- NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis.
Curriculum Overview, Framework, and Analysis
Experts direct curriculum creation with audit and acclimation to guarantee that students handle the data and limits expected of working in nursing (Keating, 2014). The curriculum for an Associate Degree Nursing (ADN) program at a lesser school in Steward, Father, will be assessed in this overview. The curriculum of the ADN program is intended to show students beyond what many would consider possible expected for different area-level nursing professions, such as affirmed appraisal, clinical judgment, and patient-focused care. Examining the ADN nursing curriculum should indicate that the latest proof-based rehearses have been executed throughout the program. Explore our assessment NURS FPX 6107 Assessment 2 for more information.
Associate Degree Nursing Program Curriculum
The ADN program is offered at a lesser school in Steward, Father. The ADN program is a two-year degree program supporting support orchestrating the key to change into a picked clinical caretaker. The graduation rates for the Nursing Program for the past three years of 2019, 2020, and 2021 were 76.9%, 68.18%, and 68.8%, for a standard graduation speed of 71.29%. Graduates should drift through a permitting assessment to rehearse as Chosen Clinical caretakers.
The supporting assessment Public Chamber Licensure Evaluation (NCLEX-RN) passing rates for 2019, 2020, and 2021 were 93.861%, 87.3%, and 89.0% unreservedly, for a typical passing velocity of 89.75%. Over 1,000,000 picked clinical caretakers shouldn’t be unusual there of mind by 2030 to settle the nursing need, with research proposing that the majority of chosen clinical caretakers are 50 and more ready, with 1,000,000 possibly leaving in the going with 10-15 years (Perkins, 2021).
NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis
The consistent pandemic has further exacerbated the circumstance, with clinical caretakers abandoning their occupation, inferable from weakness or vaccination demands. With the respectability of the area’s ordinary new turn of events and the projected nursing deficit, the district should have a quality associate degree program open for clinical caretakers wishing to enter the sector.
Mission Statement and Course Description
A mission statement bestows a foundation’s considerations concerning its work and commitments to coordinating alumni (Keating, 2014). The mission statement for Steward Locale Junior School states, “We serve. The school is turned around engaging areas of strength for major for a, associated with cilia mate that values goodness, mix, and importance”. The AND curriculum incorporates four semesters and nine courses, notwithstanding the essential fundamentals.
Nursing Curriculum Overview Details
The classes consolidate Nursing I: Prelude to Nursing, Pharmacology for Clinical Orderlies I, Nursing II: Nursing Care of Patients By and Large through the Future, Pharmacology for Experts II, Nursing III: Nursing Care of Patients with Senseless Health Issues, Pharmacology for Escorts III, Nursing IV: Nursing Care of Patients with Complex Health Issues, Pharmacology for Clinical experts IV, and Nursing V: Change to Practice. Nursing I, II, and III lay the basis for nursing practice and foster keys to top-level abilities to help.
Nursing IV explains the justification behind persistent, protected, proof-based treatment. Nursing V ought to prepare students for portion-level nursing professions. The courses ensure that students move impeccably into their new clinical positions.
Professional Standards, Guidelines, and Competencies
The Help Commission for Showing Clinical Caretakers (ACEN) accredits the junior college ADN program. Accreditation by ACEN demonstrates that the institution meets or exceeds essential quality standards and guidelines (Accreditation Commission for Education in Nursing [ACEN], n.d.-a). The NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis highlights how accreditation assists institutions in evaluating resources, strategies, and outcomes to ensure excellence in nursing education (ACEN, n.d.-a). As part of their professional development, ADN students are expected to uphold values of respect, integrity, and ethical practices. The American Nurses Association’s (ANA) Standards of Professional Nursing Practice align with the ADN program.
The Standards of Orchestrating “depict a skilled degree of nursing care as shown by the nursing 4process persuading thinking model” (Nursing World, 2015, p.4). The nursing process includes evaluation, analysis, result ID, collecting, execution, and appraisal, which are the competencies attempted throughout the program (Nursing World, 2015). When student clinical caretakers overview, research, depict outcomes, plan, direct, and coordinate therapy, as well as advance and show health, they show limits.
Student Learning Outcomes
Student learning outcomes are the vast, central learning that a student accomplishes after a program or course. They are made by professionally depicted standards, guidelines, and cutoff focuses (Keating, 2014). They mean when a student becomes a section-level professional (ACEN, n.d.- b). Through learning targets, students demonstrate the ADN’s mission statement, professional standards, and standards.
The ADN program’s student learning outcomes include giving client-focused care, achievable interprofessional cooperation, rehearsing professional nursing approaches to overseeing acting, proof-based clinical heading, utilizing clinical judgment to provide safe patient care, and reviewing data and movement for clinical course. Professional standards, rules, and competencies help students accomplish the head learning targets. The program is supposed to prepare a graduating class for work in the healthcare profession and to convey noteworthy treatment.
The Process to Update Health Care Knowledge
Nursing graduates experience a tangled and high-pressure working climate after graduation; consequently, nursing information plans should be interminably repaired to ensure they fulfill professional standards, demand measures, and mechanical upgrades (Jager et al., 2020). Nursing professors supervise, guaranteeing that the program curriculum is at the forefront, proof-based, and adaptable (Public Nursing Association, 2016). As required, nursing educators should remain mindful of the curriculum updated to address contemporary nursing plans.
Course examinations, student achievement appraisals, instructor believability overviews, standardized assessments, NCLEX receptiveness, and degrees of consistency are instances of curriculum evaluation moving close (Keating, 2014). These assessment frameworks are committed to regard the perpetual curriculum by including its assets and issues. This incessant assessment will ensure that graduates fulfill the learning outcomes and are ready for professional nursing positions.
Theoretical Framework Demonstrated
Educators and students combine theoretical knowledge and massive cutoff focuses (Berndtsson et al., 2020). Educators should make and execute positive theoretical framework models to help exchange scholarly data into reasonable cutoff focuses and other frameworks for getting around (Berndtsson et al., 2020). The ADN curriculum is thought-based, with constructivism filling in as the theoretical support. Constructivism is a student-focused technique in which students discover significance from new material while instructors work on learning by equipping expansive analysis and provoking students with questions (Quworkrk, 2018).
NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis
Student-focused learning is a framework that invigorates unequivocal reasoning and exchange among students and their instructors and unites students into strong rather than uninvolved people (Clark, 2018). Dumbfounding learning, issue-based learning, plan-centered learning, pack projects, redirection, envisioning, and gathering conversations are instances of dynamic learning in clinical Turns and reenactment laboratories. The reenactment lab draws in hands-on limit practice and gathering correspondence improvement.
History of Theoretical Framework
Historically, nursing has been more customer-centered. Expanded demand for clinical caretakers has occurred because of extra improvement and making individuals. Healthcare frameworks have been free and raised considering expanding money-related conditions, more extended futures, higher current clinical treatment, and demands for proof-based, patient-focused care (Berndtsson et al., 2020). This change has made the patient a functioning client in the healthcare setting. Patient assistance has been expanded and advanced.
Enhanced Learning in Nursing
With more bound emergency place stays, the patient is cared for by different caregivers preceding being conveyed. This supports more basic circumstances to pick and show patients and families. The expanded number of clinical escort errands requires the improvement of enlightening programs that train clinical caretakers for these cutting-edge healthcare conditions (Berndtsson et al., 2020). Work-based learning coordination is used as often as possible to help pay special attention to this need.
This theory grants theoretical data to be worked with in the work environment. It blends work situations with illuminating programs so students can analyze their knowledge differently in the homeroom and at work.
Major Concepts of Theoretical Framework
Getting, change and evaluation are three head standards in mental constructivism. Students know about new data that occasionally adds subtleties or refines a process and fights with existing understanding (Stapleton and Stefaniak, 2018). This extra data either adds subtleties or refines a system. Since the students do not know c clinical business security, it applies to the ADN program.
Students can expand on past data and add to it to further foster their nursing process. The separation in data happens when students reason about how genuine factors and conditions could be incorporated into another setting by changing knowledge to meet new circumstances (Stapleton and Stefaniak, 2018). Change is associated with the ADN curriculum since students apply what they’ve understood throughout the program to new clinical settings. Change is related to the shift from student to picked help. During the appraisal, educators help the student choose whether the new material applies to the situation (Stapleton and Stefaniak,2018).
Assessment is a tremendous part of the process, done through reenactment laboratories and controlled clinical experience. During their clinical turns, students mix their knowledge of biopsychosocial sciences with persuading thinking and critical capacities to treat patients astonishingly. Educators evaluate students’ clinical cutoff centers and confirm they notice authentic techniques and guidelines.
Conclusion
Nursing schools should pick a theory as the theoretical framework for their program. The foundation should keep surveying the theory to guarantee consistency with the school’s objectives, values, and thinking. The NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis emphasizes the importance of aligning the curriculum with professional standards, rules, and competencies. Student learning outcomes appraisals and processes to update healthcare knowledge ensure the latest proof-based data is incorporated throughout the program. The ADN curriculum relies on the constructivist theoretical framework, creating a student-focused, preparation-centered climate.
References
Accreditation Commission for Educating Nurses (ACEN). (n.d.-a).ACEN accreditation manual.Accreditation Commission for Educating Nurses. https://www.acenursing.org/acen-accreditation-manual- glossary/#ProgramOutcomes
Accreditation Commission for Educating Nurses (ACEN). (n.d.-b). Mission purpose goals.Accreditation Commission for Educating Nurses.https://www.acenursing.org/about/mission-purpose-goals/
Berndtsson, I., Dahlborg, E., & Pennbrant, S. (2020). Work-integrated learning as a pedagogical tool to integrate theory and practice in nursing education – an integrative literature review.Nurse Education in Practice,42, 102685. https://doi.org/10.1016/j.nepr.2019.102685
Clark, K. (2018). Learning Theories: Constructivism.Radiologic Technology,90(2), 180- 182. https://web-s-ebscohost-com.library.capella.edu/ehost/pdfviewer/pdfviewer? vid=1&sid=f1cc32d4-cb81-4ab1-a99b-ae1995f8d6b6%40redis
Jager, F., Vandyk, A., Jacob, J., Meilleur, D., Vanderspank-Wright, B., LeBlanc, B., Chartrand, J.,Hust, C., Lalonde, M., Rintoul, A., Alain, D., Poirier, S., & Phillips, J. (2020). The Ottawa model for nursing curriculum renewal: An integrative review.Nurse Education Today,87, 104344. https://doi.org/10.1016/j.nedt.2020.104344
Keating, S. B. (2014).Curriculum development and evaluation in nursing(3rd ed.). SpringerPublishing. https://ebookcentralproquest.com.library.capella.edu/lib/capella/reader.action?docID=1784523
National Nursing League. (2016, February).Accreditation standards for nursing education programs. National League for Nursing. http://www.nln.org/docs/defaultsource/accreditation-services/cnea-standards-final-february- 201613f2bf5c78366c709642ff00005f0421.pdf?sfvrsn=12
Nursing World. (2015, July) .Scope and Standards-American Nurses AssociationNursinworldld. world/www.nursingworld.org/~4af71a/globalassets/catalog/book- toc/nssp3e-sample-chapter.pdf
Perkins, A. (2021). Nursing short ge.Nursing Made Incredibly Easy!,19(5), 49- 54. https://doi.org/10.1097/01.nme.0000767268.61806.d9
Stapleton, L., & Stefaniak, J. (2018). Cognitive constructivism: Revisiting Jerome’s influence on instructional design practices.TechTrends,63(1), 4- 5. https://doi.org/10.1007/s11528-018-0356-8