MSN Writing Services

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. https://www.aacnnursing.org/Capella University. (n.d.). Bachelor’s RN-to-BSN Completion. Capella University. https://www.capella.edu/online-degrees/bachelors-rn-to-bsn-completion/ 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. https://doi.org/10.1016/j.nepr.2021.10318 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. https://doi.org/10.3928/01484834-20190321-05 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. https://doi.org/10.1016/j.profnurs.2022.07.014 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. https://doi.org/10.1111/jocn.15420 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. https://doi.org/10.1016/j.nedt.2020.104600