institution’s overall goals and meets the educational needs of its healthcare providers.

Collaboration Between Stakeholders

The course development requires robust collaboration between internal and external stakeholders to ensure a comprehensive, relevant, and practical curriculum. Internal stakeholders include faculty, curriculum committees, and healthcare professionals. External stakeholders comprise funding bodies, regulatory agencies, patients, and community organizations.

Regular communication and feedback mechanisms will ensure that the curriculum remains relevant, effective, and aligned with the needs of all stakeholders. For instance, engaging patients and community members in curriculum development can provide valuable insights into their needs and preferences, leading to more patient-centered educational content. Collaboration with regulatory agencies ensures that the course meets accreditation standards, thereby enhancing its legitimacy and acceptance within the healthcare community.

The inability to engage these stakeholders may have several unfavorable consequences. It may not help to provide the student with well-rounded academics that meet all the educational criteria set by the faculty or committee. Healthcare professionals should be included in the course design process, as a new course may be developed independently of practice and may contain irrelevant information.

Failure to comply with guidelines means that the course accreditation is at risk of being withdrawn, and thus, the credibility of the course will be compromised. When funding is inadequate, resources can be scarce, which has a negative impact on both the quality of the course and its effectiveness. Lastly, failing to consider the viewpoints of the community and patients may result in a curriculum that does not effectively address the needs on the ground, which can only worsen patients’ health status.

Conclusion

The ‘Advanced Diabetes Management and Education program is a vital course that fits well into the nursing curriculum and addresses the rising demand for comprehensive care of diabetic patients. The patient-centered, integrated plan, initiated through case-based lectures, includes enhancing clinical practice, nutrition, medication, psychosocial support, and community health to prevent complications. Professionals from related fields’ pertinent compliance with internal and external standards will determine the course’s success and continuity. Since the course will be a part of the nursing curriculum, its open adherence to the mission and philosophy of the institution, along with its consistent evaluation and improvement, will make this course a lasting asset to the offer.

References

American Diabetes Association. (2022). Complete delivery and design of diabetes self-management education and support (DSMES) services curriculum. https://professional.diabetes.org/sites/default/files/media/std_4-_curriculum_handout_revised_03.16.2022.pdf

Camargo‐Plazas, P., Robertson, M., Alvarado, B., Paré, G. C., Costa, I. G., & Duhn, L. (2023). Diabetes self-management education (DSME) for older persons in Western countries: A scoping review. PLOS ONE, 18(8), e0288797–e0288797. https://doi.org/10.1371/journal.pone.028879

Friedman, J. G., Zulma Cardona Matos, Szmuilowicz, E. D., & Grazia Aleppo. (2023). Use of continuous glucose monitors to manage type 1 diabetes mellitus: Progress, challenges, and recommendations. Pharmacogenomics and Personalized Medicine, Volume 16, 263–276. https://doi.org/10.2147/pgpm.s374663

Guan, Z., Li, H., Liu, R., Cai, C., Liu, Y., Li, J., Wang, X., Huang, S., Wu, L., Liú, D., Yu, S., Wang, Z., Jia, S., Hou, X., Yang, X., Jia, W., & Sheng, B. (2023). Artificial intelligence in diabetes management: Advancements, opportunities, and challenges. Cell Reports Medicine, 4(10), 101213–101213. https://doi.org/10.1016/j.xcrm.2023.101213

Iwasiw, C. L., Andrusyszyn, M.-A., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Learning.

Liu, Y., & Liu, C. (2024). Effect of the AADE7 self-care behaviors framework on diabetes education management in a shared care model. International Journal of Endocrinology, 2024, e7278207. https://doi.org/10.1155/2024/7278207

Peterson, K. A., Solberg, L. I., Carlin, C., Fu, H., Jacobsen, R., & Eder, M. (2023). Successful change management strategies for improving diabetes care delivery among high-performing practices. Annals of Family Medicine, 21(5), 424–431. https://doi.org/10.1370/afm.301

Powers, M. A., Bardsley, J. K., Cypress, M., Funnell, M. M., Harms, D., Hess-Fischl, A., Hooks, B., Isaacs, D., Mandel, E. D., Maryniuk, M. D., Norton, A., Rinker, J., Siminerio, L. M., & Uelmen, S. (2020). Diabetes self-management education and support in adults with type 2 Diabetes: A consensus report of the American Diabetes Association, the Association of Diabetes Care and Education Specialists, the Academy of Nutrition and Dietetics, the American Academy of Family Physicians, the American Academy of Pas, the American Association of Nurse Practitioners, and the American Pharmacists Association. Diabetes Care, 43(7), 1636–1649. https://doi.org/10.2337/dci20-0023

Appendix A

Course Outline
Course Objectives and Learning Outcomes

The primary purpose of this course is to enhance and enrich nurses and other healthcare providers with state-of-the-art knowledge and skills in diabetes care. Upon completion of the course, participants will be able to:

  1. Implement new knowledge of disease management in clinical practice to improve the quality of diabetes care.
    1. Form a detailed and separate care plan that includes diabetic patients’ needs and existing states.
    1. Conduct quality education and enable patients and their families to manage their diabetes effectively and move on to practical care skills.
    1. Collaborate with other health care practitioners to ensure that patients getting diabetes treatment receive comprehensive medical interventions.
    1. Ensure that each diabetic management activity is evaluated for effectiveness and then make informed decisions for positive patient outcomes.
    1. Engage in community health interventions to screen for people at risk of developing diabetes and inform society on how to prevent the occurrence of this disease and how to manage it when it grows to contribute to the enhancement of the public’s health.
Course Delivery and Assessment Methods

The course will employ various training methods, including lectures, group discussions, case studies, and practical exercises, to facilitate learning. This blended learning approach will also facilitate easier adaptation to the diverse learning needs of all students in the class, as it seeks to cater to the needs of all types of learners. Assessment methods will include:

  1. Written Examinations: To assess the fundamental theoretical understanding of the principles of diabetes care and management to be applied in the clinical practice of nursing.
    1. Practical Examinations: These help evaluate the skills that the students must accomplish in an actual practice setting.
    1. Case Studies: To assess the understanding and applicability of handling complicated and challenging patients.
    1. Reflective Journals: To promote self-evaluation and improvement as individuals continue to grow and advance in their careers.
    1. Peer Reviews: To share knowledge among learners and seek constructive opinions from fellow professionals.
Continuous Improvement and Curriculum Evaluation

This course will be periodically reviewed to ensure that the intended academic goals are met and that the course remains applicable in current healthcare contexts. Evaluation methods will include:

  • Student Feedback: Directly obtained through questionnaires and focus group discussions aimed at developing areas of improvement.
    • Faculty Reviews: Scheduling meetings that address the course content, strategies for presenting the material, and analysis of the results.
      • Clinical Outcomes: The last phase involves continuously monitoring the patient to evaluate the training results.
      • Professional Development: Promoting the professionalism of the faculty through regular seminars, training, and CPD to ensure that they keep abreast of the newest innovations in diabetes management care.