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NURS FPX 6107 Assessment 3 Curriculum Evaluation

Student Name Capella University NURS-FPX 6107 Curriculum Design, Development, and Evaluation Prof. Name Date Curriculum Evaluation The foundation of education in any field, including nursing, relies heavily on a well-structured curriculum. A well-designed curriculum is essential for preparing nurses to meet the evolving demands of the healthcare industry and deliver high-quality patient care (Abedini & Abedini, 2022). It offers a structured and systematic approach to learning, equipping nurses with the knowledge, skills, and attitudes necessary for success in their careers. Engagement with the Professional Community Before embarking on the evaluation process, it is crucial to engage with the professional community to gain a deep understanding of the evaluation cycle. The responsibility of curriculum evaluation can be divided among various groups within the university. Individual faculty members can assess their courses and provide suggestions for improvement. A curriculum committee can also evaluate the entire curriculum, considering all the courses offered in the program. Finally, the entire faculty can participate in the evaluation process by providing feedback and suggestions for improvement. Periodic Evaluation Curriculum evaluation should be conducted periodically to ensure that the program is achieving its objectives and to identify areas for improvement. Best practice suggests evaluating the curriculum at the end of each academic year or the conclusion of each program cohort, as these are crucial moments to assess student performance and identify areas for enhancement. Additionally, prior to accreditation visits, it is also a critical time to evaluate the curriculum to ensure that the program complies with accreditation standards. Revision and Adaptation In the process of revising a curriculum to ensure that program outcomes are met, the curriculum committee should consider the evaluation results and make adjustments to the content and program structure that align with the program’s goals. This may involve adding new courses or modifying existing ones to reflect current practices in the field. Updates can also include changes to the program’s structure, such as increasing clinical hours or expanding the number of online courses. It is vital to ensure that revisions are made in a way that does not compromise the overall quality of the curriculum. Cultural Changes and Collaboration Curriculum adaptation to reflect cultural changes can be a complex and lengthy process, as it may require compliance with state regulations and accreditation standards (Gouëdard et al., 2020). However, to ensure that the curriculum remains current, the curriculum committee can collaborate with external stakeholders, such as healthcare providers, industry leaders, and technology experts, to identify changes in the field and incorporate them into the curriculum (Porter et al., 2020). The committee can also review literature, attend conferences and workshops, and take online courses to stay up-to-date with the latest trends and practices in the field. Furthermore, the committee can conduct regular assessments of the curriculum to ensure that it reflects the evolving needs of society, nursing, and technology. Significance of Curriculum in Nursing Education The significance of curriculum in nursing education is evident from several perspectives. Firstly, a well-designed curriculum is essential for ensuring the competence of nurses in delivering quality care. Nurses are expected to be knowledgeable about the latest advancements in healthcare, nursing practices, and patient care (Papathanasiou et al., 2018). A well-structured curriculum provides them with the necessary education and training to meet these expectations. It also prepares nurses to handle complex situations and make informed decisions, which is essential for providing safe and effective care (Papathanasiou et al., 2018). Additionally, the curriculum is crucial for the professional development of nursing practitioners. It helps them acquire new knowledge, skills, and qualifications and expand their professional expertise. Nurses can stay up-to-date with the latest developments in their field and remain at the forefront of patient care through their education and training. This foundation enables nurses to collaborate effectively with other healthcare professionals and provide high-quality patient care. It is a fundamental component of nursing education and is critical for nurses’ success in their careers. NURS FPX 6107 Assessment 3 Curriculum Evaluation Providing a structured and systematic approach to learning equips nurses with the knowledge, skills, and attitudes necessary to meet the changing demands of the healthcare industry and provide quality patient care. Therefore, nursing curricula must be well-designed, regularly evaluated, and updated to ensure the competence of nurses and the advancement of the nursing profession. An Overview of the Curriculum The nursing curriculum designed for Capella College in Minneapolis, MN is structured to provide students with the knowledge and skills required to excel as nursing professionals in the ever-evolving healthcare industry. The curriculum focuses on developing expertise in nursing informatics and the knowledge necessary to deliver quality patient care. The course content is designed to provide students with the latest tools, technologies, and best practices in nursing, and the curriculum is tailored to meet the changing needs of the healthcare industry. Structure and Examination The curriculum is built upon the foundation of nursing informatics and the knowledge essential for nursing practice. It is designed to align with the mission, philosophy, and strategy of the parent institution and program, as well as to comply with state regulations and accreditation standards. The curriculum is structured to address the changing needs of society, nursing, healthcare delivery, healthcare needs, educational practice, student diversity, and emerging technology. Course Development and Influencing Factors The curriculum was developed collaboratively among faculty, stakeholders, and external entities, including regulatory and accrediting bodies. The development process was influenced by internal factors such as organizational processes, curriculum committees, and internal review bodies, as well as external factors such as funding, stakeholders, and regulatory and accrediting agencies. Curriculum Assessment Curriculum assessment examines the curriculum to determine its effectiveness and make any necessary improvements to enhance its quality. An ongoing process occurs periodically to ensure that the curriculum remains relevant and meets the needs of students and stakeholders. Key measures are considered in curriculum assessment, including alignment with program outcomes, curriculum content, teaching and learning strategies, student performance, and program resources. Pilot testing can be used as a tool for evaluating the curriculum. Importance of Curriculum
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NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Student Name Capella University NURS-FPX 6107 Curriculum Design, Development, and Evaluation Prof. Name Date Course Development and Influencing Factors This assessment delineates a comprehensive course blueprint for the proposed curriculum addition titled “Inter-professional Collaboration and Leadership in Healthcare” within a selected nursing program. The design process, influenced by various internal and external factors, underscores the significance of maintaining alignment with institutional philosophy, mission, and frameworks while addressing contemporary healthcare needs. Description of Appropriate Course and its Position in the Curriculum The selected course, “Inter-professional Collaboration and Leadership in Healthcare,” aims to augment students’ capacities to function in multidisciplinary teams and assume healthcare leadership roles, which are pivotal components of modern healthcare services. The imperative for inter-professional collaboration in healthcare emanates from the intricacy of patients’ needs in today’s healthcare landscape, necessitating input from diverse health professionals for comprehensive care. Leadership skills are indispensable for nurses to coordinate patient care effectively and advocate for their needs. Positioned within the curriculum, this course would ideally integrate into the senior-level coursework, allowing students to synthesize their clinical and theoretical knowledge into real-world team settings, emphasizing patient-centered care, communication with team members, ethical considerations, and leadership in managing patient care. Rationale for Adding the Course The rationale for integrating the course “Inter-professional Collaboration and Leadership in Healthcare” into the BSN curriculum stems from the escalating complexity and multidisciplinary nature of contemporary healthcare. Recognizing the importance of teamwork and leadership in delivering effective and patient-centered care, healthcare systems globally are emphasizing these aspects. Identified gaps in many nursing curricula include insufficient emphasis on developing effective communication, leadership, problem-solving, decision-making, and conflict resolution skills, all of which are vital for nurses to function efficiently within diverse healthcare teams. The proposed course aims to address this educational gap by providing students with a comprehensive understanding of healthcare team dynamics and strategies for effective collaboration, thereby fostering the development of leadership skills crucial for coordinating care, advocating for patients, and contributing to decision-making processes. Topical Outline and Relationship to Other Courses The proposed course, “Inter-professional Collaboration and Leadership in Healthcare,” encompasses a comprehensive topical outline that ensures coverage of essential areas related to inter-professional healthcare teamwork. These topics are intricately linked to previously taught courses and concepts, extending principles learned in foundational nursing courses to encompass inter-professional contexts. Moreover, they deepen the understanding of ethical principles introduced in nursing ethics courses and incorporate the perspective of multidisciplinary teams. The focus on quality improvement and patient safety in collaborative environments provides a practical application of research principles and evidence-based practice, emphasizing its role within inter-professional teams. Faculty Collaboration Implementing a new course within a curriculum necessitates extensive collaboration and input from various individuals and entities. Collaboration with academic leaders, interdisciplinary faculty members, and healthcare professionals from clinical partner sites is essential for effective integration into the curriculum and ensuring the course content remains relevant and aligned with contemporary healthcare practices and educational standards. Internal Factors Affecting Curriculum Design Internal factors significantly shape curriculum design, including organizational processes, curriculum committees, and internal review bodies, all of which ensure that courses adhere to institutional standards and accreditation requirements. External Factors Affecting Curriculum Design External factors such as funding, stakeholder interests, and regulatory standards set by accrediting agencies play crucial roles in shaping curriculum design. Compliance with these standards is essential to ensure that the curriculum prepares students for safe, competent, and ethical nursing practice. Impact of Program and Institution’s Mission, Philosophy, and Framework The mission, philosophy, and framework of the parent institution and its BSN program significantly influence the design of the proposed course, ensuring alignment with educational objectives and equipping students with necessary skills to excel in their nursing careers. Enhanced Collaboration among Stakeholders in Curriculum Development Collaboration among internal and external stakeholders is imperative for developing a relevant and effective curriculum that prepares graduates for the dynamic demands of the nursing profession. Conclusion The proposed course design addresses key competencies in inter-professional collaboration and leadership, filling identified gaps in the current curriculum. Collaboration, alignment with institutional objectives, and adherence to quality standards are paramount for successful curriculum development, emphasizing the essential role of educators in shaping future healthcare professionals. References Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A. L., Nash, G., Masters, N., Pelly, F., Reid, C., Shakhovskoy, R., & Taylor, J. (2022). The implementation of inter-professional education: A scoping review. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-022-10128-4 Brooks Carthon, J. M., Hatfield, L., Brom, H., Houton, M., Kelly-Hellyer, E., Schlak, A., & Aiken, L. H. (2020). System-level improvements in work environments lead to lower nurse burnout and higher patient satisfaction. Journal of Nursing Care Quality, 36(1), 7–13. https://doi.org/10.1097/ncq.0000000000000475 Capella University. (n.d.). Bachelor’s RN-to-BSN Completion. Capella University. https://www.capella.edu/online-degrees/bachelors-rn-to-bsn-completion/ Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines, fourth edition. In Google Books. Sigma Theta Tau. https://books.google.com/books?hl=en&lr=&id=m4k4EAAAQBAJ&oi=fnd&pg=PP1&dq=The+need+for+interprofessional+collaboration+in+healthcare+arises+from+the+complexity+of+patients%27+needs+in+today%27s+healthcare+environment NURS FPX 6107 Assessment 2 Course Development and Influencing factors Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in inter-professional collaboration in health care. Journal of Multidisciplinary Healthcare, 12(12), 97–107. https://doi.org/10.2147/jmdh.s189199 Steele Gray, C., Tang, T., Armas, A., Backo-Shannon, M., Harvey, S., Kuluski, K., Loganathan, M., Nie, J. X., Petrie, J., Ramsay, T., Reid, R., Thavorn, K., Upshur, R., Wodchis, W. P., & Nelson, M. (2020). Building a digital bridge to support patient-centered care transitions from hospital to home for older adults with complex care needs: Protocol for a co-design, implementation, and evaluation study. JMIR Research Protocols, 9(11), e20220. https://doi.org/10.2196/20220 Zorek, J. A., Lacy, J., Gaspard, C., Najjar, G., Eickhoff, J., & Ragucci, K. R. (2021). Leveraging the Inter-professional Education Collaborative (IPEC) competency framework to transform health professions education. American Journal of Pharmaceutical Education, 8602. https://doi.org/10.5688/ajpe8602 Appendix Course Outline for ‘Inter-professional Collaboration and Leadership in Healthcare’ Introduction to Inter-professional Collaboration Understanding Team Dynamics in Healthcare Settings Leadership in Healthcare Ethics in Inter-professional Collaboration Patient-Centered Care in Team Settings Quality Improvement and Patient Safety in Collaborative Environments Practical Applications of Inter-professional Collaboration and Leadership Each module in this course not only fills the educational gaps identified in
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NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

Student Name Capella University NURS-FPX 6107 Curriculum Design, Development, and Evaluation Prof. Name Date Curriculum Overview, Framework, and Analysis This assessment is based on evaluating the Accelerated Bachelor of Science in Nursing (ABSN) curriculum offered by Duke University, which is accredited as high-ranked in BSN degree programs. This assessment will further delve into the mission and courses’ description and integrate professional standards into students’ learning outcomes. Furthermore, recommendations are made to update the healthcare knowledge within the curriculum, and an evaluation is performed based on theoretical frameworks and the organizing design of the curriculum.  Organization and Curriculum Context, Learner Population, and the Need Duke University School of Nursing is one of the leading schools in the United States, ranked the second-best nursing school in 2023. The university is well-known for educating the future transformational leaders in the nursing field. The programs in the nursing school cover international healthcare issues and foster evidence-based practices within the students. The curriculum identified for this assessment is Accelerated Bachelor of Science in Nursing (ABSN). The learner population for the program is students with a bachelor’s level degree or higher. A BSN is a full-time, accelerated, and campus-based program that helps students become leaders in nursing. The program’s focus is to prepare students related to health promotion and prevention, clinical leadership, and providing culturally appropriate, evidence-based care to the patients in clinical areas (Duke University School of Nursing, n.d.). The need for the accelerated BSN curriculum at Duke University is indispensable to address the issue of nursing shortages by preparing highly skilled nurses within a short span of 16 months. This program is intended for students who aspire to become change-makers within the healthcare industry, thus generating an efficient workforce for clinical areas (Duke University School of Nursing, n.d.).  Mission Statement, Course Descriptions, and Content Critique Mission Statement  The mission statement of Duke University School of Nursing is the expansion of justice in healthcare and promoting health equity by preparing nurse leaders and innovators through their comprehensive nursing programs. The purpose is to improve health outcomes by providing excellent education related to nursing and clinical practices. Course Descriptions The major courses within the ABSN curriculum include;  Other courses are based on theoretical knowledge of health concepts in children, adolescents, and their families. Some courses in the final semesters include nursing management of adults, older adults, and their families and caring for patients with multiple and complex health problems. One major critique of these courses is that most of the content is theoretical and doesn’t cover practical aspects. While learning nursing skills, leadership, and management plays a crucial role in the progress of a nursing career, practice will help newly qualified registered nurses embark on their professional journey. Thus, clinical placements are essential for students to become competent before entering the professional world (Saifan et al., 2021).  Professional Standards, Guidelines, and Competencies Professional standards and the guidelines provided by academic bodies must be incorporated into the nursing curricula to make courses credible in the educational sector. Duke University’s ABSN program, one of the best-ranked program, claims credibility. According to the standards established by American Association of Colleges of Nursing (AACN) for baccalaureate education, nursing curricula must include a solid educational foundation to provide nurses with essential clinical and theoretical knowledge, knowledge and skills related to leadership, patient safety, and quality improvement must be incorporated in the courses’ content, evidence-based practices must be highlighted and integrated in professional nursing education, knowledge regarding health promotion for population and communities must be imparted, and nursing students must be prepared for generalized nursing practices and patient care for patients across the lifespan. NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis Similarly, the four significant competencies of entry-level professional nursing education comprise wellness and disease prevention, maintenance of chronic diseases, palliative care, and care for patients across all lifespans in all healthcare settings (AACN, 2008; AACN, 2021). Individual courses in the ABSN program from Duke University presented prior are designed according to these professional standards and competencies, as evidenced by the course descriptions. Besides, the technical standards established by the Duke University School of Nursing are aligned with the AACN essentials of acquiring fundamental knowledge, developing communication and leadership skills, applying evidence-based practices into clinical areas, and incorporating professionalism while caring for patients. These standards prepare students to care for patients efficiently, considering their roles and responsibilities as registered nurses (Duke University School of Nursing, n.d.).  Student Learning Outcomes and Integration of Professional Standards The learning outcomes established by Duke University for ABSN program are as follows:  Summary of the Process to Update Healthcare Knowledge and Justification Curriculum revisions are an integral part of academic institutions to remain aligned with the expanding pool of healthcare knowledge. Since the need for evidence-based practice is increasing, there is a greater need to update the ABSN program offered by Duke University. The process that can be used to update healthcare knowledge includes steps. Firstly, the curriculum revision begins by performing a comprehensive need analysis to identify the areas of improvement. This need analysis may involve reviewing current evidence-based knowledge, evolving healthcare policies and regulations, and considering feedback from faculty and students regarding the existing educational content (Oermann, 2019). This step also includes curriculum mapping, where specific courses, modules, or learning objectives are determined, requiring modifications per the latest healthcare knowledge. Then, a team of experienced nursing educators, healthcare experts, and curriculum designers are engaged to update the existing curriculum, reflecting the newest healthcare research, policies and regulations, and best practices. A pilot implementation should be carried out after faculty training through training sessions and resources. This pilot phase will become a foundation for further adjustments and improvements in the curriculum before final implementation. However, the process doesn’t end here and would require constant curriculum evaluation. Successful academic results and student and faculty feedback can be used as evaluative methods. This process’s iterative and comprehensive nature makes it a helpful resource in revising the curriculum; thus, continuous improvements within the university are
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