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 Bachelor of Science in Nursing (BSN) program at Capella University (CU) is meticulously crafted to enable learners with the indispensable awareness, abilities, and proficiencies essential for contemporary nursing practice (Capella University, 2024). A curriculum is a structured plan that outlines what students will learn, how they will learn it, and how their learning will be assessed within a particular educational program or course (Wang et al., 2021).

This paper explores how the program incorporates professional norms, directives, and proficiencies to guarantee graduates are equipped to confront the challenges of contemporary healthcare. By examining various aspects of the curriculum, including design, content, and assessment methods, we will uncover evidence of the program’s alignment with industry standards and its promise to superiority in nursing education.

Identification of Nursing Curriculum

For the analysis of the BSN program at CU, it is imperative to understand the significance of this particular nursing curriculum. CU offers a BSN program tailored to meet the wants of diverse students aspiring to enter or advance in the nursing profession. The intended learner population encompasses individuals seeking a comprehensive education in nursing, either as entry-level students or registered nurses aiming for career advancement through further education. This program is crucial in addressing the growing demand for well-prepared nurses in healthcare settings, given the evolving complexities of modern healthcare systems and the increasing emphasis on evidence-based practice (Capella, 2022).

CU, as an institution, is known for its commitment to providing accessible, flexible, and high-quality education to adult learners, often balancing professional, personal, and academic responsibilities. The BSN program aligns with CU’s mission and values, emphasizing academic excellence, innovation, and inclusivity. Moreover, the program reflects CU’s dedication to preparing graduates who are not only competent clinicians but also critical thinkers, leaders, and advocates for patient-centered care (Bumby, 2020). Understanding the context of CU as an online institution adds another layer of importance to the BSN program. Online education offers flexibility, enabling students from diverse backgrounds and geographical locations to access quality nursing education without compromising their existing commitments. The BSN program at CU thus serves as a bridge, facilitating career advancement opportunities for nurses, enhancing healthcare delivery, and contributing to the improvement of patient outcomes (Capella University, 2024).

Mission Statement and Course Descriptions

Mission 

The mission of the BSN program at CU is centered around equipping students with the necessary information, expertise, and competencies to surpass within diverse healthcare environments. Prioritizing evidence-based practice, cultural competence, and ethical decision-making, the program is dedicated to fostering the delivery of high-quality patient care (Capella University, 2024).

Course Descriptions

• Health Assessment and Promotion focuses on enabling learners to conduct thorough health assessments and advocate for healthy lifestyles, emphasizing data collection, analysis, and the development of health promotion strategies.
• Research and Evidence-Based Practice introduces students to fundamental principles of nursing research and evidence-based practice, empowering them to critically evaluate research literature and implement evidence to improve patient results.
• Leadership and Management of nursing concentrates on leadership and management principles within healthcare contexts, preparing students to lead interdisciplinary teams, devise strategic plans, and drive quality improvement initiatives (Lee et al., 2020).
• Pathophysiology and Pharmacology provide a foundational understanding of pathophysiological mechanisms and pharmacological treatments. Students can assess medication efficacy and safety, monitor for adverse effects, and educate patients on medication usage.
• Nursing Ethics and Legal Issues guides students in making ethical decisions, navigating legal frameworks, and advocating for patients’ rights amidst ethical dilemmas and legal complexities encountered in healthcare (Hampton et al., 2020).

Critique

The courses outlined cover essential aspects of nursing education, ranging from health assessment and promotion to leadership and ethical considerations, offering students a comprehensive foundation in nursing practice. However, there is an opportunity to enhance the integration of interdisciplinary perspectives and real-world applications to further enrich the learning experience (Hampton et al., 2020). While the course descriptions provide a clear overview of the content covered, it would be beneficial to incorporate more experiential learning opportunities or case studies to enhance the practical application of theoretical knowledge (Nurses, 2024). 

Professional Standards, Guidelines, and Competencies

The BSN program at CU incorporates professional benchmarks, protocols, and capabilities essential for modern nursing practice. Aligned with the American Nurses Association (ANA) standards, the curriculum emphasizes fundamental proficiencies, encompassing patient-focused care, evidence-informed practice, enhancement of quality, leadership, and collaboration. Adherence to ANA standards is crucial for the target population as it warrants that nursing pupils are given the essential abilities and awareness to provide high-quality, patient-centered care and effectively back to the healthcare team (ANA, 2023).

Course objectives, assignments, and assessments explicitly address these competencies, which is evident in courses like Nursing Research and Evidence-Based Practice and Patient-Centered Care. Integration of guidelines from recognized organizations such as the Accreditation Commission for Education in Nursing (ACEN) ensures adherence to rigorous quality standards. It prepares graduates for licensure and professional practice (Savin & Newberry, 2023). Curriculum mapping demonstrates compliance with specific competencies and outcomes mandated by accrediting bodies, while regular reviews and assessments maintain alignment with evolving professional standards.

Moreover, the program incorporates specialty nursing certifications and licensure examination preparation, exemplified in courses such as Pathophysiology and Pharmacology (Hampton et al., 2020). These courses cover essential content areas and develop learners for examinations like the National Council Licensure Examination for Registered Nurses (NCLEX-RN), further reinforcing the program’s commitment to get the students ready for professional practice. The NCLEX-RN examination serves as a critical benchmark for new RN nurses, providing a standardized assessment of their capability and safeguarding they own the essential awareness and expertise to practice securely and effectively in the field (Olsen et al., 2022).

Student Learning Outcomes

The Student Learning Outcomes (SLOs) of the BSN program at CU are carefully designed to harmonize with recognized professional norms, directives, and proficiencies in the nursing domain. These outcomes serve as benchmarks to measure students’ achievement of core competencies necessary for entry into professional nursing practice (Turrise et al., 2020). Let’s examine how these SLOs correspond to the established professional norms, directives, and proficiencies integrated into the program:

• BSN program emphasizes establishing therapeutic relationships with patients and families, meeting ANA’s patient-centered care standards and the National League for Nursing’s (NLN) nursing practice competencies (NLN, 2022).

• Students must critically evaluate research literature for informed clinical decision-making, meeting ANA’s evidence-based practice standards and ACEN’s research integration guidelines (Savin & Newberry, 2023).
• Leadership in coordinating patient care within interdisciplinary teams is stressed and aligned with ANA’s nursing leadership standards and NCLEX benchmark comparison.
• Cultural sensitivity in communication and care is emphasized to address patient diversity, meeting ANA’s cultural competence standards and ACEN’s diversity promotion guidelines.
• Ethical decision-making in clinical scenarios is expected to align with ANA’s ethical practice standards and AACN reasoning competencies (Olsen et al., 2022).

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

By aligning the SLOs of CU’s BSN program with recognized professional benchmarks set by organizations such as the ANA and the AACN and preparing students for the NCLEX-RN examination, the program ensures that graduates meet the rigorous standards and competencies required in the nursing field. These SLOs ensure that students cultivate the fundamental knowledge, skills, and attitudes required to deliver secure, proficient, and empathetic care across a variety of healthcare environments, aligning with the principles promoted by ANA and AACN (Lee et al., 2020).

Recommendation to Update Healthcare Knowledge

A systematic approach is crucial to updating healthcare knowledge in CU’s BSN curriculum. Begin with a comprehensive assessment of the current curriculum, reviewing materials, analyzing student data, and gathering feedback from faculty and students. Utilize reputable sources to identify evidence-based practices relevant to nursing education. Engage key stakeholders, including faculty and professional organizations, for insights into emerging trends (Turrise et al., 2020). Map knowledge gaps to specific courses, ensuring alignment with CU BSN’s learning outcomes and accreditation requirements. Develop learner-centered resources and incorporate experiential learning opportunities to reinforce updated content. Provide ongoing professional development for faculty. Implement a robust evaluation plan to assess the effectiveness of updates and collect feedback for continuous improvement (Turrise et al., 2020).

Summary and Justification

This recommended process for updating healthcare knowledge in a nursing curriculum is systematic, evidence-based, and collaborative. By following this process, nursing educators can ensure that curriculum updates are informed by current evidence, responsive to evolving practice needs, and aligned with professional standards and accreditation requirements (Bumby, 2020). Engaging stakeholders, integrating experiential learning, and fostering faculty development contribute to the successful implementation and sustainability of curriculum updates for RNs. Continuous evaluation and improvement processes enable ongoing refinement and optimization of the program to achieve the active needs of the healthcare landscape (Liu et al., 2023). 

Organizing Design and Theoretical Framework

The BSN program at CU showcases a clear demonstration of organizing design and theoretical frameworks, notably incorporating the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice (EBEPNP). These essentials deliver a foundational framework, ensuring alignment with national standards and competencies necessary for entry-level nursing practice. For instance, courses like Nursing Research and Evidence-Based Practice directly address AACN Essential VIII, emphasizing the integration of research into nursing practice for improved patient outcomes (Savin & Newberry, 2023).

Furthermore, the curriculum reflects the application of the nursing as a guiding theoretical model, which is evident in courses like Health Assessment and Promotion, where students learn to conduct comprehensive health assessments and develop personalized care plans. Additionally, interdisciplinary coursework such as Pathophysiology and Pharmacology underscores the program’s holistic approach to patient care, emphasizing collaboration among healthcare professionals for optimal outcomes (Olsen et al., 2022).

Overview of AACN

The AACN, recognized in 1969, holds a crucial role in proceeding the nurse education quality and advocating for the welfares of nursing teaching programs nationwide. At the core of its mission is the creation and promotion of structural designs and theoretical frameworks for nursing curricula (AACN, 2020). One notable framework, known as the EBEPNP, emerges as a widely acknowledged and utilized model in nursing education. Initially introduced in 1998 and periodically updated, most recently in 2023, this framework serves as an exhaustive manual for the instruction of baccalaureate nursing students (AACN, 2020). 

CU’s BSN program integrates the AACN’s Essentials framework, ensuring a comprehensive education aligned with nursing practice demands. With eight essential areas covering liberal education to cultural diversity, the framework equips graduates with the necessary skills for diverse healthcare settings. This integration reflects CU’s commitment to preparing competent and culturally sensitive nurses. The framework’s flexibility allows tailored programs to meet specific student and institutional needs, while regular AACN reviews ensure relevance to evolving healthcare demands. Graduates emerge well-trained to offer harmless, effective, and patient-centered care amidst dynamic nursing profession requirements (Schulenberg & Goldberg, 2023).

Major Concepts of AACN

The selected design and theoretical framework for CU’s BSN program is the EBEPNP by the AACN. This framework comprises key concepts such as liberal education, leadership, scholarship, information management, healthcare systems, population-focused care, interprofessional communication, and cultural diversity. These concepts are integrated into the curriculum to ensure students receive a well-rounded education that prepares them for the complexities of modern nursing practice (AACN, 2020). For example, courses like Nursing Leadership and Management emphasize leadership principles. In contrast, Patient-Centered Care courses focus on cultural diversity and population-focused care, aligning closely with the AACN’s framework and ensuring former students are prepared with essential information and abilities for expert nursing work (Schulenberg & Goldberg, 2023).

Conclusion

CU’s BSN program integrates the AACN’s EBEPNP, ensuring graduates are prepared for modern nursing roles. This framework, encompassing leadership, scholarship, and cultural competence, equips students with essential skills for delivering patient-centered care. By embracing this framework, CU showcases its dedication to superior standards in nursing education and the cultivation of capable individuals for varied healthcare environments.

References

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

ANA. (2023). American Nurses Association. ANA Enterprise. https://www.nursingworld.org/ 

Bumby, J. C. (2020). Evidence-based interventions for retention of nursing students. Nurse Educator, 45(6), 312–315. https://doi.org/10.1097/nne.0000000000000797 

Capella. (2022). Bachelor of science in nursing BSN degree program online. Www.capella.edu. https://www.capella.edu/online-nursing-degrees/bachelors-rn-to-bsn-completion/courses/ 

Capella University. (2024). RN to BSN | Online bachelor’s degree Capella University. Www.capella.edu. https://www.capella.edu/online-nursing-degrees/bachelors-rn-to-bsn-completion/

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

Hampton, K. B., Smeltzer, S. C., & Ross, J. G. (2020). Evaluating the transition from nursing student to practicing nurse: An integrative review. Journal of Professional Nursing, 36(6). https://doi.org/10.1016/j.profnurs.2020.08.002 

Lee, J., Lee, H., Kim, S., Choi, M., Ko, I. S., Bae, J., & Kim, S. H. (2020). Debriefing methods and learning outcomes in simulation nursing education: A systematic review and meta-analysis. Nurse Education Today, 87. https://doi.org/10.1016/j.nedt.2020.104345 

Liu, C.-C., McIntire, E. R., Ling, J., Sullivan, K., Ng, T., Kaur, L., & Sender, J. (2023). Teaching social determinants of health in nursing programs. Nurse Educator. https://doi.org/10.1097/nne.0000000000001543 

NLN. (2022). NLN home. National Nursing League. https://www.nln.org/ 

Nurses, A. (2024, March 11). Capella RN-BSN-MSN flexpath experience? Allnurses. https://allnurses.com/capella-rn-bsn-msn-flexpath-experience-t653010 / 

Olsen, J. M., Mota, D., Wildenberg, C., Donahue, R. J., & Thomas, R. (2022). Evidence-based strategies for standardized exam remediation in nursing: An integrative review. Teaching and Learning in Nursing, 17(4), 371–377. https://doi.org/10.1016/j.teln.2022.05.007 

Savin, M. K., & Newberry, D. M. (2023). Education standards, accreditation, certification, and regulation of nurse practitioner practice. Journal of the American Association of Nurse Practitioners, 35(11). https://doi.org/10.1097/jxx.0000000000000873 

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

Schulenberg, S., & Goldberg, D. G. (2023). Exploring communication apprehension in nursing and healthcare education: A scoping review. Nursing & Health Sciences, 25(4). https://doi.org/10.1111/nhs.13064  

Turrise, S. L., Thompson, C. E., & Hepler, M. (2020). Virtual simulation: Comparing critical thinking and satisfaction in RN-BSN students. Clinical Simulation in Nursing, 46. https://doi.org/10.1016/j.ecns.2020.03.004 

Wang, X., Chen, Y., & Zhu, W. (2021). A survey on curriculum learning. IEEE Transactions on Pattern Analysis and Machine Intelligence, 44(9), 1–3. https://doi.org/10.1109/TPAMI.2021.3069908