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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 

    The course is designed for nurses in Pediatric Intensive Care Units (PICU) at Miami Valley Hospital. It provides an overview of fundamental ethical principles and their clinical integration. As nursing is an ethically bound profession, the course aims to help nurses reflect on ethical dilemmas, enhance problem-solving skills, and make decisions based on standardized ethical principles (Haddad & Geiger, 2022).


    The vision is to enhance nurses’ knowledge and practical skills to address ethical issues, uphold ethical standards, improve patient experiences, and enhance overall healthcare quality.


    Nursing practices, especially in pediatrics, involve frequent moral dilemmas. Educating nurses on ethical standards is significant for navigating healthcare dilemmas (Haahr et al., 2020).

    Learning Objectives 

    The learning objectives are to enable learners to describe healthcare ethics principles, understand legal frameworks, grasp ethical implications in medical research, end-of-life care, transplantation, develop communication skills, and reflect on personal and professional values.

    Program Description 

    The course is part of a Continuing Professional Education (CPE) program, offering various e-modules, simulations, workshops, and in-service sessions. It aims to assist nurses in applying ethical principles, improving communication skills, and adhering to legal/regulatory frameworks surrounding ethical dilemmas.

    Program Outcomes 

    Outcomes include enhancing professional knowledge, improving clinical competency, maintaining patient safety, integrating evidence-based practices, and developing effective communication skills.

    Alignment Table

    Assessment/Evaluation Strategies

    Learning ObjectivesProgram OutcomesProfessional Standards
    Ethical Case Studies– Describe principles and theories – Apply critical thinking– Enhance professional knowledge – Improve clinical competency – Maintain patient safety
    Role-playing/Simulation– Develop communication skills – Reflect on values– Develop effective communication skills – Foster a lifelong learning environment
    Comprehensive Certification Exam– Describe principles and theories – Express understanding of legal frameworks– Enhance professional knowledge – Improve clinical competency – Maintain patient safety

    NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

    The International Code of Ethics for Nurses aligns with learning objectives and program outcomes (Toumová et al., 2021).

    Criteria to Evaluate Alignment 

    The criteria include relevance, clarity, and coherence to ensure the course addresses essential ethical competencies, uses straightforward language, and aligns coherently with professional standards.

    Part Two – Memo to the Supervisor

    To Whom It May Concern,

    I propose an educational course, “Clinical Healthcare Ethics for Pediatric Nurses,” part of the CPE program, targeting Pediatric Intensive Care Unit nurses at Miami Valley Hospital. The course aims to provide an understanding of ethical principles and their application in clinical settings.

    Pediatric nurses face unique ethical challenges, and poor knowledge has led to ineffective decision-making. This course is crucial for comprehensive understanding, enabling nurses to provide empathetic and patient-centered care while adhering to ethical principles. The evaluation strategies involving case studies, role-playing/simulation, and a comprehensive exam align with scholarly recommendations (Grimes, 2019; Cortés-Rodríguez et al., 2021).

    The recommended next steps include developing the course outline, obtaining approval from the educational board, integrating technology for e-modules, training clinical educators, and planning timelines. I also recommend generalizing the course for all nurses to ensure ethical practices are sustained.


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

    Cortés-Rodríguez, A. E., et al. (2021). Role-play versus standardized patient simulation for teaching interprofessional communication in care of the elderly for nursing students. Healthcare, 10(1), 46.

    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.

    NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

    Haahr, A., et al. (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.

    Schulz, I., et al. (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., et al. (2021). The importance of ethical codes in nursing care. Kontakt, 23(2), 83–89.