Course Development and Influencing Factors

 

U​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​sing the same nursing curriculum, you selected in Assessment 1(See Attached), design a nursing program course that could be added to the curriculum. ** Please design a Nursing Ethics Course** 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 interna​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​l 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. 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. ** Course outline: Include the course outline as an appendix. The appendix will not be included in the page count for the assessment​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​.

Sample Solution

A course in Nursing Ethics should be added to the curriculum as it is a vital part of nursing practice and helps ensure that nurses are ethical in all aspects of their work (Cahill, 2019). The course would cover topics related to both moral and professional responsibilities, helping students understand how ethical dilemmas can occur in their practice. It will also provide a platform for discussing important issues such as autonomy and justice, allowing them to gain a deeper understanding of these concepts.

The rationale for adding this type of course is twofold; firstly it allows students to gain an understanding of key ethical principles which they can then apply during clinical practice , thus ensuring they keep patients’ best interests at heart (Germain & Parker-Rees, 2017 ). Secondly ,it provides an opportunity for them to develop communication skills – particularly when it comes to difficult conversations with colleagues or even family members who may not agree with certain decisions being taken.

Finally , suggested topical outline for the proposed course could include : introduction to ethics & morality ; different approaches / frameworks used by healthcare professionals when making decisions ; patient autonomy & informed consent ; weighing up risks vs benefits ; end-of-life care considerations ; confidentiality & privacy etc . Doing this will help equip future nurses with the necessary tools needed so that they are able handle any situation where there may be conflicting opinions regarding what should be done (Burkhardt& Nathaniel 2015).


Additionally, annulling/deprioritising execution evaluations to zero in on persistent and multi-source input, empowers administrators to give basic appraisals across the association’s pecking order. This approach can be met fluctuating responses in light of the social foundations of workers.

3.3.3 Lawful issues

Execution examinations are officially recorded in the representative’s document and can moderate suit risk. Independently, some HR experts are worried of a potential ascent in legitimate activities by representatives on the off chance that their association stops giving legitimacy pay increments in view of mathematical evaluations, which on a superficial level show up more unbiased than having no evaluations.

3.3.4 Prize decency

Execution examination handled and coming about rating is connected to procedural equity, as it gives the impression of an unmistakable and fair approach to connecting compensations to execution. Eliminating mathematical appraisals can make it hard to decide the new reason for remuneration. Cappelli and Tavis (2016) give a model where New York Life disposed of formal evaluations, and this brought about merit-pay increment to be shared inside and deciphered as execution scores. These prompted the issue of “shadow evaluations” and affected other HR choices, inciting the business to once again introduced proper examinations.

While certain associations have canceled/deprioritised execution evaluations, they have kept up with the exhibition related-pay model and searching for ways of deciding legitimacy pay increments by depending on criticism/subjective decisions by directors rather than a mathematical rating.

3.4 Circumstances FOR Annulling OR DEPRIORITISING

3.4.1 Organize input through compelling frameworks

To deal with the volume, assortment and recurrence of the input under the new methodology, the cycle should be regulated through successful frameworks. Especially as it assumes a greater part in deciding legitimacy pay increments and advancement. This ought to incorporate coordination with current HR frameworks as well as advancement of available versatile applications or online instruments that permit brief criticism conveyance. There is proof to propose that criticism is bound to be looked for electronically than face to face (Kluger and Adler, 1993).

To develop of the input ought to be basic, organized and revolved around objecti

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