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NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Part One – Course Definition and Alignment Table Course Title  Clinical Healthcare Ethics for Pediatric Nurses. Course Description  The course aims to provide pediatric nurses in the Pediatric Intensive Care Units (PICU) at Miami Valley Hospital with an overview of fundamental ethical principles and their clinical application. Nursing being inherently ethical, this course facilitates nurses in reflecting on ethical dilemmas encountered in their practices, enhancing problem-solving skills, and decision-making based on standardized ethical principles (Haddad & Geiger, 2022). Vision  The vision behind this course development is to enrich nurses’ knowledge and practical skills in addressing ethical issues in nursing practices, thereby adhering to ethical standards, improving patient experiences, and enhancing overall healthcare quality. Rationale  Nursing practices inherently involve ethical considerations, particularly in pediatric settings where nurses often face complex moral dilemmas (Haahr et al., 2020). Educating nurses about healthcare ethics and enhancing their decision-making abilities through educational interventions is crucial to address these challenges effectively. Learning Objectives  The learning objectives for the course “Clinical Healthcare Ethics for Nurses” are: Program Description  This course is part of a Continuing Professional Education (CPE) program designed to enhance healthcare professionals’ knowledge and skills in patient care settings. Delivered by field specialists, the program offers various e-modules, simulation activities, workshops, and in-service sessions. The Clinical Healthcare Ethics for Pediatric Nurses course aims to assist nurses in applying ethical principles, enhancing communication skills, and adhering to legal/regulatory frameworks surrounding ethical dilemmas in practice. Program Outcomes  Outcomes of the Continuing Professional Education (CPE) program include: Alignment Table Assessment/Evaluation Strategies Learning Objectives Program Outcomes Professional Standards Ethical Case Studies: Utilizing case studies to assess learning, facilitating analysis, discussion, and solution proposals based on ethical principles. (Grimes, 2019) 1. Describe healthcare ethics principles and theories, applying critical thinking to resolve ethical issues in clinical practices. 2. Understand ethical implications in medical research, end-of-life care, and transplantation. International Code of Ethics for Nurses emphasizes professional knowledge about nursing ethics and critical thinking abilities in practice (Toumová et al., 2021). Role-playing/Simulation: Utilizing patient simulation and role-playing to improve communication skills and decision-making in ethical dilemmas. (Cortés-Rodríguez et al., 2021) 4. Develop communication skills to discuss sensitive ethical issues with patients, families, and healthcare providers. 5. Reflect on personal and professional values influencing nursing practice decision-making. ANA’s Nursing Professional Development (NPD): Scope and Standards of Practice stresses effective communication in clinical environments for healthcare professionals (Brunt & Russell, 2022). Comprehensive Certification Exam: Assessing overall understanding of key ethical concepts and practical applications. 1. Describe healthcare ethics principles and theories, applying critical thinking to resolve ethical issues in clinical practices. 2. Express understanding of legal and regulatory frameworks surrounding ethical nursing care practices. 3. Maintain patient safety and enhance healthcare quality by integrating professional, legal, and regulatory standards. ANA’s Nursing Professional Development (NPD): Scope and Standards of Practice underscores the importance of continuing professional development for nurses (Brunt & Russell, 2022). Criteria to Evaluate Alignment  The alignment evaluation criteria encompass relevance, clarity, and coherence. Relevance ensures addressing essential ethical competencies in nursing practice, while clarity emphasizes straightforward language and unambiguous concepts following standards of practice. Coherence ensures that learning objectives align harmoniously with professional standards and regulations to integrate theory into practice effectively. Part Two – Memo to the Supervisor To Whom It May Concern, I propose an educational course for pediatric nurses as part of the Continuing Professional Education (CPE) program, specifically targeting nurses in the Pediatric Intensive Care Units at Miami Valley Hospital. The course titled “Clinical Healthcare Ethics for Pediatric Nurses” aims to provide nurses with a comprehensive understanding of fundamental ethical principles and their application in clinical settings. Pediatric nurses often encounter unique ethical challenges, such as balancing parental and patient autonomy and addressing end-of-life care. Poor knowledge of ethical principles has led to instances of ineffective decision-making (Schulz et al., 2023), highlighting the significance of this course in enabling nurses to provide empathetic and patient-centered care while upholding the rights and well-being of vulnerable patients. NURS FPX 6111 Assessment 1 Course Definition and Alignment Table This course aligns with the program objectives by enhancing nurses’ professional knowledge, improving communication skills, and adhering to professional standards, particularly in healthcare ethics. Evaluation strategies include ethical case studies, role-playing/simulation, and a comprehensive certification exam, supported by scholarly literature. However, further insights into nurses’ potential resistance to practice changes could refine the choice of evaluation strategies. Recommended next steps include developing the course outline and curriculum based on international nursing education standards, gaining approval from the educational board of nursing, integrating technology for e-modules, training clinical educators in the PICU, and planning course completion timelines. Additionally, I suggest generalizing the course implementation for nurses across various clinical settings to ensure effective and sustainable ethical practices within the organization. References Brunt, B. A., & Russell, J. (2022). Nursing professional development standards. In StatPearls. StatPearls Publishing. Cortés-Rodríguez, A. E., Roman, P., López-Rodríguez, M. M., Fernández-Medina, I. M., Fernández-Sola, C., & Hernández-Padilla, J. M. (2021). Role-play versus standardized patient simulation for teaching interprofessional communication in care of the elderly for nursing students. Healthcare, 10(1), 46. Grimes, M. W. (2019). The continuous case study: Designing a unique assessment of student learning. International Journal of Teaching and Learning in Higher Education, 31(1), 139–146. Haahr, A., Norlyk, A., Martinsen, B., & Dreyer, P. (2020). Nurses experiences of ethical dilemmas: A review. Nursing Ethics, 27(1), 258–272. NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. In StatPearls. StatPearls Publishing. Schulz, I., O’Neill, J., Gillam, P., & Gillam, L. (2023). The scope of ethical dilemmas in paediatric nursing: A survey of nurses from a tertiary paediatric centre in Australia. Nursing Ethics, 9697330231153916. Toumová, K., Havierniková, L., Kimmerová, J., Hellerová, V., Tóthová, V., & Chloubová, I. (2021). The importance of ethical codes in nursing care. Kontakt, 23(2), 83–89. NURS FPX 6111 Assessment 1 Course Definition and Alignment Table