NR 524 Week 7

Name

Chamberlain University

NR-524: Curriculum Development

Prof. Name

Date

NR 524 Week 6 Curriculum Plan and Course Syllabus

Name

Chamberlain University

NR-524: Curriculum Development

Prof. Name

Date

Curriculum Plan for Pre-Licensure Baccalaureate Nursing Program

The curriculum plan for the pre-licensure baccalaureate nursing program was developed based on the requirements outlined by the Florida State Board of Nursing. The program is structured to include a combination of general education courses, science courses, and nursing courses, with each course identified by its prefix, number, and name. Each course includes a breakdown of credit hours into theory (T), clinical (C), and laboratory (L) hours. The total credit requirement for the program is 120 credits. Below is the detailed curriculum plan, divided by academic year and semester, showing the courses and the total number of credits for each term.

First Year:

First Semester

• BSN101 Pathophysiology / Pharmacology I (2T, 2L) – 4 credits
• BSN103 Transitional Nursing Concepts (2T, 2L) – 4 credits
• BSN105L Anatomy and Physiology I & Lab (2L, 10C) – 8 credits
• Total Credits: 16

Second Semester

• BSN102 Professional Nursing Concepts (2T, 2L) – 4 credits
• BSN106 Fundamentals of Nursing (2T, 2L) – 4 credits
• BSN106L Fundamentals of Nursing Clinical/Lab (10C) – 6 credits
• NUR109 Professional Nursing Leadership (2T, 2L) – 2 credits
• Total Credits: 16
• Total for Year: 32

Second Year:

First Semester

• NUR209 Fundamentals of Nursing (1T, 1L)
• BSN508 Microbiology (2T, 4C) – 6 credits
• NURC224 Family Health Nursing & Clinical (2T, 4C) – 6 credits
• Total Credits: 15

Second Semester

• NURC346 Adult Nursing & Clinical (2T, 2L, 5C) – 8 credits
• NUR402 Health Assessment & Promotion (2T, 2L) – 4 credits
• NUR402L Health Assessment & Promotion Clinical (4C) – 4 credits
• Total Credits: 16
• Total for Year: 31

Third Year:

First Semester

• NUR380 Principles of Personalized Nursing Care I (3T, 3L) – 3 credits
• NUR522 Legal & Ethical Issues in Nursing (2T, 1L) – 3 credits
• NUR392L Clinical Reasoning: Adult Chronic Conditions (2T, 2L, 10C) – 8 credits
• Total Credits: 15

Second Semester

• NUR562 Research and Evidence-Based Nursing Practice (2T, 2L) – 3 credits
• NUR399 Policy and Change in Nursing (2T, 1L) – 3 credits
• NUR498L Clinical Reasoning: Population Health (2T, 2L, 10C) – 8 credits
• Total Credits: 15
• Total for Year: 30

Fourth Year:

First Semester

• NUR506L Clinical Reasoning: Women, Children, and Families (2T, 2L, 10C) – 8 credits
• NUR522 Nursing Leadership, Innovation, and Global Health (2T, 2L) – 3 credits
• NUR355 Genetics and Genomics (2T, 2L) – 2 credits
• Total Credits: 13

Second Semester

• NUR536L Childbearing Nursing Clinical (3T, 2L, 10C) – 6 credits
• NUR544 Nursing Care of Older Adults (3T, 3L) – 3 credits
• NUR586 Professional Nursing Transformation from RN to BSN (2T, 2L) – 2 credits
• NUR594L Senior Clinical Practicum – 3 credits
• Total Credits: 14
• Total for Year: 27

Total Program Credits: 120

Peer Collaboration and Curriculum Development

Peer collaboration played a significant role in the development of the curriculum plan, especially in identifying and arranging general education, science, and nursing courses. Through collaborative discussions, I was able to prioritize courses, establish their logical flow across six semesters, and identify the prerequisites for each. Peer collaboration also helped to navigate various policy preferences, such as mobile device usage in classrooms, leading to the creation of updated classroom policies. This iterative process of collaboration and evaluation was crucial to designing a curriculum that not only meets educational standards but also fosters a conducive learning environment.

NR 524 Week 6 Curriculum Plan and Course Syllabus

Syllabus Template for BSN101: Pathophysiology / Pharmacology I

Course Information

• Course Name: BSN101 Pathophysiology / Pharmacology I
• Course Credits: 4
• Prerequisites: Human Body in Health and Disease I (GELL206), General Microbiology with Lab (GECL108)

Faculty Information

• Name: XYZ
• E-mail: XYZ@ABC.COM
• Phone: (555) 555-1234
• Office Hours: Tuesday 10:30-12:00 pm and Friday 11-2:00 pm

Course Description

This course integrates pharmacology and pathophysiology to provide nursing students with a foundational understanding of disease processes and the use of pharmacological interventions. Students will study the etiology, symptoms, and treatment of diseases, as well as the nursing implications of drug therapies.

Program Outcomes

• Demonstrate advanced understanding of nursing, humanities, and health sciences.
• Implement evidence-based practice.
• Empower patient decision-making through advocacy and communication.
• Promote ethical practices and patient-centered care.

Course Outcomes

By the end of the course, students will be able to:

• Define key pharmacological and pathophysiological terms.
• Analyze disease symptoms, etiology, and treatments.
• Identify drug classifications and appropriate treatments.

Textbooks and Resources

Ackley, B., Ladwig, G., Makic Flynn, M., Martinez-Kratz, M., & Zanotti, M. (2019). Nursing diagnosis handbook: An evidence-based guide to planning care (12th ed.). Elsevier.
Adams, M., Holland, L., & Urban, C. (2009). Pharmacology for nurses (3rd ed.).
Pagana, K., & Pagana, T. (2018). Mosby’s manual of diagnostic and laboratory tests (6th ed.). Mosby Inc.

Course Schedule

Week 1: Chapter 1 – Human Disease & Mechanisms of Disease
Week 2-4: Chapters 2-5 covering specific diseases and treatments.
Final exam in Week 12.

Grading Scale

• 93-100: A
• 89-92.99: A-
• 85-88.99: B+
• 77-80.99: B-
• Below 60: F

Policies

• Attendance: 90% attendance is required.
• Late Submission: Deduction of 10% per day for late assignments.
• Academic Integrity: Plagiarism, cheating, and fabrication are prohibited.
• Mobile Devices: Mobile phones are allowed for academic purposes only, with instructor permission.

References

Ackley, B., Ladwig, G., Makic Flynn, M., Martinez-Kratz, M., & Zanotti, M. (2019). Nursing diagnosis handbook: An evidence-based guide to planning care (12th ed.). Elsevier.

Adams, M., Holland, L., & Urban, C. (2009). Pharmacology for nurses (3rd ed.).
Pagana, K., & Pagana, T. (2018). Mosby’s manual of diagnostic and laboratory tests (6th ed.). Mosby Inc.

NR 524 Week 6 Curriculum Plan and Course Syllabus

Skemp, L., & Wyman, R. (2019). Interprofessional collaboration in healthcare. Sage Publications.

NR 524 Week 5 Curriculum Plan

Name

Chamberlain University

NR-524: Curriculum Development

Prof. Name

Date

Curriculum Plan—Associate Degree Program Template: ACME ADN Program

The following is the curriculum plan for the Associate Degree Nursing (ADN) program, as per the requirements of the State of California. It outlines the prerequisite courses, course requirements for each year, and peer collaboration’s influence on curriculum development.

Prerequisites (if required; list by course number and name)

• ENG 101 – English Composition – 3 Credit Hours
• COM 110 – Fundamentals of Speech – 3 Credit Hours
• BIO 250 – Anatomy & Physiology I – 4 Credit Hours
• BIO 252 – Anatomy & Physiology II – 4 Credit Hours
• BIO 280 – Microbiology – 4 Credit Hours
• MAT 150 – Mathematics for Health Care Providers – 3 Credit Hours
• PSY 135 – General Psychology – 3 Credit Hours
• SOC 135 – Sociology – 3 Credit Hours

Total Credit Hours: 27 Credit Hours

First Year

Second Year

Peer Collaboration Influence on Curriculum Development

Peer collaboration will play a vital role in filling in gaps within the curriculum. Faculty members can work together to ensure that all necessary content is included and taught effectively, with input from nursing educators to enhance course delivery. This process encourages faculty involvement in maintaining the relevance of the curriculum in terms of nursing practice, ethics, and patient care.

Syllabus Development for NUR 101 – Fundamental of Nursing I

The syllabus for NUR 101 – Fundamentals of Nursing I follows below. It includes information regarding course credits, prerequisites, faculty, course description, and scheduled content.

Course Information

• Course Number and Name: NUR 101 – Fundamentals of Nursing I
• Course Credits: 6 credit hours (3T/3L)
• Prerequisites: BIO 250, BIO 252, BIO 280

Faculty Information

• Instructor: Amber Farley
• Email: Afarley@acme.edu
• Phone: 409-622-0000
• Office Hours: Monday – Friday, 08:00am – 4:00pm

Course Description

This course provides a foundation for meeting the healthcare needs of individuals throughout their lifespans. Students will learn to practice the art of nursing in a safe, legal, and ethical manner, beginning to develop their role in the healthcare team.

Program Outcomes

1. Advocate for patient-centered care by addressing the physical, psychosocial, emotional, spiritual, and cultural needs of patients across the lifespan (Human Flourishing).
2. Utilize evidence-based nursing judgment to provide safe, quality care (Nursing Judgment).
3. Demonstrate professionalism and integrity in providing care to culturally diverse populations (Professional Identity).
4. Engage in lifelong learning to advance nursing practice through evidence-based scholarship (Spirit of Inquiry).

Course Outcomes

1. Demonstrate competency in assessing vital signs.
2. Demonstrate competency in performing activities of daily living.
3. Demonstrate professional behaviors.
4. Provide care based on Maslow’s Hierarchy of Needs.
5. Understand and apply the nursing process.

NR 524 Week 5 Curriculum Plan

Course Schedule

Grading Scale

• 100-94: A
• 93-88: B
• 87-82: C
• 81-76: D
• 75-0: F

Policies

• Attendance and Participation: Attendance is expected, and students should notify the instructor of absences.
• Academic Integrity: All coursework is subject to plagiarism checks.
• Mobile Devices: Use of mobile devices is prohibited unless otherwise authorized by the instructor.
• Late Assignments: Late assignments incur a penalty as follows:
  • 1-3 days late: 5% reduction
  • 4-6 days late: 10% reduction
  • 7 days or more late: 0 for the assignment

NR 524 Week 5 Curriculum Plan

References

• California State Board of Nursing. (n.d.). § 1426. Required Curriculum. 16 CA ADC § 1426. Retrieved from http://carules.elaws.us/code/t.16_d.14_art3_sec.1426

NR 524 Week 4 Framework Concepts and Program Outcomes Paper

Name

Chamberlain University

NR-524: Curriculum Development

Prof. Name

Date

Identification of Framework Concepts

Nursing Metaparadigm

The nursing metaparadigm consists of core concepts that form the foundation of nursing practice and theory development. These concepts—person, nursing, environment, and health—are interconnected and guide the creation of effective nursing frameworks (Bender, 2018). The purpose of this paper is to develop a nursing framework by integrating these concepts with program outcomes based on the NLN core competencies in an associate nursing degree program. The four key metaparadigm concepts, which are person, nursing, environment, and health, serve as the framework for understanding the relationships between nursing practice and the environment in which care occurs.

Nursing Metaparadigm Concepts

Person

In the nursing metaparadigm, the concept of “person” refers to individuals who receive care. This includes their physical, emotional, and psychological aspects, as well as their spirituality, behavior, and energy (Kalogirou, Olson, & Davidson, 2020). A person is considered an open system with physical, intellectual, sociocultural, spiritual, and psychological dimensions, all of which evolve over time and are influenced by the environment (Bender, 2018). As such, the person is central to the nursing framework, with all other metaparadigm concepts surrounding this individual. These dynamic aspects—along with environmental influences—play a crucial role in determining the person’s well-being and health (Lindahl, 2018).

Environment

The environment, as described in nursing, includes both internal and external aspects that affect a person’s experience and development. This includes the surroundings, social interactions, and the broader geographical, cultural, and societal influences a person encounters (Deliktas, Korukcu, Aydin, & Kabukcuoglu, 2019). The environment is considered an energy field that interacts with the person, influencing their care, well-being, and development (Kalogirou, Olson, & Davidson, 2020). Environmental changes, whether external or internal, play a direct role in the person’s health and are intricately connected to nursing care.

Health

Health, within the nursing metaparadigm, is viewed as a dynamic process of well-being that continuously changes due to a combination of physiological, psychological, social, and environmental factors (Thet & Akbar, 2019). The degree of health influences the care needed and reflects the impact of care on the individual. For instance, the human body’s response to external factors such as viruses—like the case of COVID-19—demonstrates how health changes dynamically based on environmental influences. This illustrates the interconnectedness of the concepts of nursing, person, environment, and health (Kalogirou, Olson, & Davidson, 2020).

Nursing

Nursing is a field that encompasses actions and services aimed at promoting the holistic well-being of individuals. It involves a dynamic process of caring that adapts to the changing needs of a person’s health and environment (Lindahl, 2018). The nursing concept includes ethical practice, professional behavior, and the application of evidence-based care, which are all essential for providing high-quality care (Kalogirou, Olson, & Davidson, 2020). Nursing, as a discipline, integrates knowledge from health, the person, and the environment to improve care and maintain health.

NR 524 Week 4 Framework Concepts and Program Outcomes Paper

Program Outcomes for School or Staff Development Department

The NLN core competencies for associate degree graduates were used to guide the development of program outcomes for staff development in the nursing department. These competencies, which focus on human flourishing, nursing judgment, professional identity, and spirit of inquiry, shaped the following program outcomes (Fitzgerald, McNelis, & Billings, 2020):

Influence of Peer Collaboration

Peer collaboration played a significant role in refining the nursing framework and enhancing the understanding of metaparadigm concepts. It facilitated the recognition of the person as an open system, integrating spiritual and cultural dimensions. Through discussions, it became clear that health and nursing should be considered as central concepts in various contexts, with the person as the core focus. Additionally, peer feedback encouraged the use of only peer-reviewed nursing journals to improve the accuracy and credibility of the work. This collaboration also helped differentiate between the competencies and identify the ones most relevant to the framework.

The collaboration led to several changes in the approach. First, considering the person as an open system highlighted the dynamic internal and external factors influencing health. Second, the focus on using peer-reviewed journals ensured the framework was evidence-based. Lastly, integrating the four NLN core competencies into the program outcomes allowed for the development of measurable, action-oriented outcomes that would guide future nursing practice (Stamps, Cockerell, & Opton, 2020).

Conclusion

The nursing metaparadigm provides a comprehensive structure for developing frameworks in nursing education. The person, environment, health, and nursing concepts are interrelated, with the person being central to the framework. The NLN core competencies were used to develop program outcomes that incorporate human flourishing, nursing judgment, professional identity, and spirit of inquiry. Peer collaboration contributed significantly to refining the framework, ensuring that the program outcomes reflect the essential competencies and skills for nursing graduates. The program outcomes are measurable, action-oriented, and designed to enhance the knowledge and skills of nursing professionals.

References

Bender, M. (2018). Re-conceptualizing the nursing metaparadigm: Articulating the philosophical ontology of the nursing discipline that orients inquiry and practice. Nursing Inquiry, 25(3), e12243. https://doi.org/10.1111/nin.12243

Deliktas, A., Korukcu, O., Aydin, R., & Kabukcuoglu, K. (2019). Nursing students’ perceptions of nursing metaparadigms. Journal Of Nursing Research, 27(5), e45. https://doi.org/10.1097/jnr.0000000000000311

Fitzgerald, A., McNelis, A., & Billings, D. (2020). NLN core competencies for nurse educators. Nursing Education Perspectives, 41(1), 4-9. https://doi.org/10.1097/01.nep.0000000000000530

NR 524 Week 4 Framework Concepts and Program Outcomes Paper

Kalogirou, M., Olson, J., & Davidson, S. (2020). Nursing’s metaparadigm, climate change and planetary health. Nursing Inquiry, 27(3). https://doi.org/10.1111/nin.12356

Lindahl, B. (2018). On locating the metaparadigm concept environment within caring science. Scandinavian Journal Of Caring Sciences, 32(3), 997-998. https://doi.org/10.1111/scs.12620

NLN. (2020). NLN competencies for graduates of nursing programs. Retrieved September 20, 2020, from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nln-competencies-for-graduates-of-nursing-programs

Skemp, L., & Wyman, J. (2019). Promoting quality instruction in the care of older adults: Core competencies for gerontological nurse educators. Journal Of Gerontological Nursing, 45(10), 3-5. https://doi.org/10.3928/00989134-20190912-01

NR 524 Week 4 Framework Concepts and Program Outcomes Paper

Stamps, A., Cockerell, K., & Opton, L. (2020). A modern take on facilitating transition into the academic nurse educator role. Teaching And Learning In Nursing. https://doi.org/10.1016/j.teln.2020.04.002

Thet, E., & Akbar, A. (2019). The philosophies of science in developing nursing science. International Journal Of Nursing And Midwifery Science (IJNMS), 3(1), 43-49.

https://doi.org/10.29082/ijnms/2019/vol3.iss1.212

NR 524 Week 3

Name

Chamberlain University

NR-524: Curriculum Development

Prof. Name

Date

Week 3 Discussion: Essentials of Baccalaureate Education

The essentials of baccalaureate education serve as a framework for evaluating the effectiveness of nursing programs. According to this week’s readings, the framework provides nine key areas that a graduate should have achieved by the completion of their program. These essentials are fundamental for ensuring the competency and preparedness of nursing graduates. For instance, O’Neil (2016) highlights that students achieve Essentials Two and Seven by taking on leadership roles in problem-solving tasks. The American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education are integral to undergraduate nursing education, as they set standards for evidence-based practice.

Nursing students are assigned program outcomes that align with these essentials, ensuring a comprehensive educational experience. O’Neil (2016) further discusses a capstone policy course that helps students develop the necessary skills to meet the nine essentials, which is offered during the senior year of the program. This course is divided into six sections that incorporate each of the nine essentials, ultimately resulting in students demonstrating competence in both practice and the understanding of these key areas. It is evident that the AACN Essentials play a crucial role in shaping nursing programs, providing a consistent framework that ensures universal teaching standards across educational institutions.

Peer Collaboration Organizing Framework

At Christian University College of Nursing, the organizing framework acknowledges the influence of Patricia Benner’s concept of progression from novice to expert, as well as Martha Rogers’s theory, which forms the foundation of the program’s study. Benner’s theory highlights the stages a nurse progresses through, starting as a novice and advancing to an expert level, which is reflected in the ADN program. Additionally, Rogers’s metaparadigm of nursing (which includes human being, environment, health, and nursing) is tied into the program’s framework, supporting key values such as leadership, service, compassion, authenticity, research, and evidence-based practice. This theoretical framework aligns with the overall mission of the college, guiding nursing students in their development as future healthcare leaders.

Program Outcomes

The Christian University College of Nursing ADN program outcomes are designed to ensure that students acquire the necessary skills and knowledge to provide quality nursing care. These outcomes are aligned with Bloom’s Taxonomy, as evidenced by the use of action verbs such as “utilize,” “demonstrate,” “collaborate,” “employ,” “provide,” and “formulate.” Upon completing the ADN program, graduates will be able to:

1. Utilize information and technology to improve patient care quality, safety, and standards.
2. Demonstrate nursing leadership skills and integrate evidence-based practice.
3. Collaborate with other health professionals to optimize patient care.
4. Employ critical thinking to deliver culturally sensitive and comprehensive care.
5. Provide safe, compassionate, and equitable care to patients and families.
6. Formulate nursing practice standards based on knowledge and evidence-based research.

NR 524 Week 3

The inclusion of Benner’s stages of clinical competence and Rogers’s nursing metaparadigm in the organizing framework provides a strong foundation for these program outcomes, reinforcing the importance of growth from novice to expert and emphasizing the interconnection between the human being, environment, health, and nursing.

References

Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert – A concept whose time has come (again). Oklahoma Nurse, 61(3), 13–15. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117819165&site=eds-live&scope=site

Köksal, D., & Ulum, Ö. G. (2018). Language assessment through Bloom’s taxonomy. Journal of Language & Linguistics Studies, 14(2), 76–88. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=131324195&site=eds-live&scope=site

NR 524 Week 3

Mennella, H. D. A.-B. (2018). Rogers’ science of unitary human beings. CINAHL Nursing Guide. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nup&AN=T903224&site=eds-live&scope=site

O’Neill, M. (2016). Policy-focused service-learning as a capstone: Teaching essentials of baccalaureate nursing education. The Journal of Nursing Education, 55(10), 583–586. https://doi-org.chamberlainuniversity.idm.oclc.org/10.3928/01484834-20160914-08

NR 524 Week 2 Mission Statement Paper

Name

Chamberlain University

NR-524: Curriculum Development

Prof. Name

Date

Mission Statement for Prelicensure BSN Program in a Public University

NR 524 Week 2 Mission Statement Paper

A mission statement is crucial for the success of any organization, as it helps in identifying, developing, and implementing strategic action plans (Handiwibowo & Suef, 2019). This paper evaluates the importance of a mission statement and explores the process of drafting, optimizing, and finalizing a mission statement for a Prelicensure Bachelor of Science in Nursing (BSN) program in a public university. A mission statement serves as more than just a declaration of an organization’s purpose. It must be clear, concise, and specific, incorporating key components such as goals, target audience, services, and boundaries (Alegre et al., 2018). An effective mission statement helps an organization stay aligned with its objectives, and when refined properly, it reflects the purpose and goals of the institution (Fitzgerald & Cunningham, 2015). At three levels, a mission statement serves distinct functions: first, it helps internal stakeholders, such as employees, understand the organization’s purpose (Dermol & Širca, 2018); second, it addresses investors and stakeholders who seek a reliable business partner; and third, it impacts the users, or customers, who benefit from the services offered (Toh & Koon, 2017). Additionally, a well-crafted mission statement defines the direction for the organization’s work, informs decision-making processes, shapes strategies, and sets future goals (Dermol & Širca, 2018).

Parent Organization Mission Statement

Chamberlain University’s mission statement is centered on educating, empowering, and inspiring diverse healthcare professionals who contribute to the health of individuals, families, communities, and nations (Chamberlain, 2020). This mission is rooted in education and reflects the university’s commitment to preparing professionals who can advance healthcare on a global scale.

Prelicensure BSN Program Mission Statement

The mission of the Prelicensure BSN program at a public university focuses on providing evidence-based, innovative, and quality education in nursing. This includes integrating multiple disciplines such as sociology, philosophy, and economics into nursing education to better prepare students for improving the well-being of individuals and communities. Initially, the draft mission statement emphasized education and service. However, following a thorough review of socioeconomic conditions, opportunities, and cultural factors, inclusiveness, equity, and economic considerations were also incorporated. The finalized mission statement reads: “To develop and provide inclusive, advanced, evidence-based, and quality education programs to prepare and empower students and skilled professional nurses to improve the quality of care by integrating core nursing concepts.” This mission statement directly reflects the goals of a public university, focusing on creating skilled nurses who contribute to the improvement of healthcare delivery.

Elements of Prelicensure BSN Program Mission Statement

The mission statement incorporates several key elements that are particularly relevant to a public university setting. Many students choose public universities due to affordability and a sense of belonging. Therefore, inclusiveness, affordability, quality evidence-based education, and the focus on patient outcomes were central themes in shaping the mission statement. The integration of core nursing concepts and the university’s public status further distinguishes this mission, making it unique to the setting.

Congruence with Parent Organization Mission Statement

Chamberlain University’s mission statement emphasizes education and service, which is in line with the mission of the Prelicensure BSN program in a public university (Chamberlain, 2020). Both missions focus on educating and empowering healthcare professionals to provide better care for communities. The BSN program mission broadens this by also targeting students who have not yet entered the healthcare workforce, while Chamberlain’s mission targets professionals already in practice. Both missions prioritize education, empowerment, and service but differ in the stage of professional development they target.

NR 524 Week 2 Mission Statement Paper

Teaching and Service

The final mission statement reflects the interconnectedness of teaching and service, recognizing that effective education in nursing is a pathway to improving healthcare. By bridging the gap between teaching, learning, and service provision, this mission fosters continuous improvement in nursing practice. For example, nurse educators can mentor students and working nurses, while experienced nurses can enhance their skills through ongoing learning and research, such as during public health crises like the COVID-19 pandemic. This dynamic interaction between teaching and service ultimately aims to produce skilled nurses who deliver high-quality care.

Unique Qualities of the Mission Statement

The mission statement’s unique qualities can be categorized into three levels: individual (students, educators, and healthcare professionals), organizational (the public university), and service users (patients and communities). One standout feature is its focus on inclusiveness, ensuring that everyone, regardless of background, has access to quality education. Additionally, the integration of evidence-based practices in nursing education allows the program to adapt to the rapidly evolving healthcare environment. Another unique quality is its focus on the specific challenges and opportunities within a public university, such as increasing access for students from lower socioeconomic backgrounds. The mission also emphasizes the integration of nursing metaparadigms, such as person, environment, health, and nursing, ensuring a holistic approach to education and service delivery.

Target Population

The mission statement identifies students, particularly those from lower socioeconomic backgrounds, as the primary target population. Initially, the focus was on students, but upon deeper reflection, healthcare professionals were also included due to the nature of the Prelicensure BSN program, which aims to prepare nurses for clinical practice. Additionally, research assistants and mentors play a crucial role in supporting both students and professionals. This inclusive approach recognizes that public universities serve diverse populations and aim to reduce barriers to higher education.

Peer Collaboration

Peer collaboration significantly influenced the development of the mission statement. Feedback from peers helped refine the mission by ensuring it accurately reflected the goals of the Prelicensure BSN program. Initially, the draft mission was more aligned with the parent organization and did not consider the specific context of public universities. Through peer collaboration, the mission statement evolved to include aspects such as inclusiveness, the socioeconomic context, and the integration of nursing metaparadigms. Peer feedback and collaboration are valuable for optimizing mission statements and ensuring that they meet the unique needs of the program.

Conclusion

A well-crafted mission statement is essential for an organization, serving as a guiding tool that communicates its objectives, strategies, and values. The mission statement for the Prelicensure BSN program in a public university reflects the inclusive, evidence-based, and quality-focused nature of the program. It integrates essential nursing concepts while addressing the unique needs of a public university setting. The peer collaboration process was instrumental in refining the mission, ensuring its alignment with the parent organization’s goals while also meeting the needs of the target population. Ultimately, this mission statement provides a clear roadmap for the program, empowering students and healthcare professionals to improve the quality of care they provide.

References

Alegre, I., Berbegal-Mirabent, J., Guerrero, A., & Mas-Machuca, M. (2018). The real mission of the mission statement: A systematic review of the literature. Journal Of Management & Organization, 24(4), 456-473. https://doi.org/10.1017/jmo.2017.82

Chamberlain. (2020). Mission and vision statement. Retrieved 9 September 2020, from https://www.chamberlain.edu/about/mission

Dermol, V., & Širca, N. (2018). Communication, company mission, organizational values, and company performance. Procedia – Social And Behavioral Sciences, 238, 542-551. https://doi.org/10.1016/j.sbspro.2018.04.034

Fitzgerald, C., & Cunningham, J. (2015). Inside the university technology transfer office: mission statement analysis. The Journal Of Technology Transfer, 41(5), 1235-1246. https://doi.org/10.1007/s10961-015-9419-6

NR 524 Week 2 Mission Statement Paper

Handiwibowo, G., & Suef, M. (2019). The impact of outbound training activity on organization mission statement (case in education mission statement MMT-ITS). IPTEK The Journal For Technology And Science, 29(1), 25. https://doi.org/10.12962/j20882033.v29i1.2990

Kesberg, R., & Keller, J. (2020). Donating to the ‘right’ cause: Compatibility of personal values and mission statements of philanthropic organizations fosters prosocial behavior. Personality And Individual Differences, 168, 110313. https://doi.org/10.1016/j.paid.2020.110313

Smith, S. (2015). Peer collaboration: improving teaching through comprehensive peer review. To Improve The Academy, 33(1). https://doi.org/10.3998/tia.17063888.0033.106

NR 524 Week 2 Mission Statement Paper

Toh, S., & Koon, V. (2017). Determining mission statement effectiveness from a fit perspective. Studies In Business And Economics, 12(2), 220-240. https://doi.org/10.1515/sbe-2017-0031

NR 524 Week 1 Mission Statement

Name

Chamberlain University

NR-524: Curriculum Development

Prof. Name

Date

Mission Statement and Philosophy of Nursing State University’s Baccalaureate Degree in Nursing Program

The mission of Nursing State University’s Baccalaureate Degree in Nursing Program is to provide all students with a top-tier nursing education accessible to students from diverse backgrounds worldwide. This program is meticulously designed to prepare nurses to deliver complex patient care and promote health while addressing the needs of patients from all walks of life. By utilizing the resources available within the community, the program offers educational services that enhance the quality of care our nurses strive to provide. These resources play a crucial role in equipping nursing students to face the challenges associated with professional nursing practice and lifelong learning within the field.

The philosophy of Nursing State University’s pre-licensure Bachelor of Science in Nursing (BSN) program aligns with the university’s overarching mission and prioritizes a strong commitment to community outreach. Through this approach, the program seeks to deliver quality nursing education at the baccalaureate level. The nursing faculty and program staff are dedicated to fostering a nurturing, supportive educational environment, which will contribute to the development of nursing knowledge and professional roles. This environment aims to establish a solid foundation of nursing skills and knowledge, preparing graduates for advanced educational pursuits and professional success.

Student Name: XYZ

NR 524 Week 1 Mission Statement

Table of Key Aspects of the Mission and Philosophy