NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Name

Capella university

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name

Date

Part one – Course Definition and Alignment Table

Continuous education and skill building can provide quality patient care in critical care situations. The Pediatric Advanced Life Support (PALS) course is designed to equip registered nurses with knowledge and expertise in pediatric medical crisis management. This advanced training builds on the basics of life support and equips nurses with the best Evidence-Based Practices (EBP) to respond confidently and appropriately to critically ill children. The course will cover interactive lectures, immersion simulations, and practical exercises to improve clinical performance and patient outcomes. It promotes lifelong professional growth in compliance with recognized national standards (Wyckoff et al., 2022).

Course Description Supporting Educational Program Outcomes

Course Title: Pediatric Advanced Life Support (PALS) for Registered Nurses

This course aims to empower registered nurses with expertise in critical pediatric emergencies, including respiration distress and cardiac arrest. This program emphasizes a complete approach to providing medical treatment. The training program focuses on EBP in advanced airway management, circulatory support and appropriate medication administration. It also places significant emphasis on rapid evaluation and teamwork. Learners will engage in dynamic lectures, practical skills workshops and immersive simulation exercises to build the confidence and proficiency to manage critical situations with confidence and precision.

Supporting Educational Program Outcomes:

• • Improve Clinical Expertise: This course is intended to develop nurses’ skills in pediatric emergency care and significantly enhance their clinical competence in responding to critical conditions in children. 

• Enhance the Quality of Patient Care: Participants in the PALS course gain expertise in current protocols. It leads to better patient outcomes, especially in pediatric emergencies.

• Maintain Adherence to National Standards: The curriculum is designed according to American Heart Association (AHA) rules. It guarantees that nursing practices are current and adhere to national health standards.

• Support Ongoing Professional Growth: This program assists nurses in constant professional growth by cultivating advanced skills and encouraging the execution of best practices in pediatric critical care.

Assumptions

Participants enrolled in the PALS course have an authorized Basic Life Support (BLS) certification and a beneficial foundational training background in pediatric emergency response. The course assumes students can access advanced simulation equipment and trained instructors to facilitate hands-on training. Additionally, participants must be committed to using EBP in their clinical practice to ensure high-quality service delivery in pediatric emergencies. Strong analytical and problem-solving skills are required to apply PALS procedures in practical, high-pressure situations (Wyckoff et al., 2022).

Alignment of Learning Objectives to Program Outcomes

Learning Objectives

• Recognize and respond to cardiac arrest in children using PALS standards.
• Perform advanced airway procedures with accuracy.
• Establish effective collaboration and clear communication during respiratory distress pediatric emergencies.
• Execute oxygen therapy and positive pressure ventilation to support pediatric respiratory distress recovery and improve outcomes.
• Apply evidence-based PALS approaches in managing pediatric patients.

Program Outcomes

• Reinforce the clinical competencies of registered nurses in pediatric emergency care settings.

• Improve patient outcomes through inclusive PALS training and execution.

• Promote compliance with national standards and pediatric emergency nursing care rules as PALS supports.

• Foster constant professional growth and lifetime learning for registered nurses through PALS certification and recertification.

Assessment of the Quality of Alignment

A strong connection between the learning objectives and program outcomes exists to ensure that every objective contributes to the educational program goal. For instance, emphasizing identifying and managing cardiac arrest and implementing advanced airway techniques enhances clinical skills (Program Outcome 1) and improves patient care outcomes (Program Outcome 2). The objectives related to teamwork involvement in respiratory distress in children and the application of oxygen therapy combined with positive pressure ventilation, the ongoing professional development of nurses (Program Outcome 4), and ensuring observance of national standards and practice guidelines (Program Outcome 3). This matching process with evidence-based techniques is then integrated into all coursework. It prepares nurses adequately to meet and excel above expected program outcomes (Wyckoff et al., 2022).

Table One: Learning Objectives to Program Outcomes

Learning Objectives	Program Outcomes
Recognize and respond to cardiac arrest in children using PALS standards.	Reinforce the clinical competencies of registered nurses in pediatric emergency care settings; Improve patient outcomes.
Perform advanced airway procedures with accuracy.	Reinforce the clinical competencies of registered nurses in pediatric emergency care settings; Improve patient outcomes.
Establish effective collaboration and clear communication during respiratory distress pediatric emergencies.	Foster constant professional growth and lifetime learning for registered nurses through PALS certification and recertification; Promote compliance with national standards.
Execute oxygen therapy and positive pressure ventilation to support pediatric respiratory distress recovery and improve outcomes.	Improve patient outcomes; Promote compliance with national standards and pediatric emergency nursing care rules as PALS supports.
Apply evidence-based PALS approaches in managing pediatric patients.	Reinforce the clinical competencies; Improve patient outcomes; Promote compliance with national standards; Foster constant professional growth.

Course Evaluation Approaches

Formative Evaluations

1. Practical Skills Training Sessions: Learners will perform practical exercises to respond to cardiac arrest in children and execute advanced airway procedures. The instructors will give participants instant feedback to help them improve their skills and enhance their proficiency.

2. Dynamic Simulations: Participants will engage in sophisticated simulation exercises replicating distressing respiratory and cardiac arrest situations in children. These sessions will focus on coordinating teamwork and developing individual skills. This exercise will give the student real-time correction and feedback in a safe, controlled setting (Olasveengen et al., 2020).

Summative Evaluations

• Paper-Based Assessments: During the program, the participants will take multiple-choice and short-answer assessments to test their ability in PALS protocols, respiratory distress, and EBP use in pediatric emergencies.

• Extensive Skills Assessments: These assessments will measure the learners’ skills in performing PALS interventions within simulated pediatric emergencies, validating that they can apply their learning to effective practice in the clinical setting (Olasveengen et al., 2020).

Reflective Assignments

• Scenario-Based Assessments: Participants will analyze cases of pediatric emergencies to apply PALS principles, which are subsequently used for assessing their clinical decision-making.

• Reflective Journals: Learners will record their reflective accounts during the course, outlining their progress, challenges, growth experiences and strategies for making new competencies a reality in their nursing practice (Mathur, 2020).

Knowledge Gaps

Participants may come into the course with varied experiences of life-threatening conditions in children and diverse levels of entry understanding and skills. Therefore, the course material must be crafted to accommodate this variation and allow all participants to attain the learning goals. Furthermore, long-term maintenance of abilities in PALS is hard to achieve as it takes repeated update courses and steady practice to reinforce and maintain proficiency over time (Wyckoff et al., 2020).

Arrangement to Professional Criteria and Guidelines

The course objectives are crafted to align with the AHA PALS guidelines. It maintains high standards of training in pediatric emergency response. The learning outcomes have been designed to include evidence-based methodologies. These outcomes align with the most current advanced life-support practices. A comprehensive evaluation strategy will be applied to verify this alignment. It comprises in-depth scrutiny of course materials, including lectures, simulation sessions, and assessments, to ensure full compliance with the AHA PALS guidelines. It entails the accuracy and relevance of the material. Skills-based evaluations comprising practice exams on hands and simulated emergency scenarios would assess participants’ competencies and abilities.

It supports appropriately applying clinical skills in situations, which would be tangible evidence of their competence (Venkatasubramanian et al., 2020). Performance measures will be built into the course to track its impact on clinical outcomes so that the practical utility of the education is established. The continued collection and analysis of participant feedback will aid in making necessary adjustments to ensure the course meets the defined learning objectives and delivers the needed skills for the AHA PALS guidelines. Monitoring the success rate of participants in achieving and retaining their PALS certification will also be an important indicator of the course’s alignment with professional standards and its success in preparing nurses for AHA certification (Venkatasubramanian et al., 2020).

Table Two: Learning Objectives to External Standards

Learning Objectives	What Learners Will Learn
Recognize and respond to cardiac arrest in children using PALS standards.	Participants will grow the skill to recognize and manage cardiac arrest using well-known PALS protocols precisely.
Perform advanced airway procedures with accuracy.	Learners will improve proficiency in advanced airway procedures, including appropriate intubation methods and airway assistance.
Establish effective collaboration and clear communication.	Students will reinforce their collaborative and communication services, vital for effective team coordination during life-threatening conditions in children.
Execute oxygen therapy and positive pressure ventilation to support pediatric respiratory distress.	Learners will acquire the ability to execute inclusive care approaches following cardiac arrest to enhance children’s recovery.
Apply evidence-based PALS approaches.	Participants will proficiently apply current EBP in managing pediatric emergencies to improve health outcomes.

Part two – Memo to Department Supervisor

To: Department Supervisor
From: Hypo, Nurse Educator
Date:
Subject: Application for Execution of Pediatric Advanced Life Support (PALS) Course for Registered Nurses

Dear Supervisor,

I am writing to advocate for executing a specialized Pediatric Advanced Life Support (PALS) course for our registered nurses. This course is planned to improve the abilities and expertise of our nursing team to respond efficiently to pediatric emergencies. Enhancing their abilities will expand the quality of care provided to children and align with our department’s strategic goals.

This program is intended for registered nurses in pediatric emergency clinical settings such as emergency departments, intensive care units, and cardiac care units. These settings demand advanced ability in responding to pediatric emergencies, where dedicated skills can significantly impact children’s survival rates and recovery.

The planned course, Pediatric Advanced Life Support (PALS) for registered nurses, intends to meet the life-threatening need for advanced training in life support events. Given the incidence of pediatric emergencies within our patient population, providing our nursing staff with PALS certification is vital. Research indicates that nurses using PALS strategies are better prepared to handle cardiac arrests and respiratory crises (Venkatasubramanian et al., 2020). It leads to higher children’s survival rates and improved clinical outcomes. Our current training programs are thorough but do not cover all aspects of PALS protocols, which this course aims to provide.

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

This program supports our department’s ambitions by improving nurses’ clinical skills and meeting national values. It endorses constant professional development. By incorporating the current rules from the American Heart Association (AHA), the program will train our nurses with present knowledge and skills. It improves the quality of care we deliver (AHA, 2023).

The program will include both formative and summative assessments to safeguard systematic knowledge. Formative appraisals include practical skill evidence and scenario-driven simulations. They will offer constant feedback and focus areas for growth. Summative evaluations cover detailed written tests and hands-on practical assessments. They will gauge expertise and knowledge retention (Olasveengen et al., 2020). This complete method will assure a solid empathetic foundation and the ability to employ PALS methods vital for superior patient care.

I am extremely supportive of the formation and rollout of this PALS course. The next stages comprise concluding the course content. It involves getting the essential simulation tools and shaping the training sessions. Implementing this course will improve our nursing team’s skills and patient care outcomes.

I appreciate your attention to this proposal. I look forward to discussing it in more detail and welcome any suggestions you may have.

Sincerely,

Hypo

References

AHA. (2023, November 18). PALS Provider Course. International.heart.org. https://international.heart.org/en/courses/pals-provider-course

Mathur, S. S. (2020). Retention of cognitive skills in advanced cardiac life support training – ProQuest. Www.proquest.com. https://www.proquest.com/openview/09fee089e22ce2e71e94883cd0d6cb9e/1?pq-origsite=gscholar&cbl=18750&diss=y

Olasveengen, T. M., Mancini, M. E., Perkins, G. D., Avis, S., Brooks, S., Castrén, M., Chung, S. P., Considine, J., Couper, K., Escalante, R., Hatanaka, T., Hung, K. K. C., Kudenchuk, P., Lim, S. H., Nishiyama, C., Ristagno, G., Semeraro, F., Smith, C. M., Smyth, M. A., & Vaillancourt, C. (2020). Adult basic life support: 2020 International consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations. Circulation, 142(16_suppl_1). https://doi.org/10.1161/cir.0000000000000892

Venkatasubramanian, C., Lopez, G. A., & O’Phelan, K. H. (2020). Emergency neurological life support: Fourth edition, updates in the approach to early management of a neurological emergency. Neurocritical Care, 32. https://doi.org/10.1007/s12028-019-00810-8

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Wyckoff, M. H., Greif, R., Morley, P. T., Ng, K.-C., Olasveengen, T. M., Singletary, E. M., Soar, J., Cheng, A., Drennan, I. R., & Liley, H. G. (2022). 2022 international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations: Summary from the basic life support; Advanced life support; Pediatric life support; Neonatal life support; Education, implementation, and teams; and first aid task forces. Pediatrics, 151(2), e2022060463. https://doi.org/10.1542/peds.2022-060463

Wyckoff, M. H., Wyllie, J., Aziz, K., Almeida, M. F., Fabres, J., Fawke, J., Guinsburg, R., Hosono, S., Isayama, T., Kapadia, V. S., Kim, H.-S., Liley, H. G., McKinlay, C. J. D., Mildenhall, L., Perlman, J. M., Rabi, Y., Roehr, C. C., Schmölzer, G. M., Szyld, E., & Trevisanuto, D. (2020). Neonatal life support: 2020 international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations. Circulation, 142(16_suppl_1). https://doi.org/10.1161/cir.0000000000000895

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table