Student Name Chamberlain University NR-524: Curriculum Development Prof. Name Date Curriculum Plan Presentation Introduction The KSL Community College offers an on-campus Associate Degree in Nursing (ADN) program in Reading, Pennsylvania. Admission to this program requires applicants to hold a high school diploma or an equivalent qualification. The ADN curriculum consists of 70 credits, divided into 30 credits of prerequisite/general education courses and 40 credits of nursing-specific coursework. The structure of the program reflects the college’s commitment to designing an innovative and student-centered curriculum that supports professional growth and prepares graduates to deliver safe, evidence-based, and holistic nursing care. The overarching goal of this program is to ensure accessibility to high-quality education while nurturing students’ passion for patient-centered nursing practice. This paper presents the curriculum plan for the KSL ADN program, highlights the role of accreditation in maintaining program quality, provides course descriptions, and discusses the importance of peer collaboration in shaping the curriculum plan. Appropriate Accrediting Body The Accreditation Commission for Education in Nursing (ACEN) serves as the accrediting body for the KSL ADN program. ACEN is recognized by both the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA), making it a trusted authority in evaluating nursing education programs (ACEN, 2013). Accreditation by ACEN is voluntary but highly valuable, as it ensures that the program undergoes a rigorous peer-review process. This process promotes continuous quality improvement, supports faculty in curriculum development, and guarantees that the program aligns with academic and professional standards required in modern nursing. By maintaining compliance with ACEN guidelines, KSL’s ADN curriculum assures students, employers, and the community that its graduates are competent, ethical, and prepared to provide holistic nursing care. Course Descriptions The KSL ADN program requires completion of 70 total credits. Students must complete all prerequisite/general education courses (30 credits) before advancing into the nursing sequence (40 credits). Some courses serve as prerequisites for others, ensuring progressive skill-building. General Education and Prerequisite Courses (30 Credits) Category Course Code & Title Credits Notes Communication COM 121 – English Composition 3 Transferable   COM 151 – Fundamentals of Speech 3 Transferable   COM 280 – Informatics & Communication in Nursing 2 Nursing-specific focus Mathematics MAT 150 – Foundations of Mathematics 3 Transferable Pharmacology PHAR 100 – Pharmacology I 3 Nursing prerequisite Science BIO 250 – Anatomy & Physiology I 4 Transferable   BIO 255 – Anatomy & Physiology II 4 Transferable   BIO 280 – Microbiology 4 Transferable Social Science PSY 130 – General Psychology 3 Transferable   SOC 130 – Sociology 3 Transferable Humanities/Ethics PHI 275 – Ethics 3 Supports ethical reasoning Nursing Courses (40 Credits) Course Code Title Credits Description NUR 100 Fundamentals & Theory of Nursing 6 Introduces foundational nursing concepts and Jean Watson’s Theory of Caring. Includes communication, assessment, and teaching skills with clinical exposure in long-term care, acute care, and community health. NUR 120 Holistic and Multicultural Nursing Care 3 Focuses on delivering holistic and culturally competent care, exploring diverse cultural health beliefs, and applying appropriate assessment techniques. NUR 150 Medical/Surgical Nursing 6 Expands on acute and chronic health issues. Emphasizes use of critical thinking and clinical judgment while caring for adults and adolescents. NUR 200 Maternal Child Health Nursing 7 Examines childbearing families, pediatric care, and acute alterations in health. Promotes therapeutic communication and developmentally appropriate interventions. NUR 250 Advanced Medical/Surgical/Trauma Nursing 7 Builds on prior coursework, focusing on rapidly changing patient conditions, trauma, and ethical considerations in practice. Clinical experiences emphasize multi-client care. NUR 299 NCLEX Review 2 Provides test-taking strategies, practice exams, and preparation to ensure readiness for licensure. Peer Collaboration Developing a curriculum plan for an ADN program required substantial peer collaboration and professional feedback. The process involved reviewing curriculum designs from various nursing schools, engaging in discussions with peers, and receiving constructive critique on course sequencing and content balance. Peers contributed by sharing alternative strategies for structuring the program to reduce student overload while still meeting accreditation and licensure requirements. Online resources and curriculum models from other colleges were also consulted. Through this iterative process, revisions were made frequently, reflecting the dynamic and evolving nature of curriculum development. Ultimately, collaboration helped refine the ADN curriculum into a comprehensive and balanced program, ensuring that students acquire the knowledge, skills, and ethical foundation needed for nursing practice. References Accreditation Commission for Education in Nursing (ACEN). (2013). Accreditation manual. Retrieved from http://www.acenursing.org Lachman, V. D. (2012). Applying the ethics of care to your nursing practice. MedSurg Nursing, 21(2), 112–115. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/Resources/Applying-the-Ethics-of-Care-to-Your-Nursing-Practice.pdf National League for Nursing (NLN) – Commission for Nursing Education Accreditation (CNEA). (2016). Accreditation standards for nursing education programs. Retrieved from http://www.nln.org/docs/default-source/accreditation-services/cnea-standards-final-february2016.pdf NR 524 Week 7 Curriculum Plan Presentation Wadsworth, A. M. (2012). Theory-based exemplar of Jean Watson’s theory of caring. International Journal for Human Caring, 16(1), 64–67. theory (T), clinical (C), and laboratory (L) components. The full program requires the completion of 120 credits, distributed across four academic years

Student Name Chamberlain University NR-524: Curriculum Development Prof. Name Date Curriculum Plan for Pre-Licensure Baccalaureate Nursing Program The pre-licensure baccalaureate nursing program curriculum was designed in accordance with the Florida State Board of Nursing standards. It integrates general education, science, and professional nursing courses that progressively build clinical reasoning, leadership, and evidence-based practice skills. Each course is designated by a prefix, number, and title, with credit hours divided into theory (T), clinical (C), and laboratory (L) components. The full program requires the completion of 120 credits, distributed across four academic years. The plan provides students with a balanced learning experience by combining classroom theory, laboratory training, and direct clinical practice. The structure emphasizes early development of fundamental nursing concepts, which gradually transitions into complex clinical reasoning, leadership, and specialized nursing care. First Year Curriculum Semester Course Code & Title Hours (T/C/L) Credits Semester 1 BSN101 Pathophysiology / Pharmacology I 2T, 2L 4   BSN103 Transitional Nursing Concepts 2T, 2L 4   BSN105L Anatomy and Physiology I & Lab 2L, 10C 8 Total Credits     16 Semester 2 BSN102 Professional Nursing Concepts 2T, 2L 4   BSN106 Fundamentals of Nursing 2T, 2L 4   BSN106L Fundamentals Clinical/Lab 10C 6   NUR109 Professional Nursing Leadership 2T, 2L 2 Total Credits     16 Total for Year     32 Second Year Curriculum Semester Course Code & Title Hours (T/C/L) Credits Semester 1 NUR209 Fundamentals of Nursing 1T, 1L 3   BSN508 Microbiology 2T, 4C 6   NURC224 Family Health Nursing & Clinical 2T, 4C 6 Total Credits     15 Semester 2 NURC346 Adult Nursing & Clinical 2T, 2L, 5C 8   NUR402 Health Assessment & Promotion 2T, 2L 4   NUR402L Health Assessment Clinical 4C 4 Total Credits     16 Total for Year     31 Third Year Curriculum Semester Course Code & Title Hours (T/C/L) Credits Semester 1 NUR380 Principles of Personalized Nursing Care I 3T, 3L 3   NUR522 Legal & Ethical Issues in Nursing 2T, 1L 3   NUR392L Clinical Reasoning: Adult Chronic Conditions 2T, 2L, 10C 8 Total Credits     15 Semester 2 NUR562 Research and Evidence-Based Nursing Practice 2T, 2L 3   NUR399 Policy and Change in Nursing 2T, 1L 3   NUR498L Clinical Reasoning: Population Health 2T, 2L, 10C 8 Total Credits     15 Total for Year     30 Fourth Year Curriculum Semester Course Code & Title Hours (T/C/L) Credits Semester 1 NUR506L Clinical Reasoning: Women, Children & Families 2T, 2L, 10C 8   NUR522 Nursing Leadership, Innovation, and Global Health 2T, 2L 3   NUR355 Genetics and Genomics 2T, 2L 2 Total Credits     13 Semester 2 NUR536L Childbearing Nursing Clinical 3T, 2L, 10C 6   NUR544 Nursing Care of Older Adults 3T, 3L 3   NUR586 Professional Nursing Transformation (RN to BSN) 2T, 2L 2   NUR594L Senior Clinical Practicum – 3 Total Credits     14 Total for Year     27 Peer Collaboration and Curriculum Development Peer collaboration was central to the design of this program. Input from colleagues supported the sequencing of courses, selection of prerequisites, and the integration of clinical experiences. Collaborative planning also allowed for the resolution of conflicts regarding instructional policies, such as the use of mobile devices in clinical and classroom settings. Through consistent discussion and review, the curriculum evolved into a structured plan that meets state requirements, academic standards, and clinical competencies, while supporting student engagement and professional growth. NR 524 Week 6 Curriculum Plan and Course Syllabus Syllabus Template: BSN101 Pathophysiology / Pharmacology I Course Information Faculty Information Course Description This course integrates pathophysiology and pharmacology to establish a foundation for nursing practice. Students explore the etiology, clinical manifestations, and treatment of diseases, along with the pharmacological principles used in therapeutic management. Special emphasis is placed on the nursing responsibilities in medication administration, monitoring for adverse effects, and educating patients regarding drug therapies. Program Outcomes By completing this course, students will be able to: Course Outcomes Required Textbooks and Resources Course Schedule Week Content Week 1 Chapter 1 – Human Disease & Mechanisms of Disease Weeks 2–4 Chapters 2–5: Selected Diseases & Pharmacological Treatments Week 12 Final Examination Grading Scale Policies References Ackley, B., Ladwig, G., Makic Flynn, M., Martinez-Kratz, M., & Zanotti, M. (2019). Nursing diagnosis handbook: An evidence-based guide to planning care (12th ed.). Elsevier. Adams, M., Holland, L., & Urban, C. (2009). Pharmacology for nurses (3rd ed.). Pearson. NR 524 Week 6 Curriculum Plan and Course Syllabus Pagana, K., & Pagana, T. (2018). Mosby’s manual of diagnostic and laboratory tests (6th ed.). Mosby. Skemp, L., & Wyman, R. (2019). Interprofessional collaboration in healthcare. Sage Publications.

Student Name Chamberlain University NR-524: Curriculum Development Prof. Name Date Curriculum Plan—Associate Degree Program Template The Associate Degree in Nursing (ADN) curriculum at ACME College is designed in alignment with the State of California Board of Nursing requirements. The curriculum integrates general education courses, nursing theory, clinical experiences, and laboratory practice to prepare competent entry-level nurses. The program spans two academic years with a structured progression of courses. Course Requirements from the State of California Students are expected to complete prerequisite courses before beginning the ADN program. These courses provide a foundation in communication, biological sciences, mathematics, psychology, and sociology—essential skills for nursing practice. Prerequisites Course Number & Name Credit Hours ENG 101 – English Composition 3 COM 110 – Fundamentals of Speech 3 BIO 250 – Anatomy & Physiology I 4 BIO 252 – Anatomy & Physiology II 4 BIO 280 – Microbiology 4 MAT 150 – Mathematics for Health Care Providers 3 PSY 135 – General Psychology 3 SOC 135 – Sociology 3 Total Credit Hours 27 These prerequisites ensure students enter the program with strong writing, communication, scientific, and critical thinking skills. First-Year Curriculum Semester I and II Semester Course Title Credit Hours Theory (T) Lab (L) Clinical (C) First Semester NUR 101 – Fundamentals of Nursing I 6 3 3 –   PHA 101 – Pharmacology I 4 3 1 –   NUT 101 – Nutrition 2 2 – – Total Credits   12       Second Semester NUR 102 – Fundamentals of Nursing II 8 3 2 3   PHA 102 – Pharmacology II 4 3 1 –   NUR 125 – Holistic Nursing Care 3 3 – – Total Credits   15       Total Credits for First Year = 27 Second-Year Curriculum Semester I and II Semester Course Title Credit Hours Theory (T) Lab (L) Clinical (C) First Semester NUR 201 – Medical/Surgical Nursing 7 3 1 3   NUR 250 – Nursing Care of Mother and Baby 3 2 – 1   NUR 260 – Mental Health Nursing 3 2 – 1 Total Credits   13       Second Semester NUR 202 – Nursing Through the Life Span 7 3 1 3   NUR 255 – Community Nursing 3 2 – 1   NUR 265 – Cultural Diversity and Nursing History 4 4 – – Total Credits   14       Total Credits for Second Year = 27Total Program Credits = 81 Peer Collaboration Influence on Curriculum Development Question: How does peer collaboration influence curriculum development? Answer: Peer collaboration plays a crucial role in shaping a strong nursing curriculum. When faculty members work together, they can identify gaps, share expertise, and integrate innovative teaching strategies that enhance student learning outcomes. Collaborative curriculum design ensures that: Thus, collaboration not only strengthens content delivery but also improves the program’s ability to adapt to changing healthcare needs. Syllabus ACME ADN Program Course Number and Name: NUR 101 – Fundamentals of Nursing ICredits: 6 credit hours (3T/3L)Prerequisites: BIO 250, BIO 252, BIO 280 Faculty Information NR 524 Week 5 Curriculum Plan Course Description This course introduces students to the fundamentals of nursing practice. Emphasis is placed on the safe, legal, and ethical delivery of nursing care across the lifespan. Students will explore their professional roles within healthcare teams and develop the foundation for patient-centered care. Program Outcomes Course Outcomes Upon completion, students will be able to: Textbook Course Schedule (Sample Weeks) Week Topics & Activities Assessments Readings 1 Course introduction, overview of nursing fundamentals – Ch. 1–4 2 Vital signs, basic assessments Quiz (Ch. 1–4) Ch. 5–7 3 Activities of daily living Lab practice Ch. 8–9 4 Nursing process, Maslow’s hierarchy Test (Ch. 1–9) Ch. 10–12 5 Pain assessment techniques Lab practice Ch. 13–15 (Schedule continues through Week 14 with lectures, labs, and exams) Grading Scale Policies References California State Board of Nursing. (n.d.). § 1426. Required curriculum. 16 CA ADC § 1426. Barclays Official California Code of Regulations. http://carules.elaws.us/code/t.16_d.14_art3_sec.1426 NR 524 Week 5 Curriculum Plan

Student Name Chamberlain University NR-524: Curriculum Development Prof. Name Date Identification of Framework Concepts Nursing Metaparadigm The nursing metaparadigm is the foundation of nursing knowledge and theory, consisting of four essential concepts: person, environment, health, and nursing. These concepts provide direction for practice, education, and research by explaining the interconnectedness of human experiences and professional care (Bender, 2018). Developing a nursing framework requires integrating these concepts with program outcomes such as the NLN core competencies in associate nursing programs. Together, the metaparadigm guides how nurses deliver care and interact with patients in diverse healthcare settings. Nursing Metaparadigm Concepts Person The concept of person represents the individual who receives care, including their biological, psychological, social, spiritual, and cultural dimensions (Kalogirou, Olson, & Davidson, 2020). A person is viewed as an open system influenced by internal and external factors, meaning their health and wellness are shaped by multiple forces across the lifespan (Bender, 2018). This holistic perspective emphasizes that nursing care must consider physical, intellectual, and emotional needs alongside cultural and spiritual identities. The dynamic relationship between the person and their environment determines health outcomes (Lindahl, 2018). Environment The environment encompasses the internal and external conditions surrounding an individual, such as their living situation, cultural background, social networks, and ecological surroundings (Deliktas, Korukcu, Aydin, & Kabukcuoglu, 2019). Nursing frameworks recognize the environment as an energy field that interacts with people, shaping development, health, and responses to illness (Kalogirou, Olson, & Davidson, 2020). For instance, social support systems, cultural practices, or exposure to pathogens are environmental factors that directly influence health and well-being. Health The concept of health is described as a constantly changing state of physical, mental, social, and spiritual well-being. It is not limited to the absence of disease but instead reflects a person’s ability to adapt and thrive within their environment (Thet & Akbar, 2019). Health is shaped by physiological conditions, environmental changes, and social interactions. For example, the COVID-19 pandemic highlighted how external forces can dramatically shift health outcomes, reinforcing the interdependence of health, environment, person, and nursing care (Kalogirou, Olson, & Davidson, 2020). Nursing Nursing refers to the discipline and practice of promoting holistic well-being, preventing illness, and addressing human responses to health challenges. It requires integrating ethical principles, evidence-based practice, and cultural competence to deliver safe, patient-centered care (Lindahl, 2018). Nursing actions are dynamic, responding to the evolving needs of individuals and communities while drawing knowledge from the person, environment, and health concepts (Kalogirou, Olson, & Davidson, 2020). NR 524 Week 4 Framework Concepts and Program Outcomes Paper Program Outcomes for School or Staff Development Department The NLN core competencies for associate degree graduates provide a structure for developing program outcomes in staff development. These competencies—human flourishing, nursing judgment, professional identity, and spirit of inquiry—guide educational goals and ensure nurses are equipped to deliver quality care (Fitzgerald, McNelis, & Billings, 2020). Below is a table aligning program outcomes with NLN competencies: Program Outcome NLN Competency Demonstrate an advanced understanding of nursing, humanities, health sciences, and community to improve nursing. NLN Competency – 1 Promote, improve, and exhibit quality care through advocacy, collaboration, and shared decision-making. NLN Competency – 1 Implement evidence-based practice and translate research into sustainable practice. NLN Competency – 3 Understand the nursing concept and demonstrate teaching effectiveness through lifelong learning. NLN Competency – 4 Empower patients to make decisions through advocacy, communication, and support. NLN Competency – 1 Demonstrate self-management and self-reflection to maintain competence. NLN Competency – 1 Resolve education, practice, and nursing problems by incorporating research and knowledge. NLN Competency – 1, 3 Demonstrate effective inter- and intra-professional collaborative relationships to improve health care. NLN Competency – 4 Utilize technology to enhance the learning-teaching process and care delivery. NLN Competency – 2, 4 Promote ethical practices, fulfill responsibilities, and reflect integrity in nursing. NLN Competency – 1, 3 Demonstrate community-based, patient-centered care to improve quality, safety, and health outcomes. NLN Competency – 2, 3, 4 Create integrated and lifelong learning experiences through cognitive, psychomotor, and professional development. NLN Competency – 2 Approach nursing with innovation, critique, and evaluation to drive improvements. NLN Competency – 4 Influence of Peer Collaboration Collaboration with peers greatly enhanced the framework by fostering critical discussion on the nursing metaparadigm. It allowed deeper recognition of the person as an open system, influenced by both spiritual and cultural factors. Through peer exchange, health and nursing were highlighted as pivotal concepts within various care contexts, with the person positioned at the center of the framework. Furthermore, constructive feedback encouraged the exclusive use of peer-reviewed nursing journals, ensuring that the framework remained evidence-based and academically rigorous. Collaborative efforts also helped clarify distinctions between competencies, aligning them more effectively with program outcomes. This process led to meaningful improvements: Conclusion The nursing metaparadigm offers a unified structure for developing effective frameworks in nursing practice and education. Its four central concepts—person, environment, health, and nursing—are deeply interconnected, emphasizing holistic, evidence-based care. The NLN core competencies further enrich this framework by guiding the creation of program outcomes that strengthen professional identity, critical thinking, and collaborative practice. Peer collaboration played a pivotal role in refining this framework, ensuring outcomes are not only theory-driven but also practical and measurable. Collectively, these elements prepare nursing graduates to meet the evolving demands of healthcare with competence, compassion, and innovation. References Bender, M. (2018). Re-conceptualizing the nursing metaparadigm: Articulating the philosophical ontology of the nursing discipline that orients inquiry and practice. Nursing Inquiry, 25(3), e12243. https://doi.org/10.1111/nin.12243 Deliktas, A., Korukcu, O., Aydin, R., & Kabukcuoglu, K. (2019). Nursing students’ perceptions of nursing metaparadigms. Journal of Nursing Research, 27(5), e45. https://doi.org/10.1097/jnr.0000000000000311 NR 524 Week 4 Framework Concepts and Program Outcomes Paper Fitzgerald, A., McNelis, A., & Billings, D. (2020). NLN core competencies for nurse educators. Nursing Education Perspectives, 41(1), 4–9. https://doi.org/10.1097/01.nep.0000000000000530 Kalogirou, M., Olson, J., & Davidson, S. (2020). Nursing’s metaparadigm, climate change and planetary health. Nursing Inquiry, 27(3). https://doi.org/10.1111/nin.12356 Lindahl, B. (2018). On locating the metaparadigm concept environment within caring science. Scandinavian Journal of Caring Sciences, 32(3), 997–998. https://doi.org/10.1111/scs.12620 NLN. (2020). NLN competencies for graduates of nursing programs. Retrieved September 20, 2020, from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nln-competencies-for-graduates-of-nursing-programs Skemp, L., & Wyman, J. (2019). Promoting quality instruction

Student Name Chamberlain University NR-524: Curriculum Development Prof. Name Date Week 3 Discussion The essentials of baccalaureate education provide a foundational framework that guides nursing education programs in preparing competent professionals. These essentials outline nine key areas that baccalaureate graduates should master by the time they complete their degree. According to O’Neil (2016), these essentials ensure that nursing students develop the necessary competencies to function effectively in diverse health care settings. One example highlighted by O’Neil (2016) emphasizes that essentials two and seven focus on preparing students to take leadership roles in solving clinical and organizational problems. This demonstrates the importance of critical thinking, decision-making, and problem-solving skills that are necessary for effective nursing practice. The American Association of Colleges of Nursing (AACN) Essentials serve as a benchmark for undergraduate nursing programs, ensuring consistency and alignment with evidence-based practices. Nursing students are often provided with program outcomes in each course that reflect these essentials, creating a structured pathway for growth and competency development. O’Neil (2016) also discusses a capstone policy course offered in the senior year of nursing programs. This course integrates the nine essentials across six learning modules, giving students an opportunity to synthesize their knowledge, engage in policy development, and apply skills that prepare them for real-world practice. Findings from this approach indicate that students graduate with stronger competence, confidence, and readiness for professional practice. In my view, the AACN essentials significantly influence nursing education by ensuring that programs incorporate nursing science, health policy, education, leadership, and environmental awareness into the curriculum. Without such a structured framework, nursing programs would lack uniformity, potentially leading to gaps in knowledge and professional standards across institutions. Peer Collaboration The Organizing Framework at Christian University College of Nursing draws upon influential nursing theories that support leadership, compassion, authenticity, and evidence-based practice. The program integrates Patricia Benner’s Novice to Expert theory and Martha Rogers’ Science of Unitary Human Beings, aligning them with the nursing metaparadigm (human being, environment, health, and nursing). This framework helps students transition through professional development stages, encourages holistic practice, and promotes compassionate leadership grounded in evidence. By combining theory with practice, the program emphasizes the importance of service, research, and ethical care delivery. Program Outcomes Upon completion of the Associate Degree in Nursing (ADN) program, graduates are expected to demonstrate the following outcomes: Program Outcome Explanation 1. Utilize information and technology to improve the quality, safety, and standards of patient care Nurses are expected to employ informatics and digital tools to enhance patient safety and ensure accurate decision-making. 2. Demonstrate nursing skills through leadership and current evidence-based practice Graduates must apply clinical expertise supported by the latest research to provide effective care. 3. Collaborate with other health professionals to ensure optimal patient care Team-based care is emphasized to improve patient outcomes and foster interprofessional respect. 4. Employ critical thinking to deliver comprehensive and culturally sensitive care Critical reflection enables nurses to provide holistic care tailored to diverse patient populations. 5. Provide safe, equal, and compassionate care to patients and families The program emphasizes ethical and patient-centered practice that respects dignity and equality. 6. Formulate nursing practice using knowledge and evidence-based research Students are encouraged to use research findings to guide professional practice and improve care standards. Rationale Organizing Framework The incorporation of Benner’s Novice to Expert theory highlights the progressive development of nursing skills from beginner to expert levels (Davis & Maisano, 2016). This progression mirrors the journey nursing students undergo, starting with little clinical experience and gradually building proficiency through practice and reflection. Meanwhile, Rogers’ Science of Unitary Human Beings emphasizes the interconnectedness of humans, health, and the environment (Mennella, 2018). By including Rogers’ theory, the framework ensures that students understand how patient care extends beyond clinical interventions to embrace holistic perspectives of well-being. Program Outcomes The program outcomes are structured around Bloom’s Taxonomy, which provides a hierarchical framework for cognitive learning (Köksal & Ulum, 2018). Each outcome reflects active verbs—such as utilize, demonstrate, employ, collaborate, provide, and formulate—to align with higher-order learning objectives. This ensures that graduates develop advanced thinking skills and professional behaviors necessary for effective nursing practice. References Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert – a concept whose time has come (again). Oklahoma Nurse, 61(3), 13–15. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117819165&site=eds-live&scope=site Köksal, D., & Ulum, Ö. G. (2018). Language assessment through Bloom’s taxonomy. Journal of Language & Linguistics Studies, 14(2), 76–88. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=131324195&site=eds-live&scope=site NR 524 Week 3 Discussion Mennella, H. D. A.-B. (2018). Rogers’ science of unitary human beings. CINAHL Nursing Guide. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nup&AN=T903224&site=eds-live&scope=site O’Neill, M. (2016). Policy-focused service-learning as a capstone: Teaching essentials of baccalaureate nursing education. The Journal of Nursing Education, 55(10), 583–586. https://doi.org/10.3928/01484834-20160914-08 NR 524 Week 3 Discussion

Student Name Chamberlain University NR-524: Curriculum Development Prof. Name Date Mission Statement for Prelicensure BSN Program in a Public University A mission statement serves as a vital foundation for the success of any academic or professional program, as it provides direction, defines objectives, and guides strategic decision-making (Handiwibowo & Suef, 2019). This paper explores the value of mission statements and examines the process of creating and finalizing a mission statement for a Prelicensure Bachelor of Science in Nursing (BSN) program at a public university. A mission statement goes beyond a simple declaration of purpose; it articulates organizational goals, outlines the target audience, and identifies the services offered (Alegre et al., 2018). An effective mission statement also sets boundaries for operations while ensuring alignment with institutional values and objectives (Fitzgerald & Cunningham, 2015). At different levels, mission statements serve distinct functions: Furthermore, a mission statement informs decision-making, shapes institutional strategies, and defines future educational and professional goals (Dermol & Širca, 2018). Parent Organization Mission Statement Chamberlain University articulates its mission as educating, inspiring, and empowering diverse healthcare professionals who contribute to individual, family, and community health globally (Chamberlain, 2020). This mission emphasizes education and reflects the institution’s commitment to advancing health through professional preparation. Prelicensure BSN Program Mission Statement The Prelicensure BSN program at a public university is designed to deliver inclusive, evidence-based, and high-quality nursing education. The curriculum integrates interdisciplinary perspectives—such as sociology, philosophy, and economics—to better equip nursing graduates for the evolving needs of healthcare delivery. Initially, the draft mission highlighted education and service. However, after thorough analysis of socioeconomic, cultural, and equity-related factors, the statement was revised to incorporate inclusiveness, affordability, and accessibility. Finalized Mission Statement:“To deliver inclusive, advanced, evidence-based, and high-quality nursing education programs that empower students and professional nurses to enhance healthcare delivery by integrating core nursing principles.” This mission aligns with the broader goals of public universities by emphasizing inclusivity, service to diverse populations, and improving healthcare outcomes through education. Elements of Prelicensure BSN Program Mission Statement The mission statement integrates several important elements tailored for a public university context. Key Elements Description Inclusiveness Promotes equitable access to education for diverse learners. Affordability Reflects the mission of public universities to support students with financial constraints. Evidence-Based Education Ensures nursing practices and teaching are grounded in current research. Focus on Patient Outcomes Directs education toward improving healthcare delivery and patient safety. Integration of Nursing Concepts Applies nursing metaparadigms (person, health, nursing, environment). These components ensure that the mission is not only institution-specific but also responsive to the unique needs of a public university student body. Congruence with Parent Organization Mission Statement Chamberlain University’s mission and the Prelicensure BSN program mission both emphasize education, empowerment, and healthcare improvement. Comparison Area Chamberlain University Mission BSN Program Mission Focus Educating and inspiring healthcare professionals Preparing future nurses through inclusive, evidence-based education Target Audience Practicing and aspiring healthcare professionals Students, particularly from diverse and lower socioeconomic backgrounds Goal Empower professionals to advance healthcare globally Equip nurses to improve patient outcomes at community and societal levels While both prioritize service and education, the BSN program specifically targets students entering the healthcare field for the first time. Teaching and Service The finalized mission emphasizes the interconnectedness of teaching and service. Nursing education becomes a pathway to serving society by preparing competent graduates who can address evolving healthcare challenges. For instance, during the COVID-19 pandemic, nurse educators not only trained students but also collaborated with practicing nurses to enhance evidence-based practices in real time. Such integration of service and teaching ensures continuous professional development and improved patient care. Unique Qualities of the Mission Statement The mission statement demonstrates uniqueness at three levels: Additionally, the emphasis on inclusiveness and affordability addresses the socioeconomic realities of public university students. Integrating the nursing metaparadigm (person, environment, health, and nursing) ensures a holistic and adaptable approach to education and practice. Target Population Who is the mission statement addressing?The mission targets students, particularly those from disadvantaged socioeconomic backgrounds, while also recognizing healthcare professionals who benefit from continuous learning. Target Group Reason for Inclusion Undergraduate Nursing Students Primary recipients of the program, prepared for clinical practice. Healthcare Professionals Enhance skills through evidence-based education. Mentors/Faculty Support both students and professional nurses. Communities/Patients Indirect beneficiaries of better-trained nurses. This inclusive scope ensures the mission responds to the broader role of public universities in serving diverse populations. Peer Collaboration Peer collaboration was essential in refining the mission statement. Feedback highlighted that the initial draft was overly aligned with the parent organization and lacked contextual focus on public university needs. Through collaboration, inclusiveness, affordability, and nursing-specific paradigms were incorporated. Smith (2015) emphasizes that peer review enhances teaching effectiveness and supports mission refinement by integrating diverse perspectives. Thus, collaboration strengthened the mission’s relevance and ensured it reflected both institutional goals and the needs of students. Conclusion An effective mission statement provides clarity, communicates institutional purpose, and ensures alignment with organizational and societal needs. The Prelicensure BSN program’s mission reflects inclusivity, affordability, and evidence-based nursing education within the framework of a public university. Peer input was vital to refining the statement, ensuring congruence with the parent organization while also acknowledging unique program needs. Ultimately, the mission serves as a roadmap to prepare future nurses who will contribute meaningfully to improving healthcare outcomes. References Alegre, I., Berbegal-Mirabent, J., Guerrero, A., & Mas-Machuca, M. (2018). The real mission of the mission statement: A systematic review of the literature. Journal Of Management & Organization, 24(4), 456–473. https://doi.org/10.1017/jmo.2017.82 Chamberlain. (2020). Mission and vision statement. Retrieved September 9, 2020, from https://www.chamberlain.edu/about/mission NR 524 Week 2 Mission Statement Paper Dermol, V., & Širca, N. (2018). Communication, company mission, organizational values, and company performance. Procedia – Social and Behavioral Sciences, 238, 542–551. https://doi.org/10.1016/j.sbspro.2018.04.034 Fitzgerald, C., & Cunningham, J. (2015). Inside the university technology transfer office: Mission statement analysis. The Journal of Technology Transfer, 41(5), 1235–1246. https://doi.org/10.1007/s10961-015-9419-6 Handiwibowo, G., & Suef, M. (2019). The impact of outbound training activity on organization mission statement (case in education mission statement MMT-ITS). IPTEK The Journal for Technology and Science, 29(1), 25. https://doi.org/10.12962/j20882033.v29i1.2990 Kesberg, R., & Keller, J.

Student Name Chamberlain University NR-524: Curriculum Development Prof. Name Date Mission Statement Philosophy Hello Group, Below is my rephrased mission statement philosophy. I welcome your valuable feedback. Mission of the Nursing Program The mission of Nursing State University’s Baccalaureate Degree in Nursing Program is to deliver high-quality nursing education to students from diverse cultural and geographical backgrounds. The program is structured to prepare future nurses to handle complex patient care while promoting health, preventing illness, and maintaining wellness across populations with varying needs. By utilizing community resources, the program enhances the learning experience, ensuring that students are exposed to real-world practices that strengthen the quality of patient care. These resources also prepare students to address challenges in nursing, support lifelong learning, and promote readiness for professional nursing practice in a rapidly evolving healthcare system. Philosophy of the Nursing Program The philosophy of Nursing State University’s Pre-licensure BSN Program aligns with the overall mission of the university. It is grounded in a commitment to outreach, service, and excellence in education. The nursing faculty fosters a supportive, caring, and academically rigorous environment that nurtures personal growth, critical thinking, and professional role development. The program emphasizes the integration of nursing knowledge, evidence-based practice, and essential clinical skills, providing students with a strong foundation for advanced nursing education and professional practice. Ultimately, the philosophy highlights the responsibility of the university to prepare competent, compassionate, and adaptable nurses who can positively impact patient care and community health outcomes. Structured Overview of Mission and Philosophy Aspect Mission Statement Philosophy Statement Focus Providing exceptional nursing education to students from diverse backgrounds. Delivering baccalaureate nursing education consistent with the university’s mission. Goal Prepare nurses to provide complex patient care, promote health, and maintain wellness. Build a caring, supportive environment that fosters role development and academic growth. Community Role Utilize community resources to improve learning and patient care quality. Maintain strong commitment to outreach and community partnership. Outcome Equip students for continued education and readiness for professional nursing practice. Create a solid foundation for graduate education and advanced nursing roles. Reflection and Feedback Considerations Based on feedback from last week, there were no major concerns raised. One revision included rewording “everywhere” to “diverse cultural and geographical backgrounds” to make the statement clearer and more professional. I welcome additional feedback to determine whether the mission and philosophy statements effectively reflect the program’s purpose. Specifically, I want to ensure these statements: Your perspectives will help refine the statement further to ensure it resonates with both students and faculty. References American Association of Colleges of Nursing (AACN). (2021). The essentials: Core competencies for professional nursing education. AACN. https://www.aacnnursing.org/Essentials Finkelman, A., & Kenner, C. (2021). Professional nursing concepts: Competencies for quality leadership (4th ed.). Jones & Bartlett Learning. NR 524 Week 1 Mission Statement Tomey, A. M., & Alligood, M. R. (2022). Nursing theorists and their work (10th ed.). Elsevier.