NURS FPX 6111 Assessment 4 Program Effectiveness Presentation
Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Program Effectiveness Presentation This presentation outlines the development of a standardized course evaluation template for the Bachelor of Science in Nursing (BSN) program at Mountainside Teaching Hospital. The evaluation focuses on the course “Improving Palliative Care for Geriatric Patients in Long-Term Care Settings.” The goal is to systematically determine how effectively the course prepares nurses to deliver high-quality palliative care to older adults residing in long-term care facilities. A structured evaluation framework enables educators to assess whether the program enhances clinical competence, ethical decision-making, and communication with patients and families while also identifying areas for improvement. Through a comprehensive and evidence-based approach, the evaluation process ensures that the course contributes to better patient outcomes and improved quality of life for geriatric patients receiving palliative care. Purpose The primary purpose of this presentation is to explain the methodology used to evaluate the educational program titled “Improving Palliative Care for Geriatric Patients in Long-Term Care Settings.” The evaluation process establishes clearly defined objectives, systematic procedures for collecting and analyzing data, and the application of recognized evaluation frameworks. The central objective of the course is to strengthen nurses’ competencies in providing compassionate and patient-centered palliative care. By equipping nurses with improved knowledge and practical skills—particularly in pain management, communication with patients and families, and ethical decision-making—the course aims to improve the overall care experience for elderly patients in long-term care facilities. The evaluation framework ensures that the program effectively supports professional development among nurses while promoting dignified, holistic care for geriatric populations. Philosophical Approaches The evaluation of the course incorporates three philosophical perspectives: positivist, constructivist, and pragmatic approaches. Each perspective contributes distinct methods for assessing program effectiveness and learning outcomes. The positivist approach emphasizes objective measurement and statistical analysis to determine whether the program produces measurable improvements in nursing knowledge and skills. This perspective relies on quantitative data such as pre- and post-course assessments, standardized clinical competency examinations, and structured questionnaires. These tools help measure improvements in areas such as pain management strategies, end-of-life communication, and ethical decision-making in geriatric palliative care (Whitelaw et al., 2022). Quantitative measures allow researchers to compare results across participants and determine whether the course leads to statistically significant improvements. However, this approach may not fully capture the emotional and interpersonal aspects of palliative care, which are critical components of patient-centered practice. The constructivist perspective, in contrast, focuses on the subjective experiences of learners and emphasizes qualitative evaluation methods. In this approach, nurses’ understanding of palliative care principles is explored through reflective journaling, case analyses, and feedback from patients and family members. These qualitative methods help educators understand how nurses integrate theoretical knowledge into real clinical situations and how they develop empathy, communication skills, and ethical reasoning (Fearon et al., 2021). Although qualitative insights provide a deeper understanding of learning experiences, their subjective nature may limit generalizability across larger populations. A pragmatic approach combines both quantitative and qualitative strategies to create a more balanced evaluation. This mixed-method strategy allows educators to analyze measurable learning outcomes while also understanding the personal and contextual factors that influence nursing practice. By integrating multiple perspectives, the evaluation framework produces a more comprehensive assessment of program effectiveness (Ingle et al., 2022). Table 1 Comparison of Philosophical Evaluation Approaches Approach Key Characteristics Evaluation Methods Strengths Limitations Positivist Focuses on objective measurement and statistical analysis Pre/post tests, competency exams, surveys Provides measurable and comparable outcomes May overlook emotional and interpersonal aspects of palliative care Constructivist Emphasizes subjective experiences and meaning-making Reflective journals, case studies, interviews Captures experiential learning and compassion Findings may be subjective and context dependent Pragmatic Integrates quantitative and qualitative approaches Mixed-method evaluation strategies Offers comprehensive understanding of outcomes Requires more resources and complex analysis Evidence Evaluation Research indicates that palliative care education programs are most effective when multiple evaluation methods are used simultaneously. Combining knowledge assessments, simulation-based learning, real clinical interactions, and self-reflection tools enables a more accurate measurement of learning outcomes and professional growth (Whitelaw et al., 2022). For the course at Mountainside Teaching Hospital, evaluation strategies include standardized knowledge tests, clinical simulation exercises, and feedback from patients and families. This multi-dimensional evaluation approach allows educators to measure not only theoretical knowledge but also practical competencies and interpersonal skills. By examining these different forms of evidence, the evaluation process can determine whether nurses are adequately prepared to deliver compassionate and effective palliative care in long-term care environments. Program Evaluation Process The program evaluation process consists of six structured stages designed to determine how effectively the course prepares nurses to deliver geriatric palliative care. First, the evaluation establishes clear goals and objectives. The primary objective is to assess improvements in nurses’ competencies related to pain management, symptom control, end-of-life communication, and ethical decision-making. The evaluation also considers whether the course increases nurses’ confidence and their ability to provide patient-centered care. However, evaluating outcomes in palliative care can be complex because many aspects—such as emotional support and ethical reasoning—are difficult to measure quantitatively (Arantzamendi et al., 2021). Second, evaluation criteria and metrics are identified. The program measures outcomes through knowledge tests, competency checklists, and qualitative feedback collected from nurses, patients, and family members. Key performance indicators include communication skills, symptom management effectiveness, and ethical clinical judgment. Despite these measures, certain elements such as empathy and patient rapport remain difficult to quantify using traditional assessment tools. Third, the evaluation team selects appropriate data collection methods. These methods include pre- and post-course assessments, clinical skills evaluations, patient and family satisfaction surveys, and reflective journal entries written by participating nurses. Although reflective methods provide valuable insights, self-reported data may introduce bias. Additionally, collecting feedback from patients and families during emotionally sensitive end-of-life situations can present challenges (Arantzamendi et al., 2021). Fourth, data analysis integrates both quantitative and qualitative findings. Quantitative data include test scores and competency ratings, while qualitative data include case discussions, reflective narratives, and patient feedback. This mixed analysis identifies patterns in learning outcomes and highlights areas requiring further training. However, combining subjective and objective data can be methodologically complex, and external factors such as prior clinical experience may influence
NURS FPX 6111 Assessment 3 Course Evaluation Template
Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Course Evaluation Template The following course evaluation template has been designed for the BSN program at Mountainside Teaching Hospital to assess the course titled “Improving Palliative Care for Geriatric Patients in Long-Term Care Settings.” The template is structured to evaluate student learning across the cognitive, psychomotor, and affective domains, ensuring a comprehensive assessment of knowledge, clinical skills, and professional attitudes developed during the course. This evaluation tool enables students to reflect on their learning outcomes while providing faculty with meaningful feedback regarding instructional strategies, course structure, and overall program effectiveness. By integrating both quantitative and qualitative feedback, the evaluation process supports continuous improvement in nursing education and contributes to enhanced patient care outcomes in long-term care environments. Part One: Standardized Course Evaluation Template Student Course Evaluation Survey Students are requested to review each statement carefully and indicate their level of agreement based on their experience in the course. The responses help determine whether course objectives were achieved and whether teaching strategies supported effective learning. Rating Scale Rating Meaning 🟢 Strongly Agree The statement fully reflects my experience 🔵 Agree The statement generally reflects my experience ⚪ Neutral I am uncertain or have no strong opinion 🟠 Disagree The statement does not reflect my experience 🔴 Strongly Disagree The statement strongly contradicts my experience Learning Objectives The following questions assess whether students believe they achieved the intended learning objectives after completing the course. Learning Objective Strongly Agree Agree Neutral Disagree Strongly Disagree Demonstrate a clear understanding of the fundamental concepts of palliative care in long-term care environments (Cognitive). ☐ ☐ ☐ ☐ ☐ Evaluate, assess, and manage pain along with other distressing symptoms experienced by older adults receiving palliative care (Cognitive + Psychomotor). ☐ ☐ ☐ ☐ ☐ Communicate effectively with patients, family members, and interdisciplinary healthcare teams regarding goals of end-of-life care (Affective). ☐ ☐ ☐ ☐ ☐ Apply evidence-based nursing interventions aimed at improving comfort, dignity, and quality of life for elderly patients (Cognitive + Psychomotor). ☐ ☐ ☐ ☐ ☐ Recognize and appropriately address ethical challenges and cultural considerations associated with palliative care decision-making (Cognitive + Affective). ☐ ☐ ☐ ☐ ☐ These learning objectives measure whether the course strengthened students’ knowledge of palliative care concepts, their clinical abilities in symptom management, and their interpersonal competencies when working with vulnerable geriatric populations. Program Outcomes The following section evaluates how the course contributed to broader BSN program outcomes related to professional nursing practice. Program Outcome Strongly Agree Agree Neutral Disagree Strongly Disagree The course strengthened my ability to apply specialized nursing knowledge to deliver safe and high-quality care across the lifespan (Cognitive). ☐ ☐ ☐ ☐ ☐ It improved my clinical reasoning and analytical abilities when developing comprehensive care plans for patients (Cognitive). ☐ ☐ ☐ ☐ ☐ It enhanced my ability to collaborate and communicate effectively with interdisciplinary healthcare teams (Affective). ☐ ☐ ☐ ☐ ☐ It helped me deliver culturally sensitive and patient-centered palliative care to diverse populations (Cognitive + Affective). ☐ ☐ ☐ ☐ ☐ It strengthened my understanding of ethical and legal responsibilities while advocating for patient dignity and autonomy (Cognitive + Affective). ☐ ☐ ☐ ☐ ☐ It developed my leadership skills in coordinating care among healthcare professionals in palliative care settings (Cognitive + Affective). ☐ ☐ ☐ ☐ ☐ These outcomes evaluate whether students can integrate course learning into broader nursing competencies such as clinical judgment, ethical practice, teamwork, and leadership in patient care. Instructor Approaches This section asks students to evaluate the effectiveness of the instructor’s teaching strategies and learning environment. Instructor Practice Strongly Agree Agree Neutral Disagree Strongly Disagree The instructor clearly explained course goals, expectations, and evaluation criteria. ☐ ☐ ☐ ☐ ☐ The course materials and lectures were relevant to real-world clinical practice in palliative care. ☐ ☐ ☐ ☐ ☐ Multiple teaching strategies were used to promote learning (e.g., lectures, case studies, simulations, and group discussions). ☐ ☐ ☐ ☐ ☐ The instructor provided timely and constructive feedback on assignments and assessments. ☐ ☐ ☐ ☐ ☐ The classroom environment encouraged participation, inquiry, and critical thinking. ☐ ☐ ☐ ☐ ☐ Instructor evaluation allows the program to determine whether teaching strategies effectively support student engagement and comprehension. Overall Feedback and Recommendations Students are encouraged to provide additional comments regarding their experience in the course. Possible guiding questions include: These open-ended responses allow students to elaborate on their experiences and suggest constructive improvements to the curriculum. Part Two: Executive Summary The course evaluation template developed for “Improving Palliative Care for Geriatric Patients in Long-Term Care Settings” is designed to assess the extent to which course objectives align with overall BSN program outcomes. The evaluation focuses on three primary learning domains—cognitive, psychomotor, and affective—to ensure that students develop not only theoretical knowledge but also practical clinical skills and professional attitudes required in palliative care practice. Through this structured evaluation system, the program measures students’ ability to apply palliative care principles in clinical contexts such as pain management, ethical decision-making, interdisciplinary collaboration, and culturally sensitive care delivery. These competencies are essential for ensuring high-quality patient care, especially among older adults receiving long-term care services. Evidence suggests that nursing education programs emphasizing collaborative decision-making and patient-centered care significantly improve both educational outcomes and clinical practice (Sultan et al., 2022). In addition, the evaluation framework helps determine whether students have developed the critical thinking, leadership, and communication skills necessary to function effectively in interdisciplinary healthcare teams. By examining both quantitative ratings and qualitative comments, educators can identify strengths and areas requiring improvement within the course structure. Ultimately, this approach ensures that nursing students are adequately prepared to deliver compassionate and evidence-based palliative care in diverse healthcare settings. Assumptions The development of this course evaluation tool is based on several key assumptions regarding the learning process and student feedback. First, it assumes that meaningful learning occurs across the cognitive, psychomotor, and affective domains, requiring a multidimensional evaluation strategy to capture students’ knowledge, clinical competence, and professional attitudes. Second, the template assumes that students
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Criteria and Rubric Development In nursing education, the creation of well-defined criteria and rubrics is critical for accurately evaluating student learning outcomes. This is especially important in the Bachelor of Science in Nursing (BSN) program at Mountainside Teaching Hospital, where students are trained to navigate the complexities of modern healthcare (Nickum et al., 2022). Within the BSN curriculum, the course “Enhancing Palliative Care for Geriatric Patients in Long-Term Care Settings” demands precise assessment tools, as it prepares students to meet the growing needs of an aging population. Nurses must be competent in providing holistic, compassionate, and evidence-based palliative care, making the development of specific criteria and rubrics an essential component of the educational process. Part 1: Assessment Description and Rationale Learning outcomes for this course are assessed primarily through reflective assignments. These assignments leverage virtual simulations, palliative care documentation, and experiential exercises to promote self-reflection, critical thinking, and empathy. Students are encouraged to record their interactions, personal experiences, and emotional responses in palliative care settings, integrating theoretical knowledge with practical application (Schooley et al., 2024; Waldrop et al., 2023). This reflective process fosters personal and professional growth, enabling students to recognize the complex challenges of palliative care and enhance their patient-centered approach (D’Aoust et al., 2021). Assignments align with the course objectives and focus on delivering compassionate geriatric care (Ramazanzadeh et al., 2023). Structured reflection helps students develop self-awareness, critical thinking, and ethical sensitivity, ensuring they can thoughtfully integrate theory with practice (Schooley et al., 2024). This approach equips learners with both the knowledge and practical skills required to provide comprehensive care for older adults. Assembling and Administering Tests for Learning Outcomes Designing valid and reliable assessments involves several structured steps. First, instructors must clearly identify the learning outcomes aligned with course objectives. Competencies are then assessed through appropriate methods, including multiple-choice questions, short-answer items, or essays (Shahzad et al., 2022). Test items are crafted to evaluate students’ comprehension of palliative care principles, the application of evidence-based strategies, and their ability to navigate ethical dilemmas. Tests are organized with clear instructions regarding time limits, resources, and formats. A variety of question types ensures coverage of knowledge, application, and critical thinking. Fairness is maintained by implementing standardized testing procedures, accommodations for learners with disabilities, and rubric-guided scoring for consistency and objectivity (Ramazanzadeh et al., 2023). Potential challenges in assessment alignment can be mitigated by diversifying evaluation strategies to more fully capture student competencies. Domains of Learning the Tool Will Evaluate Assessment in this course is comprehensive, encompassing cognitive, psychomotor, and affective domains to cover the full range of palliative care competencies. Domain Evaluation Methods Skills Assessed Cognitive Exams, quizzes Knowledge of palliative care principles, symptom management, ethical reasoning (Efendi et al., 2023) Psychomotor Clinical simulations, observations Pain assessment, medication administration, patient comfort techniques Affective Reflective assignments, self-assessments Empathy, ethical awareness, cultural competence (Efendi et al., 2023) Despite this multidimensional approach, there are knowledge gaps in evaluating the interplay of these domains in real-world practice. Integrated assessments can better capture how well students translate theoretical knowledge into practical, compassionate care (Enoch et al., 2022). Grading Expectations Communication to Learners Transparent communication of grading expectations is crucial. Instructors provide detailed rubrics outlining criteria for each performance level: Non-performance, Basic, Proficient, and Distinguished. These rubrics specify behaviors, skills, and knowledge expected at each level while aligning with learning outcomes (Ramazanzadeh et al., 2023). Students are informed about the weighting of each criterion, and examples of high-quality work are provided to help learners gauge progress. Clear grading expectations guide students toward achieving excellence while fostering accountability and self-reflection. Processes for Determining Validity and Reliability Ensuring validity requires aligning assessment items with course objectives and consulting subject matter experts for content review (De Brún et al., 2022). Reliability is maintained through standardized administration, item analysis (including difficulty and discrimination indices), rubric-guided grading, and pilot testing. These processes collectively enhance the accuracy and fairness of assessments (D’Aoust et al., 2021). Strengths include content alignment with objectives, expert review, and rigorous reliability analysis. Limitations involve potential subjectivity in content validation and restricted pilot testing. Maintaining consistent conditions across multiple testing environments remains a challenge; however, ongoing refinement ensures improved assessment accuracy (De Brún et al., 2022). Part 2: Creating a Grading Rubric Course Title: Enhancing Palliative Care for Geriatric Patients in Long-Term Care SettingsLearners: BSN nursing studentsFaculty: Nursing educators specializing in palliative careDate: February 2025 Criteria Non-performance Basic Proficient Distinguished C1: Understanding of palliative care principles Cannot articulate basic concepts Articulates some concepts Demonstrates thorough understanding Provides in-depth understanding with application in complex scenarios C2: Application of evidence-based strategies Cannot identify strategies Identifies some strategies Applies effectively in most situations Applies strategies in complex scenarios with analysis of strengths/weaknesses C3: Communication with patients and families Ineffective communication Communicates with some effectiveness Communicates effectively and empathetically Demonstrates exceptional communication fostering trust, with clear evidence C4: Integration of ethical principles Fails to recognize ethical dilemmas Recognizes dilemmas and attempts application Integrates ethical principles effectively Navigates complex dilemmas with exceptional ethical judgment C5: Cultural competence Shows insensitivity to cultural needs Some awareness of cultural considerations Demonstrates cultural competence Exhibits exceptional sensitivity and adaptability, recognizing underlying assumptions C6: Concise Writing (APA Format) Lacks APA adherence and clarity Basic adherence with some clarity Concise and consistent APA adherence Exceptionally concise, accurate APA formatting enhancing clarity and professionalism Assumptions The rubric assumes that learners have varying prior knowledge and skills related to palliative care. It also assumes that students can progressively acquire and demonstrate mastery of competencies as they engage with course content, learning activities, and instructor guidance. The rubric progression reflects expected improvement in learner performance as competencies develop. Conclusion Developing criteria and rubrics for the “Enhancing Palliative Care for Geriatric Patients in Long-Term Care Settings” course requires careful consideration of learning outcomes and assessment methods. Clearly defined performance levels aligned with competencies provide transparent grading expectations. Validity and reliability are ensured through content alignment, expert review, standardized procedures, and item analysis. Ultimately, well-structured rubrics
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 Beyond the Bedside: Advancing Patient Care through Effective Care Transitions Course Description This course is designed specifically for adult health nurses at Springfield Hospital, Vermont, to enhance their understanding and management of patient care transitions. Nurses play a pivotal role in coordinating care across healthcare settings to reduce medical errors, prevent complications, and ensure patient safety. This course emphasizes the importance of patient-centered approaches, teamwork, effective communication, and evidence-based practices (EBP) in facilitating smooth transitions. Participants will explore the challenges patients face during transitions, identify strategies to overcome barriers, and develop skills to improve health outcomes (Mardani et al., 2020). Vision The course aims to equip nurses with knowledge and skills to help patients navigate the healthcare system effectively. By fostering competence in care coordination, nurses can enhance patient satisfaction, reduce care disruptions, and contribute to positive health outcomes. Rationale Patients with multiple chronic conditions often require care from diverse healthcare providers. These complex needs necessitate strong collaboration among providers. Nurses, as frontline caregivers, must be trained to understand and manage transitions effectively to ensure continuity of care and minimize risks (Hudon et al., 2022). This course addresses the gap in transitional care knowledge, empowering nurses to improve care coordination models and patient outcomes. Learning Objectives By the end of the course, learners will be able to: Program Description This course is part of the Evidence-based Practices Continuing Professional Education (EBPCPE) program, designed to update healthcare professionals on best practices through evidence-based research. Courses are delivered using face-to-face, online, and hybrid formats, allowing learners to acquire practical skills in integrating EBP into clinical care. “Beyond the Bedside” equips nurses with competencies to apply EBP, optimize transitional care processes, and improve patient outcomes. Program Outcomes Graduates of the EBPCPE program will be able to: Alignment Table: Learning Objectives, Assessments, Program Outcomes, and Professional Standards Assessment/Evaluation Strategy Learning Objectives Program Outcomes Professional Standards Case Studies/Scenarios Case studies simulate real-world patient transitions, requiring learners to analyze complex scenarios and apply EBP to develop solutions. Challenges include unpredictability inherent in real cases (Seshan et al., 2021). – Describe key aspects of care transition plans- Apply patient-centered approaches- Educate patients/caregivers – Understand and integrate EBP- Apply EBP to address care challenges ANA Standards: Emphasize care coordination, ongoing learning, collaboration, and evidence-based practice (ANA, n.d.) Group Discussions Facilitated peer discussions allow nurses to explore challenges and share strategies for improving care transitions. Potential challenges include conflicts due to differing viewpoints. – Recognize strategies for effective communication- Integrate EBP into care transition plans – Integrate EBP to resolve practice challenges- Evaluate EBP effectiveness QSEN Competencies: Teamwork, collaboration, EBP integration, and safe patient care (Dolezel et al., 2021) Written Assessments Exams assess learners’ comprehension of care transition concepts and ability to critically evaluate and apply EBP interventions. Potential issues include assessment bias or missing context in hypothetical scenarios. – Describe comprehensive care transition plans- Integrate EBP- Educate patients/caregivers – Understand EBP principles- Evaluate implementation of EBP QSEN Competencies: EBP, quality improvement, patient safety, and clinical reasoning (Ferro & Yoder, 2023) Criteria for Evaluating Alignment The alignment of course objectives, assessments, program outcomes, and professional standards should be evaluated based on: Part Two – Memo to the Supervisor To: SupervisorSubject: Proposal for Educational Course – Beyond the Bedside: Advancing Patient Care through Effective Care Transitions Dear Supervisor, I am pleased to propose the educational course titled “Beyond the Bedside: Advancing Patient Care through Effective Care Transitions” for adult health nurses at Springfield Hospital. This course, offered under the EBPCPE program, is designed to enhance nurses’ understanding of transitional care, patient-centered strategies, collaboration, and EBP to improve patient outcomes during care transitions. Research highlights the crucial role of nurses in guiding patients through complex care transitions, particularly through patient education and health promotion (Gheno & Weis, 2021). By integrating EBP into transitional care, nurses can make informed decisions, reduce errors, and promote continuity of care. Systematic reviews indicate that EBP-focused education strengthens nurses’ confidence, knowledge, and competency, directly impacting patient outcomes (Sapri et al., 2022). The proposed assessment strategies include case studies, group discussions, and written evaluations. Case studies provide realistic scenarios for critical thinking and decision-making. Group discussions foster peer collaboration, addressing complex transitional care challenges while developing communication skills. Written assessments evaluate learners’ understanding and ability to apply EBP in practice, promoting reflective learning and self-assessment. To implement this course effectively, I recommend forming a team of hospital educators and clinical experts to develop the curriculum in alignment with professional nursing standards. The course should be reviewed by external specialists to ensure quality and credibility. Feedback from participants should be collected post-course to inform continuous improvements, ensuring a learner-centered and impactful program. Sincerely,[Your Name] References ANA. (n.d.). Nursing: Scope and Standards of Practice (3rd ed.). Ana Enterprise. https://www.nursingworld.org/~4af71a/globalassets/catalog/book-toc/nssp3e-sample-chapter.pdf Dolezel, J., Zelenikova, R., Finotto, S., Mecugni, D., Patelarou, A., Panczyk, M., … Jarosova, D. (2021). Core evidence-based practice competencies and learning outcomes for European nurses: Consensus statements. Worldviews on Evidence-Based Nursing, 18(3), 226–233. https://doi.org/10.1111/wvn.12506 Ferro, A. L., & Yoder, L. H. (2023). A scoping review of graduate nurses’ education and use of QSEN competencies. Military Medicine, 189(Supplement_1), 45–50. https://doi.org/10.1093/milmed/usad097 Gheno, J., & Weis, A. H. (2021). Care transition in hospital discharge for adult patients: Integrative literature review. Texto & Contexto – Enfermagem, 30, e20210030. https://doi.org/10.1590/1980-265X-TCE-2021-0030 Hudon, C., Aubrey-Bassler, K., Chouinard, M.-C., Doucet, S., Dubois, M.-F., Karam, M., … Sabourin, V. (2022). Better understanding care transitions of adults with complex health and social care needs: A study protocol. BMC Health Services Research, 22(1), 206. https://doi.org/10.1186/s12913-022-07588-0 NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Mardani, A., Griffiths, P., & Vaismoradi, M. (2020). The role of the nurse in the management of medicines during transitional care: A systematic review. Journal of Multidisciplinary Healthcare, 13, 1347–1361. https://doi.org/10.2147/JMDH.S276061 Sapri, N. D., Ng, Y. T., Wu, V. X., & Klainin-Yobas, P. (2022). Effectiveness of educational interventions on evidence-based practice for nurses in clinical settings: A systematic review and meta-analysis. Nurse Education Today, 111, 105295. https://doi.org/10.1016/j.nedt.2022.105295 Seshan, V., Matua, G. A., Raghavan, D., Arulappan, J., Al