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