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NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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    NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

    Student Name

    Capella University

    NURS-FPX 6111 Assessment and Evaluation in Nursing Education

    Prof. Name


    Part One – Course Definition and Alignment Table

    Course Title:

    Clinical Healthcare Ethics for Pediatric Nurses.

    Course Description: 

    This course is designed for nurses working in Pediatric Intensive Care Units (PICU) at Miami Valley Hospital. It provides an overview of fundamental ethical principles and their integration into clinical practice. Nursing, being an ethically bound profession, necessitates reflection on ethical dilemmas faced by nurses, enhancing problem-solving skills, and fostering decision-making based on standardized ethical principles (Haddad & Geiger, 2022).


    The vision is to enhance nurses’ knowledge and practical skills to address ethical issues in nursing practices, adhering to ethical standards, improving patient experiences, and enhancing overall healthcare quality.


    Pediatric nurses often encounter moral dilemmas related to life-and-death scenarios and routine matters, making education on ethical standards crucial for decision-making in healthcare (Haahr et al., 2020).

    Learning Objectives:

    1. Describe healthcare ethics principles/theories and apply critical thinking to resolve ethical issues.
    2. Express understanding of legal/regulatory frameworks in ethical nursing care.
    3. Understand ethical implications in medical research, end-of-life care, and transplantation.
    4. Develop communication skills for discussing ethical issues with patients, families, and healthcare providers.
    5. Reflect on personal/professional values and their impact on decision-making in nursing practice.

    Program Description: 

    This course is part of a Continuing Professional Education (CPE) program designed to enhance healthcare professionals’ knowledge and skills. It includes e-modules, simulations, workshops, and in-service sessions to help nurses apply ethical principles in clinical practice.

    Program Outcomes:

    1. Enhance professional knowledge and skills in specific healthcare areas.
    2. Improve clinical competency and decision-making abilities.
    3. Maintain patient safety and enhance healthcare quality.
    4. Integrate evidence-based best practices and theoretical knowledge.
    5. Develop effective communication and interpersonal skills.

    Alignment Table:

    Assessment/Evaluation StrategiesLearning ObjectivesProgram OutcomesProfessional Standards
    Ethical Case Studies1, 2, 3, 4, 51, 2, 3, 4, 5ICN Code of Ethics (Toumová et al., 2021)
    Role-playing/Simulation4, 55ANA’s NPD Standards (Brunt & Russell, 2022)
    Comprehensive Certification Exam1, 21, 2, 3ANA’s NPD Standards (Brunt & Russell, 2022)

    Criteria to Evaluate Alignment: 

    The alignment will be evaluated based on relevance, clarity, and coherence, ensuring that course content addresses essential ethical competencies, uses clear language, and aligns coherently with professional standards.

    Part Two – Memo to the Supervisor

    To Whom It May Concern,

    I propose a continuing professional education (CPE) course for pediatric nurses at Miami Valley Hospital titled “Clinical Healthcare Ethics for Pediatric Nurses.” This course addresses the unique ethical challenges faced by pediatric nurses, aiming to enhance their knowledge and skills in ethical decision-making.

    Pediatric nurses often encounter complex ethical dilemmas, and inadequate knowledge of ethical principles can lead to ineffective decision-making (Schulz et al., 2023). Therefore, this course is essential to equip nurses with a comprehensive understanding of ethical frameworks, enabling them to provide patient-centered care while upholding the rights and well-being of vulnerable patients.

    NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

    The course’s evaluation strategies include ethical case studies, role-playing/simulation, and a comprehensive certification exam, aligning with scholarly recommendations (Grimes, 2019; Cortés-Rodríguez et al., 2021). However, there may be challenges in overcoming resistance to change among nurses, necessitating further investigation.

    I recommend the following steps: 1) Develop a course outline based on international nursing education standards. 2) Seek approval from the educational board of nursing. 3) Integrate the course with technology for e-modules. 4) Train clinical educators in the PICU. 5) Plan timelines for course completion. Additionally, ongoing modifications based on learner feedback are crucial.


    References Brunt, B. A., & Russell, J. (2022). Nursing professional development standards. In StatPearls. StatPearls Publishing.

    Cortés-Rodríguez, A. E., Roman, P., López-Rodríguez, M. M., Fernández-Medina, I. M., Fernández-Sola, C., & Hernández-Padilla, J. M. (2021). Role-play versus standardized patient simulation for teaching interprofessional communication in care of the elderly for nursing students. Healthcare, 10(1), 46.

    NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

    Grimes, M. W. (2019). The continuous case study: Designing a unique assessment of student learning. International Journal of Teaching and Learning in Higher Education, 31(1), 139–146.

    Haahr, A., Norlyk, A., Martinsen, B., & Dreyer, P. (2020). Nurses experiences of ethical dilemmas: A review. Nursing Ethics, 27(1), 258–272.

    Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. In StatPearls. StatPearls Publishing.

    Schulz, I., O’Neill, J., Gillam, P., & Gillam, L. (2023). The scope of ethical dilemmas in paediatric nursing: A survey of nurses from a tertiary paediatric centre in Australia. Nursing Ethics, 9697330231153916.

    Toumová, K., Havierniková, L., Kimmerová, J., Hellerová, V., Tóthová, V., & Chloubová, I. (2021). The importance of ethical codes in nursing care. Kontakt, 23(2), 83–89.