NURS-FPX6614 focuses on the organizational structures and processes that support effective care coordination. Students learn to identify practice gaps using evidence, develop strategies to strengthen interprofessional collaboration, and communicate findings through scholarly multimedia presentations, building the analytical and communication skills essential for DNP-level practice.
Course Overview
Structure and Process in Care Coordination moves students from understanding care coordination concepts to analyzing the organizational systems that make coordination work or fail. The course examines how healthcare structures create or perpetuate gaps in practice, how interprofessional teams can be strengthened through deliberate strategies, and how evidence-based findings should be disseminated to professional audiences.
This course introduces a unique assessment format with the scholarly video media submission in Assessment 3. Unlike traditional written papers, this assessment requires students to demonstrate both content mastery and effective multimedia communication skills. The combination of written analysis (Assessments 1 and 2) and video presentation (Assessment 3) reflects the range of communication competencies expected at the DNP level.
Key Assessments
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1
Defining a Gap in Practice
Identify and analyze a specific gap in care coordination practice within a healthcare setting, using data and evidence to establish the scope and impact of the gap. This assessment requires distinguishing between a topic area and a true practice gap, quantifying the difference between current practice and evidence-based standards, and explaining the consequences for patient outcomes and organizational performance.
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2
Enhancing Performance as Collaborators in Care
Develop strategies to strengthen interprofessional collaboration within care coordination teams, addressing communication barriers, role clarity, and shared accountability. This assessment requires grounding collaboration strategies in team science frameworks, identifying specific barriers present in the care setting, and proposing actionable solutions with evidence of effectiveness.
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3
Disseminating the Evidence Scholarly Video Media Submission
Create a scholarly video presentation to communicate evidence-based findings to a professional audience, demonstrating both content mastery and effective multimedia communication. The video must present research findings clearly, use appropriate visual aids, maintain scholarly rigor throughout, and engage the audience with professional delivery and logical organization.
How We Help
- Identifying and framing practice gaps with supporting quantitative and qualitative evidence from current literature and clinical data
- Developing collaboration enhancement strategies grounded in team science frameworks such as TeamSTEPPS and interprofessional education competencies
- Scripting and structuring scholarly video presentations for clarity, academic rigor, and professional engagement
- Connecting structural analysis to actionable process improvement recommendations within care coordination settings
- Ensuring proper APA formatting, evidence integration, and scholarly tone across all written and multimedia submissions
Common Challenges
Assessment 1 requires students to distinguish between a true practice gap and a general topic area. A practice gap needs quantifiable evidence showing the difference between what should happen according to evidence-based standards and what actually happens in practice. Simply identifying a problem area without data to establish its scope and impact does not meet the assessment requirements.
The scholarly video submission in Assessment 3 is challenging because it requires both scholarly rigor and effective multimedia communication. Students often either over-read from a script, resulting in a flat and disengaging presentation, or under-prepare the evidence base, producing a polished video that lacks academic depth. Planning the content thoroughly before recording and practicing natural delivery with scholarly language produces the best results.
Assessment 2 on collaboration needs to address specific barriers rather than offering generic teamwork advice. Strategies should be tied to identified problems within a particular care coordination setting, grounded in frameworks like TeamSTEPPS, and include concrete implementation steps. Vague recommendations to "improve communication" or "work as a team" do not demonstrate DNP-level analysis.
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Frequently Asked Questions
A practice gap is the measurable difference between current practice and evidence-based best practice. Start by selecting a specific care coordination process in a healthcare setting, then find current performance data or literature documenting how it is typically done. Compare this against clinical practice guidelines or systematic review findings that describe the standard. The gap is the documented discrepancy between the two, with evidence showing its impact on patient outcomes or organizational efficiency.
The video must present evidence-based findings in a professional format suitable for a scholarly audience. This includes clear organization with an introduction, evidence presentation, analysis, and conclusions. Visual aids such as slides or graphics should support the content without overwhelming it. Delivery should be professional, natural, and engaging rather than read directly from a script. The content must maintain the same level of scholarly rigor as a written paper, with proper attribution of sources.
TeamSTEPPS is the most widely recognized framework for interprofessional team collaboration in healthcare and is a strong choice for this assessment. The Interprofessional Education Collaborative (IPEC) competencies provide another excellent foundation. You may also draw on Tuckman's stages of team development or Lencioni's model for team dysfunction. The key is selecting a framework, applying it to your specific care coordination setting, and proposing strategies that address identified barriers rather than generic principles.
DNP-level evidence dissemination requires using current peer-reviewed sources, presenting findings with appropriate analysis rather than simple summarization, and communicating in a manner accessible to the target professional audience. Whether written or presented via video, the dissemination should follow a logical structure, clearly connect evidence to practice recommendations, and acknowledge limitations. The goal is translating research into actionable practice improvements that a professional audience can implement.
While FlexPath provides scheduling flexibility, the assessments in NURS-FPX6614 are designed to build progressively. Assessment 1 establishes the practice gap, which provides context for the collaboration strategies in Assessment 2. Assessment 3 then requires you to disseminate evidence related to your analysis. Completing them in sequence ensures each assessment informs the next and produces a cohesive body of work across the course.