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NURS FPX 6107 Assessment 3 Curriculum Evaluation

Student Name Capella University NURS-FPX 6107 Curriculum Design, Development, and Evaluation Prof. Name Date Curriculum Evaluation The cornerstone of education in any domain, such as nursing, heavily depends on a meticulously crafted curriculum. A well-structured curriculum is paramount in preparing nurses to meet the dynamic demands of the healthcare industry and deliver superior patient care (Abedini & Abedini, 2022). It provides a methodical and systematic approach to learning, arming nurses with the essential knowledge, skills, and attitudes crucial for success in their professional journeys. Before delving into the evaluation process, it is imperative to engage with the professional community to gain a profound understanding of the evaluation cycle. The responsibility of curriculum evaluation can be distributed among various entities within the university. Individual faculty members can assess their courses and offer recommendations for improvement. Simultaneously, a curriculum committee can evaluate the entire curriculum, encompassing all the courses offered in the program. Additionally, the entire faculty can actively participate in the evaluation process by providing feedback and suggestions for enhancement. Regular curriculum evaluations should be conducted to ensure that the program is attaining its objectives and to pinpoint areas for improvement. Best practices recommend evaluating the curriculum at the culmination of each academic year or the conclusion of each program cohort, as these critical junctures enable the assessment of student performance and the identification of areas for refinement. Furthermore, prior to accreditation visits, evaluating the curriculum is crucial to ensuring compliance with accreditation standards. NURS FPX 6107 Assessment 3 Curriculum Evaluation When revising a curriculum to align with program outcomes, the curriculum committee should take into account the evaluation results and make adjustments to the content and program structure in harmony with the program’s goals. This might involve incorporating new courses or modifying existing ones to reflect current practices in the field. Updates could also extend to changes in the program’s structure, such as augmenting clinical hours or expanding the array of online courses. It is imperative to ensure that revisions are executed in a manner that does not compromise the overall quality of the curriculum. Adapting the curriculum to mirror cultural changes can be a intricate and time-consuming process, potentially necessitating adherence to state regulations and accreditation standards (Gouëdard et al., 2020). Nonetheless, to ensure ongoing relevance, the curriculum committee can collaborate with external stakeholders, such as healthcare providers, industry leaders, and technology experts, to identify changes in the field and incorporate them into the curriculum (Porter et al., 2020). The committee can also stay abreast of the latest trends and practices in the field by reviewing literature, attending conferences and workshops, and undertaking online courses. Furthermore, regular assessments of the curriculum are essential to guarantee it reflects the evolving needs of society, nursing, and technology. NURS FPX 6107 Assessment 3 Curriculum Evaluation The importance of curriculum in nursing education is evident from multiple perspectives. Primarily, a well-designed curriculum is vital for ensuring the competency of nurses in delivering quality care. Nurses are expected to be well-versed in the latest advancements in healthcare, nursing practices, and patient care (Papathanasiou et al., 2018). A well-structured curriculum provides the necessary education and training to meet these expectations, equipping nurses to handle complex situations and make informed decisions essential for providing safe and effective care (Papathanasiou et al., 2018). Additionally, the curriculum is crucial for the professional development of nursing practitioners. It facilitates the acquisition of new knowledge, skills, and qualifications, expanding professional expertise. Through education and training, nurses can stay current with the latest developments in their field, enabling them to collaborate effectively with other healthcare professionals and provide high-quality patient care. Therefore, nursing curricula must be well-designed, regularly evaluated, and updated to ensure the competence of nurses and the advancement of the nursing profession. An Overview of the Curriculum The nursing curriculum designed for Capella College in Minneapolis, MN is structured to provide students with the knowledge and skills required to excel as nursing professionals in the ever-evolving healthcare industry. The curriculum focuses on developing expertise in nursing informatics and the knowledge necessary to deliver quality patient care. The course content is designed to provide students with the latest tools, technologies, and best practices in nursing, and the curriculum is tailored to meet the changing needs of the healthcare industry. Structure and Examination: The curriculum is built upon the foundation of nursing informatics and the knowledge essential for nursing practice. It is designed to align with the mission, philosophy, and strategy of the parent institution and program, as well as to comply with state regulations and accreditation standards. The curriculum is structured to address the changing needs of society, nursing, healthcare delivery, healthcare needs, educational practice, student diversity, and emerging technology. Course Development and Influencing Factors: The curriculum was developed collaboratively among faculty, stakeholders, and external entities, including regulatory and accrediting bodies. The development process was influenced by internal factors such as organizational processes, curriculum committees, and internal review bodies, as well as external factors such as funding, stakeholders, and regulatory and accrediting agencies. Curriculum Assessment Curriculum assessment examines the curriculum to determine its effectiveness and make any necessary improvements to enhance its quality. An ongoing process occurs periodically to ensure that the curriculum remains relevant and meets the needs of students and stakeholders. Key measures are considered in curriculum assessment, including alignment with program outcomes, curriculum content, teaching and learning strategies, student performance, and program resources. Pilot testing can be used as a tool for evaluating the curriculum. This involves testing the curriculum with a small group of students to assess its effectiveness before implementing it on a larger scale. Both short-term and long-term assessments are significant for curriculum improvement. Short-term assessments are used to make immediate improvements to the curriculum, while long-term assessments are employed to make larger changes that require more time to implement. Meanwhile, accrediting bodies are organizations that evaluate and accredit educational programs. In the case of nursing education, a school of nursing may be accredited by CCNE (Commission on Collegiate Nursing Education). The accrediting

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Student Name Capella University NURS-FPX 6107 Curriculum Design, Development, and Evaluation Prof. Name Date Course Development and Influencing Factors This assessment outlines a comprehensive course design for the proposed course, “Inter-professional Collaboration and Leadership in Healthcare,” intended for integration into a selected nursing curriculum. The design process, influenced by various internal and external factors, underscores the importance of aligning with institutional philosophy, mission, and frameworks while addressing modern healthcare needs. Description of Appropriate Course and its Position in the Curriculum The selected course, “Inter-professional Collaboration and Leadership in Healthcare,” within the BSN curriculum aims to enhance students’ abilities in multidisciplinary teamwork and healthcare leadership, integral to contemporary healthcare services. The complexity of patients’ needs in today’s healthcare environment necessitates input from various health professionals for comprehensive care. Leadership skills are essential for nurses to coordinate patient care effectively. Ideally situated as part of senior-level coursework, the course allows students to integrate clinical and theoretical knowledge into real-world team settings. This placement ensures practical application of interprofessional and leadership skills in a clinical setting, aligning with advanced concepts and preparing students for significant roles within healthcare teams (Dang et al., 2021; Steele Gray et al., 2020). Rationale for Adding the Course The rationale for integrating “Inter-professional Collaboration and Leadership in Healthcare” into the BSN curriculum stems from the increasing complexity of contemporary healthcare. Recognizing the importance of teamwork and leadership in delivering effective and patient-centered care, the proposed course addresses gaps in nursing curricula related to communication, leadership, problem-solving, decision-making, and conflict resolution skills. These competencies are crucial for nurses to work effectively within diverse healthcare teams and positively contribute to patient outcomes. The course is designed to fill this educational gap, providing a comprehensive understanding of healthcare team dynamics and effective collaboration, fostering leadership development (Zorek et al., 2021; Brooks Carthon et al., 2020). Topical Outline and Relationship to Other Courses The proposed course’s comprehensive outline ensures coverage of crucial areas related to inter-professional healthcare teamwork: These topics build on concepts from foundational nursing courses, extending communication techniques, nursing leadership principles, ethics, patient-centered care, and research principles (Brooks Carthon et al., 2020). Faculty Collaboration Implementing the course requires collaboration with academic leaders, interdisciplinary faculty members, and healthcare professionals from clinical partner sites. Engaging with these stakeholders ensures alignment with institutional goals, interdisciplinary perspectives, and practical relevance, preparing students for collaborative healthcare practice (Dang et al., 2021; Steele Gray et al., 2020; Zorek et al., 2021). Internal Factors Affecting Curriculum Design Internal factors, including organizational processes, curriculum committees, and internal review bodies, significantly shape the proposed course’s design. Adherence to protocols, evaluation by experienced faculty, and alignment with academic standards ensure the course meets high-quality educational standards (Bogossian et al., 2022). External Factors Affecting Curriculum Design External factors such as funding, stakeholder interests, and regulatory standards play crucial roles in curriculum design. Adequate funding supports effective course design, while stakeholder input ensures relevance to current healthcare needs. Compliance with regulatory standards, such as those set by accrediting agencies, is essential for program accreditation (Folkman et al., 2019). Impact of Program and Institution’s Mission, Philosophy, and Framework Capella University’s mission, philosophy, and framework play pivotal roles in shaping the course design. Aligning with the institution’s commitment to high-quality education and values of integrity, excellence, and innovation ensures the course contributes to broader educational objectives and prepares students for successful nursing careers (Capella University, n.d.). Enhanced Collaboration among Stakeholders in Curriculum Development Developing a relevant curriculum requires extensive collaboration with both internal and external stakeholders. Engaging faculty, students, healthcare professionals, employers, and the local community ensures the curriculum aligns with learners’ needs, addresses current healthcare trends, and enhances graduates’ preparedness for the nursing profession (Bogossian et al., 2022). Conclusion The proposed course design addresses key competencies in inter-professional collaboration and leadership, filling identified gaps in the current curriculum. Collaboration with stakeholders, alignment with institutional objectives, and adherence to quality standards are paramount for successful curriculum development. The process illustrates the complexity of nursing education curriculum development and underscores educators’ essential role in shaping future healthcare professionals. References Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A. L., Nash, G., Masters, N., Pelly, F., Reid, C., Shakhovskoy, R., & Taylor, J. (2022). The implementation of inter-professional education: A scoping review. Advances in Health Sciences Education. Brooks Carthon, J. M., Hatfield, L., Brom, H., Houton, M., Kelly-Hellyer, E., Schlak, A., & Aiken, L. H. (2020). System-level improvements in work environments lead to lower nurse burnout and higher patient satisfaction. Journal of Nursing Care Quality, 36(1), 7–13. Capella University. (n.d.). Bachelor’s RN-to-BSN Completion. Capella University. NURS FPX 6107 Assessment 2 Course Development and Influencing factors Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines, fourth edition. In Google Books. Sigma Theta Tau. Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in inter-professional collaboration in health care. Journal of Multidisciplinary Healthcare, 12(12), 97–107. Steele Gray, C., Tang, T., Armas, A., Backo-Shannon, M., Harvey, S., Kuluski, K., Loganathan, M., Nie, J. X., Petrie, J., Ramsay, T., Reid, R., Thavorn, K., Upshur, R., Wodchis, W. P., & Nelson, M. (2020). Building a digital bridge to support patient-centered care transitions from hospital to home for older adults with complex care needs: Protocol for a co-design, implementation, and evaluation study. JMIR Research Protocols, 9(11), e20220. Zorek, J. A., Lacy, J., Gaspard, C., Najjar, G., Eickhoff, J., & Ragucci, K. R. (2021). Leveraging the Inter-professional Education Collaborative (IPEC) competency framework to transform health professions education. American Journal of Pharmaceutical Education, 8602. Appendix Course Outline for ‘Inter-professional Collaboration and Leadership in Healthcare’ Introduction to Inter-professional Collaboration Understanding Team Dynamics in Healthcare Settings Leadership in Healthcare Ethics in Inter-professional Collaboration Patient-Centered Care in Team Settings Quality Improvement and Patient Safety in Collaborative Environments Practical Applications of Inter-professional Collaboration and Leadership NURS FPX 6107 Assessment 2 Course Development and Influencing factors Each module in this course not only fills the educational gaps identified

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 investigates the curriculum of the Bachelor of Science in Nursing (BSN) program at Capella University. It provides an in-depth exploration of the program’s structure, mission, theoretical framework, and alignment with professional nursing standards, serving as a foundational step for individuals aspiring to enter the nursing profession. Identification of Nursing Curriculum and Target Learner Population The recommended nursing curriculum for this program is a BSN designed for employed nurses seeking to attain their bachelor’s degree. The target learner population comprises working nurses with an associate’s degree in nursing (ADN) or a diploma in nursing (DNP), aiming to advance their nursing roles and stay current in their skills (Capella University, n.d.). The ideal organizational setting for this program is a university or college offering an online BSN, allowing working nurses to pursue their degree without interrupting their employment. Accreditation from reputable bodies such as the Commission on Collegiate Nursing Education (CCNE) ensures the program’s quality and adherence to rigorous standards. The online format offers flexibility, acknowledging the unique needs of working nurses and preparing them for leadership roles in healthcare. Critique of the Mission Statement and Course Descriptions Capella University’s mission for the BSN program focuses on combining a comprehensive understanding of nursing theories with substantial clinical experience. This mission is crucial in shaping students into holistic healthcare professionals, emphasizing the dual nature of the nursing profession—requiring a solid theoretical foundation to inform practical skills. The content critique centers on its relevance to working nurses’ needs, accuracy, and evidence-based practice. The curriculum comprises courses such as “Introduction to Professional Nursing,” “Adult Health Nursing,” “Pharmacology,” “Community Health Nursing,” and “Leadership and Management in Nursing” (Capella University, n.d.). Integration of Professional Standards, Guidelines, and Competencies The proposed course, “Interprofessional Collaboration and Leadership in Healthcare,” is designed with an inclusive curriculum. Covering topics like Interprofessional Communication, Team Dynamics and Leadership, Ethics in Interprofessional Collaboration, Patient-Centered Care in Team Settings, and Quality Improvement and Patient Safety in Collaborative Environments, it directly connects with previous courses, ensuring a cohesive learning experience (Brooks Carthon et al., 2020). Student Learning Outcomes and their Relation to Professional Standards Student learning outcomes in the BSN program align with established professional standards, guidelines, and competencies. Each outcome corresponds to a specific professional standard or competency, ensuring graduates possess theoretical knowledge and practical skills for the dynamic healthcare field (AACN, n.d.). Suggested Process for Updating Healthcare Knowledge in the Curriculum Updating healthcare knowledge involves identifying gaps, examining the curriculum, consulting experts, and conducting needs assessments. A literature review using databases like PubMed and CINAHL informs curriculum revision, ensuring alignment with modern practices. Evaluation, involving feedback and outcome analysis, ensures continuous improvement (Galura & Warshawsky, 2022). Explanation of the Organizing Design and Theoretical Framework The BSN program at Capella University incorporates the nursing process as its organizing design and theoretical framework. This systematic approach, comprising assessment, diagnosis, planning, implementation, and evaluation, emphasizes critical thinking, clinical reasoning, and patient-centered care (Chang et al., 2021; Wong & Kowitlawakul, 2020). Comprehensive Historical Overview of the Organizing Design and Theoretical Framework Originating in the 1950s with Lydia Hall, the nursing process has evolved into a widely adopted framework for nursing education and practice. Its holistic and evidence-based nature aligns with the BSN program’s goal of preparing students for comprehensive and evidence-based care (Wong & Kowitlawakul, 2020). Description of Major Concepts and their Application in the Curriculum Major concepts—assessment, diagnosis, planning, implementation, and evaluation—form the curriculum’s foundation. Students develop skills in comprehensive patient assessment, critical analysis for diagnosis, individualized care planning, safe and effective implementation, and ongoing evaluation (Chang et al., 2021; Cooke et al., 2019). Conclusion In conclusion, Capella University’s BSN curriculum aligns with professional standards and the theoretical framework set by the AACN. Through continuous evolution and alignment with industry benchmarks, the program prepares nursing students for the challenges of the modern healthcare landscape. References American Association of Colleges of Nursing. (n.d.). Home. University. (n.d.). Bachelor’s RN-to-BSN Completion. Capella University. 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. 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. NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis 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. 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. NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis 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.