External frameworks are those that impact program development outside of the parent institution. There are numerous elements both within and outside of the program that might influence the nursing course and its performance. External impacts include monetary funding, rules and regulations, certification, clinically applied to the scenario, and organizational factors. Funding for public nursing programs is frequently based on NCLEX pass rates, which indicate if patient care services and critical thinking abilities are enough for success as a caregiver within a hospital system. A nursing program’s finances can have a significant influence. It may result in smaller class sizes and lower participation each term, contributing to the lack of staff. External factors have encouraged for further BSN qualifications in the nursing field, leading to many professional positions going to such initiatives. Other programmes, such as ASN or diploma programmes, have few alternatives and are frequently obliged to seek clinical expertise outside, in complement clinical time with simulation. While simulation may be a fantastic learning tool, it is a significant endeavour for any nursing programme. The equipment itself is highly expensive to buy and maintain. Furthermore, effort and faculty training are required to construct effective and interesting simulations. This can place a significant burden on instructors to build these scenarios and learn how to operate the technology (Sassanian & Shandi, 2018). Regional, provincial, and municipal governments’ regulatory frameworks can all influence nursing programs and the care that nursing students can deliver. Global health care challenges such as healthcare coverage and security frequently impact these policies and regulations. As the access to health care evolves, safety concerns emerge, and regulatory bodies’ roles and responsibilities become apparent, the rules and regulations must develop to keep up. This can raise the effort of instructors, who must modify a set of learning activities to match the proper level of understanding.
Education, service, and scholarship/research are three main initiatives of higher education institution’s objectives (Omura et al., 2021). To define its role within these three essential tasks, nurse must study the goal and philosophy of its parent institution. A state-supported university, for example, may include as component of its objective and philosophy the education of state residents for technical, professional, and community responsibilities (Omura et al., 2021). As a result, the nurse program’s objective and philosophy may be centred on preparing caregivers for senior roles and providing national healthcare services to the people of the country. Whereas if the national system prepares more caregivers in the state than independent institutions, the extra aim or goal may be to produce appropriate health workers for the country.
Autonomous or corporate schools and universities, on the other hand, may have catholic purposes and ideologies, like training students with strong liberal arts backgrounds for government service or employment in the healthcare profession (Sassanian & Shandi, 2018). Similarly, the objective of a registered nurse is frequently aligned with this objective. Another example of nursing’s connection to health disciplines is Academic medical centres since they are located in one organization and have the aim of preparing persons for the medical specialties. The goals of state universities and junior colleges are often focused on higher training or required preparation for entry into upper-division level schools and universities. Whereas the argument about the role of nursing education programs in these institutions continues, there is little doubt that they suit the objective of the 2-year college because most graduates are expected to work as registered nurses (RNs) and continue their studies at the bachelor and higher level.
Stakeholder participation levels in nurses’ curricular initiatives vary, as is true in the community development sector. A wide range of tactics and strategies. Participation of both internal and external Stakeholders in Nursing Curriculum are always included community partners in a variety of projects, such as discussion meetings and community centres, groups, as well as offers to assume leadership roles (Button, 2021). External stakeholders taking casual responsibilities and duties is a recurring topic that was defined mostly by short-term discussions at various stages of nurse’s curricular programmes. This conclusion is consistent with the findings of
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