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Capella University
NURS-FPX 6107 Curriculum Design, Development, and Evaluation
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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 Population
The 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 Program
The 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 Analysis
While 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):
- Scholarly Development – Ability to identify research questions, evaluate literature, and implement findings.
- Nursing Identity and Integrity – Commitment to evidence-based, patient-centered, and safe practice.
- Clinical Judgment and Synthesis – Apply knowledge to deliver quality care across populations.
- Interprofessional Teamwork – Function effectively in collaborative healthcare teams.
- Leadership in Nursing Care – Organize and lead nursing teams to ensure care quality.
- Cultural Sensitivity and Health Promotion – Incorporate sociocultural and political factors in care.
- Data Integration for Care Improvement – Use data to enhance patient outcomes.
The Process to Update Healthcare Knowledge
Updating healthcare knowledge requires a dynamic curriculum revision process guided by evidence-based practice (EBP). Steps include:
- Environmental Assessment – Evaluate emerging research, technology, and patient care requirements.
- Faculty and Clinician Collaboration – Integrate new evidence into the curriculum.
- Simulation-Based Learning – Enhance practical skill acquisition (Mehdipour-Rabori et al., 2021).
- Digital Integration – Use online resources and digital tools to provide real-time knowledge updates.
- Feedback Mechanisms – Collect input from students, faculty, and clinical partners.
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 Practices
This 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:
- Address emerging ethical challenges like AI, genomics, and resource scarcity (Tavakol et al., 2023).
- Align with professional standards such as ANA’s Code of Ethics.
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, and evidence-based education. Offering an ethics course supports this mission by developing nurse leaders capable of navigating complex ethical challenges while fostering patient-centered care.
Collaboration Among Internal and External Stakeholders
Internal stakeholders include faculty, curriculum committees, and department heads. External stakeholders include hospitals, clinics, and professional organizations like CCNE and AACN. Collaboration ensures the curriculum reflects both academic rigor and real-world practice needs (Lewis et al., 2022).
Curriculum Evaluation
Need for Continuous Evaluation:
- Adaptation to evolving healthcare environments (Al-Omari et al., 2024).
- Ensuring student competency in safe, evidence-based care.
- Maintaining accreditation standards (Nunn-Ellison et al., 2023).
- Supporting faculty development.
- Meeting expectations of students, employers, and healthcare systems.
Regular evaluation guarantees that graduates are prepared for modern nursing challenges, ethical leadership, and high-quality patient care.
NURS FPX 6107 Assessment 3 Curriculum Evaluation
Importance of Regular Curriculum Assessment
Regular evaluation of a nursing curriculum is vital to maintain high-quality education and ensure graduates are prepared for the evolving demands of healthcare. Without consistent assessment, programs risk stagnation, leaving students underprepared for modern clinical settings. For example, if curricula fail to include emerging technologies, students may lack practical experience in digital health tools, reducing the quality of patient care. Additionally, failure to evaluate the curriculum can lead to noncompliance with accreditation standards, jeopardizing program credibility, public trust, and the ability to produce safe, competent, evidence-based practitioners (Nunn-Ellison et al., 2023).
Programs that do not evolve risk losing accreditation, damaging institutional reputation, and hindering graduates’ ability to obtain licensure. Moreover, inadequate curriculum evaluation may lead to poor educational outcomes such as low graduation rates, licensure exam pass rates, employment challenges, and dissatisfaction among graduates (Chicca & Shellenbarger, 2023). This also poses challenges for healthcare organizations, as insufficiently trained nurses may increase patient safety risks and healthcare costs.
Criteria for Curriculum Evaluation
Curriculum evaluation must examine whether nursing programs remain relevant, high-quality, and compliant with professional standards. Evaluation criteria assess whether programs meet student needs, satisfy employer expectations, and adhere to accrediting body requirements. These criteria help identify strengths, weaknesses, and areas for improvement, ensuring graduates are prepared to meet the complex demands of healthcare.
Alignment with Accreditation Standards
Nursing curricula must demonstrate compliance with standards established by accrediting bodies such as the Commission on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing (ACEN). Alignment ensures that programs meet national quality benchmarks, preparing students for licensure and professional practice (Nunn-Ellison et al., 2023). Noncompliance may result in loss of accreditation, preventing students from taking licensure exams and diminishing institutional credibility.
Relevance to Healthcare Needs
Healthcare is a rapidly changing environment influenced by technological advancements, research, and emerging health challenges (Al-Omari et al., 2024). Therefore, curricula must be evaluated for relevance to these evolving needs. For instance, integrating courses on digital health equips graduates to navigate modern healthcare environments, ensuring they are prepared to provide competent care and adapt to emerging clinical challenges.
Student Learning Outcomes (SLOs)
Curricula should include clear, measurable Student Learning Outcomes (SLOs) to guide educational objectives. Assessment must determine whether students develop critical thinking, clinical judgment, and professional competencies. Regular review of SLOs ensures alignment with industry standards and identifies areas requiring curriculum modification to enhance learning outcomes.
Stakeholder Feedback
Feedback from students, faculty, alumni, and employers is essential in evaluating curriculum effectiveness. Surveys and interviews can highlight strengths and reveal deficiencies, guiding improvements in clinical preparedness and theoretical knowledge. Ignoring stakeholder feedback risks perpetuating suboptimal practices that negatively affect graduates and program outcomes.
Graduate Success Metrics
Key performance indicators, such as licensure examination pass rates, employment rates, and graduate satisfaction, provide measurable insights into curriculum effectiveness (Chicca & Shellenbarger, 2023). Low performance metrics indicate areas for curriculum improvement, allowing programs to adapt and better prepare students for professional practice.
Pilot Testing and Curriculum Evaluation
Pilot testing allows a curriculum to be trialed with a small student group before large-scale implementation. This approach helps identify effective components, areas needing modification, and potential implementation challenges (Kobiah, 2021).
Pilot Testing Process:
| Step | Description |
|---|---|
| Sample Selection | Choose a representative group of students for trial. |
| Curriculum Application | Implement the curriculum or course under controlled conditions. |
| Data Collection | Use surveys, interviews, and assessments to gather feedback. |
| Analysis | Identify effective elements, weaknesses, and areas needing revision. |
| Refinement | Modify curriculum content, teaching methods, and resources based on findings. |
Pilot testing reduces risks of large-scale failure, ensures teaching and learning strategies are effective, and increases stakeholder confidence in curriculum innovations (Kobiah, 2021). For example, in the ABSN Ethics in Advanced Nursing Practices course at Duke University, a pilot group evaluates content, delivery methods, and ethical reasoning outcomes before full integration into the curriculum.
Real-world Example: Kovach et al. (2022) describe a managed care organization that used pilot testing to refine online value-based care courses. Fifty participants provided feedback via surveys, highlighting content errors, misleading information, and technical issues, which informed significant curriculum adjustments. This example emphasizes the importance of piloting in improving educational materials and ensuring quality.
Short-term and Long-term Evaluations for Process Improvement
Short-term Evaluation
Short-term evaluation focuses on immediate learning outcomes, such as comprehension of lessons, engagement, and content retention (Ullah et al., 2024). Methods include quizzes, surveys, and in-class assessments that allow instructors to correct misunderstandings and adjust teaching strategies promptly.
| Short-term Evaluation Method | Purpose |
|---|---|
| Quizzes & Polls | Assess comprehension of course content. |
| Surveys & Reflections | Gather feedback on student satisfaction and teaching effectiveness. |
| Group Discussions | Identify challenges in understanding and clarify content. |
| Faculty Review Meetings | Analyze feedback and make real-time adjustments. |
Long-term Evaluation
Long-term evaluation examines curriculum outcomes over time, including graduate performance in licensure exams, employment, and professional development (Chicca & Shellenbarger, 2023). It ensures curricula remain relevant to future healthcare needs and accreditation standards.
| Long-term Evaluation Method | Purpose |
|---|---|
| Postgraduate Surveys | Measure graduates’ application of course content in practice. |
| Employer Feedback | Assess professional competence and ethical decision-making. |
| Trend Analysis | Update curriculum according to evolving healthcare practices. |
| Accreditation Review | Ensure continuous compliance with ACEN standards. |
Evidence-Based Nursing Concepts, Nursing Theories, and Best Practices
Evidence-Based Nursing Concepts
Integrating evidence-based concepts enhances learning and prepares students for safe, competent practice (Du et al., 2023). Examples include patient-centered care, where students develop individualized care plans respecting patient values, and interprofessional collaboration, which improves patient safety and outcomes (Kaiser et al., 2022).
Nursing Theories
Nursing theories provide a conceptual framework to guide curriculum development. For example:
- Watson’s Theory of Human Caring: Enhances student understanding of empathy and relational care in clinical practice (Bagheri et al., 2023).
- Orem’s Self-Care Deficit Theory: Guides students in identifying and addressing patient self-care needs, including ethical dilemmas (Hellqvist, 2021).
The inclusion of nursing theories ensures students gain both practical skills and critical thinking abilities to handle evolving healthcare challenges.
Best Practices
Best practices in curriculum development incorporate active learning, simulation, and interprofessional education (Kalu et al., 2023). For example, case-based learning and ethical simulations in the Ethics in Advanced Nursing Practices course improve problem-solving and decision-making skills (Tavakol et al., 2023). Continuous curriculum evaluation ensures content remains relevant and evidence-based, fostering professional development and effective patient care.
Accreditation Body and Evaluation Criteria
The ACEN accredits nursing programs, including the ABSN program, ensuring high-quality education. ACEN evaluates:
| Criterion | Description |
|---|---|
| Mission & Administration | Alignment with institutional goals and leadership capacity. |
| Student Learning & Outcomes | Achievement of program objectives, NCLEX-RN pass, graduation, employment rates. |
| Curriculum & Teaching | Integration of evidence-based practice, critical thinking, and clinical reasoning. |
| Resources | Adequacy of faculty, clinical placements, and technology. |
| Evaluation & Assessment | Comprehensive system for curriculum assessment and continuous improvement. |
| Faculty | Qualifications, experience, and professional development opportunities. |
Evaluation results guide curriculum refinement, addressing gaps in student preparation, faculty development, and emerging healthcare needs (Chicca & Shellenbarger, 2023; Nunn-Ellison et al., 2023).
Conclusion
Effective development, evaluation, and accreditation of nursing programs require rigorous attention to multiple factors. Ongoing curriculum evaluation, including pilot testing, short-term and long-term assessments, and stakeholder feedback, ensures programs remain relevant, high-quality, and aligned with accreditation standards. Integrating evidence-based concepts, nursing theories, and best practices prepares students for professional practice in complex healthcare environments. Accreditation bodies such as ACEN provide frameworks for continuous improvement, ensuring graduates are competent, ethical, and prepared for leadership roles in nursing.
References
AACN. (2021). The Essentials: Core Competencies for Professional Nursing Education. American Association of Colleges of Nursing. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Al-Omari, E., Dorri, R., Blanco, M., & Al-Hassan, M. (2024). Innovative curriculum development: Embracing the concept-based approach in nursing education. Teaching and Learning in Nursing, 19(4). https://doi.org/10.1016/j.teln.2024.04.018
Bagheri, S., Zarshenas, L., Rakhshan, M., Sharif, F., Sarani, E. M., Shirazi, Z. H., & Sitzman, K. (2023). Impact of Watson’s human caring-based health promotion program on caregivers of individuals with schizophrenia. BMC Health Services Research, 23(1). https://doi.org/10.1186/s12913-023-09725-9
Chicca, J., & Shellenbarger, T. (2023). A roadmap for improving nursing program outcomes. Teaching and Learning in Nursing, 19(1), 10–15. https://doi.org/10.1016/j.teln.2023.04.018
NURS FPX 6107 Assessment 3 Curriculum Evaluation
Du, S., Jin, S., Zhang, H., Chen, L., & Zhang, Y. (2023). Incorporating evidence-based practice education in nursing research curriculum of undergraduate nursing students: A quasi-experimental study. Nurse Education in Practice, 70, 103671. https://doi.org/10.1016/j.nepr.2023.103671
Hellqvist, C. (2021). Promoting self-care in nursing encounters with persons affected by long-term conditions—a proposed model to guide clinical care. International Journal of Environmental Research and Public Health, 18(5), 2223. https://doi.org/10.3390/ijerph18052223
Kaiser, L., Conrad, S., Neugebauer, E. A. M., Pietsch, B., & Pieper, D. (2022). Interprofessional collaboration and patient-reported outcomes in inpatient care: A systematic review. Systematic Reviews, 11(1). https://doi.org/10.1186/s13643-022-02027-x
Kalu, F., Wolsey, C., & Enghiad, P. (2023). Undergraduate nursing students’ perceptions of active learning strategies: A focus group study. Nurse Education Today, 131, 105986. https://doi.org/10.1016/j.nedt.2023.105986
Kobiah, L. K. (2021). Piloting a new curriculum: Teachers’ perspective. International Journal of Academic Research in Progressive Education and Development, 10(4), 237–247. https://doi.org/10.6007/IJARPED/v10-i4/11709
Kovach, J., Obanua, F., & Hutchins, H. (2022). Pilot testing a series of value-based care training courses. Advances in Medical Education and Practice, 13, 319–322. https://doi.org/10.2147/amep.s360027
Nunn-Ellison, K., Tillson, M., Ard, N., & Farmer, S. (2023). Assessment and evaluation: Nursing education and ACEN accreditation. Teaching and Learning in Nursing, 18(4). https://doi.org/10.1016/j.teln.2023.06.009
NURS FPX 6107 Assessment 3 Curriculum Evaluation
Tavakol, N., Molazem, Z., Rakhshan, M., & Asemani, O. (2023). An educational program of reducing moral distress (PRMD) in nurses: Designing and evaluating. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04445-4
Ullah, H., Huma, S., Yasin, G., Ashraf, M., Tahir-ud-Din, Q., Shabana, H., & Sarfraz, J. (2024). Curriculum and program evaluation in medical education – A short systematic literature review. Annals of Medicine and Surgery, 86, 10. https://doi.org/10.1097/ms9.0000000000002518