Student Name
Capella University
NURS-FPX 6107 Curriculum Design, Development, and Evaluation
Prof. Name
Date
Curriculum Overview, Framework, and Analysis
This paper provides a detailed analysis of the Accelerated Bachelor of Science in Nursing (ABSN) program at Duke University School of Nursing. The ABSN program is tailored for individuals who already hold a degree in another field and wish to transition into nursing. The program aims to prepare highly skilled and adaptable professional nurses capable of addressing the evolving challenges of the healthcare system. This analysis covers the program’s mission, curriculum structure, professional standards, student outcomes, theoretical framework, and potential areas for curriculum enhancement to maintain currency with contemporary healthcare knowledge.
Context, Learner Population, and the Importance of the Program
Duke University School of Nursing is recognized nationally for excellence in nursing education, research, and clinical practice. The ABSN program is an accelerated 16-month, 58-credit-hour curriculum designed for students with previous degrees who aim to enter the nursing profession. It integrates educational theory with practice-based research to develop competencies essential for safe and effective patient care (Duke University School of Nursing, n.d.-a).
The learner population primarily consists of motivated adult students with diverse academic backgrounds and professional experiences. They generally possess strong critical thinking, communication, and interpersonal skills. Many are career changers motivated to make meaningful contributions to healthcare. The ABSN program addresses the pressing need for skilled nurses in the United States, a sector experiencing workforce shortages. By equipping students with leadership abilities, evidence-based practice skills, and clinical flexibility, the program enhances patient care quality and contributes to the professional development of nurses in complex healthcare environments (Duke University School of Nursing, n.d.-b).
Mission, Course Explanations, and Critical Analysis
The mission of the ABSN program at Duke emphasizes serving communities globally by generating knowledge, advancing health equity, and fostering nurse leadership through excellence in education, clinical practice, and research. The program prioritizes differentiation in patient care, education, and research, considering human, societal, environmental, and healthcare contexts (Duke University School of Nursing, n.d.-b).
The ABSN program spans four semesters and combines online, face-to-face, and blended learning modalities. The curriculum includes 58 credit hours with a mix of required and elective courses focused on basic nursing, clinical leadership, and healthcare technology. It emphasizes evidence-based practice, culturally competent care, and patient-centered approaches. Six elective credits enable students to specialize in areas of interest (Duke University School of Nursing, n.d.-c).
Despite its strengths, enhancements could be made, including more integration of emerging technologies like telehealth and artificial intelligence. Further emphasis on conflict resolution, advanced communication, and earlier introduction of research methods could improve readiness for interprofessional practice (Purabdollah et al., 2023; Wangpitipanit et al., 2024).
Professional Standards, Guidelines, and Competencies
The ABSN program aligns with national professional standards to ensure graduates are competent and research-oriented. The Commission on Collegiate Nursing Education (CCNE) fully accredits the curriculum, confirming adherence to educational and professional standards (Duke University School of Nursing, n.d.-d). The program also integrates the American Association of Colleges of Nursing (AACN) Essentials, which focus on leadership, population health, and nursing knowledge (AACN, 2021).
Key courses and competency integration:
| Course Name | Competency Focus |
|---|---|
| Professional Nursing: Evolution as a Leader | Leadership and ethical decision-making |
| Community and Public Health Nursing | Population health, health promotion, and cultural competence |
| Health Assessment and Foundations for Nursing Practice | Clinical assessment and patient-centered care |
Additionally, the program incorporates QSEN competencies: patient-centered care, teamwork, informatics, safety, and evidence-based practice. Clinical simulations, interprofessional practice, and quality improvement initiatives reinforce these competencies.
Program Learning Outcomes and Professional Standards/Competencies
The ABSN program outcomes reflect the integration of AACN and QSEN standards:
| Outcome | Description | Alignment with Standards |
|---|---|---|
| Scholarly Development | Ability to assess research literature and apply findings to clinical practice | AACN Essentials: Scholarship, Evidence-Based Practice |
| Nursing Identity & Integrity | Professionalism in adherence to evidence-based, patient-centered care | AACN Essentials & QSEN: Patient-Centered Care, Quality, Safety |
| Clinical Judgment & Synthesis | Apply nursing knowledge across patient populations for safe, quality care | QSEN: Teamwork & Collaboration |
| Interprofessional Teamwork | Demonstrate collaboration in healthcare teams | AACN: Interprofessional Collaboration |
| Leadership in Nursing Care | Apply leadership skills to optimize care and manage teams | AACN & QSEN: Leadership, Quality Care |
| Cultural Sensitivity & Health Promotion | Address sociocultural and political dimensions in healthcare | AACN & QSEN: Patient-Centered Care, Health Equity |
| Data Integration for Care Improvement | Use evidence and informatics to improve patient outcomes | AACN: Data-Driven Care |
The Process to Update Healthcare Knowledge
To maintain contemporary relevance, nursing curricula should follow evidence-based practice (EBP) principles. This includes:
- Environmental Assessment – Identify emerging healthcare trends, technologies, and best practices.
- Faculty-Clinician Collaboration – Integrate new knowledge and evidence into the curriculum.
- Simulation-Based Learning – Enhance practical skill acquisition in controlled settings.
- Digital Tools Integration – Utilize online platforms for real-time curriculum updates.
- Feedback Mechanisms – Collect input from students, faculty, and healthcare professionals to guide continuous improvement (Cardoso, 2021; Mehdipour-Rabori et al., 2021).
This iterative process ensures graduates are prepared for high-quality, patient-centered care consistent with AACN Essentials and QSEN competencies.
Organizing Design and Theoretical Framework
The ABSN program uses Competency-Based Education (CBE) and Benner’s Novice to Expert Model as its core frameworks.
- CBE focuses on sequential mastery of knowledge and skills, ensuring students meet specific competencies before progressing to more complex content (Lewis et al., 2022). For example, foundational courses like Health Assessment precede advanced courses in Pathophysiology and Population Health.
- Benner’s Model emphasizes experiential growth across five stages: novice, advanced beginner, competent, proficient, and expert. Clinical experiences in the ABSN program mirror this progression, gradually increasing autonomy and complexity in patient care (Sterner et al., 2021).
These frameworks work synergistically, combining skill mastery with experiential knowledge, facilitating professional readiness in a condensed timeframe.
Historical Overview of Design and Theoretical Model
CBE originated in the early 20th century, gaining prominence in vocational and healthcare education in the 1970s. It shifted the focus from time-based learning to performance-based assessment, crucial in nursing to ensure clinical competence and patient safety (Lewis et al., 2022).
Benner’s Novice to Expert Model, proposed in 1984, complements CBE by mapping clinical growth through practice and experience. Integrating both approaches in Duke’s ABSN program ensures competency mastery and progressive skill development within an accelerated format.
Significant Concepts of Design and the Model
Key concepts of CBE include:
- Competency frameworks and learning maps
- Mastery-based progression
- Criteria-referenced evaluations
Benner’s Model emphasizes:
- Situational awareness
- Decision-making
- Skill acquisition through experience
Together, these frameworks ensure students transition from foundational knowledge to clinical expertise capable of delivering safe, patient-centered care.
Conclusion
The ABSN program at Duke University prepares nurses to meet contemporary healthcare demands by integrating professional standards, evidence-based competencies, and theoretical frameworks. The curriculum emphasizes leadership, cultural competence, patient-centered care, and clinical excellence. Through competency-based education and the Novice to Expert model, students progressively develop the knowledge and skills needed for professional practice. Continuous curriculum updates ensure alignment with emerging healthcare trends, technologies, and best practices. Overall, the program equips graduates to deliver safe, effective, and innovative care in diverse healthcare settings.
References
AACN. (2021). The Essentials: Core Competencies for Professional Nursing Education (pp. 1–82). American Association of Colleges of Nursing. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Cardoso, D. (2021). The effectiveness of an evidence-based practice (EBP) educational program on undergraduate nursing students’ EBP knowledge and skills: A cluster randomized control trial. International Journal of Environmental Research and Public Health, 18(1), 293. https://doi.org/10.3390/ijerph18010293
Dolansky, M. A., Dick, T., Byrd, E., Miltner, R. S., & Layton, S. S. (2024). The QSEN competency legacy threaded through the entry-level AACN essentials: Shaping the future. Nurse Educator, 49(2), 73–79. https://doi.org/10.1097/NNE.0000000000001511
Duke University School of Nursing. (n.d.-a). Educational excellence. https://nursing.duke.edu/why-duke/educational-excellence
Duke University School of Nursing. (n.d.-b). Accelerated Bachelor of Science in Nursing student handbook 2024–2025. https://nursing.duke.edu/sites/default/files/documents/ABSN%20Student%20Handbook%202024-2025.pdf
Duke University School of Nursing. (n.d.-c). Academic programs curricula. https://nursing.duke.edu/academic-programs/curriculum#absn
Duke University School of Nursing. (n.d.-d). Accelerated Bachelor of Science in Nursing student resources. https://nursing.duke.edu/student-resources/absn
Lewis, L. S., Rebeschi, L. M., & Hunt, E. (2022). Nursing education practice update 2022: Competency-Based education in nursing. SAGE Open Nursing, 8(8). https://doi.org/10.1177/23779608221140774
Mehdipour-Rabori, R., Bagherian, B., & Nematollahi, M. (2021). Simulation-based mastery improves nursing skills in BSc nursing students: A quasi-experimental study. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-020-00532-9
NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis
Purabdollah, M., Zamanzadeh, V., Ghahramanian, A., Valizadeh, L., Mousavi, S., & Ghasempour, M. (2023). Competencies expected of undergraduate nursing students: A scoping review. Nursing Open, 10(12), 7487–7508. https://doi.org/10.1002/nop2.2020
Sterner, A., Ramstrand, N., Palmér, L., & Hagiwara, M. A. (2021). A study of factors that predict novice nurses’ perceived ability to provide care in acute situations. Nursing Open, 8(4), 1958–1969. https://doi.org/10.1002/nop2.871
Wangpitipanit, S., Lininger, J., & Anderson, N. (2024). Exploring the deep learning of artificial intelligence in nursing: A concept analysis with Walker and Avant’s approach. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-024-02170-x
Appendix: Table 1 – Course Descriptions
| Course Name | Course Description |
|---|---|
| Health Assessment and Foundations for Nursing Practice Across the Lifespan | Foundational skills in assessment and nursing principles for all age groups. |
| Wellness/Health Promotion Across the Lifespan | Strategies for promoting health and preventive care across life stages. |
| Professional Nursing: Past, Present & Future | Explores nursing history, current trends, and future challenges. |
| Physiologic Homeostasis and Principles of Pharmacology | Human physiology and pharmacology principles with a focus on safety. |
| Professional Nursing: Evolution as an Evidence-Based Clinician | Integrates research into clinical decision-making. |
| Nursing Care of the Childbearing Family | Care for women and families during pregnancy, birth, and postpartum. |
| Nursing Care of Infants, Children, and Adolescents | Pediatric care emphasizing growth, development, and safety. |
| Community and Public Health Nursing | Population health, public health concepts, and addressing disparities. |
| Pathophysiology and Pharmacology I | Disease processes and pharmacologic interventions for common health issues. |
| Professional Nursing: Evolution as an Effective Team Member | Interprofessional collaboration and communication skills development. |
| Nursing Management of Adult Patients with Health Problems | Management of acute/chronic conditions in adult patients. |
| Gerontological Nursing | Care strategies for older adults and their families. |
| Pathophysiology and Pharmacology II | Advanced disease processes and treatment strategies. |
| Professional Nursing: Evolution as a Leader | Leadership, advocacy, and policy development in nursing. |
| Nursing Care of Patients with Complex Health Problems | Advanced care strategies for patients with multifaceted conditions. |
| Electives | Specialized topics such as global health, informatics, or advanced clinical skills. |