NURS FPX 6107 Assessment 3 Curriculum Evaluation

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NURS FPX 6107 Assessment 3 Curriculum Evaluation

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Name

Capella university

NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Prof. Name

Date

Curriculum Evaluation

Curriculum assessment is a fundamental aspect of nursing learning and essential for ensuring academic programs’ quality, relevance, and effectiveness (Jowsey et al., 2020). In the context of the Bachelor of Science in Nursing (BSN) program at Capella University (CU) integration of telehealth technology, curriculum evaluation holds particular significance due to its role in getting nursing students ready for the difficulties of contemporary healthcare practice. By conducting comprehensive curriculum evaluations, nursing educators can identify areas for improvement, refine educational strategies, and optimize student learning experiences. Additionally, curriculum evaluation facilitates ongoing dialogue among faculty, administrators, and stakeholders, fostering a culture of continuous improvement and innovation within the academic institution (Koukourikos et al., 2021). In this assessment, we will explore the significance of curriculum assessment in nursing teaching, examine key evaluation criteria, and propose strategies for implementing effective evaluation processes within the BSN program at CU integration of telehealth technology.

Importance of Ongoing Curriculum Evaluation in Nursing Education

Continuing curriculum assessment is vital in nursing teaching, particularly in programs like the BSN at CU. This evaluation process is crucial for guaranteeing that the curriculum stays responsive to the diverse healthcare landscape and aligns with industry standards. This is also necessary to confirm that it meets accreditation requirements and prepares graduates for the complexities of modern nursing practice (Koukourikos et al., 2021).

Ensuring Relevance to Industry Trends and Standards

One of the primary causes for enduring curriculum assessment is to guarantee that the BSN curriculum at CU for integration of telehealth technology remains relevant to industry trends and standards. The nursing field constantly evolves, with new technologies, treatment modalities, and care delivery models emerging regularly. By continuously evaluating the curriculum, nursing educators can identify areas that need updating or revision to reflect these changes accurately. For example, with the increasing integration of informatics and telehealth in healthcare delivery, ongoing evaluation ensures that the curriculum incorporates these topics effectively, preparing students to leverage technology in their practice (Buchanan et al., 2021).

Meeting Accreditation Requirements

Another critical aspect of ongoing curriculum evaluation is ensuring compliance with accreditation standards. Nursing programs like the BSN at CU are accredited by organizations such as the Accreditation Commission for Education in Nursing (ACEN). These accrediting bodies set rigorous standards that plans must meet to maintain authorization status. Ongoing evaluation allows faculty members to assess whether the curriculum aligns with these standards and make necessary adjustments to address gaps or deficiencies (ACEN, 2023). For instance, if ACEN introduces new accreditation criteria related to informatics or telehealth education, ongoing evaluation ensures that the curriculum is updated accordingly to maintain compliance.

Preparing Graduates for Modern Nursing Practice

The ultimate goal of ongoing curriculum evaluation in nursing education is to make former students for the difficulties of modern nursing practice. Nursing is a lively profession that needs practitioners to adapt to changing patient needs, technological advancements, and healthcare policies. By continually assessing the curriculum, educators can confirm that alumni possess the awareness, abilities, and competencies needed to thrive in diverse healthcare settings (Saab et al., 2021). For example, courses like “Health Informatics and Telehealth in Nursing” equip students with the necessary informatics competencies to navigate electronic health records and telehealth platforms effectively.

Enhancing Student Learning Outcomes

Ongoing curriculum evaluation for integration of telehealth technology also plays a crucial role in enhancing student learning outcomes. By identifying strengths and weaknesses in the curriculum, faculty members can implement targeted interventions to support student learning and achievement. For example, suppose assessment data reveals students struggle with a particular concept or skill. In that case, faculty can adjust instructional methods, provide additional resources, or redesign assessments to meet student needs better (Jowsey et al., 2020). This continuous improvement cycle confirms that learners receive a high-quality education that makes them for achievement in their nursing professions.

Engaging Stakeholders

Furthermore, ongoing curriculum evaluation provides opportunities for stakeholder engagement and input. Stakeholders, including faculty members, students, alumni, employers, and healthcare professionals, all have valuable perspectives that can inform curriculum decisions. By seeking input from these stakeholders via surveys, focus groups, or advisory panels, nursing programs can guarantee that the syllabus aligns with the requirements and anticipations of the wider community (Belita et al., 2020). This cooperative strategy nurtures a feeling of possession and commitment to the syllabus among stakeholders, resulting in amplified program achievement and contentment among students.

Ongoing curriculum evaluation is paramount in nursing education, particularly in programs like the BSN at CU. By continuously assessing the curriculum, nursing educators can ensure its relevance to industry trends and standards, compliance with accreditation requirements, preparation of graduates for modern nursing practice, enhancement of student learning outcomes, and engagement of stakeholders. This iterative process of assessment and enhancement is necessary for maintaining the quality and effectiveness of the nursing curriculum and, eventually, for producing competent and compassionate nurses skilled with dealing the evolving healthcare wants of society (Alawi & Alexander, 2019).

Consequences of Neglecting Curriculum Evaluation in Nursing Education

Neglecting ongoing curriculum assessment in nursing teaching can lead to several adverse consequences that impact students and the quality of education. For instance, if the BSN curriculum for integration of telehealth technology at CU is not evaluated regularly, it may fail to keep pace with the evolving healthcare landscape, resulting in ill-prepared graduates meeting modern nursing practice demands (Buchanan et al., 2021). For example, suppose the curriculum does not include courses on informatics or telehealth despite their increasing importance in healthcare delivery. In that case, graduates may lack essential skills in utilizing technology for patient care, potentially compromising patient safety and outcomes. Without ongoing evaluation to identify and address these gaps, graduates may struggle to adapt to technological advancements, putting them at a disadvantage in the job market.

Furthermore, neglecting curriculum evaluation can result in non-compliance with accreditation standards, jeopardizing the program’s accreditation status. For instance, if the curriculum does not align with new accreditation criteria related to informatics education, the program may face sanctions or loss of accreditation, which can have serious implications for students, faculty, and the institution (Alawi & Alexander, 2019). Additionally, without ongoing evaluation, faculty may miss opportunities to improve student learning outcomes and advance the overall quality of education provided (Belita et al., 2020). For example, suppose assessment data reveals that students struggle with a particular concept or skill consistently. In that case, faculty may fail to intervene and provide the necessary support, leading to continued student challenges and dissatisfaction.

Criteria for Curriculum Evaluation in Nursing Education

Curriculum assessment in nursing teaching involves assessing various criteria to ensure the educational program’s effectiveness, relevance, and quality. Several key criteria are essential in evaluating the BSN curriculum for integration of telehealth technology at CU, each serving a vital role in determining the learning experience and preparing students for professional nursing practice (Wittenberg et al., 2021).

Alignment with Professional Standards

One of the primary standards for curriculum assessment is the alignment of the curriculum with professional values and strategies, such as those set forth by the American Nurses Association (ANA) and the Accreditation Commission for Education in Nursing (ACEN). Ensuring alignment with these standards is essential as it certifies that graduates possess the necessary knowledge, skills, and competencies for entry-level nursing practice (ACEN, 2023; ANA, 2023). Alignment with professional standards enhances the program’s credibility, promotes consistency in education delivery, and facilitates student mobility and licensure across different jurisdictions.

Relevance to Contemporary Practice

Another critical criterion for curriculum evaluation is the relevance of the curriculum to contemporary nursing practice. Given the dynamic nature of healthcare, the curriculum must reflect current trends, emerging issues, and best practices in nursing. For instance, integrating courses on informatics and telehealth into the curriculum ensures that students are equipped to control technology in patient care delivery, a skill increasingly in demand in today’s healthcare environment. By evaluating the curriculum’s relevance to contemporary practice, nursing programs can guarantee that alumni are equipped to encounter the evolving requirements of patients and healthcare systems (Jowsey et al., 2020).

Integration of Evidence-Based Practice

Curriculum evaluation should also assess how Evidence-Based Practice (EBP) principles are integrated into the curriculum. EBP is foundational to nursing practice, emphasizing the use of current evidence to inform clinical decision-making and improve patient outcomes. Evaluating the integration of EBP ensures that students develop critical thinking skills, research literacy, and a commitment to lifelong learning, all essential for providing safe, effective, and quality care (Saab et al., 2021). Courses such as Nursing Research and EBP play a crucial role in fostering clinical competencies among students, equipping them with the skills to evaluate and apply research findings to clinical practice.

Clinical Competency Development

Curriculum evaluation should also assess the curriculum’s effectiveness in developing students’ clinical competencies and readiness for practice. Clinical experiences are integral to nursing education, providing learners with opportunities to relate theoretical knowledge in real-world sites under the command of skilled preceptors. Evaluating the adequacy and quality of clinical experiences ensures that students have sufficient opportunities to develop essential nursing skills, competencies, and professional behaviors required for entry-level practice (Borgmann et al., 2020). Ongoing clinical performance assessment helps identify areas for improvement and tailor clinical experiences to meet individual learning needs.

Student Learning Outcomes Achievement

Finally, curriculum evaluation should assess the degree to which learners are achieving the planned learning effects of the program. Student Learning Outcomes (SLOs) are benchmarks for assessing student achievement and program effectiveness. By evaluating SLO achievement, nursing programs can determine whether students acquire the awareness, abilities, and attitudes necessary to enter professional nursing practice (Rossini et al., 2021). Additionally, assessing SLO achievement allows faculty to classify areas of strength and weakness in the curriculum, make data-informed decisions, and implement targeted interventions to support student success (Rossini et al., 2021).

Evaluating the BSN curriculum at CU involves considering several important criteria, including alignment with professional standards, relevance to contemporary practice, integration of evidence-based practice, development of clinical competencies, and achievement of student learning outcomes. By assessing these criteria, nursing programs can ensure that their curriculum effectively prepares graduates for the complexities of modern nursing practice and meets the evolving needs of patients, healthcare systems, and society (Borgmann et al., 2020).

Pilot Testing in Curriculum Evaluation: A Crucial Step in Enhancing BSN Education

Pilot testing, also known as trial testing or field analysis, is a critical stage in curriculum assessment that involves applying a small-scale sort of the curriculum or specific educational interventions to gather feedback, identify areas for improvement, and assess feasibility before full implementation. In evaluating the BSN curriculum at CU, pilot testing can be a valuable tool for ensuring the educational program’s effectiveness, relevance, and quality (Buchanan et al., 2021).

Importance of Pilot Testing in Curriculum Evaluation

Identifying Strengths and Weaknesses

Pilot analysis offers a chance to identify both strengths and weaknesses of the curriculum before full-scale implementation. By applying a small-scale form of the curriculum, faculty can detect how learners engage with the content, classify areas where students excel, and pinpoint challenges or gaps in learning (Wu et al., 2020). This feedback is invaluable for refining the curriculum and addressing deficiencies before broader implementation.

Assessing Feasibility and Practicality

Pilot testing allows faculty to gauge the viability and practicality of implementing the course in a real-world situation. It provides insights into logistical considerations such as resource requirements, faculty workload, and student scheduling, helping identify potential barriers to successful implementation. By testing the curriculum on a small scale, faculty can anticipate and address logistical challenges before full-scale implementation, ensuring a smoother transition and minimizing disruptions to the learning process (Cannon et al., 2020).

Gathering Stakeholder Feedback

Pilot testing offers a chance to collect feedback from key stakeholders, including students, faculty, clinical preceptors, and healthcare partners. Stakeholder feedback is essential for assessing the acceptability, relevance, and appropriateness of the curriculum and identifying areas for improvement. By soliciting input from stakeholders, faculty can gain diverse perspectives, identify unanticipated issues, and ensure that the curriculum encounters the requirements and hopes of all stakeholders (Jubran, 2020).

Enhancing Student Engagement and Satisfaction

Pilot testing allows faculty to assess student engagement and satisfaction with the curriculum, helping identify strategies to enhance student learning experiences. By perceiving how students relate with the curriculum and soliciting feedback on their education experiences, faculty can identify opportunities to improve instructional methods, course materials, and learning activities to better meet student needs and preferences (Wu et al., 2020). This iterative refinement process can lead to higher student engagement, satisfaction, and success levels.

How Pilot Testing Can Be Implemented in BSN Curriculum Evaluation

Selecting a Representative Sample

In pilot testing the BSN curriculum focused on integration of telehealth technology at CU, faculty may select a representative sample of students, faculty, and clinical partners to participate in the trial implementation. This sample should reflect the diversity of the target population and include individuals with varying levels of experience, expertise, and perspectives (Jubran, 2020).

Implementing the Curriculum on a Small Scale

Faculty can implement a small-scale version of the curriculum, such as a single course or module, to gather feedback and assess feasibility. This allows faculty to observe how students engage with the content, identify areas for improvement, and assess the practicality of implementation in a real-world setting (Menon et al., 2022).

Collecting Feedback and Data

During the pilot testing phase, faculty should collect feedback and data from students, faculty, and other stakeholders through surveys, interviews, focus groups, and observation. This feedback should focus on various aspects of the curriculum, including content relevance, instructional methods, learning activities, assessment strategies, and logistical considerations (Menon et al., 2022).

Analyzing Results and Making Refinements

Once pilot testing is complete, faculty should analyze the results and identify areas for refinement. This may involve revising course materials, adjusting instructional methods, modifying assessment strategies, or addressing logistical challenges identified during the pilot testing phase. The iterative process of refinement ensures that the curriculum is continuously improved based on stakeholder feedback and data (Cannon et al., 2020).

Pilot testing plays a crucial role in curriculum evaluation by providing an opportunity to identify strengths and weaknesses, assess feasibility, gather stakeholder feedback, and enhance student engagement and satisfaction. By implementing a small-scale version of the curriculum and soliciting input from key stakeholders, faculty can ensure that the BSN curriculum at CU efficiently get the students ready for the difficulties of contemporary nursing practice and meets the evolving needs of patients, healthcare systems, and society (Wu et al., 2020).

Example of Successful Pilot Testing in BSN Curriculum Evaluation

One notable example of successful pilot testing in evaluating the BSN curriculum at CU involves the integration of a new course titled “Health Informatics and Telehealth in Nursing.” Before fully implementing this course into the curriculum, the faculty conducted a pilot test to assess its effectiveness, gather feedback, and classify areas for enhancement (Aung et al., 2021). During the pilot testing phase, a representative sample of students enrolled in the BSN program was selected to participate in the trial implementation of the new course.

Faculty collaborated with academic colleagues, practicing nurses, and technology experts to design the course content, instructional methods, and learning activities. The pilot test focused on implementing a condensed version of the course, covering key topics such as health informatics principles, telehealth technologies, legal and ethical considerations, and patient education through telehealth platforms (Englund, 2020).

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Throughout the pilot testing phase, faculty collected feedback and data from students, faculty members, and healthcare partners through surveys, interviews, and observation. Students reported high levels of engagement with the course content and appreciated the practical relevance of learning about health informatics and telehealth in the context of modern nursing practice. Faculty observed increased student participation in discussions, assignments, and interactive learning activities, indicating strong student interest and enthusiasm for the course material (Englund, 2020).

Furthermore, stakeholders expressed positive feedback regarding the course’s alignment with industry standards, relevance to emerging healthcare trends, and applicability to real-world nursing practice. Faculty noted improved student understanding of informatics concepts, enhanced critical thinking skills, and increased confidence in leveraging technology to improve patient care delivery (Aung et al., 2021).

Based on the success of the pilot testing phase, faculty made refinements to the course content, instructional methods, and assessment strategies to further enhance student learning experiences. The insights from the pilot test informed the full-scale implementation of the “Health Informatics and Telehealth in Nursing” into the BSN curriculum, ensuring that students are prepared to meet the difficulties of modern nursing practice enhanced by technology. This example demonstrates how pilot testing can effectively inform curriculum evaluation and improvement, ultimately increasing the quality and importance of nursing education programs (Menon et al., 2022).

Short-term and Long-term Evaluations for Process Improvement 

Short-Term Evaluation for Process Improvement

Short-term assessments for process development in the BSN curriculum at CU include ongoing assessments and feedback mechanisms implemented throughout the academic term or semester. These evaluations aim to identify immediate areas of concern, address emerging issues, and make timely adjustments to enhance the learning experience for students (Cant et al., 2020). For example, one short-term evaluation method involves administering course surveys at the end of each course or module within the BSN program. These surveys collect student feedback regarding various aspects of the course, including course content, instructional methods, assessment strategies, and overall satisfaction. Faculty members use the survey results to identify strengths and weaknesses in course delivery, gather insights into student preferences and learning needs, and make targeted improvements to subsequent course offerings (Malicki et al., 2020).

Short-term evaluations are crucial for identifying immediate areas of improvement and promptly addressing emerging issues in the curriculum. By collecting feedback from students and faculty regularly, the BSN program can make timely adjustments to course content, instructional methods, and assessment strategies to enhance student learning experiences. Short-term evaluations also demonstrate the program’s commitment to continuous improvement and responsiveness to the evolving needs of students and the nursing profession (Cant et al., 2020).

Long-Term Evaluation for Process Improvement

Long-term assessments for process progress in the BSN curriculum involve comprehensive assessments conducted over a comprehensive period, typically bridging multiple academic years or program cohorts. These assessments goal to measure the overall effectiveness and impact of the curriculum, identify trends and patterns over time, and inform strategic planning and decision-making for curriculum development and enhancement (Bhagat et al., 2020). For instance, one long-term evaluation method involves conducting program outcomes assessment at regular intervals to evaluate the attainment of program objectives and learning outcomes over time.

This assessment may involve analyzing student performance on standardized exams, clinical competency evaluations, and capstone projects and tracking graduates’ career trajectories and contributions to nursing. By systematically collecting and analyzing data on program outcomes, faculty can identify areas of strength and areas for improvement in the curriculum, inform strategic planning and resource allocation decisions, and demonstrate program effectiveness to internal and external stakeholders (Moore et al., 2020).

Long-term assessments are vital for assessing the overall effectiveness and impact of the BSN curriculum over time. By systematically collecting and analyzing data on program outcomes, faculty can identify trends and patterns, track progress toward program goals, and make informed decisions about curriculum development and enhancement (Bhagat et al., 2020). Long-term assessments similarly furnish crucial proof of program efficacy and responsibility to both internal and external stakeholders, encompassing students, faculty, accrediting organizations, and healthcare collaborators (Bhagat et al., 2020). Through the incorporation of both immediate and prolonged evaluations into the curriculum enhancement procedure, the BSN program at CU can guarantee ongoing enhancement and synchronization with industry benchmarks and optimal methodologies.

Implementing Evaluation Processes

Implementing both short-term and long-term evaluation processes in the BSN curriculum focused on technology initiatives at CU needs an efficient method for gathering data, analyzing results, and enacting meaningful changes. For short-term evaluations, faculty can develop standardized course surveys to be administered at the end of each course or module. These surveys should include questions related to course content, teaching methods, and student satisfaction. Faculty should establish a timeline for survey administration and data collection, ensuring that feedback is collected promptly and efficiently (Moore et al., 2020). After collecting survey data, faculty should analyze the results, identify areas for improvement, and develop action plans to address student feedback. This process should be repeated regularly for continuous improvement throughout the academic term (Saab et al., 2021).

Long-term evaluations require a more comprehensive approach involving the collection and analysis of data over an extended period. Faculty should establish clear program objectives and learning outcomes and develop assessment tools to measure student performance against these benchmarks. Data collection methods may include standardized exams, clinical evaluations, and alumni surveys (Malicki et al., 2020). Faculty should establish a data collection and analysis timeline, ensuring that data is collected consistently over time. After analyzing long-term data trends, faculty can identify areas for improvement in the curriculum and make strategic decisions to enhance program effectiveness. Regular review and revision of program objectives and assessment tools are essential to ensure long-term evaluation processes’ continued relevance and effectiveness (Malicki et al., 2020).

Applying Evidence-Based Nursing Concepts to Curriculum Development

Integration of Evidence-Based Nursing Concepts

Integrating evidence-supported nursing principles into curriculum design guarantees that students receive instruction rooted in current research and optimal methodologies. For example, in the BSN program at CU, the course “Health Assessment and Promotion” integrates evidence-based practice by teaching students to conduct thorough health assessments using validated tools and guidelines. By emphasizing evidence-based assessment techniques, students learn to deliver high-quality care based on current research findings (Repsha et al., 2020).

Utilization of Nursing Theories

Nursing theories offer a framework for comprehend the complexities of nursing practice and managing curriculum progress. For instance, in the BSN curriculum at CU, nursing theories such as the Roy Adaptation Model and the Neuman Systems Model inform the design of courses like “Pathophysiology and Pharmacology.” These theories help students understand the physiological basis of disease and the influence of pharmacological interventions on patient outcomes. By applying nursing theories to curriculum development, educators ensure students develop a comprehensive understanding of nursing practice rooted in theoretical principles (Ellis & Standing, 2023).

Integration of Best Practices

Assimilating best practices into course development guarantees students are ready to deliver safe, effective, patient-centered care. For example, in the BSN program focusing on technology at CU, courses like “Nursing Ethics and Legal Issues” incorporate best practices in ethical decision-making and advocacy for patient rights. Students learn to apply ethical principles in diverse healthcare settings by examining real-world case studies and ethical dilemmas. Additionally, courses like “Leadership and Management in Nursing” integrate best practices in leadership theory and quality improvement, preparing students to assume leadership roles and drive positive change in healthcare organizations (Repsha et al., 2020).

For instance, in the BSN curriculum at CU, faculty regularly review the latest research literature and clinical guidelines to ensure that course content reflects current evidence-based practices. Furthermore, faculty participate in continuous professional growth endeavors to remain updated on emerging trends and optimal methodologies in nursing education. By integrating evidence-supported nursing principles, theories, and optimal practices into curriculum enhancement, the BSN program at CU guarantees that its graduates are adequately equipped to confront the demands of contemporary nursing practice (Peterson et al., 2023).

Accreditation Body and Evaluation Criteria for the BSN Curriculum

The suitable accreditation body for the BSN curriculum at CU is the ACEN. ACEN is a documented accrediting agency committed to safeguarding the quality and honesty of nursing education programs. Accreditation by ACEN signifies that the BSN program at CU meets rigorous standards of excellence in nursing education (ACEN, 2023).

ACEN Evaluation Criteria

Educational Quality and Effectiveness

ACEN evaluates the educational quality and effectiveness of the BSN curriculum by assessing the program’s outcomes, including student achievement, graduation rates, and licensure examination pass rates. For example, in the BSN program at CU, ACEN evaluates student learning outcomes aligned with specialized criteria and benchmarks set by groups such as the ANA and the American Association of Colleges of Nursing (AACN) (ANA, 2023).

Curriculum Design and Content

ACEN evaluates the structure and substance of the BSN syllabus to verify its conformity with industry benchmarks and optimal methodologies in nursing education. For example, during the curriculum assessment of the BSN program at CU, faculty members scrutinize different facets of the syllabus, encompassing its structure, content, and evaluation techniques, to identify indications of synchronization with ACEN criteria (Peterson et al., 2023).

Faculty Qualifications and Resources

ACEN evaluates the qualifications and resources of faculty members involved in delivering the BSN curriculum. This includes assessing faculty credentials, teaching experience, and ongoing professional development activities (Ard et al., 2021). For example, faculty members teaching in the BSN program at CU participate in regular reviews and assessments to ensure alignment with ACEN standards and guidelines.

Student Support Services

ACEN examines the availability and effectiveness of student support services within the BSN program to promote student success and retention. This includes assessing academic advising, tutoring, and counseling services. For instance, in the BSN program at CU, students have access to academic advisors and support staff who provide guidance and assistance throughout their academic journey (Ellison et al., 2024).

Continuous Quality Improvement

ACEN emphasizes the importance of continuous quality improvement in nursing education programs. This involves ongoing evaluation, assessment, and curriculum revision to ensure responsiveness to changing healthcare needs and emerging trends (Ard et al., 2021). For example, in the curriculum evaluation process at CU, faculty members collaborate with internal and external stakeholders to classify areas for development and apply changes to improve the quality and efficiency of the BSN program. For example, in the BSN program at CU, faculty members regularly review student achievement data, graduation rates, and licensure examination pass rates to assess the educational quality and effectiveness of the curriculum. Additionally, faculty engage in continuous quality improvement efforts, such as curriculum updates based on stakeholder feedback and emerging nursing practice trends (Peterson et al., 2023). By aligning with ACEN evaluation criteria, the BSN program at CU maintains accreditation status and certifies that students are well-prepared for the demands of current nursing practice.

Application of Evaluation Results

The evaluation results should be applied intentionally to improve the quality and efficiency of the BSN curriculum at CU. Faculty and administrators should analyze the evaluation findings to identify areas for improvement and implement targeted interventions. For example, if the evaluation reveals lower-than-expected student achievement in a particular course, faculty may revise the course content or teaching methods to better meet student needs. Additionally, if the evaluation identifies faculty qualifications or resource gaps, administrators can allocate resources for faculty development or hiring additional faculty members (Ellison et al., 2024). By applying the evaluation results thoughtfully, the BSN program can continuously improve and maintain high standards of nursing education.

Incorporating Faculty Feedback in Curriculum Design Evaluation

Integrating faculty feedback is paramount in refining the curriculum design evaluation for the BSN program focusing on the integration of telehealth technology at CU. By heeding faculty insights from previous assessments, we ensure the evaluation reflects their expertise and aligns with the program’s objectives. Incorporating academic writing skills, the evaluation will present a comprehensive analysis of the curriculum’s strengths and areas for improvement, fostering a professional and succinct narrative that flows seamlessly (Ellison et al., 2024). The curriculum evaluation for the CU BSN program encapsulates faculty feedback from Assessments one and two. Drawing upon faculty insights, this evaluation thoroughly examines the curriculum’s efficacy, acknowledging its role in shaping competent nursing professionals.

Faculty Feedback Integration

Faculty feedback from Assessments One and two underscores the need for a dynamic curriculum that integrates emerging healthcare trends, such as informatics and telehealth. By acknowledging faculty expertise and suggestions, the evaluation incorporates specific examples of course enhancements, aligning with industry standards and accreditation requirements. Furthermore, the evaluation addresses faculty concerns regarding resource allocation and workload, proposing actionable strategies to optimize curriculum delivery and support faculty development. One significant aspect of incorporating faculty feedback into the curriculum design evaluation is recognizing the valuable insights provided by faculty members regarding the relevance, coherence, and effectiveness of the curriculum components. For example, in assessment one, faculty members highlighted the need for more hands-on learning chances and case studies to improve theoretic knowledge. This feedback has been integrated into the curriculum by revising course structures to include more hands-on activities and real-world scenarios, thereby enriching the learning experience for students (Theobald et al., 2021).

Professional Flow

Academic writing skills ensure a coherent and professional flow throughout the evaluation. Clear and concise language articulates the evaluation’s findings, facilitating stakeholder understanding and engagement. Each evaluation section is structured logically, guiding readers through an organized analysis of curriculum components, evaluation criteria, and proposed improvements (Wittenberg et al., 2021). The evaluation maintains credibility and readability by adhering to academic writing conventions, enhancing its effectiveness in communicating key insights

Refinement of Course Content

Faculty feedback also informed the refinement of course content to ensure alignment with professional standards and industry demands. For instance, in Assessment two, faculty members emphasized the importance of incorporating informatics and telehealth into the curriculum to prepare students for modern nursing practice. As a result, a new course titled “Health Informatics and Telehealth in Nursing” was developed, addressing faculty concerns and reflecting the evolving needs of the healthcare sector. This demonstrates how faculty feedback has directly influenced curriculum development to meet current practice standards and enhance student learning outcomes (Wittenberg et al., 2021).

Enhanced Pedagogical Approaches

Furthermore, faculty feedback has facilitated the adoption of enhanced pedagogical approaches to optimize teaching and learning processes within the curriculum. Based on faculty suggestions from both assessments, instructional designers collaborated with faculty members to integrate interactive learning materials and technology-enabled activities into course delivery. These innovations aim to engage students actively, promote critical thinking, and foster a deeper understanding of complex nursing concepts. By incorporating faculty feedback into pedagogical strategies, the curriculum design evaluation ensures that teaching methodologies align with best practices in nursing education (Ellison et al., 2024).

Continuous Improvement Culture

Lastly, the integration of faculty feedback into the curriculum design evaluation reflects a commitment to fostering a culture of continuous improvement within the nursing program. By actively soliciting and valuing faculty input, the program demonstrates responsiveness to the evolving needs of stakeholders and a dedication to excellence in nursing education (Datta et al., 2021). Moving forward, ongoing faculty engagement will remain integral to the process of curriculum development, ensuring that the BSN program at CU continues to meet the highest standards of quality and relevance.

Conclusion

Curriculum assessment is vital in ensuring the efficiency and significance of BSN at CU. Nursing educators can enhance program quality and meet evolving healthcare needs by systematically assessing curriculum components, incorporating faculty feedback, and aligning with accreditation standards. Through ongoing evaluation, stakeholders can make informed decisions, drive continuous improvement, and prepare nursing students for success in the dynamic healthcare landscape.

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NURS FPX 6107 Assessment 3 Curriculum Evaluation

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NURS FPX 6107 Assessment 3 Curriculum Evaluation

Jubran, K. M. (2020). A stakeholder’s approach for curriculum development of master’s degree in molecular diagnostics. Advances in Medical Education and Practice11, 683–691. https://doi.org/10.2147/amep.s261628 

Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in clinical nursing education. Acta Informatica Medica29(1), 15–20. https://doi.org/10.5455/aim.2021.29.15-20 

Malicki, A., Vergara, F. H., Van de Castle, B., Goyeneche, P., Mann, S., Preston Scott, M., Seiler, J., Meneses, M. Z., & Whalen, M. (2020). Gamification in nursing education: An integrative literature review. The Journal of Continuing Education in Nursing51(11), 509–515. https://doi.org/10.3928/00220124-20201014-07 

Menon, S. S., Holland, C., Farra, S., Wischgoll, T., & Stuber, M. (2022). Augmented reality in nursing education – A pilot study. Clinical Simulation in Nursing65, 57–61. https://doi.org/10.1016/j.ecns.2022.01.007 

Moore, D., Payne, S., Block, L., Ling, J., Froggatt, K., Gatsolaeva, Y., Honinx, E., Pivodic, L., Miranda, R., Onwuteaka-Philipsen, B. D., van Hout, H., Pasman, H. R. W., Oosterveld-Vlug, M., Ten Koppel, M., Piers, R., Van Den Noortgate, N., Engels, Y., Vernooij-Dassen, M., Hockley, J., & Szczerbińska, K. (2020). Strategies for the implementation of palliative care education and organizational interventions in long-term care facilities: A scoping review. Palliative Medicine34(5), 558–570. https://doi.org/10.1177/0269216319893635 

Peterson, K., Mundo, W., McGladrey, L., Aagaard, L., Stalder, S., & Cook, P. F. (2023). Stress impact and care for COVID-19: Pilot education and support course decreases burnout among nursing students. Journal of the American Psychiatric Nurses Association29(5), 363–374. https://doi.org/10.1177/10783903231186997 

NURS FPX 6107 Assessment 3 Curriculum Evaluation

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 

Rossini, S., Bulfone, G., Vellone, E., & Alvaro, R. (2021). Nursing students’ satisfaction with the curriculum: An integrative review. Journal of Professional Nursing37(3), 648–661. https://doi.org/10.1016/j.profnurs.2021.02.003 

Saab, M. M., Hegarty, J., Murphy, D., & Landers, M. (2021). Incorporating virtual reality in nurse education: A qualitative study of nursing students’ perspectives. Nurse Education Today105https://doi.org/10.1016/j.nedt.2021.105045 

Theobald, K. A., Coyer, F. M., Henderson, A. J., Fox, R., Thomson, B. F., & McCarthy, A. L. (2021). Developing a postgraduate professional education framework for emergency nursing: a co-design approach. BioMed Central Nursing20(1). https://doi.org/10.1186/s12912-021-00560-z 

Wittenberg, E., Goldsmith, J. V., Prince-Paul, M., & Beltran, E. (2021). Communication and competencies across undergraduate BSN programs and curricula. Journal of Nursing Education60(11), 618–624. https://doi.org/10.3928/01484834-20210913-03 

Wu, X. V., Chi, Y., Chan, Y. S., Wang, W., Ang, E. N. K., Zhao, S., Sehgal, V., Wee, F. C., Selvam, U. P., & Devi, M. K. (2020). A web-based clinical pedagogy program to enhance registered nurse preceptors’ teaching competencies – An innovative process of development and pilot program evaluation. Nurse Education Today84https://doi.org/10.1016/j.nedt.2019.104215 

 

 

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