NURS FPX 6017 Assessment 1 Attempt 3 Curriculum Overview Framework and Analysis KP

NURS FPX 6017 Assessment 1 Attempt 3 Curriculum Overview Framework and Analysis KP

 Evaluation and Theoretical Framework Analysis of a Nursing Curriculum 

NURS FPX 6017 Assessment 1 Attempt 3 Curriculum Overview Framework and Analysis KP

The curriculum of the nursing course serves as a basis for training and is linked to learners’ outcomes. The curriculum must fulfil regulatory standards for graduates of a certain degree to be able to work effectively in practical contexts. Nurse programs are accredited by organizations such as the Commission on Collegiate Nursing Education (CCNE) and the National League for Nursing Commission on Nursing Education Accreditation (NLNNEA) to ensure educational authenticity and consistency. Academic nurse educators (ANEs) are necessary to guarantee that professional nurses meet specific requirements. Curriculum review is important in nursing education because it identifies areas for growth (Karttunen et al., 2020). ANEs are in charge of reviewing courses and determining the program’s efficacy in achieving the desired goals, as well as identifying how the program should be updated. An assessment and proposed theoretical study of Indiana University’s RN to BSN program are included in this paper.

Nursing Curriculum and Learner Population 

Maryville University’s RN to BSN program focuses on helping registered nurses (RNs) advance their skills and professions in healthcare (Linton et al., 2019). The program is intended for mature students and concentrates on the requirements of professional nurses and their workplaces. The program is essential for registered nurses who desire to further their professions. The curriculum is delivered online, making it accessible, and is intended for professional caregivers who need to manage school, employment, and family commitments. All education for the RN to BSN program at Indiana University is delivered online, so caregivers do not need to go to the institutions (Online RN to BSN Curriculum | Maryville Online, 2022). Because the course is adaptable, students may work at their speed. Students can choose between full-time and part-time studies. As per the experiences of students, internship and practical exposure are also adjusted and can be accomplished in the pupil’s work.

Nursing staff and healthcare organizations will benefit from the initiative. The modern healthcare system is defined by complicated health requirements, and for the system to satisfy these demands, a highly competent nursing workforce is required. Indiana University’s RN to BSN curriculum, therefore, equips students to satisfy this need while also assisting them in gaining greater expertise (Online RN to BSN Curriculum | Maryville Online, 2022). Nursing staff plays an important part in today’s hospital setting; thus, they require well and complete knowledge. As a result, the course emphasizes developing nurses’ practical expertise, ability to think critically, and managerial skills. BSN-prepared RNs have superior quality care in hospitals, and also have a great benefit and higher abilities for participating in the clinical setup (Linton et al., 2019).

NURS FPX 6017 Assessment 1 Attempt 3 Curriculum Overview Framework and Analysis KP

Mission Statement and Course Descriptions 

The mission statement of the curriculum is to develop great nursing staff to be practitioners, instructors, leaders, creators, and researchers via partnership with the community, healthcare providers, corporations, and societies. The goal is to promote improved health for communities through inspiring knowledge acquisition. The curriculum encourages teamwork in learning and training to increase community health by providing students with an innovative learning environment. The curriculum represents the capabilities required for nurses to work in today’s healthcare system. The curriculum consists of nine compulsory subjects: healthcare policy, conversion to baccalaureate nursing practice, a multisystem approach to community health, data analysis in clinical practice, healthcare research, informatics, applied healthcare ethics, nursing research and evidence-based practice, nursing management, and capstone. Health policy is a course that covers the societal, moral, environmental, socioeconomic, and political problems that impact healthcare services provided internationally. Furthermore, public and private sector interests are investigated. Transition to baccalaureate nursing practice provides learners with the position of qualified nurse and guarantees that nurses grasp the basic aspects of baccalaureate professional practice. The course investigates the importance of cooperation, teamwork, and communication in promoting patient safety. Students also investigate nurse practitioner organizations, challenges in the nursing discipline, and the value of professional growth in career development. A multisystem approach to community health encompasses fundamental sociological ideas as well as community nursing. The core themes are community evaluation, illness preventive techniques, and community health promotion. Data analysis in medical care can health system investigation is a program that emphasizes data analysis techniques that may be used in healthcare practice. The course’s core ideas covered are assessment, data description, and unilateral and multivariate analysis statistics. In addition to the nurse’s advocacy function, applied healthcare ethics highlights the role of a worker in moral medical care, healthcare policy, academic research, and experimental activities. Nursing research and evidence-based practice assist students in developing abilities in obtaining and evaluating clinically relevant material. Students also learn to assess research articles (Wood, 2020). Nurse management is concerned with the development of leadership skills that are suitable for professional caregivers. Administration, communication, dispute resolution, management, crisis intervention, and teamwork are examples. The clinical practice capstone course is the final course that allows students to integrate information learned throughout the program as well as exhibit abilities that are congruent with the program learning goals. Students in this course are asked to create a professional project (Linton et al., 2019). The program covers a lot of aspects relevant to clinical practice. While the program includes current parts of professional nursing, it fails to address the topic of gerontology care, which is important in current health service. As gerontological nursing is one of the nursing choices, the curriculum may generate graduate students with inadequate competence in the care of older individuals because not all students select the course. This might have negative consequences, because the existing medical system is defined by an older workforce with complicated healthcare demands.  On the other hand, the curriculum consists of also some optional subjects.

NUR 101- Nursing Fundamentals 

This course introduces students to the art and science of nursing. Nursing assessment and history will be discussed in this course. Records, communication approaches, and healthcare challenges and trends are all investigated. Basic human needs, including patient care, are addressed. Clients’ and families’ social, intellectual, and psychological needs are discussed. The course also includes medical terminology, which includes a fundamental understanding of how medical terms are formed and their definitions.

NUR 340 – Culture & Communication in Health Care

Effective communication principles and practice in healthcare environments, with a focus on vision, feelings, visual and vocal communication, aggressiveness, dispute settlement, and cultural background and socialisation. Nursing leadership and facilitation methods in the integrated care team are stressed.

NUR 343 – Women’s Health Issues 

This course introduces students to women’s health concerns throughout their lives, utilizing feminist thinking to highlight challenges affecting women’s health.

NUR 351 – Current Issues and Trends in Nursing

This course identifies the rational thought, nurse practitioner, research, and course practise are applied to current concerns impacting caregivers in social, political, cultural, professional, and alternate solution environments. Orientation to nursing emergency preparation, professional engagement, and nursing informatics.

NUR 352 – Ethics in Nursing

This course allows for analytical thinking as well as the development and application of ethical decision-making concepts and frameworks to ethical dilemmas throughout the curricula and across the lifetime. The nurse’s position as an important member of the multidisciplinary ethical decision-making team is emphasized.

NUR 355 – Child Health Issues

Students will have the chance to investigate contemporary and historical health care subjects that have a substantial influence on today’s neonates, babies, kids, and adolescents. The historical, legislative, moral, cultural, and economic impacts on children and families will be examined, with a focus on health prevention and proactive treatment.

Professional Standard, Guidelines and Competencies

NURS FPX 6017 Assessment 1 Attempt 3 Curriculum Overview Framework and Analysis KP

The curriculum has been sanctioned by the Commission on Collegiate Nursing Education (CCNE). The agency establishes quality values and skills to improve the performance and authenticity of nursing programs. The organization establishes stringent student accomplishment benchmarks. The first CCNE criteria for the RN to BSN program are to ensure that the program’s objectives, purpose, and expected outcomes are consistent with those of the parent institution and represent registered nurse values. As previously stated, the program’s mission and program objectives mirror Indian University’s goals. The second need is that the parent institution indicates a willingness to fund the program. This is demonstrated by the institution’s decision to supply resources for online curriculum implementation. The third need is that the curriculum is established in conformity with the program’s objectives, objectives, and academic results. The fourth requirement requires that the program be effective in accomplishing its objective by achieving student learning outcomes (Karttunen et al., 2020). The informatics course demonstrates data management and the implementation of patient care technologies. The health policy course demonstrates healthcare policy, financial, and legislative contexts. Interdisciplinary team coordination and collaboration are exemplified in areas of bachelor’s specialist practice and care delivery training to develop the quality of healthcare. The multisystem strategy for community health demonstrates clinical preventive and community health. Finally, the practical healthcare ethical course demonstrates the importance of professionalism and appropriate principles.

Student Learning Outcomes 

Students who finish the program are required to be able to operate in a modern clinical setting. Students will be capable of thinking critically, interacting intellectually, and using evidence as a foundation for clinical judgment and decision-making. This pertains to the AACN evidence-based practice scholarship, which demands caregivers understand how to convert evidence into practice. After completing the program, students will be able to deliver comprehensive person, group, society, and inhabitants nursing interventions. Students will also be able to organize treatment and promote resource access across the health system. Students will also maintain awareness of how health care policy, financial, and legal settings influence the healthcare system. The student will be able to convert the nurse’s profession’s underlying ideals into moral and professional nursing practice. After college graduation, students will be able to interact effectively with the interdisciplinary members of the healthcare team. Students will also be able to use technological advances in the provision of high medical care (Juniata et al.,2019). These educational goals are related to the AACN elements of baccalaureate education and indicate the students’ competence to work with patients across the lifecycle and the health system.

Recommendation For the process to Update Healthcare Knowledge 

NURS FPX 6017 Assessment 1 Attempt 3 Curriculum Overview Framework and Analysis KP

Although the program offers students a comprehensive knowledge basis of the nursing profession in today’s healthcare setting, the current curriculum needs the appropriate inclusion of gerontological topics. To improve nurse practitioners’ capabilities in gerontological care is critical, given the importance of chronic condition treatment, particularly for the aging workforce. According to the curriculum analysis, nursing graduates have inadequate expertise in caring for elderly individuals. As a result, it is critical to incorporate geriatric competencies into the curricula. The AACN also acknowledges the value of including geriatric topics in nursing curricula. The aim is to achieve that caregiver have sufficient expertise to give appropriate care to the aging populations (Huang & Wang, 2020). As a result, the approach starts with identifying the deficit in the nursing program and compares it to institutions that have effectively integrated gerontological material. Following the principles of quality healthcare professions such as the ACCN, the next step is to incorporate gerontological information within the curricula. Significant gerontological information can thus be introduced by incorporating a stand-alone course.

Organizing Design and Theoretical Framework or Model 

The conceptual basis that underpins the program is comprised of the faculty’s understanding of nursing. The program incorporates ideas from a wide range of developmental and nursing approaches. The program is designed to help students to go from technical reasoning to introspective practice. Retrospective practice is essential in healthcare because it provides better nursing care. Nursing staff who apply this method have a greater knowledge of their activities, which leads to increased professional abilities. Schön’s Reflective Practitioner leads the RN to the BSN curriculum. This paradigm focuses on five aspects of reflective practice: reflective discourse, flexible inquiry, categorization, cognitive frame analysis, and creative design (Ghasemi et al., 2020). When providing care to families and populations, the curriculum stresses analytical reasoning. The model is constructed on the development of ideas into practice, which is stressed in the RN to BSN curriculum since students are required to examine evidence and make critical judgments based on this knowledge (Online RN to BSN Curriculum | Maryville Online, 2022).

History of Organizing Design and Theoretical Framework

Reflective practice principles were developed by early scholars like John Dewey, Kurt Lewin, and Jean Piaget. Donald Schön later authored The Reflective Practitioner in 1983, in which he presented notions such as reflective thinking and the ability to reflect. Schön noticed while designing the framework that schools were failing to educate what professionals needed in complicated working situations. Schön was concerned about professionals’ failure to use their knowledge in practice. This resulted in the creation of The Reflective Practitioner framework, which stresses the importance of professionals learning from their experiences. As a result, nursing students must learn to evaluate treatment in practice. This is the case with ethical difficulties that arise often in professional nursing.

Concepts of Selected Organizing Design and Theoretical Framework

These ideas describe how experts deal with obstacles at work and enhance their skills through creativity. Reflection is essential in nursing practice because it allows caregivers to consider their activities and assess themselves. This encourages knowledge acquisition, which is stressed in the RN to BSN curriculum. Reflective practice is extremely important in guiding training, as well as in strengthening communication and decision-making. These ideas are relevant to the RN to BSN curriculum, which covers topics including interdisciplinary cooperation, team, and important decision. Perpetual improvement is essential in the nursing profession, which is why this framework is so important in curricula (Sassanian & Shandi, 2018).

References

‌Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education32(2), 103–117. https://doi.org/10.3946/kjme.2020.159

Sassanian, Z. M., & Shandi, K. (2018). Nursing and midwifery students’ perceptions of educational environment and grade point average: a comparison between nursing and midwifery students. Electronic Physician10(7), 7107–7114. https://doi.org/10.19082/7107

Huang, C. Y., & Wang, Y. H. (2020). Toward an Integrative Nursing Curriculum: Combining Team-Based and Problem-Based Learning with Emergency-Care Scenario Simulation. International Journal of Environmental Research and Public Health17(12), 4612. https://doi.org/10.3390/ijerph17124612

NURS FPX 6017 Assessment 1 Attempt 3 Curriculum Overview Framework and Analysis KP

Juniata, N., Fuller, J., Zanetti, L., & Grant, J. (2019). Conceptual framework of the nursing center for the integration of community health nursing practice, education, and research. Primary Health Care Research & Development20, e99. https://doi.org/10.1017/S1463423619000331

Karttunen, M., Snack, S., Jokelainen, J., & Elo, S. (2020). Nurses’ self-assessments of adherence to guidelines on safe medication preparation and administration in long-term elderly care. Scandinavian Journal of Caring Sciences34(1), 108–117. https://doi.org/10.1111/scs.12712

‌ Linton, M., Dabney, B. W., Knecht, L., & Koon men, J. (2019). Student Expectations of an RN-to-BSN Program: A Qualitative Analysis of Student and Faculty Perspectives. SAGE Open Nursing5, 2377960819897250. https://doi.org/10.1177/2377960819897250

Online RN to BSN Curriculum | Maryville Online. (2022). Maryville Online. https://online.maryville.edu/online-bachelors-degrees/rn-to-bsn/curriculum/

Wood, R. (2020). Transforming Education. Nih.gov; National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK209885/

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