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

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    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 examination investigates the curriculum of the Bachelor of Science in Nursing (BSN) program at Capella University, providing a detailed exploration of its organizational structure, mission, theoretical framework, and alignment with professional nursing standards. This program serves as a foundational pathway for individuals aspiring to enter the nursing profession, equipping them with essential skills and knowledge.

    Identification of Nursing Curriculum and Target Learner Population

    The suitable nursing curriculum for this program is the BSN program designed for working nurses seeking to obtain their bachelor’s degree. The target learner population consists of working nurses with an associate’s degree in nursing (ADN) or a diploma in nursing (DNP). The program aims to prepare these nurses for advanced roles and maintain their skills (Capella University, n.d.).

    The most appropriate organization and program for this course would be a university or college offering an online BSN program. This format enables working nurses to pursue their degree while continuing their employment. The nursing program should be affiliated with a reputable accreditation body like the Commission on Collegiate Nursing Education (CCNE), ensuring adherence to rigorous standards. Additionally, the online format caters to the unique needs and constraints of working nurses. Despite the program’s challenging nature, it is designed with flexibility in mind to accommodate the schedules of working nurses, ultimately aiming to develop competent leaders in the healthcare field.

    Critique of the Mission Statement and Course Descriptions

    Capella University’s mission for the BSN program is to provide a curriculum that integrates a comprehensive understanding of nursing theories with significant clinical experience. This mission guides the molding of students into holistic and competent healthcare professionals, emphasizing the dual nature of the nursing profession—requiring a solid theoretical base and practical application of skills. The content of the curriculum can be critiqued for its relevance to the needs of working nurses, accuracy, and adherence to evidence-based practice (Capella University, n.d.).

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

    The curriculum includes various courses, such as “Introduction to Professional Nursing,” “Adult Health Nursing,” “Pharmacology,” “Community Health Nursing,” and “Leadership and Management in Nursing.” Each course aims to provide a comprehensive understanding of the nursing profession and prepares students for advanced roles.

    Integration of Professional Standards, Guidelines, and Competencies

    The course “Inter-professional Collaboration and Leadership in Healthcare,” proposed for the BSN program, is strategically designed to align with professional standards. It covers inter-professional communication, team dynamics, leadership, ethics, patient-centered care, and quality improvement. These topics build on previously taught courses, connecting inter-professional collaboration skills with foundational nursing principles (Brooks Carthon et al., 2020).

    Student Learning Outcomes and their Relation to Professional Standards

    The student learning outcomes in the BSN program align with established professional standards, guidelines, and competencies. For example, outcomes such as “Students will demonstrate the ability to deliver safe and effective nursing care” directly correspond to the American Association of Colleges of Nursing (AACN) standard. Aligning learning outcomes with professional competencies ensures graduates possess both theoretical knowledge and practical skills (Capella University, n.d.).

    Suggested Process for Updating Healthcare Knowledge in the Curriculum

    Updating healthcare knowledge in the curriculum involves identifying knowledge gaps, consulting field experts, conducting needs assessments, and conducting a literature review to incorporate the latest evidence-based practices. The process concludes with curriculum revision, incorporating new content or modules, and evaluation to ensure effectiveness. This systematic approach involves stakeholders, considers 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 organizes its design and theoretical framework around the nursing process—a systematic approach involving assessment, diagnosis, planning, implementation, and evaluation. This process is integrated into the curriculum to develop critical thinking, clinical reasoning, and a systematic approach to patient care (Chang et al., 2021; Wong & Kowitlawakul, 2020).

    Comprehensive Historical Overview of the Organizing Design and Theoretical Framework

    The nursing process, proposed by Lydia Hall in the early 1950s, has a rich historical background. It became widely adopted in nursing education and practice, emphasizing a systematic and patient-centered approach. The holistic nature of the nursing process aligns with core principles of professional nursing and remains relevant in preparing students for comprehensive and evidence-based care (Mudd et al., 2020; Wong & Kowitlawakul, 2020).

    Description of Major Concepts and their Application in the Curriculum

    The major concepts of the nursing process—assessment, diagnosis, planning, implementation, and evaluation—are interrelated and form the foundation of the BSN curriculum. Students learn various assessment techniques, critical analysis for diagnosis, development of individualized care plans, safe implementation of interventions, and ongoing evaluation of patient outcomes (Chang et al., 2021; Cooke et al., 2019).

    Conclusion

    In conclusion, the BSN curriculum at Capella University aligns with professional standards and the theoretical framework set by the American Association of Colleges of Nursing. Through continuous evolution and alignment with advances in healthcare and nursing education, the program prepares nursing students for the challenges of 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

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

    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