NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis
Phillip October 4, 2023 No Comments

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

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

Student Name

Capella University

NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Prof. Name

Date

Curriculum Overview, Framework, and Analysis

This analysis delves into the Bachelor of Science in Nursing (BSN) curriculum offered by Capella University, presenting a detailed exploration of its structure, mission, theoretical framework, and alignment with professional nursing standards. This program serves as a stepping stone for individuals aspiring to enter the nursing profession, imparting them with requisite skills and knowledge.

Identification of Nursing Curriculum and Target Learner Population

The appropriate nursing curriculum for this course is BSN program that is designed for working nurses who want to earn their bachelor’s degree. The intended learner population would be working nurses who have an associate’s degree in nursing (ADN) or a diploma in nursing (DNP). The program is needed to prepare these nurses for advanced nursing roles and to help them keep their skills up-to-date (Capella University, n.d.).

The organization and program that would be most appropriate for this course would be a university or college that offers an online BSN program. This would allow working nurses to complete their degree without having to leave their jobs. The nursing program affiliate with a reputable accreditation body, such as the Commission on Collegiate Nursing Education (CCNE), ensuring the program’s quality and adherence to rigorous standards. Moreover, the program’s online format offers a convenient option for working nurses to pursue their degree while maintaining their employment. Despite the program’s challenging nature, it is designed with flexibility in mind, acknowledging the unique needs and constraints of working nurses. Ultimately, the program aims to develop students into competent leaders within the healthcare field, equipping them with the necessary skills and knowledge to excel in their roles.

Critique of the Mission Statement and Course Descriptions

Capella University’s mission for the BSN program is to provide a curriculum that combines a comprehensive understanding of nursing theories with significant clinical experience. This mission is an essential guiding force in molding students into holistic and competent healthcare professionals. The mission’s focus on theoretical and practical knowledge reflects the dual nature of the nursing profession, which requires a solid theoretical base to inform and guide the practical application of skills.  The critique of the content would focus on the relevance of the content to the needs of working nurses. The content can be critique for its accuracy and for its use of evidence-based practice. The curriculum encompasses a variety of courses tailored to provide a comprehensive understanding of the nursing profession (Capella University, n.d.). The courses included in this program will be:

  • “Introduction to Professional Nursing” which is a foundational course providing an overview of the nursing profession and the various roles and responsibilities that nurses undertake. This course will be critical in setting the tone for the curriculum and providing the groundwork for more advanced courses.
  • “Adult Health Nursing” will focus on providing patient-centered care to adults, offering students a deeper understanding of adult health issues and appropriate nursing responses.
  • “Pharmacology” will delve into the study of medications, their effects, administration, and role in patient care – an essential aspect of a nurse’s role.
  • “Community Health Nursing” will explore the larger societal and community contexts of health and how nurses can contribute to community health and wellbeing.
  • “Leadership and Management in Nursing” is likely to equip students with the necessary leadership skills to navigate the dynamic healthcare environment effectively.

Integration of Professional Standards, Guidelines, and Competencies

The course “Inter-professional Collaboration and Leadership in Healthcare,” proposed for BSN program is strategically designed with an inclusive curriculum. Starting with Inter-professional Communication, it provides deep insights into effective strategies for communication within a multidisciplinary healthcare team, ensuring clarity, respect, and comprehension. The curriculum then moves onto Team Dynamics and Leadership, where students gain an understanding of roles within a healthcare team and the critical leadership skills required for efficient teamwork.

Ethics in Inter-professional Collaboration forms the third segment of the course, imparting knowledge about crucial ethical considerations such as confidentiality, informed consent, conflict of interest, and resolving ethical dilemmas. Patient-Centered Care in Team Settings comes next, focusing on the essential role of inter-professional teamwork in providing patient-centric care, including shared decision-making, respect for patient preferences, and the efficient coordination of services.

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

The course concludes with Quality Improvement and Patient Safety in Collaborative Environments, highlighting the significance of effective teamwork in driving quality improvement initiatives and enhancing patient safety in healthcare settings. These topics have direct ties to previously taught courses and concepts. For instance, inter-professional communication skills build on communication techniques taught in foundational nursing courses, but with a focus on inter-professional contexts.

The topic of team dynamics and leadership extends principles of nursing leadership to the broader healthcare team context. Ethics in inter-professional collaboration deepens the understanding of ethical principles introduced in nursing ethics courses, emphasizing their application in team-based scenarios. Patient-centered care in team settings will draw on knowledge gained from courses on nursing care and health assessment, incorporating the perspective of multidisciplinary teams. Finally, the focus on quality improvement and patient safety in collaborative environments will provide a practical application of research principles and evidence-based practice learned in the nursing research course, this time with an emphasis on its role within inter-professional teams (Brooks Carthon et al., 2020). 

Student Learning Outcomes and their Relation to Professional Standards

The formulation of student learning outcomes in the BSN program is designed to align with the established professional standards, guidelines, and competencies. These learning outcomes function as tangible markers outlining the specific knowledge, skills, and abilities students are expected to acquire and showcase by the end of the program. For instance, consider the learning outcome, “Students will demonstrate the ability to deliver safe and effective nursing care.” This outcome corresponds directly with the professional standard of delivering safe and effective care, a critical competency as defined by the American Association of Colleges of Nursing (AACN). Another learning outcome, “Students will apply evidence-based practice in nursing care,” is designed to meet the professional guideline of using research and evidence in clinical decision-making.

Lastly, an outcome like, “Students will exhibit effective communication and teamwork skills in inter-professional healthcare settings,” is linked to the competency of proficient inter-professional collaboration. By aligning learning outcomes with professional competencies, we ensure our BSN program graduates possess not only theoretical knowledge but also the practical skills required for the demanding and ever-evolving field of healthcare. Each outcome thus reflects a particular professional standard or competency, demonstrating that our curriculum is in sync with industry benchmarks.

Suggested Process for Updating Healthcare Knowledge in the Curriculum

The updating of healthcare knowledge within a nursing curriculum is an intricate process that fuses contemporary research, expertise, and practical experience. Commencing with the identification of knowledge gaps, this procedure involves careful examination of the existing curriculum, consultations with field experts, and needs assessments with students and practicing nurses to discern areas requiring updates. Following the identification phase, a thorough literature review is conducted using databases such as PubMed, CINAHL, and Medline, to uncover the latest evidence-based practices in the identified areas. The information gathered forms the basis for the third phase—curriculum revision—where the curriculum is updated to align with modern practices.

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

This may involve modifying course content, incorporating new courses, or designing new learning modules. The final stage is evaluation, where the effectiveness of the revised curriculum is assessed through feedback from students, focus group discussions, and a rigorous analysis of student outcomes, ensuring a continuous process of enhancement. The selected process ensures that the curriculum remains evidence-based, preparing students for safe and effective nursing care. It is systematic, involving stakeholders and allowing for transparency and iteration. Consideration should be given to student and community needs, available resources, and regulatory requirements (Galura & Warshawsky, 2022).

Explanation of the Organizing Design and Theoretical Framework

The BSN program at Capella University demonstrates its organizing design and theoretical framework through the incorporation of the nursing process. The nursing process is a systematic approach that nurses uses to provide patient-centered care. It consists of five essential steps: assessment, diagnosis, planning, implementation, and evaluation (Chang et al., 2021). In the BSN program, the nursing process integrates into the curriculum to ensure that students develop the necessary skills to deliver effective and evidence-based nursing care. For example, in courses like “Adult Health Nursing,” students learn how to assess the health status of adult patients, make accurate diagnoses based on the assessment findings, develop individualized care plans, implement nursing interventions, and evaluate the outcomes of their interventions. By incorporating the nursing process, the curriculum emphasizes the importance of critical thinking, clinical reasoning, and a systematic approach to patient care (Wong & Kowitlawakul, 2020).

Comprehensive Historical Overview of the Organizing Design and Theoretical Framework

The nursing process has a rich historical background that dates back to the early 1950s. It was first proposed by Lydia Hall, a prominent nurse theorist, as a response to the need for a systematic approach to nursing care. Hall believed that nurses should follow a structured process to identify patient needs, plan and implement interventions, and evaluate the effectiveness of their care. Moreover, the nursing process widely adopt and integrate into nursing education and practice. Its systematic and patient-centered approach aligns with the core principles of professional nursing and has become an essential component of nursing curricula worldwide (Mudd et al., 2020).

The nursing process is characterize by its holistic nature, taking into account the physical, emotional, social, and spiritual aspects of patient care. It also emphasizes the importance of evidence-based practice, encouraging nurses to base their interventions on the best available evidence. In the context of the BSN program, the historical significance of the nursing process is particularly relevant as it continues to serve as a guiding framework for nursing education, preparing students to provide comprehensive and evidence-based care to diverse patient populations (Wong & Kowitlawakul, 2020).

Description of Major Concepts and their Application in the Curriculum

The major concepts of the nursing process encompass assessment, diagnosis, planning, implementation, and evaluation. These concepts are interrelated and form the foundation of the curriculum (Chang et al., 2021; Cooke et al., 2019).

Assessment:

Assessment involves gathering comprehensive patient data to identify health needs, risks, and strengths. In the BSN program, students learn various assessment techniques and develop skills in conducting physical assessments, performing health histories, and utilizing assessment tools (Chang et al., 2021).

Diagnosis:

Diagnosis entails the analysis and identification of actual or potential health problems. Through coursework and clinical experiences, BSN students learn to critically analyze assessment data, formulate nursing diagnosis, and prioritize healthcare needs (Cooke et al., 2019).

Planning:

Planning involves the development of individualized care plans based on the identified diagnoses and patient goals. Students in the program learn how to set realistic and measurable goals, select appropriate interventions, and collaborate with the healthcare team and patients to develop comprehensive care plans (Chang et al., 2021).

Implementation:

Implementation focuses on executing the planned nursing interventions. BSN students acquire the knowledge and skills necessary to deliver safe and effective nursing care, including administering medications, performing procedures, and providing patient education (Cooke et al., 2019).

Evaluation:

Evaluation involves the assessment of the effectiveness of the nursing interventions and the achievement of patient goals. Students learn to evaluate patient responses to interventions, modify care plans as needed, and ensure ongoing quality improvement (Chang et al., 2021).

Conclusion

In conclusion, the BSN curriculum at Capella University aligns well with the established professional standards, and the theoretical framework set by the American Association of Colleges of Nursing. Through a commitment to continuous evolution, keeping pace with advances in healthcare and nursing education, this program truly aims to prepare nursing students for the rigors of the profession in the modern healthcare landscape.

References

American Association of Colleges of Nursing. (n.d.). Home. https://www.aacnnursing.org/ 

Capella University. (n.d.). Bachelor’s RN-to-BSN Completion. Capella University. https://www.capella.edu/online-degrees/bachelors-rn-to-bsn-completion/ 

Chang, Y.-Y., Chao, L.-F., Xiao, X., & Chien, N.-H. (2021). Effects of a simulation-based nursing process educational program: A mixed-methods study. Nurse Education in Practice, 56, 103188. https://doi.org/10.1016/j.nepr.2021.103188  

Cooke, L., Stroup, C., & Harrington, C. (2019). Operationalizing the concept of critical thinking for student learning outcome development. Journal of Nursing Education, 58(4), 214–220. https://doi.org/10.3928/01484834-20190321-05 

Galura, S., & Warshawsky, N. (2022). Initial evaluation of a Doctor of Nursing Practice – Executive track program: The development of a three-year process to implement the new AACN Essentials. Journal of Professional Nursing, 42, 276–280. https://doi.org/10.1016/j.profnurs.2022.07.014 

Mudd, A., Feo, R., Conroy, T., & Kitson, A. (2020). Where and how does fundamental care fit within seminal nursing theories: A narrative review and synthesis of key nursing concepts. Journal of Clinical Nursing, 29(19-20), 3652–3666. https://doi.org/10.1111/jocn.15420 

Wong, S. H. V., & Kowitlawakul, Y. (2020). Exploring perceptions and barriers in developing critical thinking and clinical reasoning of nursing students: A qualitative study. Nurse Education Today, 95, 104600. https://doi.org/10.1016/j.nedt.2020.104600