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

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

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

A curriculum is an organized framework that describes what learners will learn, how they will acquire it, and how their learning will be evaluated within a specific academic course.  This assessment intends to explore Capella University’s Bachelor of Science in Nursing (BSN) program, which is precisely formulated to provide learners with the skills they need for efficient nursing practice. This curriculum offers the nursing profession the necessary abilities and knowledge (Capella University, 2024, b). This assessment investigates the curriculum encompassing professional guidelines, regulations, and expertise to ensure that students are proficient in facing the difficulties of today’s healthcare. 

Identification of Nursing Curriculum and Learner Population

It is critical to recognize the value of this specific nursing program in order to analyze the BSN program at Capella University. Capella University provides a BSN program that addresses the needs of students seeking to begin or develop in the nursing field. The target student demographic comprises an Associate’s Degree in Nursing (ADN) and a nursing diploma. The BSN curriculum is crucial for preparing these registered nurses for higher-level nursing responsibilities and upgrading their current skills (Capella University, 2024, a). The intended learner group entails learners seeking in-depth education and training in nursing, whether as beginner students or licensed nurses pursuing professional progression through further study. This BSN curriculum is critical to meeting the increasing need for proficient nurses in clinical settings, reflecting the growing complexities of contemporary patient care settings and the need for evidence-based nursing practice.

Capella University is recognized for its devotion to offering adult learners an easily accessible, adaptable, and efficient education while managing professional, individual, and educational obligations. The BSN program aligns with Capella University’s vision and values, highlighting academic quality, innovation, and diversity. Furthermore, the BSN program represents Capella University’s commitment to enabling learners to be proficient medical staff, analytical thinkers, administrators, and personalized healthcare advocates. Recognizing  Capella University’s perspective as an online institution enhances the value of the BSN program. Distance learning provides adaptability, allowing students from all backgrounds and locations to pursue professional nursing education without any difficulty. Moreover, the BSN program strives to mold students into influential leaders within the medical field, providing them with the essential knowledge and expertise to flourish in their positions (Capella University, 2024, b).

Mission Statement and Course Descriptions

Capella University’s BSN program is crucial for improving nurses’ clinical practices. Its mission is to offer nursing learners the comprehension and capabilities they need to be efficient in diverse healthcare settings. The curriculum focuses on research-based practice, cultural awareness, and moral decision-making to promote efficient patient care. The mission underlines theory and practice, underscoring the crucial aspect of a nursing career. A strong theoretical basis is needed to educate and encourage the hands-on practice of nursing skills (Capella University, 2024).

Critique

The critique of the program’s content concentrates on its relevance to the demands of nursing employees. The content will also be evaluated for its correctness and incorporation of evidence-based nursing practices. The program includes many modules designed to offer an in-depth knowledge of the nursing profession. The curriculum consists of critical parts of nursing education, encompassing health evaluation and promotion of management and ethical issues, providing nursing students with a solid basis in clinical practice. However, there is a need to improve the inclusion of multidisciplinary viewpoints and practical implications to enhance the learning process (Foley et al., 2019). Although the curriculum descriptions offer an adequate summary of the subjects addressed, it can be valuable to integrate more hands-on training or case studies to improve the practical use of theoretical learning (Zhu et al., 2020). 

Course Descriptions

Capella University’s BSN program entails several courses. For instance, 

  • “Practicing in the Community to Improve Population Health” is crucial for exploring the broader population, community, and societal health concerns and the role of nurses in overcoming these issues and the community’s well-being. 
  • “Leadership and Management in Nursing” aids in equipping nursing students with the vital abilities and expertise of leadership and management to navigate the diverse nature of medical settings efficiently. It is crucial to equip nursing students to manage interprofessional teams through leadership, formulate strategic approaches, and execute quality enhancement efforts (Jones et al., 2021).
  • The “Ethics in Health Care” course guides nursing students in making ethical decisions. It also educates about managing legal and ethical frameworks and recognizing patients’ rights by avoiding ethical quandaries and legal complexity during patient care.
  • “Making Evidence-Based Decisions” educates students on clinical research principles and practice based on evidence, equipping them to analyze findings and integrate knowledge to enhance patient outcomes critically (Wakibi et al., 2021).

Professional Standards, Guidelines, and Competencies

Capella University’s BSN program includes clinical benchmarks, standards, and competencies required for professional nursing practice. The program is aligned with the American Nurses Association (ANA) guidelines and promotes essential competencies such as individualized care, evidence-based practice, improved quality, leadership, and coordination. It also collaborates with Sigma Theta Tau International, a prestigious society dedicated to advancing global health (Capella University, 2024). Conformity with ANA principles is critical for the target group because it guarantees that nurses have the capability and knowledge to offer efficient care to patients and effectively contribute to the medical system (Morrison et al., 2021).

Nursing research, evidence-based practice, and patient-centered care have course goals, assignments, and evaluations targeting these competencies.  For instance, the curriculum suggested by the “Interprofessional Collaboration and Leadership in Healthcare” for the BSN program delves further into effective interpersonal practices for an interprofessional medical team that ensures conciseness, dignity, and awareness (Capella University, 2021). Incorporating criteria from the Accreditation Commission for Education in Nursing (ACEN) provides a commitment to high-quality care. It trains students for license and career advancement (Hampton et al., 2020). Curriculum design indicates adherence to particular abilities and goals required by accrediting agencies, while frequent evaluations ensure consistency with changing professional standards.

Furthermore, the program includes specialized nursing certificates and license exam preparation, as demonstrated in courses like Pharmacology. These courses address crucial curriculum areas and prepare students for exams such as the National Council Licensure Examination for Registered Nurses (NCLEX-RN), showing the dedication to equipping nurses for clinical roles. The NCLEX-RN exam offers an exam of their aptitude and ensures they have the skills to practice efficiently (Olsen et al., 2022). It acts as a benchmark, aiding in enhancing the critical thinking of students, which supports them in making decisions in complex health settings.

Student Learning Outcomes

The outcomes of students’ learning for the BSN program are developed to align with standard proficient and professional directions and nursing capabilities. The learning outcomes are practical markers for the particular understandings and abilities that students gain and demonstrate upon program completion. For example, students will show the ability to provide secure and efficient nursing care. The outcome is directly related to the professional norm of delivering secure and efficient treatment, and the American Association of Colleges of Nursing (AACN) described it as a vital ability of nurses. The second learning outcome, that is, students will use research-based practice in clinical care, is intended to align with the ANA’s patient-focused, professional standard of using empirical evidence in clinical choices (Morrison et al., 2021).

The curriculum focuses on ongoing education and career growth. Students are motivated to continue their professional growth, embrace higher education possibilities, and improve the nursing profession through intellectual investigation and practice. This supports the National League for Nursing’s (NLN) Essential Skills for Nurse Instructors, underscoring the significance of ongoing education and career development for sustaining nursing proficiency (Morse et al., 2021).  Lastly, outcomes like students demonstrating robust interpersonal and collaborative abilities in interdisciplinary medical settings are related to efficient interdisciplinary collaboration. Integrating learning outcomes with practical competencies ensures that BSN program students have academic knowledge and practical skills for complex healthcare  (Gray et al., 2023). Moreover, our program is aligned with benchmarks, and students are proficient in their nursing practice.

Recommendation to Update Healthcare Knowledge

An extensive approach is vital for refining medical information in Capella University’s BSN curriculum. It combines current research, skills, and practical expertise. By conducting an in-depth examination of the present curriculum, examining resources, reviewing student statistics, and soliciting feedback from instructors and students. Use credible sources to find evidence-based approaches applicable to nursing education. Involve key stakeholders, like professors and professional groups, to gain insights about developing trends (Turrise et al., 2020). Extensive modifications are designed and executed based on the requirements and research evaluation, including novel content, instructional activities, and practical medical activities (Schneid et al., 2024).

They are assured of meeting recognized professional requirements and skills, such as the American Nurses Association (ANA). Employing a pilot trial of the updated course enables monitoring its efficacy before its complete introduction. Stakeholder feedback is gathered and evaluated to improve the program. Create student-focused tools and experiential possibilities for learning to strengthen current content. Promote continual growth opportunities for educators. Establish a rigorous evaluation plan to analyze the efficacy of modifications and gather input for advancement (Morrison et al., 2021).

Summary and Justification

The suggested approach to improving medical understanding in a nursing curriculum is organized, based on research, and interdisciplinary coordination. Nursing educators can ensure curriculum revisions are based on current research, adaptive to changing practice demands, and in line with professional guidelines and accreditation regulations (Weber et al., 2024). Involving stakeholders, incorporating practical learning, and encouraging staff growth all help to ensure the successful adoption and long-term viability of curriculum revisions for nurses. Frequent evaluation and refinement methods facilitate continuing improvement of the program to meet the evolving demands of the medical industry (Nyoni & Botma, 2020). 

Organizing Design and Theoretical Framework

Capella University’s BSN program has distinct institute design, architecture, and theoretical structures by employing the American Association of Colleges of Nursing’s (AACN) Essentials Baccalaureate Education for Professional Nursing Practice (EBEPNP). The paradigm provides an initial framework that ensures consistency with national guidelines and skills required for primary nursing practice. For example, a curriculum related to nursing research-based practice targets the AACN model’s EBEPNP by promoting incorporating evidence into clinical practice to boost patient results. Moreover, the concept-based model is a theoretical framework integrated into the BSN nursing curriculumThe concept-based model concentrates on fundamental concepts and ideas instead of particular content areas.

In the BSN nursing curriculum, the model highlights the interconnections of various aspects of nursing practice and fosters analytical abilities and deeper learning (Repsha et al., 2020). For instance, instead of educating nursing students about each disease in a specific age group, like asthma, independently, the curriculum based on the concept-based learning approach introduces courses like pathology, pharmacology, and patient evaluation, enabling students to apply their concepts in nursing practices efficiently on all groups of populations. It also emphasizes active educational methods such as problem-driven learning, collaborative learning, case studies, and assessment to enhance nursing students learning (Repsha et al., 2020).

Based on this model, a concept-based curriculum for nurses improves future nurses’ analytical skills. It offers vital nursing concepts, which are crucial for nursing students to make well-informed decisions in complex situations. Additionally, the course shows the use of nursing as a guidance approach, as shown in classes such as Health Assessment and Promotion, which educate students to perform comprehensive medical assessments and design tailored treatment plans. Furthermore, interdisciplinary courses like Pharmacology highlight the program’s integrative method of patient care, promoting coordination among medical professionals for efficient medical results (Olsen et al., 2022).

Overview of AACN

In 1969, The AACN was established and is essential in advancing the standard of nurse education and promoting the well-being of nursing educational programs statewide. Its foundational goal is developing and disseminating systemic concepts and theoretical structure for nurse education. A significant approach, the concept-based model, was created in 1900s, by Lynn Erickson, an American educationist (Qingqing & Lishen, 2023)It was introduced in 2008 in the nursing curriculum with the publication of EBEPNP from AACN as a practical approach to boost nursing education and clinical practices (Repsha et al., 2020). Capella University integrated this framework as a guiding principle to improve nursing students’ critical thinking and problem-solving abilities. They can perform efficiently in complex clinical environments. This framework has brought a paradigm shift in the nursing education curriculum, overcoming the theory-practice gap (Dorri et al., 2024).

This framework promotes valuable learning by focusing on the cognitive links between recently learned and previous knowledge. These associations have considerably influenced nursing performance in clinical practices, encouraging nurses to focus more on crucial information. Using cognitive elements and other processes, a concept-based model can help mitigate information saturation by allowing students to more effectively apply nursing knowledge and comprehend the underlying correlated concepts (Brussow et al., 2019). Integrating a concept-based model in the nursing curriculum enables nursing students to effectively manage the complexities of medical systems (Dorri et al., 2024)Moreover, the EBEPNP, developed as a commonly recognized and employed approach to nursing education.

This framework serves as a comprehensive guideline for training bachelor nursing learners. It was first launched in 1998 and has been regularly revised, lastly in 2023 (AACN, 2020). Capella University’s BSN curriculum incorporates the AACN’s Essentials structure, delivering an in-depth education that complies with nursing practice requirements. The framework, which includes eight fundamental topics ranging from liberal education to societal diversity, provides students with the ability to work in different areas of healthcare. This incorporation demonstrates Capella University’s devotion to producing proficient and culturally competent nurses. The paradigm’s adaptability enables customized programs to satisfy particular student and organizational demands. Frequent AACN evaluations promise applicability to changing medical needs. Students become competent to deliver secure, efficient, and compassionate services in complex nursing settings (Bussard & Jacobs, 2023).

Major Concepts of AACN

The AACN’s EBEPNP as the design and theoretical framework for Capella Univesity’s BSN program is crucial for offering nursing education. The model includes values like liberal learning, authority, population care, interdisciplinary interaction, and cultural variation. These principles are interwoven into the curriculum to provide students with an extensive education that equips them with the difficulties of contemporary nursing practice (AACN, 2020). Nursing Leadership and Management course focuses on concepts of leadership. Courses related to patient-oriented care focus on cultural variety and individualized treatment, complying with the AACN’s model providing students with critical skills for efficient nursing practice (Bussard & Jacobs, 2023). Moreover, the BSN nursing program at Capella University is structured around a concept-based learning model.

The concept-based model centers on a critical thinking and problem-solving approach where learners respond and manage the condition according to the scenario (Repsha et al., 2020). In the BSN nursing program of Capella University, learners engage with this key concept of the model. This framework divides nursing information into fundamental principles and contextualizes them in real-world circumstances using examples. The critical thinking component of the model aims to provide nursing students with a thorough understanding of nursing principles and practices, allowing them to leverage these theories effectively in real-world medical settings (Dorri et al., 2024). The concept-based model focuses on the interconnections and correlations between concepts, encouraging analytical and clinical reasoning abilities. It promotes deeper comprehension and educates learners about the interdependence of nursing knowledge. 

Conclusion

In conclusion, Capella University’s BSN program provides a rigorous course that prepares students with the abilities needed for efficient clinical practice. By conforming to professional rules, incorporating theoretical models, and advocating continuing education, the program assures that students are qualified for leadership roles in nursing organizations. Continuous modifications to the program ensure its validity and adaptability to changing medical demands. It demonstrates Capella University’s dedication to perfection in the training of nurses.

References

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

Brussow, J. A., Roberts, K., Scaruto, M., Sommer, S., & Mills, C. (2019). Concept-based curricula. Nurse Educator44(1), 15–19. https://doi.org/10.1097/nne.0000000000000515

Bussard, M. E., & Jacobs, L. (2023). Person-centered care and clinical judgment: Mapping the AACN Essentials with simulation in prelicensure nursing programs. Clinical Simulation in Nursing84, 101451. https://doi.org/10.1016/j.ecns.2023.101451

Capella University. (2021). Bachelor of Science in Nursing BSN Degree program online. capella.edu. https://www.capella.edu/online-nursing-degrees/bachelors-rn-to-bsn-completion/courses/

Capella University. (2024, a). Bachelor’s RN-to-BSN completion capella.edu. https://www.capella.edu/online-degrees/bachelors-rn-to-bsn-completion/

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

Dorri, R., Al Omari, E., Blanco, M., & Al-Hassan, M. (2024). Transforming nursing pedagogy: The journey to concept-based learning at the University of Calgary in Qatar. Saudi Journal of Nursing Health Care7(1), 3-6. http://doi.org/10.36348/sjnhc.2024.v07i01.002

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

Foley, J. A., Mason, V. M., & Manning, K. (2019). Utilizing an integrated learning experience in a senior undergraduate nursing program. Dimensions of Critical Care Nursing38(6), 300-309. https://doi.org/10.1097/DCC.0000000000000385

Gray, K., Miller, J. M., & Manning, M. L. (2023). Aligning the Post Master’s DNP with the 2021 AACN Essentials. Journal of Professional Nursing46, 65-69. https://doi.org/10.1016/j.profnurs.2022.11.007

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 Nursing36(6), 551-559. https://doi.org/10.1016/j.profnurs.2020.08.002

Jones, K., Burnett, G., Sztuba, L., & Hannon, R. (2021). Academic practice partnerships: A review of a statewide population health nursing leadership initiative. Public Health Nursing38(1), 64-76. https://doi.org/10.1111/phn.12833

Morrison, V., Hauch, R. R., Perez, E., Bates, M., Sepe, P., & Dans, M. (2021). Diversity, equity, and inclusion in nursing: The pathway to excellence framework alignment. Nursing Administration Quarterly45(4), 311-323. https://doi.org/10.1097/NAQ.0000000000000494

Morse, K. J., Fey, M. K., & Forneris, S. G. (2021). Evidence-based debriefing. Annual Review of Nursing Research39(1), 129-148. https://doi.org/10.1891/0739-6686.39.129

Nyoni, C. N., & Botma, Y. (2020). Integrative review on sustaining curriculum change in higher education: Implications for nursing education in Africa. International Journal of Africa Nursing Sciences12, 100208. https://doi.org/10.1016/j.ijans.2020.100208

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

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 Nursing17(4), 371–377. https://doi.org/10.1016/j.teln.2022.05.007

Qingqing, K., & Lishen, Y. (2023). The application of education for international understanding of Chinese language teaching: A critical study. British Journal of Teacher Education and Pedagogy2(1), 12-15. https://doi.org/10.32996/bjtep.2023.2.1.3

Repsha, C. L., Quinn, B. L., & Peters, A. B. (2020). Implementing a concept-based nursing curriculum: A review of the literature. Teaching and Learning in Nursing15(1), 66-71. https://doi.org/10.1016/j.teln.2019.09.006

Schneid, S. D., Makhija, H., Mandel, J., Kalinowski, A., & Davidson, J. E. (2024). An evidence-based approach to constructing multiple-choice test questions for knowledge assessment. Journal of Continuing Education in Nursing, 1–8. https://doi.org/10.3928/00220124-20240301-06 

Wakibi, S., Ferguson, L., Berry, L., Leidl, D., & Belton, S. (2021). Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis. Journal of Professional Nursing37(1), 135-148. https://doi.org/10.1016/j.profnurs.2020.06.005

Weber, A., Devenish, S., & Lam, L. (2024). Exploring the alignment between paramedicine’s professional capabilities and competency frameworks for current and evolving scopes of practice: a literature review. BioMed Central Medical Education24(1), 31. https://doi.org/10.1186/s12909-023-04992-w

Zhu, Y., Wang, A., Bai, Y., Xu, M., Yin, H., & Gao, Q. (2022). Construction and practice of a comprehensive nursing skills course with simulation in an RN-BSN program in China: a quasi-experimental study. BioMed Central Medical Education22, 1-9. https://doi.org/10.1186/s12909-021-02998-w

 

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