NURS FPX 6107 Assessment 3 Curriculum Evaluation
Student Name Capella University NURS-FPX 6107 Curriculum Design, Development, and Evaluation Prof. Name Date Curriculum Overview, Framework, and Analysis This paper presents a detailed examination of the Accelerated Bachelor of Science in Nursing (ABSN) program at Duke University School of Nursing. The ABSN program is designed for students who already hold a degree in another field and wish to transition into nursing. This assessment explores the program’s mission, curriculum structure, professional guidelines, and expected student outcomes. Additionally, it discusses the organizing framework and theoretical foundations that guide the program, along with recommendations for updating the curriculum to align with modern healthcare practices. Context, Learner Population, and the Importance of the Program Duke University School of Nursing ranks among the top nursing schools in the United States due to its emphasis on innovative education, research, and clinical practice (Duke University School of Nursing, n.d.-a). The ABSN program is an accelerated 16-month, 58-credit program integrating research-based educational strategies to prepare students for diverse clinical settings. Learner PopulationThe program primarily enrolls adult learners with varied academic and professional backgrounds who demonstrate strong critical thinking and interpersonal skills (Duke University School of Nursing, n.d.-b). Many students are career changers seeking opportunities to contribute to patient care. Importance of the ProgramThe ABSN program addresses the significant nursing shortage in the U.S. by developing competencies aligned with contemporary practice, including leadership, evidence-based care, and flexibility. Graduates are equipped to improve patient outcomes and support the advancement of the nursing profession. Mission, Course Explanations, and Critical Analysis The mission of Duke University School of Nursing emphasizes advancing health equity, social justice, and leadership in nursing through education, clinical practice, and research (Duke University School of Nursing, n.d.-b). The ABSN program combines online, face-to-face, and hybrid courses to optimize student learning experiences. The 16-month curriculum spans four semesters and focuses on fundamental nursing knowledge, clinical leadership, and technological competence. Students complete 58 credits, including six elective credits for personalized learning (Duke University School of Nursing, n.d.-c). The program prioritizes patient-centered care, evidence-based practice, and cultural competence. Key courses cover pharmacology, pathophysiology, health assessment, and population health. Semester Core Courses Electives Focus Areas 1 Health Assessment, Pharmacology – Foundational knowledge 2 Pathophysiology, Nursing Practice Foundations – Clinical skills 3 Community Health Nursing, Leadership – Population and leadership 4 Capstone, Advanced Nursing Practice 6 credits of electives Specialization and integration Critical AnalysisWhile the curriculum incorporates essential leadership and teamwork skills, it could better integrate emerging technologies, such as telehealth and AI, and provide earlier exposure to research methods to strengthen evidence-based practice (Wangpitipanit et al., 2024; Purabdollah et al., 2023). Professional Standards, Guidelines, and Competencies The ABSN curriculum aligns with the professional standards and competencies set by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN) Essentials (AACN, 2021; Duke University School of Nursing, n.d.-d). The curriculum emphasizes leadership, population health, and clinical knowledge. QSEN competencies, including safety, communication, teamwork, and informatics, are embedded throughout the program. Course Example Related Competencies Professional Nursing: Evolution as a Leader Leadership, team collaboration Community and Public Health Nursing Population health, patient-centered care Health Assessment & Foundations Safety, clinical judgment, evidence-based practice By integrating these standards, graduates are prepared for collaborative, safe, and competent practice in healthcare settings. Program Learning Outcomes and Professional Standards/Competencies The ABSN program outcomes align with AACN Essentials and QSEN competencies (Dolansky et al., 2024; AACN, 2021): The Process to Update Healthcare Knowledge Updating healthcare knowledge requires a dynamic curriculum revision process guided by evidence-based practice (EBP). Steps include: This process ensures that graduates are trained using the most current evidence and methods, fulfilling AACN Essentials and QSEN competencies (Dolansky et al., 2024). Organizing Design and Theoretical Framework The ABSN program utilizes competency-based education (CBE), which ensures that students master foundational skills before advancing to more complex concepts (Lewis et al., 2022). The program follows Benner’s Novice to Expert Model, emphasizing progression from basic nursing skills to expert clinical performance through structured experiences (Sterner et al., 2021). Design/Model Key Concepts Application in ABSN CBE Competency frameworks, learning maps, mastery assessments Students advance after demonstrating skill mastery Benner’s Model Novice, Advanced Beginner, Competent, Proficient, Expert Clinical skills progress from supervised practice to independent care Together, CBE and Benner’s Model prepare students for effective, patient-centered practice within a compressed 16-month program. Historical Overview of Design and Theoretical Model CBE emerged in the early 20th century to shift education from time-based to performance-based learning, expanding in the 1970s in healthcare education (Lewis et al., 2022). Benner’s Model, introduced in 1984, emphasizes the development of nursing expertise through progressive clinical experience (Sterner et al., 2021). Combining these approaches allows the ABSN curriculum to ensure mastery while fostering clinical reasoning, critical thinking, and technical competence. Significant Concepts of Design and the Model CBE emphasizes measurable learning outcomes, mastery, and performance-based evaluation. Benner’s Model underscores situational awareness, decision-making, and skill development. The integration ensures that ABSN graduates transition efficiently from novice learners to competent professionals capable of delivering high-quality patient care. Course Development and Influencing Factors Course Proposal: Ethics in Advanced Nursing PracticesThis course addresses ethical dilemmas and moral decision-making in contemporary nursing practice (Andersson et al., 2022). It should be offered in the final semester to leverage students’ prior clinical knowledge and leadership skills, enhancing ethical decision-making in real-world settings. Rationale for Course Inclusion: Topical Outline and Relationship with Existing Courses: Existing Course Ethical Integration Nursing Care of Children Autonomy, informed consent Adult Patient Management End-of-life decisions, treatment options Leadership Courses Ethical leadership, teamwork Faculty Collaboration:Faculty from clinical practice, ethics, leadership, and curriculum committees will develop and implement the course. Engagement with regulatory bodies ensures compliance with accreditation standards (Hoare et al., 2024; Lewis et al., 2022). Internal Factors:Organizational processes, curriculum committees, and faculty collaboration determine course feasibility and integration. External Factors:Funding, healthcare institutions, and accreditation agencies influence course content, resources, and relevance to current healthcare practice. Mission, Philosophy, and Framework The program’s design aligns with Duke University School of Nursing’s mission of promoting health equity, social justice,
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 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: 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. 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: Benner’s Model emphasizes: 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)
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 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: 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. 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: Benner’s Model emphasizes: 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)