Similarly, the university’s philosophical vision is to integrate high-quality research and evidence-based practices to ensure nurses are prepared to address healthcare challenges. Our course supports this, where we plan to incorporate EBP and research ethics, enabling graduate nurses to navigate ethical challenges in clinical settings. Moreover, the educational framework combining theory, clinical practice, and research to foster critical thinking abilities (University of Michigan School of Nursing, n.d.) is integrated into our proposed course to develop a compassionate and ethically-bound future workforce.
Collaborative efforts between internal and external stakeholders are essential for the successful development of the curriculum. Internal stakeholders include faculty members, curriculum committees, and ethics committees. They are essential to provide institutional knowledge and expert advice related to the subject. External stakeholders, such as accreditation bodies, community representatives, and healthcare industry professionals, ensure the curriculum is reliable, relevant, aligns with industry needs, and meets professional standards (Ard et al., 2019).
Their collaborative efforts ensure the alignment of courses to organizational, professional, and industry goals, ensuring students become competent to work in any healthcare setting. For example, coordinating faculty members with external professionals allows for the infusion of real-world perspectives and industry trends into the curriculum. Similarly, effective collaboration with accreditation bodies ensures fulfillment of established benchmarks, augmenting the quality and credibility of the program and institution.
However, ineffective collaboration may lead to poor consequences such as the development of a practically irrelevant curriculum, disconnection with real-life situations (Belita et al., 2020), lack of alignment with accreditation standards, which can prevent institutions from receiving credibility and external funds, and the curriculum may not address population needs. Eventually, this may prepare a less competent nursing workforce, compromising future patient care.
References
Ard, N., Farmer, S., Beasley, S. F., & Nunn-Ellison, K. (2019). Using the acen standards in curriculum development. Teaching and Learning in Nursing, 14(2), A3–A7. https://doi.org/10.1016/j.teln.2018.10.001
Andersson, H., Svensson, A., Frank, C., Rantala, A., Holmberg, M., & Bremer, A. (2022). Ethics education to support ethical competence learning in healthcare: An integrative systematic review. BMC Medical Ethics, 23(1), 29. https://doi.org/10.1186/s12910-022-00766-z
Belita, E., Carter, N., & Bryant-Lukosius, D. (2020). Stakeholder engagement in nursing curriculum development and renewal initiatives: A review of the literature. Quality Advancement in Nursing Education – Avancées En Formation Infirmière, 6(1). https://doi.org/10.17483/2368-6669.1200
Chen, Q., Su, X., Liu, S., Miao, K., & Fang, H. (2021). The relationship between moral sensitivity and professional values and ethical decision-making in nursing students. Nurse Education Today, 105, 105056. https://doi.org/10.1016/j.nedt.2021.105056
Crico, C., Sanchini, V., Casali, P. G., & Pravettoni, G. (2021). Evaluating the effectiveness of clinical ethics committees: A systematic review. Medicine, Health Care, and Philosophy, 24(1), 135–151. https://doi.org/10.1007/s11019-020-09986-9
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