NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

Name

Capella university

NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Prof. Name

Date

Curriculum Overview, Framework, and Analysis

The curriculum is the basis of an academic system that directs individuals to grow as contributors to the community. It impacts teaching and learning. In this assessment, I will evaluate and analyze a nursing program using a theoretical framework. I will examine Capella University’s (CU) Bachelor of Science in Nursing (BSN) program to offer learners the knowledge and abilities they need for successful nursing careers. 

Evaluation of Nursing Curriculum and Learner Population

The evaluation of the BSN program at CU is critical to comprehend the importance of the specific nursing course. BSN curriculum meets the demands of learners desiring advancement in the nursing profession. The intended learner has an Associate’s Degree in Nursing (ADN). The BSN program is critical in training these licensed nurses to perform advanced nursing duties and improve competencies.

The curriculum is intended to boost students’ conceptual and practical abilities for extensive nursing practices. It establishes EBP approaches to promote medical outcomes for community members and patients in diverse medical settings (CU, 2024, a). The intended student group consists of individuals pursuing education and nursing training and seeking professional advancement, including registered nurses. This course can be best suited to an online BSN program offered by a CU. This enables nurses to finish their degrees without leaving their jobs. CU is committed to providing adult students with a readily accessible and adaptive education while balancing professional, personal, and academic obligations. 

CU is a partner of the American Nurses Association (ANA) academic alliance. The chosen nursing program is linked with a renowned accreditation authority, such as the Commission on Collegiate Nursing Education (CCNE), which guarantees the degree’s excellence and compliance with strict rules (CU, 2024, c). The BSN program reflects CU’s principles, underscoring academic achievement, development, and inclusiveness. It demonstrates CU’s devotion to preparing students to be skilled clinicians and efficient leaders. The BSN program attempts to shape students into leaders within the medical industry by offering knowledge  (CU, 2024, b).

Mission Statement and Course Descriptions

CU’s BSN program is essential to enhancing nurses’ practical skills. The mission is to offer nursing learners the expertise and abilities vital to work effectively in various medical settings. The curriculum emphasizes Evidence-Based Pratices (EBP), cultural understanding, and ethical judgment to enhance effective medical care. On a conceptual basis, the mission is to teach and stimulate the practical application of nursing expertise (CU, 2024, c). 

Critique

The curriculum’s critique focuses on its applicability to the nursing staff’s needs. The course will also be reviewed for accuracy and the adoption of EBP nursing procedures. The curriculum offers numerous modules that comprehensively overview the nursing profession. The BSN program comprises 8 core courses and 180 overall quarter credits (CU, 2024, b). The curriculum covers essential aspects of learning, like health assessment and moral dilemmas, offering clinical practice skills. However, diverse perspectives and practical ramifications must be strengthened to enhance understanding. Focusing on EBP can help overcome social challenges, impacting medical practices (Liu et al., 2024). The curriculum can be beneficial by employing additional practical learning or case studies to boost the experiential use of conceptual education(Spencer et al., 2021).  

Course Descriptions

CU’s BSN program has different courses. Such as:

• • “Practicing in the Community to Improve Population Health” covers nurses’ roles in addressing societal medical issues and promoting community wellness. Learners use public health principles, social determinants, and health policies for equity (CU, 2024, a).
  • The “Leading People, Processes, and Organizations in Interprofessional Practice” course assists nursing learners in developing leadership and managerial skills to navigate complex medical settings. Learners employ management or leadership approaches and quality improvement efforts to boost outcomes (Labrague et al., 2021).
  • “Ethics in Health Care” coursework enables nursing learners to make ethical choices. It also teaches how to manage legal and ethical principles and acknowledge patients’ rights, minimizing moral dilemmas and legal issues during care practices (CU, 2024, a).

 

• “Evidence-Based Decision-Making (EBDM)” course teaches learners how to use EBP pr clinical evidence to improve patient outcomes by critical analysis (Bourgault et al., 2024).

 

Incorporation of Professional Standards, Guidelines, and Competencies

The CU’s BSN program curriculum is well-structured and based on recognized professional standards and competencies. Leading nursing authorities like the American Nurses Association (ANA) and the Accreditation Commission for Education in Nursing (ACEN) establish these guidelines as the nursing education benchmarks. CU is also affiliated with Sigma Theta Tau International, a distinguished group that promotes global health (CU, 2024, b). Compliance with ANA principles is crucial as it ensures that nurses have the competence and knowledge to provide effective patient care (Brunt & Russell, 2022).

The competencies emphasize vital areas. For example, the “EBDM” course encourages nurses to make educated choices based on recent studies and medical data, offering individualized care to fulfill patients’ particular requirements (Kwame & Petrucka, 2021). The learning goals for each course include explicit reference to these standards and competencies. For example, the course related to Leadership and Interprofessional Practice dives into successful interpersonal methods, management, and leadership strategies for an interdisciplinary medical team while maintaining conciseness, dignity, and attention.

Reflecting the ACEN standards, the curriculum then moves on to collaboration and leadership, where students learn about the responsibilities of a healthcare team and the vital leadership abilities needed for effective collaboration (Ellison et al., 2024). Furthermore, the curriculum offers nursing certificates and licensure test preparation, like the National Council Licensure Examination for Registered Nurses (NCLEX-RN), revealing a commitment to preparing nurses for medical positions. These courses exhibit the program’s commitment to incorporating national criteria into the BSN curriculum (Sartain et al., 2023).

Student Learning Outcomes

The CU’s BSN program has designed its learning outcomes to correspond with the American Association of Colleges of Nursing (AACN) essentials. The learning outcomes include, for example, students will demonstrate their abilities to deliver safe and effective nursing services. The outcome relates directly to the professional standard of providing reliable and secure care, which is described as a critical skill of nurses. Moreover, students will utilize EBP healthcare procedures, designed to correspond with the ANA’s patient-centered, ethical norm (like equality) of using scientific information in medical choices (Brunt & Russell, 2022).

Students are encouraged to keep advancing their professional development, pursue advanced educational opportunities, and advance their nursing career via cognitive inquiry and practice, aligning with the National League for Nursing’s (NLN) Essential Skills for Educators, underlining the necessity of continuing training in maintaining nursing expertise (Wells-Beede et al., 2023). Lastly, students will exhibit strong interpersonal and cooperative skills in interprofessional healthcare settings linked to practical multidisciplinary cooperation (Bally et al., 2022). The program adheres to established standards, ensuring students are competent and fulfill the highest nursing educational requirements.

Recommendation to Update Healthcare Knowledge

I propose a comprehensive approach to refining the curriculum to ensure that CU’s BSN program curriculum remains current and practical. Use trustworthy sources to identify EBP methods for nursing education. To get insights into emerging trends, consult with stakeholders such as professors and professional organizations. Significant modifications can be implemented based on the needs and evaluation, including novel information, educational tasks, and practical healthcare exercises (Smart et al., 2020). These modifications should meet established professional standards and competencies, like ANA.

A pilot trial of the modified course allows for evaluating its effectiveness before its full implementation. Stakeholder input can be gathered and analyzed to advance the curriculum. Employ student-focused resources and experience opportunities, like simulation for learning, to reinforce existing content. Encourage educators to pursue ongoing development opportunities. Create a comprehensive evaluation approach to assess the efficacy of changes and obtain feedback for development (Labrague, 2021).

The proposed strategy is systematic, EBP, and multidisciplinary. Educators can ensure CU’s BSN curriculum changes are based on current research and aligned with accrediting regulations. Involving stakeholders, applying practical learning, and fostering staff growth lead to the effective execution and viability of nursing curriculum reforms (Smart et al., 2020). 

Organizing Design and Theoretical Framework

CU’s BSN program is built on a concept-based framework that improves nursing practical abilities. CU’s BSN program also incorporates organizing designs like AACN’s Essentials Baccalaureate Education for Professional Nursing Practice (EBEPNP) and competency-based education. The theoretical basis establishes an initial framework to ensure compatibility with national criteria and the competencies needed for nursing service. For example, the “Evidence-based practice” course promotes incorporating evidence into clinical practice to improve patient outcomes, which aligns with the AACN model’s EBEPNP VIII.

CU’s BSN program has a competency-based education approach in which students graduate with proficiency in skills and knowledge. For example, by providing Flex-Path and guided route formats, this strategy guarantees students are competent in essential nursing abilities (CU, 2024, b). Furthermore, the concept-based model is an analytical approach built within the BSN nursing program. It emphasizes underlying principles rather than specific areas of study.

It is used in the BSN program to highlight the interdependence of the diverse nursing practice regions and encourage analytical skills and in-depth analysis. For example, EBDM, a course that utilizes the concept model, teaches students to conduct extensive health evaluations and build individualized care regimens (Gonzalez & Nielsen, 2023). It strengthens the abilities by improving problem-solving and critical thinking, which are vital for nursing practice.

Historical Overview of the Design/Framework

The concept-based model with AACN’s EBEPNP and competency-based education adopted by the CU’s BSN program reflects a significant progression in nursing education toward more competencies- and outcomes-focused approaches. Historically, the AACN was founded in 1969 and is critical in raising nurse education. Its primary purpose is to develop and disseminate systemic concepts and theoretical frameworks for nursing education. Furthermore, the EBEPNP emerged as a well-known model for nursing education. This framework offers a complete guideline for training BSN students.

It was introduced in 1998 and updated regularly, most recently in 2023 (AACN, 2020). It entails eight vital topics ranging from liberal learning to societal diversity and prepares nurses to practice in diverse settings. This integration highlights CU’s commitment to producing skilled and culturally proficient nurses. The late twentieth century it featured the emergence of competency-based nursing education. Educators and organizations aimed to better relate learning outcomes with nursing practice demands (Camison et al., 2022).  Furthermore, a vital framework, Lynn Erickson developed the concept-based model, in the 1900s.

It was incorporated into the nursing curriculum in 2008 with EBEPNP by AACN as a hands-on approach to improving nursing clinical practices. CU used this framework as a guiding basis to help nurses enhance their cognitive and problem-solving skills. It integrates cognitive aspects that can reduce information exhaustion by allowing students to utilize nursing knowledge more efficiently while learning the underlying ideas (Dorri et al., 2024). This paradigm is relevant to the BSN program at CU. It focuses on building critical competencies related to enhanced clinical judgment and leadership skills. Adapting this teaching model indicates a commitment to generating well-prepared graduates.

Major Concepts and Applications

The CU’s BSN program efficiently integrates the nursing process into its concept-based model and competency-based education, ensuring that each learning aspect corresponds to vital phases of patient care like assessment, diagnosis, planning, implementation, and evaluation. In terms of assessment, the CU’s BSN program focuses on students’ assessment abilities. Courses like “EBDM” prepare students to conduct detailed patient analysis based on data, laying the basis for correct medical judgments (Bourgault et al., 2024).

In “Diagnosis,” the curriculum improves diagnostic abilities, and students learn to analyze evaluation results to produce accurate nursing diagnoses. This is supplemented by “Practicing in the Community to Improve Population Health” courses, which teach students how to recognize health conditions based on symptoms. BSN students learn to critically examine test results, develop nursing diagnoses, and prioritize healthcare needs using a concept-based paradigm. Students are taught to build thorough treatment plans in “Planning” when diagnosis has been established.

Strategic thinking is taught in courses focusing on EBP methods, allowing students to customize interventions to their patients’ needs (Labrague et al., 2021). In “Implementation,” skills are polished through simulated experiences and real-world exercises that are vital concept- and competency-based curriculum aspects. Students apply their care regimen, practicing clinical procedures under the supervision of specialists. Finally, “Evaluation” underlines the need for evaluation. Students are instructed to analyze the impact of interventions while making required changes to comply with the AACN’s model, a vital skill for assuring medical excellence (Bourgault et al., 2024). 

Conclusion

In conclusion, CU’s BSN program offers a rigorous curriculum that equips students with the skills required for effective patient care. By adhering to professional guidelines and using theoretical models, the curriculum ensures that students are prepared for leadership positions. It indicates CU’s devotion to excellence in the education of nurses.

References

AACN. (2020). History of AACN. Aacn.org. https://www.aacn.org/about-aacn/complete-history-aacn

Bally, J. M., Spurr, S., Hyslop, S., Hodgson-Viden, H., & McNair, E. D. (2022). Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice. BioMed Central Nursing, 21(1), 147. https://doi.org/10.1186/s12912-022-00932-z

Bourgault, A. M., Penoyer, D., & Conner, N. E. (2024). Teaching evidence-based practice competencies to meet professional practice needs. Journal of Nursing Care Quality, 10-1097. https://doi.org/10.1097/NCQ.0000000000000781

Brunt, B. A., & Russell, J. (2022). Nursing professional development standards. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK534784/

Camison, L., Brooker, J. E., Naran, S., Potts III, J. R., & Losee, J. E. (2022). The history of surgical education in the United States: Past, present, and future. Annals of Surgery Open, 3(1), e148. https://doi.org/10.1097/AS9.0000000000000148

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

1. (2024, a). Bachelor of Science in Nursing BSN degree program online. capella.edu. https://www.capella.edu/online-nursing-degrees/bachelors-rn-to-bsn-completion/courses/
2. (2024, b). RN to BSN | Online bachelor’s degree. capella.edu. https://www.capella.edu/online-nursing-degrees/bachelors-rn-to-bsn-completion/
3. (2024, c). University Accreditations. capella.edu. https://www.capella.edu/capella-experience/about/university-accreditation/

Dorri, R., Al Omari, E., Blanco, M., & Al-Hassan, M. (2024). Transforming nursing pedagogy: The journey to concept-based learning at the University of Calgary in Qatar. Saudi Journal of Nursing Health Care, 7(1), 3-6. http://doi.org/10.36348/sjnhc.2024.v07i01.002

Ellison, N. K., Tillson, M., Farmer, S., Ard, N., & Polk, L. (2024). The ACEN 2023 standards and impact of accreditation on the quality of nursing education. Teaching and Learning in Nursing, 19(2), 108-112. https://doi.org/10.1016/j.teln.2023.12.016

Gonzalez, L., & Nielsen, A. (2023). An integrative review of teaching strategies to support clinical judgment development in clinical education for nurses. Nurse Education Today, 106047. https://doi.org/10.1016/j.nedt.2023.106047

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BMC Nursing, 20(158), 1–10. https://doi.org/10.1186/s12912-021-00684-2 

Labrague, L. J. (2021). Use of simulation in teaching nursing leadership and management course: An integrative review. Sultan Qaboos University Medical Journal, 21(3), 344. https://doi.org/10.18295%2Fsqumj.4.2021.007

Liu, C. C., McIntire, E., Ling, J., Sullivan, K., Ng, T., Kaur, L., & Sender, J. (2024). Teaching social determinants of health in nursing programs: An integrative review of strategies and effectiveness. Nurse Educator, 49(3), E126-E130. https://doi.org/10.1097/NNE.0000000000001543

Sartain, A. F. (2023). Quizzing in baccalaureate nursing education and the impact on National Council Licensure Examination for registered nurses success. Journal of Modern Nursing Practice and Research, 3(3), 19. https://doi.org/10.53964/jmnpr.2023019

Smart, D., Ross, K., Carollo, S., & Williams-Gilbert, W. (2020). Contextualizing instructional technology to the demands of nursing education. CIN: Computers, Informatics, Nursing, 38(1), 18-27. https://doi.org/10.1097/CIN.0000000000000565

Spencer, J. A. (2021). Integrating service learning into the RN to BSN curriculum with the application of QSEN competencies. Journal of Professional Nursing, 37(6), 1044-1048. https://doi.org/10.1016/j.profnurs.2021.08.007

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

Wells-Beede, E., Sharpnack, P., Gruben, D., Klenke-Borgmann, L., Goliat, L., & Yeager, C. (2023). A scoping review of nurse educator competencies: Mind the gap. Nurse Educator, 48(5), 234-239. https://doi.org/10.1097/NNE.0000000000001376

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