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NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

In the context of nurse education, course description and alignment refer to the process of designing and structuring courses in a sensible and meaningful manner. The first of these is determining the course, or learning objectives, content, and how the course will be evaluated. It means that these parts are planned intentionally, ensuring that activities and tests used for teaching correspond to the objectives. This careful method enhances effectiveness of nursing education as students are taken through new information and skills in a coherent manner. This readies them for the competitive and rigorous nature of the healthcare industry as pointed out by Xiao and Men (2022). This evaluation determines the extent to which a specific nursing education course and its effectiveness are restricted by comparing learning objectives and external benchmarks.

Program Offering

  • Program Description

As a student in the MSN program at Capella University, one can be sure that the learning process is not boring and the person chooses the path of becoming a nurse leader. It blends online lectures with practical life scenarios. This school provides excellence education as it is accredited by CCNE Accreditation, ANA, Case Management Society of America (CMSA), and Nurses Boards of Coalition. It is achieved through advanced education that enhances clinical skills, leadership, and critical thinking among students (Capella, n. d. ).

Hence, the primary objectives of the program include ensuring that nurses are well prepared to perform well in complex healthcare environments, foster innovation, and promote evidence-based practice. It means that graduates are good leaders who have a lot of knowledge about heathcare policy and who are willing to improve the situation in the filed of nursing. The full approval is evidence of the program’s commitment to prepare grads to meet the challenges of the evolving healthcare landscape as per the industry’s requirements (Capella, n.d.).

Advanced Health Policy and Advocacy in Nursing

  • Course Description, Vision, and Rationale

This is the intended purpose of our new course, “Advanced Health Policy and Advocacy in Nursing” to enhance the outcomes of the MSN program at Capella University. The purpose of this course is to equip the nursing students with knowledge and tools that enables them to navigate the health care systems, influence the policies and advocate for positive change in nursing. Through the knowledge of health policies’ formation, assessment, and implementation, the students will be able to develop an understanding of how the governmental system influences the healthcare system.

 

The course is in perfect harmony with the program objectives because it promotes critical thinking, moral decision making, and effective communication, which are vital for effective nurse leaders. The skills that students will acquire include; understanding of how policies impact different individuals and eradicating healthcare inequalities as well as encouraging acceptance. There are also some cases and real-life scenarios in the program that are associated with various options of the MSN such as Care Coordination, Nursing Education, Nursing Informatics, and Nursing Leadership and Administration.

This new lesson creates a new perspective to the MSN program. This ensures that nursing grads are prepared to face challenges in the healthcare system through policy review, advocacy for change, and leadership in their own areas of specialty. It is presupposed that the person, who will read the course summary, is already familiar with the basic concepts of nursing and its skills, which is provided by the current program of Capella University’s MSN. It presumes that students are familiar with a lot of things concerning the provision of healthcare, policy making, and patient advocacy. It also aims at advancing nursing practice through participation in policy development and lobbying for nurses. This is because the students in MSN are diverse and come from different backgrounds with different areas of specialization in nursing and hence the course ensures that all the information taught is relevant for all the areas of specialty.

  • Learning Objectives

Significant effort was made to ensure that the “Advanced Health Policy and Advocacy in Nursing” course complemented and enhanced Capella University’s current program outcomes for its MSN program. The program outcomes and the learning outcomes of the course are aligned in such a manner that the two progress simultaneously and enhance critical skills. This is in line with the program’s educational objective of fostering advanced practice of nursing based on critical and analytical skills. Secondly, the course is a direct contribution to the program’s mandate of ethical leadership and social responsibility by examining the convoluted nature of health policy. The learning goals also concern good communication skills which are also in line with the goal of the program that aims at enhancing people and professionals’ teamwork. To ensure that the course content is as relevant to the students pursuing the different majors under the MSN umbrella, case studies relevant to Care Coordination, Nursing Education, Nursing Informatics, and Nursing Leadership and Administration are used. This careful matching demonstrates just how well the course is and makes the learning process more specialized and comprehensive in line with the goals of the MSN program.

Program Assessment and Evaluation Strategies

It is imperative that a testing and review procedure in a nursing education school is vigorous to ensure that the students acquire the right knowledge and skills. Both formative and final tests are incorporated to offer the students continuous assessment and to ensure that they assess their overall comprehension (Ismail et al. , 2022). Inas far as the methods of testing students’ academic knowledge, quizzes and exams are rather popular because they focus on the understanding of the nursing ideas, theories, and evidence-based practice (Patelarou et al. , 2020). These tests ensure that the knowledge acquired in the cognitive area of learning can be recalled, comprehended, and applied.

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For clinical and real skills, people employ models, hands-on, and objective structured clinical exams (OSCEs). These tests relate to physical and procedural abilities of the students, right from basic nursing skills to complex clinical procedures (Dewan et al. , 2023) and is a part of psychomotor domain. Reflection writings and case studies are also employed to assess students’ view, values, ethical considerations, and emotional aspects. These tests assist in determining how effectively the students can explain matters, comprehend them, and be courteous, which are vital for nurses.

The process of self-assessment and peer feedback is encouraged throughout the course to foster the attitude of continuous learning and collaboration (Education Development Center, 2019). This all-around approach to testing ensures that the nursing education include both the cognitive, physical, and the emotional aspects. This prepares the students for the many obstacles that they are bound to encounter in nursing. Different approach to testing enables one to get an overall idea of the level of competency and practical readiness of the students in general.

Table One: Learning Objectives to Program Outcomes

Number

Learning Objectives

Program Outcomes

1

Improve your critical thinking skills.

Promote the development of expert nursing practice grounded in evidenced based decision making

2

Research how health policy is so complex

Emphasize the importance of moral leadership and taking care of people.

3

Aim for good communication

Promote collaboration between individuals, and between workers

 

4

This involves employing use case scenarios that are specific to the various specialty areas of MSN.

Ensure that the course content caters for the variety of wants the students have.

 

Table Two: Learning Objectives to External Standards

 

 

 

 

 

Improve your critical thinking skills. 

Research how health policy is so comple.

 

Aim for good communication

This involves employing use case scenarios that are specific to the various specialty areas of MSN.

 

 

External Standards

Commission on Collegiate Nursing Education (CCNE) (Flaubert et al., 2021)

 

 

 

 

American Nurses Association (ANA) (Flaubert et al., 2021)

 

 

 

 

 

 

 

 

 

Quality of Alignment between Learning Objectives and Program Outcomes

The table demonstrates how learning goals and program results connect in a nursing education plan, with an emphasis on how it aligns with outside standards. The goals of the learning activity include enhancing the skills of critical thinking, becoming more familiar with the challenges of health policy, and practicing clear writing. These goals facilitate advancement in the practice of nursing, moral leadership, and loving care for others. For added specificity, case studies that pertain to the various MSN programs are also employed to ensure relevance to students’ needs. Compliance with the standards outlined by ANA and CCNE reveals a good attempt at satisfying set benchmarks in nursing education. (Flaubert et al., 2021).

Criteria to Evaluate the Alignment Between Objectives and Standards

While assessing the match between learning goals and program results, the emphasis will be made on the coherence; it is critical to ensure that each learning goal contributes to the right outcome. A lot of attention will be paid to clarity and precise definitions, due to the fact that a lot of evaluations will be written in clear and concise language. During assessment, the extent of integration will be examined in order to ensure that the goals reflect and advance the program results as indicated. In addition, there will be scrutiny to know if the goals are in harmony with other outside benchmarks. The measurable criterion will be used, this is a goal must be stated in such a way that it can be measured and observed for the purpose of making an objective assessment of the goals (Button, 2021). The purpose of the upcoming review is to ensure that there is close and positive correlation between the program outcomes and learning objectives.

Memo to Department Supervisor

Name of the Department Head

Topic: A Plan for More Advanced Health Policy and Advocacy in Nursing

To the Supervisor,

Thus, the new course “Advanced Health Policy and Advocacy in Nursing” should be incorporated into Capella University’s MSN program. This is why I’m writing this letter. This new course was specifically developed to enhance our MSN program by providing current and future nursing workers with the knowledge and tools they require to navigate the complex environments of healthcare organizations, influence the formation of policies, and advocate for improvements in the nursing profession.

The course is well aligned with the program objectives since it enables the participants to learn how to communicate effectively, reason ethically and critically. These are all skills that nurse leaders must possess. It is not only schooling, but it also solves issues in health care, social justice, and considers the way laws impact people. The program has case scenarios and real-world conditions that are associated with various MSN fields. It will be useful for students in the Care Coordination major, as well as for students in Nursing Education, Nursing Informatics, and Nursing Leadership and Administration.

Our plan stems from the notion that students have prior knowledge of some elementary ideas of nursing and skills from the MSN school they are in currently. In the application process, the candidate must have the experience in healthcare policy, legislation and customer service. You must also be committed to better nurse practice by being involved in policy. As discussed in this course, the kind of training MSN students have and their focus on various types of nursing is very diverse, and so, the course should be beneficial across the spectrum of nursing fields.

On the one hand, the learning goals for the course and the results of the program are interconnected. This ensures that they can work in harmony and advance core competencies. The course contributes to the program objectives of promoting advanced nursing practice grounded in ethical leadership, social justice, and evidence-based decision making by guiding students on how to engage in effective communication, critical thinking, and understanding of health policy.

And this is what we mean when we say that when testing and grading programs, we focus on numerous aspects in order to ensure that we teach and learn relevant issues. Some of the things that are on formative and final tests include quizzes, exams, hands-on tests, drills, OSCEs, and reflective journals, case studies and so on. They define how intelligent, muscular, and psychologically sound you are. Individuals are expected to rate themselves and others, which makes them progress and cooperate with each other at all times.

Last of all, the “Advanced Health Policy and Advocacy in Nursing” class is a wise inclusion in the MSN program at Capella University. These graduates understand how to manage policies affecting the healthcare system by analyzing them, advancing their causes, and leading in their own specialization fields of nursing. It’s always good to hear your thoughts on this idea. If it is okay with you, I would like to discuss it further in details.

Sincerely

Student

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References

Button, L. (2021). Factors that influence curriculum and curriculum evaluation. Oer.pressbooks.pub.
https://oer.pressbooks.pub/curriculumessentials/chapter/chapter-factors-that-influence-curriculum-and-curriculum-evaluation/ 

Capella. (n.d.). MSN in RN-to-MSN Nursing Education | Online Master’s Degree | Capella University. Www.capella.edu. Retrieved December 17, 2023, from
https://www.capella.edu/online-nursing-degrees/msn-nursing-program/masters-rn-to-msn-nursing-education/ 

Dewan, P., Khalil, S., & Gupta, P. (2023). Objective structured clinical examination for teaching and assessment: Evidence-based critique. Clinical Epidemiology and Global Health, 101477.
https://doi.org/10.1016/j.cegh.2023.101477 

Education Development Center. (2019). Building a culture of continuous improvement GUIDEBOOK AND TOOLKIT.
https://www.edc.org/sites/default/files/uploads/EDC-Building-Culture-Continuous-Improvement.pdf 

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). Educating nurses for the future. In www.ncbi.nlm.nih.gov. National Academies Press (US).

https://www.ncbi.nlm.nih.gov/books/NBK573912/ 

Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: Impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1).
https://doi.org/10.1186/s40468-022-00191-4 

Patelarou, A. E., Mechili, E. A., Ruzafa-Martinez, M., Dolezel, J., Gotlib, J., Skela-Savič, B., Ramos-Morcillo, A. J., Finotto, S., Jarosova, D., Smodiš, M., Mecugni, D., Panczyk, M., & Patelarou, E. (2020). Educational interventions for teaching evidence-based practice to undergraduate nursing students: A scoping review. International Journal of Environmental Research and Public Health, 17(17), 6351.
https://doi.org/10.3390/ijerph17176351 

Xiao, L., & Men, Y. (2022). Nursing teaching curriculum setting by introducing postcompetency model under the vision of internet informatization. Contrast Media & Molecular Imaging, 2022, 6164614.
https://doi.org/10.1155/2022/6164614 

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