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 Date 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). Vision 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. Rationale 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 Objectives Program Outcomes Professional 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. References 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.