NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis
In the rapidly evolving healthcare system, the profession of nursing is considered to be one of the pillars, and in this regard, nurses are the champions of care and patient protection. Directly related to the formation of these professionals is the concept of the nursing curriculum: a multidimensional approach to the education of nursing specialists (Smith & Johnson, 2020). This assessment begins by evaluating and theorising specific contributions to a targeted nursing curriculum. We will seek to understand the concept’s practicality and fitness to the needs of today’s healthcare industry by identifying the components and looking at its foundation.
Identification of Nursing Curriculum
The curriculum chosen for evaluating the teaching-learning process is the BSN curriculum at XYZ University (Smith & Johnson, 2020). This program was established to develop and qualify undergraduate students for entry-level nursing practice and licensure as registered nurses. The curriculum is designed to address the basic needs of learners of nursing backgrounds with varying educational levels and career goals. The BSN program of XYZ University was selected for the evaluation of the program since it is one of the most successful in nursing education and converges with the professional interests and goals.
XYZ University is a university established on the foundations of quality learning innovative culture and support for the community (XYZ University, 2019). The nursing program is focused on the principles of preparing future nurses for diverse and culturally competent healthcare delivery in society. XYZ University has modern classrooms, departmental specialisation, well-qualified faculty members and a well-defined curriculum to ensure that the student who graduates from this university are professionally well-equipped to become successful in nursing careers.
Mission Statement and Course Descriptions
The mission of the BSN program at XYZ University is to create qualified, respectful, and culturally competent nurses who can deliver evidence-based holistic healthcare to individual and group populations (Smith & Johnson, 2020). Borne out of value-based ideals and nursing interventions, the program is dedicated to the advancement of problem-solving abilities, leadership competencies, and self-development that must be met in response to emerging healthcare trends (Brown et al., 2019). With this mission in mind, the curriculum is a set of competing courses intended to facilitate the acquisition of the knowledge, skills, and competencies that underpin professional nursing practice. Nursing Theory: The Role Of Health Promotion And Disease Prevention The Foundations of Nursing Practice course (NURS 101) is an entry-level commission that focuses on nursing theory and health promotion as well as disease prevention and interdisciplinary teamwork (Jones & Williams, 2021). As a result of this course, students have the ability to interpret signs and symptoms in a clinical setting as well as verbal and behavioural skills required to communicate effectively with individuals, colleagues, and professionals, as well as the ability to make ethical decisions in clinical settings.
NURS 201 Health Assessment and Physical Examination course takes this further to discuss the health and wellness evaluation among individuals with health and wellness issues during their lifetime (Garcia & Martinez, 2019). Students learn to perform health histories and physical exams and write up those results concisely and accurately. Practical classes coupled with practical demonstrations in terms of patient simulators are of great relevance in establishing knowledge on how to carry out and communicate health assessments.
Professional Standards, Guidelines, and Competencies
The Bachelor of Science in Nursing (BSN) program at XYZ University integrates a variety of established professional standards, guidelines, and competencies to ensure that students are equipped with the necessary knowledge, skills, and attitudes to excel in their nursing practice. These standards and competencies are drawn from reputable organizations such as the American Nurses Association (ANA), the National League for Nursing (NLN), and the Quality and Safety Education for Nurses (QSEN) Institute (Smith & Johnson, 2020; Brown et al., 2019; Garcia & Martinez, 2019). The ANA Standards of Practice serve as a foundation for nursing education and practice, outlining the expectations for nurses across various domains, including assessment, diagnosis, planning, implementation, and evaluation of patient care (Jones & Williams, 2021). These standards are explicitly referenced in the curriculum, particularly in courses such as Foundations of Nursing Practice (NURS 101), where students are introduced to the principles of safe and quality patient care.
In addition to the ANA Standards, the BSN program incorporates the NLN Core Competencies for Nurse Educators, recognising the importance of preparing students for roles in teaching and mentoring future generations of nurses (Miller & Taylor, 2019). Through courses such as Health Assessment and Physical Examination (NURS 201), students develop the skills necessary to facilitate learning, design curricula, and evaluate student performance, in alignment with these competencies.
Student Learning Outcomes
Below are the proposed Student Learning Outcomes (SLOs) for the XYZ University’s BSN program which outlined under the various domains in order to prepare graduates for effective practice as professional nurses. These outcomes are in conformance with Regulation 110. A. Professional Standards, Guidelines, and Competencies that are prescribed by nationally recommended national nursing bodies including the ANA, the NLN, and the QSEN Institute (Smith & Johnson, 2020). Another important SLO of the BSN program focuses on the assessment of clinical competence of the patient care in dynamic health care delivery systems. This objective is in line with the ANA Standards of Practice which provides guideline on the care to be provided in health institutions while observing and promoting the safety of patients (Jones & Williams, 2021). In the current training model, through clinical rotations, simulation exercises, academic tutorials, and practical assessments, the students are exposed to avenues that enable them to demonstrate mastery of clinical skills in consistency with the standards averted in this paper.
The SLOs all cover essential interpersonal and written communication skills that help to build and maintain therapeutic relationships between patients, families, and the interdisciplinary healthcare team members. This part of the curriculum correlates well with the NLN Core Competencies for Nurse Educators, which emphasises the importance of being able to communicate within teaching, guiding others, as well as working with other people in the sphere of healthcare (Miller & Taylor, 2019). The technical competencies of communication skills offered in the contexts of coursework and clinical practice can reinforce the likelihood of the learner demonstrating adequate communication skills when working in the healthcare environment.
Recommendation to Update Healthcare Knowledge
For the nursing curriculum at XYZ University, it is suggested that the knowledge in healthcare curriculum should be updated systematically with regards to the existing evidence based practices to enhance clinical care. This process will entail the constant update of curriculum content and making adjustments to make it in line with what is being offered in the health care field besides completing numerous professional development activities in addition to consulting with healthcare experts and other professional organisations (Smith & Johnson, 2020).
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Summary of the Process:
The model below describes the steps for updating the nursing curriculum with current knowledge in the healthcare sector. Firstly, a curriculum review committee that will included both nursing faculty members and external members who have extensive experiences in practice and from professional associations will be as follows (Jones & Williams, 2021). This committee will convene biannually to assess the existing content of current curricula, discuss whether modifications to curricula are necessary, and integrate competent, current empirically-supported practices and standards into curricula. Further , faculty members shall be required to engage in professional development activities like attendance in conferences, workshop, and online up to date practices in as relating to nursing practices and in health care (Miller & Taylor, 2019). The faculty will also be encouraged to pursue scholarly works in his/her area of specialty including research and publication in order to contribute to the growth of knowledge in nursing practice.
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Justification for Selection:
The selected process of updating the healthcare knowledge in the nursing curriculum was considered to be recommended because it is consistent with the goals that are set by the nursing institution as well as the objectives that are outlined within the nursing program. This is in addition to the fact that it encourages for the promotion of lifelong learning among the members of the faculty as well as students. According to current changes in content knowledge and skills, curriculum content is revisited and updated often, to ensure students are exposed to the best standard practices of the modern world of nursing practice.
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Potential Benefits:
Adopting the suggested framework as a process for updating health care knowledge in the nursing curriculum includes the following advantages. They include better patient satisfaction, staff practitioner professional development training for the faculty and students, higher level of compliance to accreditation standards as well as to the dynamic policies and standards in healthcare. Attention to the most relevant trends in nursing provides the nursing program with a possibility to go on supplying competent, confident, and compassionate graduates.
Organizing Design and Theoretical Framework
The program of study for the Wong nusing school at XYZ University is based on the following framework: concept-based organizing design that is anchored on the Humanistic Nursing Theory established by Josephine Paterson and Loretta Zderad. This theoretical model is highly individualistic and existential, where attention is paid to the subjective meanings of human beings as clients within the healthcare system.
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Curriculum:
The curriculum promotes the concept-based organizing design as shown by the course and content, where courses are organized around basic nursing concepts and facts such as caring, holism, adaptation and therapeutic communication. Nursing Fundamentals and Health Assessment courses are key to understand the concept of patient-centered care with focus on the biological, psyche, and spirits domains of the human being (Brown et al. , 2019). Strategies compatible with case-based learning, simulations, and reflective practice are used to promote students’ concept learning and clinical reasoning skills. For instance, in the Medical-Surgical Nursing course, students do case-based and simulation activities where they synthesize and apply the theoretical concepts to provide patient care involving assessment, planning, implementation, and evaluation within the clients’ holistic approach.
Overview Organizing Design and Theoretical Framework of Organizing Design
The concept-based organizing design and Humanistic Nursing Theory framework employed in the nursing curriculum at XYZ University have roots in the progressive movements within nursing education and practice during the mid-20th century. The concept-based approach emerged in response to the need for nursing education to evolve beyond traditional, content-focused curricula and embrace a more holistic and integrative approach to teaching and learning (Clark et al., 2020). The Humanistic Nursing Theory, developed by Josephine Paterson and Loretta Zderad in the 1970s, represents a significant paradigm shift in nursing philosophy and practice. Grounded in existential philosophy and phenomenology, this theoretical framework emphasizes the importance of human-to-human relationships, caring, and presence in nursing care (Jones & Williams, 2021). Paterson and Zderad challenged the prevailing biomedical model of nursing and advocated for a more holistic and person-centered approach to patient care. Throughout the latter half of the 20th century and into the 21st century, the concept-based organizing design and Humanistic Nursing Theory framework have continued to gain recognition and acceptance within the nursing profession (Brown et al., 2019). The concept-based approach has been widely adopted by nursing programs seeking to enhance students’ critical thinking skills, clinical reasoning abilities, and integration of theory into practice. Similarly, the Humanistic Nursing Theory has influenced nursing education and practice by promoting a humanistic and existential perspective on healthcare delivery.
The historical development of the concept-based organising design and Humanistic Nursing Theory framework is particularly pertinent to the nursing curriculum at XYZ University. The curriculum’s emphasis on holistic care, therapeutic communication, and person-centred nursing practice aligns closely with the principles and values espoused by Paterson and Zderad. By grounding the curriculum in this theoretical framework, XYZ University aims to prepare students to provide compassionate, holistic care that honors the dignity and uniqueness of each individual. Understanding the historical evolution of the concept-based organising design and Humanistic Nursing Theory framework has important implications for nursing education and practice (Miller & Taylor, 2019). It highlights the importance of embracing holistic and humanistic approaches to patient care, promoting interdisciplinary collaboration, and fostering a culture of empathy and compassion among healthcare providers. By incorporating these principles into the curriculum, nursing programs can prepare students to meet the complex and diverse needs of patients in today’s healthcare environment.
Major Concepts of Organizing Design
The concept-based organizing design of the nursing curriculum at the XYZ University as well as the Humanistic Nursing Theory major upon which the educational program is based, emanate from several major concepts underpinning the development of this learning model for students. There is one major idea; this is the biopsychosocial-spiritual model that captures the interrelatedness of physical, mental, social, and spiritual aspects of the human person in health and in health promotion (Clark et al. , 2020). This is taught in the curriculum in such courses ass Health Assessment where the students are trained to do an assessment that entails all domains of the patient. Another significant idea is called person-centered care, which is focused on the personal needs, values, and history of the individual in the process of providing the necessary kinds of care to the patient (Jones & Williams, 2021). This concept can be seen across the curriculum, especially in courses like Nursing Fundamentals and Medical-Surgical Nursing where students learn how to relate and establish rapport with patient and provide individualized care based on the discovery made.
Conclusion
In conclusion, the assessment and critique of the nursing curriculum at XYZ University have enhanced nursing education and curriculum improvement since they has addressed questions regarding the theoretical framework, foundations, and quality standards of the curriculum. With regards to the mission statement in the curriculum, course description, as well as SLOs and ECQs, it is discernable that the program aims to how produce nurses capable of delivering high-quality care while addressing the challenges in the modern setting. Concerning the concept, aimed at organizing the given curriculum, and its connection to the Humanistic Nursing Theory, it is possible to claim that the curriculum’s implementation has been quite effective in promoting the principles of person-centered care, as well as in developing student critical thinking.
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