NURS FPX 6107 Assessment 3 Curriculum Evaluation

Name

Capella University

NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Prof. Name

Date

Curriculum Evaluation

Curriculum examination is critical for maintaining the standard of education. It entails analyzing educational materials to determine their adaptability to learning goals (Epp et al., 2021). The Bachelor of Science in Nursing (BSN) program at Capella University (CU) strives to train nurses for the intricate needs of advanced clinical settings. This curriculum analysis seeks to determine the efficacy of the CU’s BSN curriculum for providing learners with vital abilities and knowledge. The purpose of an evaluation is to conduct a systematic examination of the CU BSN curriculum using standards of the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN) (AACN, 2020). This assessment examines the program’s performance and modification in curriculum development. The results of this review will assist in guiding future curriculum modifications, ensuring that the CU BSN program strives to develop professional nurses to contribute to the health setting.

Curriculum Overview, Framework, and Analysis

Evaluation of Nursing Curriculum and Learner Population

Evaluating the CU BSN program is crucial in determining the significance of a particular nursing curriculum. It fulfills the needs of students seeking development in nursing. The intended student holds an Associate’s Degree in Nursing (ADN). The BSN curriculum is crucial for teaching licensed nurses to undertake advanced clinical duties and boost their skill sets. The curriculum is designed to improve students’ intellectual and practical capabilities for broad clinical nursing. It develops EBP initiatives to improve medical outcomes for patients in complex health settings (CU, 2024, a). The intended learners include individuals seeking education and registered nurses. This course would best suit CU’s online BSN program, enabling nurses to complete degrees with their jobs. The BSN program is affiliated with accrediting agencies, like the CCNE, ensuring the degree’s efficiency and standard compliance (CU, 2024). The BSN program adheres to CU’s values, emphasizing academic accomplishment and innovation.

Mission Statement and Course Descriptions

The BSN program at CU is critical for improving nurses’ real-world abilities. The mission is to provide students with the knowledge and skills required to function effectively in complex settings. The curriculum promotes EBP, cultural awareness, and moral reasoning to improve healthcare (CU, 2024). The curriculum’s critique concerns how well it meets the nurses’ demands. The curriculum will also be examined for validity and EBP methods in nursing. The curriculum includes multiple modules that provide a complete overview of the nursing discipline. The BSN program includes eight core courses and 180 quarterly credits (CU, 2024, b). The curriculum addresses crucial learning elements, like health evaluation and moral quandaries, and provides professional skills. However, varied views and practical implications must be enhanced to improve learning (Liu et al., 2024). The curriculum can be improved by adding more practical learning to increase the real-world use of nursing concepts (Spencer et al., 2021).

The BSN program at CU offers various courses. “Practicing in the Community to Improve Population Health” discusses nurses’ role in tackling social concerns and fostering community well-being. Learners apply public health policies and social determinants to promote equity (CU, 2024, a). The “Leading People, Processes, and Organizations in Interprofessional Practice” course helps nurses build leadership abilities to succeed in challenging health settings. They use leadership and quality enhancement strategies for better outcomes (Labrague et al., 2021). The “Ethics in Health Care” course teaches nurses to make moral decisions using efficient methods. It helps them navigate ethical concerns and recognize patients’ rights, limiting moral conflicts in care processes (CU, 2024, a). The “Evidence-Based Decision-Making (EBDM)” course educates students on EBP to improve patient outcomes (Bourgault et al., 2024).

Incorporation of Professional Standards, Guidelines, and Competencies

The CU’s BSN program is concise and aligned with established standards and competencies. Professional nursing authorities, such as the American Nurses Association (ANA) and the Accreditation Commission for Education in Nursing (ACEN), set guidelines as education standards. CU is also linked with Sigma Theta Tau International, an elite group that advocates worldwide health (CU, 2024, b). Conformity with ANA principles is critical as it empowers nurses with vital competencies to deliver efficient care (Brunt & Russell, 2022). Competencies prioritize crucial domains. For example, the EBDM course promotes nurses to make informed choices using EBP and clinical data, providing customized care to satisfy patients’ needs (Kwame & Petrucka, 2021).

The learning objectives for each course show compliance with these standards. For example, the Leadership and Interprofessional Practice course explores interpersonal and leadership skills for a transdisciplinary team, promoting dignity. Considering the ACEN standards, the curriculum focuses on teamwork and leadership, educating nurses about leadership traits for efficient teamwork (Ellison et al., 2024). BSN program offers license test preparation, like the National Council License Examination for Registered Nurses (NCLEX-RN), reflecting a dedication to educating nurses for their careers (Sartain et al., 2023).

Student Learning Outcomes

The CU’s BSN curriculum contains learning outcomes aligned with the AACN fundamentals. The learning outcomes include, for instance, learners demonstrating their ability to provide secure and efficient nursing care. The outcome relates to the professional standard of nursing skills in offering effective care. Furthermore, students will use EBP clinical procedures that comply with the ANA’s patient-focused, ethical principle (such as equality) of employing empirical data in medical decisions (Brunt & Russell, 2022). Learners are encouraged to continue their professional progress in their nursing profession through cognitive inquiry, lining up with the National League for Nursing’s (NLN) Essential Skills for Educators, focusing on the role of continuing education for sustaining nursing skills (Beede et al., 2023). Nurses will show efficient interpersonal abilities linked to effective collaborative practice (Bally et al., 2022). 

Recommendation to Update Healthcare Knowledge

I suggest a holistic approach to curriculum revision to ensure that the BSN program at CU is advanced and practical. Employ reliable sources to find EBP strategies for BSN education. Stakeholders such as professors can provide insights into present trends. Changes can be made based on the needs, like novel content and practical activities (Smart et al., 2020). These adjustments should adhere to recognized standards, such as ACEN. A pilot test of the revised course aids in checking its efficacy before its full acceptance. Stakeholder input can be collected to enhance the program. Use student-focused tools, like simulation, to improve content. Employ evaluation to explore the impact of change and gather input for advancement (Labrague, 2021). The offered strategy is organized, EBP, and transdisciplinary. Instructors can ensure that CU BSN curriculum revisions are founded on research and comply with accreditation criteria. 

Organizing Design and Theoretical Framework

The CU BSN degree is founded on a concept-based paradigm, enhancing nurses’ practical abilities. BSN program also employs organizational design such as AACN’s Essentials Baccalaureate Education for Professional Nursing Practice (EBEPNP) and competency-based learning. The theoretical foundation offers a structure to verify compliance with standards and the competencies for nursing practice. For instance, the “EBDM” course focuses on the EBP clinical process for better patient outcomes, consistent with the AACN’s EBEPNP VIII. The BSN program adopts a competency-based method, ensuring students achieve goals with skill proficiency. Offering a Flex-Path and guided route approach ensures nurses are competent in nursing practices (CU, 2024, b). The concept-based model is an analytical strategy utilized in the BSN to promote critical thinking in nursing practice. For example, the EBDM course employs a concept-based model to train nurses to conduct health assessments (Gonzalez & Nielsen, 2023). 

Historical Overview of the Design/Framework

The concept-based paradigm, combined with AACN’s EBEPNP and competency-based instruction in the CU BSN program, indicates a major change in nursing training toward more competencies-focused methods. Historically, the AACN, built in 1969, has played a vital role in improving nurse education standards. The primary objective is to promote systemic and theoretical frameworks for nursing education. The EBEPNP is a renowned paradigm for nursing programs. It offers extensive guidelines for BSN programs. It was first launched in 1998, revised regularly, and lastly in 2023 (AACN, 2020). This integration demonstrates CU’s devotion to producing trained and culturally competent nurses. Moreover, the late twentieth century witnessed the development of competency-based nursing training. Institutions strive to better align learning goals with nursing practice needs (Camison et al., 2022). Lynn Erickson built a concept-based model in the 1900s. The AACN introduced it into the nursing curriculum in 2008 as a hands-on method to enhance clinical skills. CU uses this framework as a guideline to improve nursing analytical abilities by using concepts in clinical practice (Dorri et al., 2024). 

Major Concepts and Applications

The CU BSN curriculum incorporates the nursing process into its concept-based framework and competency-based education. It ensures that every learning element corresponds to critical patient care phases such as assessment, diagnosis, planning, implementation, and evaluation. Regarding assessment, the BSN curriculum promotes nurses’ assessment skills. Courses like “EBDM” teach learners about extensive patient evaluations utilizing data and making EBP medical decisions (Bourgault et al., 2024). In “Diagnosis,” students learn to interpret evaluation outcomes to make appropriate diagnoses in nursing. In the “Practicing in the Community to Improve Population Health” course, students recognize health issues based on symptoms using a concept-based paradigm. After diagnosis, students are trained to create care regimens in “Planning.” Effective planning is taught in EBP-focused courses, allowing students to tailor care plans (Labrague et al., 2021). In “Implementation,” abilities are refined using simulations based on concept or competency-based courses. Students execute medical plans and clinical practices. “Evaluation” underscores the need for assessment to analyze care impact and make changes based on AACN’s model to ensure clinical excellence (Bourgault et al., 2024).

Course Development and Influencing Factors

Description of Course and its Position in the Curriculum

The CU’s BSN program will offer the course “Health Informatics in Nursing Practice.” This course will build on the program’s competence and concept-based framework to boost learning results. The diverse medical needs necessitate integrating informatics tools for effective care practices (Harris et al., 2021). This course involves adopting Information Technology (IT) and data management principles into clinical nursing, underscoring informatics to coordinate via telehealth. It aims to offer nurses at CU informatics skills for advanced medical contexts. To provide adequate medical care, nurses must manage informatics tools like EHRs and data analytics (Harerimana et al., 2021). The course will be offered in the advanced stages of the BSN degree. Students will have expertise in informatics for modern settings (Harris et al., 2021). 

The Rationale for the Inclusion of the Course

The “Health Informatics in Nursing Practice” course is vital in the CU BSN curriculum with the technology-driven care demands. There is a demand for nurses with digital skills in EHRs, data analytics, and management systems. With a need for health informatics in clinical nursing, students must have the understanding and skills to utilize these tools effectively (Ali et al., 2022). Adding this course can fill gap by offering expertise in informatics. It addresses the demand for interprofessional training by fostering cooperation and preparing nurses for cooperative clinical environments (Okolo et al., 2024). It is aligned with AACN criteria, ensuring graduates can employ informatics to manage medical data. 

Topical Outline and Relationship to Other Courses

The planned course, “Health Informatics in Nursing Practice,” will cover vital themes to teach nurses to use informatics in healthcare. For instance, “Introduction to Health Informatics,” topic covers informatics and its role in healthcare for improved clinical use (Yogesh & Karthikeyan, 2022). The topic “Data Safety and Management in Medical Care” discusses ways to manage medical data. It also compiles with the Health Insurance Portability and Accountability Act (HIPAA) for secure private data (Farayola et al., 2024). In the topic of technology like EHR, students learn about the capabilities of EHRs to boost patient data accuracy (Ting et al., 2021). The topic of patient management utilizing informatics offers learners expertise in managing tools like telehealth (Ahmad et al., 2022). The appendix includes information about the topical outline.

These outlines refer to previous learning courses, like the Introduction to Health Informatics topic , which outlines technical skills in nursing research and EBP, enhancing students’ ability to use clinical data effectively. “Data Safety and Management in Healthcare” is based on ethical values addressed in “Ethics in Healthcare.” Information about informatics tools, such as EHR, is critical for nurses. It relies on information from “Interdisciplinary Collaboration in Healthcare” courses, offering methods to coordinate and enable accurate patient data records (Ting et al., 2021). The subject of patient management with informatics like telehealth builds on the patient care practices addressed in “Health Assessment and Promotion.” The “Ethical and Legal aspects in Digital Health” offer learners skills in ethical principles outlined in “Ethics in Healthcare,” demonstrating its application to increase patient privacy (Farayola et al., 2024).

Faculty Collaboration

Partnership with educational leaders, multidisciplinary faculty, and IT and medical experts is critical for successfully executing the “Health Informatics in Nursing Practice” course. Stakeholder engagement in the preparation stage ensures the course aligns with current medical trends and fulfills technical skills demands. For example, cooperation with academic heads is vital; they offer expertise in implementing plans and providing funding for course design and incorporation (Kawamoto et al., 2021). Interdisciplinary workers, such as IT experts and nursing informaticists, are vital, as they offer information on technological advances and data security essential for health informatics (Farayola et al., 2024). Senior faculty ensure new informatics courses align with standard curricular objectives and meet nursing standards. Collaboration with medical experts is critical for integrating courses and providing insight into medical demands. The rationale for faculty collaboration is to use diverse abilities so that informatics like telehealth fulfills the needs of modern medical care (Poitras et al., 2023).

Internal Factors Affecting Curriculum Design

Internal variables can influence the proposed course structure, “Health Informatics in Nursing Practice.” It guarantees that the course layout is adaptive to the modern nursing profession and education needs. Internal variables include organizational processes (resource allocation and funding). They impact the course creation and adoption into the BSN curriculum. Additional funding can assist in designing and adopting novel technologies in new courses. For example, adding informatics learning activities demands more funding (Leochico et al., 2022). Curriculum boards entailing experienced faculty review courses for validity and conformity with degree goals. Their approval is critical to the course’s inclusion into the BSN degree and fulfills advanced nursing practice criteria. Internal councils, such as the educational regulatory panel, verify that courses meet the educational and accrediting standards (Kawamoto et al., 2021). 

External Factors Affecting Curriculum Design

Extrinsic elements like funding, stakeholder issues, and certifying bodies’ legal restrictions are integral to creating a curriculum. For example, restricted financing can limit BSN programs’ capacity to devise new courses or innovative approaches. The BSN curriculum requires financing for effective creation. Adding course can require funding for training assets, such as simulations (Leochico et al., 2022). Legislative and certifying authorities, like CCNE and AACN, enforce educational standards, incorporating essential competencies like informatics (AACN, 2020). Stakeholders, like learners and clinicians, can affect course design by offering their input. For instance, input on medical staff’s abilities and student career goals or integrating informatics training aids in adjusting curriculum goals. Regulatory bodies, CCNE and HIPAA, are vital for integrating new courses into the BSN curriculum. The CCNE’s new accreditation criteria for informatics require the BSN to adopt changes in the curriculum (Eckhoff et al., 2022).

Impact of Program and Institution’s Mission, Philosophy, and Framework

The CU BSN program’s objectives, philosophy, and structure can impact shaping the course “Health Informatics in Nursing Practice.” CU’s vision and goal are to deliver skilled and efficient nursing education. It assists them in achieving their professional objectives, which are consistent with the course’s goal of providing learners with vital informatics skills. CU’s mission is to encourage inclusion in education. The BSN curriculum features several teaching styles to serve diverse student populations. The CU’s philosophy stresses credibility and novelty, as evidenced by our proposed course’s ethical and moral standards. The academic structure aligns with AACN’s EBEPNP, promoting competency, EBP, and devotion to ongoing learning. It aligns with our planned course goals of fostering technical service and improving nurses’ collaborative and technical abilities to utilize EHR to enhance their nursing practice (CU, 2024, a).

Enhanced Collaboration among Stakeholders in Curriculum Development

Developing a relevant and productive course, like “Health Informatics in Nursing Practice,” necessitates stakeholder cooperation. This collaboration necessitates gathering input from internal stakeholders, like academics and students, to ensure that the course fulfills student needs and academic objectives (Kawamoto et al., 2021). We must collaborate with clinical experts and other vital external participants to guarantee that the course represents current health advances and requirements. The course can be outdated without guidance from IT vendors and regulatory authorities. Lack of involvement with internal stakeholders and the IT team results in technical holes in the curriculum, making it challenging for learners to properly apply skills in medical settings (Farayola et al., 2024). The lack of collaboration can result in an obsolete curriculum that fails to prepare students for advanced medical practice (Davis et al., 2020).

Importance of Curriculum Evaluation

Regular curriculum assessment is essential to ensure that the CU’s BSN program course, “Health Informatics in Nursing Practice,” is appropriate and satisfies the demands of learners, faculty, and the medical organization. Evaluation of curriculum assists several stakeholders, such as learners, professors, medical staff, and accrediting organizations, who depend on current and efficient instructional methods that meet learning standards. A curriculum that is periodically examined can offer several benefits. By considering numerous stakeholders’ viewpoints and acknowledging student engagement, educator and frontline practitioner presence, and the importance of the curriculum, organizations can efficiently identify the strengths and areas for advancement (Belita et al., 2020).

The evaluation assists faculty in assessing the curriculum’s success and focusing on aspects that can be advanced in the future. Learners benefit from regular curriculum assessments as they guarantee that their education is current and relevant, equipping them for productive careers in technology-based care settings. It allows professors to constantly enhance instructional methods and courses, providing practical and advanced curricula aligned with recent research and medical needs (Gaughan et al., 2022).

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Healthcare organizations take advantage of well-trained graduates familiar with contemporary methods and technologies. These organizations rely on nursing schools to develop workers capable of providing efficient patient care while adapting to rapid medical shifts (Nazeha et al., 2020). Moreover, the curriculum evaluation ensures that the university’s goal, mission, philosophy, accreditation, and professional standards are fulfilled. It is valuable in avoiding redundant interruptions by meeting accrediting criteria and offering practical education to nurses.

Additionally, continuous assessment adapts to changing needs and care, enabling graduates to apply advanced theories and practical skills in nursing practice and ensuring institutions stay updated with new technologies and best practices (Okolo et al., 2024). The regular curriculum assessment is crucial for sustaining integrity, ensuring student achievement, and enhancing the standard of care services. The evaluation helps identify student difficulties, provide necessary support, and encourage success, ultimately strengthening the educational standard. Regular assessment and curriculum revision meet stakeholder needs in education and healthcare. Stakeholder involvement in the assessment process will yield valuable opinions, aiding institutions in decision-making and program improvement (Belita et al., 2020).

Failure of Curriculum Evaluation

The lack of curriculum assessment can significantly affect the efficacy and quality of learning programs, particularly in BSN, where maintaining advancement is critical. One key consequence of this failure is the necessity for greater relevance in the course material. Failure to constantly examine and revise the curriculum can result in several negative results. For example, the BSN course “Health Informatics in Nursing Practice” does not contain the most recent technology resource requirements, like Electronic Health Records (EHR), or practices, like telehealth. In that situation, learners are not prepared for the practicalities of today’s medical care, which relies significantly on technology. This gap can lead to ineffectiveness, medical mistakes, and poor care services (Gaughan et al., 2022). With irregular assessment, courses can become incompatible with accrediting criteria, endangering their accreditation validity and affecting students’ outcomes and the institution’s credibility (AACN, 2020). 

Criteria for Curriculum Evaluation

While assessing a curriculum, especially in the BSN program, it is critical to evaluate key criteria that guarantee the program is holistic, meets present standards, and effectively prepares graduates for actual-life problems in medical facilities. For example, the curriculum should meet academic and professional criteria established by certifying agencies like the AACN. This coherence ensures that the program is credible or accepted across professional fields and that the degrees offered are recognized (AACN, 2020). Moreover, the curriculum must be pertinent. It should include the context in which the training course will be conducted and address the diverse health requirements. It is vital to promote innovative, research-based nursing care in medical facilities. It also helps achieve organizational goals and standards (Bourgault et al., 2024).

Additionally, the curriculum should adapt to evolving medical procedures, technology, and patients’ needs. This relevance is critical in educating students about contemporary medical settings, where technical competency and comprehension to meet patient demands are required to offer efficient care (Gaughan et al., 2022). Assessing graduation, employment, and license exam results provides quantifiable evidence of the curriculum’s efficacy. Prospective students and employers frequently use these indicators to assess the standard of an educational program, as they show how well an institution prepares graduates for career success (Alawi & Alexander, 2020). Furthermore, incorporating feedback from stakeholders such as students, alumni, and faculty is vital. This feedback allows recognition of the curriculum’s strengths and areas for advancement, ensuring it fulfills learners’ demands. Involving stakeholders in the assessment process fosters continuous development and transparency in the organization (Alawi & Alexander, 2020).

Lastly, integrating novel instructional methods and technological advances can improve educational outcomes. Incorporating a multidisciplinary curriculum equips learners with teamwork strategies vital to the integrated medical system (Kawamoto et al., 2021).These criteria are crucial to the efficacy of the BSN curriculum. Aligning with academic guidelines ensures that it satisfies academic and professional demands. Addressing the growing medical needs prepares learners for future practices. Assessing nurses’ achievement gives proof of the program’s efficacy, while stakeholder input provides insights that aid in vital adjustments (Alawi & Alexander, 2020). Interdisciplinary content ensures that the program is crucial for educational progress, offering learners with diverse abilities that improve their efficacy in complex settings. These assessment criteria are vital for sustaining curriculum advancement and offering nursing skills to handle the demands of medical systems (Gaughan et al., 2022).

Pilot Testing in Curriculum Evaluation

In BSN curriculum assessment, pilot testing is a vital element acting as an initial evaluation approach for testing novel curriculum elements in a regulated, restricted setting before their complete implementation in the program. This practice is crucial in nursing programs, in which the practical application of new courses impacts learner readiness and healthcare practices. The primary goal of pilot studies in BSN curriculum creation is to detect possible challenges and evaluate the efficacy of novel educational approaches before they are widely deployed. This method contributes to essential improvements based on practical input and data, guaranteeing successful and practical curriculum revisions (Pearson et al., 2020).

Pilot tests enable educational organizations to reduce the risks related to substantial changes, including interrupting educational activities or adversely damaging outcomes for learners. Pilot testing often entails a small, relevant population of learners and educators to test the new curricular element. This strategy enables a concentrated and extensive gathering of data on the experiences of learners and instructors with the latest content or instructional strategy. Investigators use multiple methods, like surveys, questionnaires, and feedback, which are then examined to identify what performs effectively and what must be improved (Pearson et al., 2020).

Example of Successful Pilot Testing

Kleib et al. (2021), conducted a pilot study on using simulated EHRs in a nursing curriculum. They employed a “one-group pretest-posttest, surveys” and interviews with learners and educators to test the DocuCare simulated EHR in the BSN curriculum in Western Canada. The goal was to investigate the DocuCare simulated EHR and identify any possible difficulties with its adoption. The pilot stage survey helped analyze effectiveness, highlighting areas for development, such as the requirement of additional case studies or further exercise for productivity in the application of EHR. The curriculum was adjusted to these findings and is now ready to be incorporated into the program.

The course was created to incorporate simulated EHRs in the BSN program to boost learners’ informatics knowledge and confidence in utilizing EHRs. The findings revealed that teachers and students were satisfied with its implementation. The provided example shows the value of pilot testing in medical education. It aids in detecting areas that require optimization of educational experiences prior to broad adoption (Kleib et al., 2021). By implementing pilot testing, universities can improve the standard of BSN programs, ensuring they match the changing demands of medical settings.

Short-Term and Long-Term Evaluations for Curriculum Development

In curriculum assessment, Short-term examinations are intended to provide immediate input on particular courses or components in the curriculum. Feedback questionnaires, surveys, and tests are standard methods for this type of evaluation, and they are administered after finishing the course. These assessments seek to assess learners’ comprehension, contentment, and practical efficacy of instructional techniques. For example, following an updated course on Health Informatics in CU’s BSN program, nursing learners can be requested to answer a survey reviewing the conciseness of the information, the efficacy of the instructional techniques, and their degree of confidence in utilizing their skills (Alsayed et al., 2022).

Immediate input enables instructors to make immediate changes to course and teaching practices, improving the educational process for learners. Long-term evaluations emphasize academic results as they reflect in graduates’ professional accomplishments. Such assessment includes following graduates’ career advancement, professional accomplishments, and expertise in a medical setting. For example, an institution can survey after four to five years of graduation to examine their employment status, research engagement, and job performance. Long-term assessments assist instructors in determining the curriculum content to prepare learners for actual-life problems and patient care demands (Guardado & Light, 2020).

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Organizations should develop a systematic evaluation program to conduct short- and long-term assessments properly. Short-term assessment must be carried out after every module to ensure that the curriculum can include instant input. Setting evaluation intervals of three to five years offers information on the lasting impact of education as alumni develop in their professions. Universities can use automated tools for the collection and processing of feedback. These technologies assist in distributing surveys, gathering replies, and creating reports, indicating areas for advancement (Bayley, 2023). Additionally, holding regular review sessions with professors, curriculum developers, and students is critical to discuss the evaluation findings and formulate action plans according to the data gathered. By including short- and long-term assessments in the curriculum creation process, BSN programs can remain receptive to student requirements and medical standards and adjust to ongoing shifts and progress in medical care. This strategy promotes ongoing improvement and contributes to the curriculum’s relevance and efficacy in producing competent nurses (Guardado & Light, 2020). 

Short and long-term assessments require a systematic approach to be efficiently implemented. The process has several phases; the first step is planning, which establishes explicit evaluation goals, vital performance metrics, and schedules for short-term and long-term examinations. The second phase is data gathering, which involves collecting data through surveys, tests, observations, feedback, and interviews while maintaining privacy and secrecy (CDC, n.d.). During the analysis phase, qualitative and quantitative techniques can uncover developments, patterns, advantages, weaknesses, and areas for curriculum modification. Furthermore, in the completion stage, providing input to educators, curriculum designers, and other vital stakeholders according to evaluation outcomes, making any adjustments required to enhance the curriculum’s efficacy. Finally, in the record-keeping and reporting stage, record evaluation results, suggestions, and measures to improve the curriculum while retaining openness and responsibility (CDC, n.d.). Furthermore, a periodic review method, input, adjustment, and recordkeeping can continuously enhance the curriculum, assuring its significance and efficacy in satisfying learning objectives and healthcare requirements.

Applying Evidence-Based Practices to Curriculum Development

Implementing evidence-based nursing principles, theories, and effective practices in designing curriculum is critical for keeping nursing education pertinent, efficient, and adaptive to the changing requirements of medical delivery. Incorporating research evidence into the curriculum is crucial for Evidence-Based Practice (EBP), and learning methods. For instance, the latest research indicating the usefulness of individualized care techniques, such as collaborative decision-making, can be included in appropriate courses like “Making EBP” to help students comprehend and apply these concepts. The BSN program can also modify its health promotion course content to integrate novel approaches. This change is based on findings from current studies that identified successful techniques to enhance patient outcomes in medical contexts.

By rooting curriculum content in the EBP, instructors can ensure learners possess the current understanding and abilities essential to successful clinical nursing (Spencer, 2021). Furthermore, nursing theories serve as paradigms to comprehend nursing care and influence curriculum creation. Theories like the “Humanistic Nursing Theory” and the “Health Promotion Model” provide an understanding of the integrated approach to treating patients and can help shape educational activities and examinations. By matching curricular material with theoretical standards, instructors can help students comprehend nursing principles and have deeper learning. EBP instructional approaches are crucial to boost nurses’ educational outcomes. Educators can promote nurses’ participation, analytical ability, and practical capabilities by adopting the best EBP in learning, like interactive learning and simulation. For instance, incorporating scenario-based instruction or simulations into the course allows nurses to apply theoretical information to actual practice, promoting their medical judgment abilities (Labrague, 2021).

Evaluation of educational outcomes is an integral part of EBP curriculum design. Establishing assessments consistent with EBP in training nurses ensures that nurses accomplish learning goals and skills. Accurate, credible evaluation tools analyze learner performance, offering valuable input to students and instructors while supporting continuing curriculum revision and enhancement (Alsayed et al., 2022). Collaboration with multidisciplinary teams and vital stakeholders is critical to include varied viewpoints and competencies in creating a curriculum. Educators can ensure that their curriculum reflects medical care’s complex and interdisciplinary nature by collaborating effectively with the nursing staff, medical providers, educational specialists, and administrative. The collaborative method allows for the development of adaptable courses that educate students on intricate nursing practices (Belita et al., 2020). Incorporating EBP, theories, and strategies in curriculum building is critical to ensuring the quality and validity of the nursing curriculum. Combining the research and EBP into the CU’s BSN curriculum ensures that nurses can deliver efficient and well-informed care. 

Accreditation Body and its Evaluation Criteria

Accreditation is essential to the acceptance and legitimacy of any academic program, particularly in medical fields such as nursing. It guarantees that educational organizations adhere to standards for providing standard education that prepares students for professional careers. CU’s BSN degree is built on the AACN’s EBEPNP theoretical model. This structure guides the design and adoption of the BSN courses, ensuring consistency with benchmark standards in nursing education (AACN, 2020). The CU’s BSN degree is approved by the CCNE, a renowned accrediting organization. It is in charge of reviewing and crediting bachelor and graduate programs in nursing throughout the United States (CU, 2024, c). The CCNE assesses nursing programs using standards to guarantee that the curriculum offers standard education. 

The CCNE uses comprehensive assessment criteria to evaluate the standard and efficacy of a BSN degree. These criteria address several aspects of program administration, course design, instructor credentials, services for students, and results. CCNE examines the quality of the curriculum and the conformity of the program’s vision with the institution’s objectives, ensuring that it focuses on nursing education’s mission and values (McCormick & Sinutko, 2024). It also assesses the appropriateness of the organizational resources required to provide a quality BSN program, such as funding, infrastructure, and technology.

Faculty qualifications and assets are thoroughly examined to ensure that faculty have academic credentials, practical expertise, and constant professional growth to successfully assist in nurses’ learning. Student assistance is critical to promoting achievement and student retention. CCNE assesses their accessibility and efficacy within the program. CCNE evaluates student results to ensure that graduates are adequately prepared for beginner nursing practice, considering licensing exam success rates, employment rates, and satisfaction with work. CCNE-accredited programs indicate a dedication to continuous enhancement through efficient processes to continually evaluate and upgrade quality through input to meet the CCNE’s criteria (AACN, 2020).

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Results from CCNE accreditation evaluations are crucial in driving the CU BSN program’s continual improvement approaches. These findings help identify the program’s strengths and areas for improvement. For example, the assessment identifies places where the educational material is obsolete or fails to address critical skills adequately. The program’s coursework should be updated to cover more contemporary topics, such as the latest EBP in patient care and medical technology. Moreover, suppose the evaluation findings suggest a need for more medical experiences or practical training opportunities. In that situation, program managers can consider including these features in the curriculum to equip students for actual world nursing processes. The most critical impact of evaluation findings is on student success and educational outcomes.

By resolving obstacles that impede student progress, like insufficient support or obsolete learning resources, assessment results allow the program to better fulfill the students’ needs. Feedback on student resource shortfalls would involve updating simulation tools, broadening library resources, or improving IT structure to facilitate informatics education (Labrague, 2021). The evaluation results verify that the BSN program meets the CCNE criteria. Evaluation results contribute to accreditation compliance by examining program results, faculty qualifications, and program conformance with professional standards. Resolving any concerns raised during the evaluation assures that the program retains its accreditation position and meets the demands of advanced nursing practices. Feedback on faculty performance can encourage professional growth initiatives, including training on innovative instructional approaches in healthcare (McCormick & Sinutko, 2024). The input and results from the CCNE ensure that the BSN program satisfies the criteria and certifies its quality, which is critical for attracting potential students. By responding promptly to the CCNE’s evaluation feedback and continual improvement, CU can guarantee that its BSN degree satisfies the criteria set by the CCNE.

Conclusion

This curriculum assessment of the CU’s BSN program extensively analyzed its adherence to accrediting criteria and adaptability to medical innovations in producing competent nurses. We recognized crucial program strengths and areas for development after conducting a thorough analysis using CCNE-established criteria. These results demonstrate that CU’s BSN program thrives in various categories, including robust curriculum design, student resources, and faculty qualification. However, the examination has identified areas for improvement, especially in incorporating innovative medical technology. By resolving this issue, CU’s BSN program is at the top of nursing education and better equips graduates with advanced skills.

References

AACN. (2020). American Association of Colleges of Nursing (AACN) > Home. Aacnnursing.org. https://www.aacnnursing.org/ 

Ahmad, I., Asghar, Z., Kumar, T., Li, G., Manzoor, A., Mikhaylov, K., & Harjula, E. (2022). Emerging technologies for next generation remote health care and assisted living. Ieee Access, 10, 56094-56132. https://doi.org/10.1109/ACCESS.2022.3177278

Alawi, A. R., & Alexander, G. L. (2020). Systematic review of program evaluation in baccalaureate nursing programs. Journal of Professional Nursing, 36(4), 236-244. https://doi.org/10.1016/j.profnurs.2019.12.003

Ali, S., Kleib, M., Paul, P., Petrovskaya, O., & Kennedy, M. (2022). Compassionate nursing care and the use of digital health technologies: A scoping review. International Journal of Nursing Studies, 127, 104161. https://doi.org/10.1016/j.ijnurstu.2021.104161

Alsayed, A. R., Hasoun, L., Khader, H. A., Al-Dulaimi, A., AbuAwad, A., Basheti, I., & Al Maqbali, M. (2022). Evaluation of the effectiveness of educational medical informatics tutorial on improving pharmacy students’ knowledge and skills about the clinical problem-solving process. Pharmacy Practice, 20(2), 01–08. https://doi.org/10.18549/pharmpract.2022.2.2652 

Bally, J. M., Spurr, S., Hyslop, S., Hodgson-Viden, H., & McNair, E. D. (2022). Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice. BioMed Central Nursing, 21(1), 147. https://doi.org/10.1186/s12912-022-00932-z

Bayley, K. E. (2023). The impact on practice of authentic assessment as part of a university postgraduate taught programme of study for nursing and healthcare professionals: A literature review. Nurse Education Today, 120, 105622. https://doi.org/10.1016/j.nedt.2022.105622

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Beede, W. E., Sharpnack, P., Gruben, D., Klenke-Borgmann, L., Goliat, L., & Yeager, C. (2023). A scoping review of nurse educator competencies: Mind the gap. Nurse Educator, 48(5), 234-239. https://doi.org/10.1097/NNE.0000000000001376

Belita, E., Carter, N., & Bryant-Lukosius, D. (2020). Stakeholder engagement in nursing curriculum development and renewal initiatives: A review of the literature. Quality Advancement in Nursing Education-Avancées en Formation Infirmière, 6(1), 2. https://doi.org/10.17483/2368-6669.1200

Bourgault, A. M., Penoyer, D., & Conner, N. E. (2024). Teaching evidence-based practice competencies to meet professional practice needs. Journal of Nursing Care Quality, 10-1097. https://doi.org/10.1097/NCQ.0000000000000781

Brunt, B. A., & Russell, J. (2022). Nursing professional development standards. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK534784/

Camison, L., Brooker, J. E., Naran, S., Potts III, J. R., & Losee, J. E. (2022). The history of surgical education in the United States: Past, present, and future. Annals of Surgery Open, 3(1), e148. https://doi.org/10.1097/AS9.0000000000000148

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1. (2024, a). Bachelor of Science in Nursing BSN degree program online. capella.edu. https://www.capella.edu/online-nursing-degrees/bachelors-rn-to-bsn-completion/courses/
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3. (2024, c). University Accreditations. capella.edu. https://www.capella.edu/capella-experience/about/university-accreditation/

Davis, S. M., Jones, A., Jaynes, M. E., Woodrum, K. N., Canaday, M., Allen, L., & Mallow, J. A. (2020). Designing a multifaceted telehealth intervention for a rural population using a model for developing complex interventions in nursing. BioMed Central Nursing, 19, 1-9. https://doi.org/10.1186/s12912-020-0400-9

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Dorri, R., Al Omari, E., Blanco, M., & Al-Hassan, M. (2024). Transforming nursing pedagogy: The journey to concept-based learning at the University of Calgary in Qatar. Saudi Journal of Nursing Health Care, 7(1), 3-6. http://doi.org/10.36348/sjnhc.2024.v07i01.002

Eckhoff, D. O., Guido-Sanz, F., & Anderson, M. (2022). Telehealth across nursing education: Findings from a national study. Journal of Professional Nursing, 42, 308-314. https://doi.org/10.1016/j.profnurs.2022.07.013

Ellison, N. K., Tillson, M., Farmer, S., Ard, N., & Polk, L. (2024). The ACEN 2023 standards and impact of accreditation on the quality of nursing education. Teaching and Learning in Nursing, 19(2), 108-112. https://doi.org/10.1016/j.teln.2023.12.016

Epp, S., Reekie, M., Denison, J., de Bosch Kemper, N., Willson, M., & Marck, P. (2021). Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum. Journal of Professional Nursing, 37(5), 804-809. https://doi.org/10.1016/j.profnurs.2021.06.007

Farayola, O. A., Olorunfemi, O. L., & Shoetan, P. O. (2024). Data privacy and security in it: A review of techniques and challenges. Computer Science & IT Research Journal, 5(3), 606-615. https://doi.org/10.51594/csitrj.v5i3.909

Gaughan, M. R., Kwon, M., Park, E., & Jungquist, C. (2022). Nurses’ experience and perception of technology use in practice: A qualitative study using an extended technology acceptance model. CIN: Computers, Informatics, Nursing, 40(7), 478-486. https://doi.org/10.1097/CIN.0000000000000850 

Gonzalez, L., & Nielsen, A. (2023). An integrative review of teaching strategies to support clinical judgment development in clinical education for nurses. Nurse Education Today, 106047. https://doi.org/10.1016/j.nedt.2023.106047 

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Guardado, M., & Light, J. (2020). Evaluating the plan and lived experience of the curriculum: Completing the circle. Springer EBooks, 103–120. https://doi.org/10.1007/978-3-030-

47468-3_6

Harerimana, A., Wicking, K., Biedermann, N., & Yates, K. (2021). Integrating nursing informatics into undergraduate nursing education in Africa: A scoping review. International Nursing Review, 68(3), 420-433. https://doi.org/10.1111/inr.12618

Harris, C. K. E., Durham, C., Logan, A., Smith, G., & DuBose-Morris, R. (2021). Integration of telehealth education into the health care provider curriculum: A review. Telemedicine and e-Health, 27(2), 137-149. https://doi.org/10.1089/tmj.2019.0261

Kawamoto, K., Kukhareva, P. V., Weir, C., Flynn, M. C., Nanjo, C. J., Martin, D. K., & Del Fiol, G. (2021). Establishing a multidisciplinary initiative for interoperable electronic health record innovations at an academic medical center. Journal of the American Medical Informatics Association Open, 4(3), ooab041. https://doi.org/10.1093/jamiaopen/ooab041

Kleib, M., Jackman, D., Duarte Wisnesky, U., & Ali, S. (2021). Academic electronic health records in undergraduate nursing education: Mixed methods pilot study. Journal of Medical Internet Research Nursing, 4(2), e26944. https://doi.org/10.2196/26944

Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BMC Nursing, 20(158), 1–10. https://doi.org/10.1186/s12912-021-00684-2

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Labrague, L. J. (2021). Use of simulation in teaching nursing leadership and management course: an integrative review. Sultan Qaboos University Medical Journal, 21(3), 344. https://doi.org/10.18295%2Fsqumj.4.2021.007

Leochico, C. F. D. (2022). Educating health care professionals about telerehabilitation: Developing a curriculum map for high-and low-resource settings. In Telerehabilitation, 391-403. https://doi.org/10.1016/B978-0-323-82486-6.00027-7  

Liu, C. C., McIntire, E., Ling, J., Sullivan, K., Ng, T., Kaur, L., & Sender, J. (2024). Teaching social determinants of health in nursing programs: An integrative review of strategies and effectiveness. Nurse Educator, 49(3), E126-E130. https://doi.org/10.1097/NNE.0000000000001543

McCormick, M., & Sinutko, J. (2024). Building the blueprint: Developing new prelicensure nursing programs. Medical Research Archives, 12(4). https://doi.org/10.18103/mra.v12i4.5324

Nazeha, N., Pavagadhi, D., Kyaw, B. M., Car, J., Jimenez, G., & Tudor Car, L. (2020). A digitally competent health workforce: Scoping review of educational frameworks. Journal of Medical Internet Research, 22(11), e22706. https://doi.org/10.2196/22706

Okolo, C. A., Ijeh, S., Arowoogun, J. O., Adeniyi, A. O., & Omotayo, O. (2024). Reviewing the impact of health information technology on healthcare management efficiency. International Medical Science Research Journal, 4(4), 420-440. https://doi.org/10.51594/imsrj.v4i4.1000

Pearson, N., Naylor, P.-J., Ashe, M. C., Fernandez, M., Yoong, S. L., & Wolfenden, L. (2020). 

Guidance for conducting feasibility and pilot studies for implementation trials. Pilot and Feasibility Studies, 6(1). https://doi.org/10.1186/s40814-020-00634-w

NURS FPX 6107 Assessment 3 Curriculum Evaluation

 Poitras, M.-E., Couturier, Y., Beaupré, P., Girard, A., Aubry, F., Vaillancourt, V. T., Carrier, J.-D., Fortin, L., Racine, J., Morneau, J., Boudreault, A., Cormier, C., Morin, A., & McGraw, M. (2023). Collaborative practice competencies needed for telehealth delivery by health and social care professionals: A scoping review. Journal of Interprofessional Care, 38(2), 1–15. https://doi.org/10.1080/13561820.2023.2213712

Sartain, A. F. (2023). Quizzing in baccalaureate nursing education and the impact on National Council Licensure Examination for registered nurses success. Journal of Modern Nursing Practice and Research, 3(3), 19. https://doi.org/10.53964/jmnpr.2023019

Smart, D., Ross, K., Carollo, S., & Williams-Gilbert, W. (2020). Contextualizing instructional technology to the demands of nursing education. CIN: Computers, Informatics, Nursing, 38(1), 18-27. https://doi.org/10.1097/CIN.0000000000000565

Spencer, J. A. (2021). Integrating service learning into the RN to BSN curriculum with the application of QSEN competencies. Journal of Professional Nursing, 37(6), 1044-1048. https://doi.org/10.1016/j.profnurs.2021.08.007

Ting, J., Garnett, A., & Donelle, L. (2021). Nursing education and training on electronic health record systems: An integrative review. Nurse Education in Practice, 55, 103168. https://doi.org/10.1016/j.nepr.2021.103168

Yogesh, M. J., & Karthikeyan, J. (2022). Health informatics: Engaging modern healthcare units: A brief overview. Frontiers in public health, 10, 854688. https://doi.org/10.3389/fpubh.2022.854688

Appendix

Topical Outline of Course “Health Informatics in Nursing Practice”

• Role of Nurses in Health Informatics
  • Overview of nursing practices using informatics tool
  • Role of nurses in improving patients outcomes through technology-based care

• Understanding of Health Information Systems for Patient Care
  • Significance of health information system to improve medical practices
  • Understanding of different systems and tools, including telehealth solutions, EHR, Clinical Decision Support Systems (CDSS)

• Managing Data in Nursing Informatics
  • Understanding of tools and strategies regarding data analytics
  • Efficient use of patient data to streamline care operations and improve health outcomes

NURS FPX 6107 Assessment 3 Curriculum Evaluation

• Ethical and Moral dilemma Using Health Informatics tools
  • Comprehension of ethical and legal concerns while implementing informatics tools in care practices
  • Solutions to manage ethical and moral dilemmas using technologies for patient care.
• Interdisciplinary Collaboration and Communication through Health Informatics Tools
• Overview of interdisciplinary collaboration and coordination through informatics tools
• Effective communication channels to improve collaboration in patient care practices

This course will provide nursing learners with a holistic educational experience, helping them to learn and apply informatics tools in their future patient care, improving their nursing practices.

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Name

Capella University

NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Prof. Name

Date

Course Development and Influencing Factors

In this assessment, we intend to conduct a widespread “Public Health Nursing” course at the University of California, Los Angeles (UCLA) School of Nursing’s Bachelor of Science in Nursing (BSN) program. The course emphasizes the alignment with population health priorities, collaboration with stakeholders, and adherence to accreditation standards. The strategic positioning of the course within the curriculum ensures that students receive a comprehensive education that bridges nursing and public health principles, preparing them to address complex health disparities. Collaboration with faculty, community partners, and regulatory agencies ensures curriculum relevance, compliance, and real-world applicability, ultimately equipping graduates to promote health equity and effectively address diverse public health challenges.

Course Description and Integration of it in the Curriculum

The “Public Health Nursing” course is pivotal in UCLA’s School of Nursing’s BSN program, typically slated for the junior or senior year. It is a capstone experience, leveraging foundational knowledge and clinical proficiency developed earlier in the curriculum. Emphasizing the application of public health principles in nursing practice, the course delves into crucial areas such as epidemiology, community assessment, health promotion, disease prevention, policy advocacy, and the nursing profession’s role in tackling public health issues. By positioning this course later in the program, students benefit from a robust clinical background from diverse healthcare rotations (Stewart et al., 2020).

This prior experience primes them to comprehend the intricate relationship between individual health outcomes and broader societal determinants, enabling them to effectively navigate complex public health challenges. Moreover, integrating concepts from preceding courses, such as pathophysiology, pharmacology, and health assessment, enriches students’ understanding of health’s multifaceted nature. This interdisciplinary approach equips them with the tools to collaborate with communities, advocate for policy changes, and implement evidence-based interventions to address public health disparities. Overall, the Public Health Nursing course synthesizes theoretical knowledge with practical experience, empowering students to contribute meaningfully to promoting population health and advancing nursing practice in diverse healthcare settings (Zhu et al., 2022).

The Rationale for the Inclusion of the Course

The rationale for incorporating the “Public Health Nursing” course into UCLA’s BSN program is grounded in several vital considerations. Firstly, it aligns with the growing emphasis on population health in nursing. According to the American Association of Colleges of Nursing (AACN), integrating public health principles into nursing education enhances students’ ability to address the health needs of diverse populations (Schoon & Krumwiede, 2022). Moreover, this course responds to the evolving healthcare landscape, where nurses are increasingly called to engage in community-based care and health promotion efforts.

This emphasizes the importance of nursing education in preparing nurses to address population health issues and promote health equity (Colburn, 2020). Additionally, the Public Health Nursing course complements UCLA’s commitment to promoting social justice and health equity. By equipping students with the knowledge and skills to address public health disparities and advocate for policy change, the course aligns with the university’s mission to create a more equitable society.

Topical Outline and Linkage with Existing Courses

Adding the “Public Health Nursing” course within UCLA’s BSN program is imperative for preparing future nurses to address the complexities of population health. This course is a pivotal bridge between foundational nursing knowledge and the broader context of public health. Positioned strategically within the curriculum, typically in the junior or senior year, it offers students a comprehensive exploration of public health principles and their application in nursing practice. The course outline is in (appendix). The Public Health Nursing course seamlessly integrates with other courses in the BSN program, enhancing students’ understanding of nursing practice across individual and population health levels.

Topics covered in the course, such as epidemiology and health promotion, build upon concepts learned in courses like pathophysiology and pharmacology. Additionally, skills developed in health assessment are applied in community assessments to tailor interventions effectively. Furthermore, the course emphasizes the importance of ethical considerations and professionalism, aligning with the content covered in ethics and professionalism courses. This holistic integration ensures that graduates are well-equipped to address complex public health challenges and promote health equity in diverse healthcare settings (Public Health Nursing, 2024).

Faculty Collaboration with Stakeholders

Collaboration becomes paramount when integrating the “Public Health Nursing” course into UCLA’s School of Nursing’s BSN program. Faculty members, particularly those specializing in public health and community nursing, lead course development. They work closely to design the course content, establish learning objectives, and select appropriate teaching methodologies tailored to the program’s needs. Simultaneously, partnerships with public health experts within and outside the university enrich the course with current evidence-based practices and emerging public health issues. These collaborations, such as those with UCLA’s Fielding School of Public Health, provide access to faculty members versed in epidemiology, health policy, and community health interventions (Why UCLA Fielding, 2024).

Engagement with community organizations and healthcare agencies becomes pivotal for offering students practical learning experiences and clinical placements. Collaborating with entities like the Los Angeles County Department of Public Health ensures alignment with local public health priorities and community needs (Blenner et al., 2021). The course’s interdisciplinary approach is also strengthened by multidisciplinary collaboration among faculty members from associated fields, such as sociology, anthropology, and health policy. For example, the course draws insights from UCLA’s Center for Health Policy Research on the policy implications of public health nursing practice.

Collaborating with public health experts and community partners ensures that the course content remains responsive to current public health challenges and local community needs. This alignment ensures that the curriculum remains dynamic, addressing the evolving nature of public health issues (Dupin et al., 2020). Additionally, interdisciplinary collaboration and engagement with community partners enrich students’ learning experiences, fostering diverse perspectives, real-world application of theoretical concepts, and community engagement and advocacy opportunities. Moreover, establishing collaborative partnerships with community organizations fosters sustainable relationships, extending beyond academia to improve population health outcomes in the local community (Fichtenberg et al., 2020).

Internal Factors Affecting Curriculum Design

Internal factors within UCLA’s BSN program, including curriculum committees, organizational processes, and internal review bodies, intricately shape curriculum design, particularly when considering incorporating the “Public Health Nursing” course. Organizational processes governed by the school of nursing involve specific procedures for proposing, reviewing, and approving new courses. For example, course proposals typically undergo thorough evaluation by faculty members, department heads, and administrative staff to ensure alignment with the school’s mission, vision, and accreditation standards. These processes may include timelines, documentation requirements, and faculty input and approval steps. Curriculum committees within the School of Nursing are pivotal in overseeing the curriculum design process.

These committees, comprised of faculty members with expertise in various nursing specialties, provide knowledge and guidance throughout the course development. For instance, the curriculum committee responsible for nursing education might convene to review the proposed “Public Health Nursing” course, assessing its alignment with program objectives, relevance to contemporary nursing practice, and potential impact on students’ learning outcomes (Sumpter et al., 2022). Internal review bodies, such as accreditation agencies or institutional boards, further scrutinize proposed curriculum changes to ensure compliance with established standards (Oermann, 2022). In the case of the “Public Health Nursing” course, the proposal would undergo review by the School of Nursing’s accreditation body to ensure alignment with accreditation standards and guidelines. This review process typically involves detailed documentation of course objectives, content, teaching methodologies, and assessment strategies supported by evidence of faculty qualifications and resources available for course delivery.

External Factors Impact Curriculum Design

External factors, including funding,  regulatory and accrediting agencies, and stakeholders, significantly influence curriculum design within UCLA’s BSN program, especially regarding the “Public Health Nursing” course. Funding is crucial in determining the resources available for curriculum development and implementation. For example, securing grants or donations specific to public health initiatives may facilitate the creation of new courses like “Public Health Nursing.” Additionally, budget constraints may limit the scope or delivery of the course, impacting factors such as faculty hiring, instructional materials, and student resources (Leaver et al., 2021). Stakeholders, including healthcare organizations, community partners, and professional associations, contribute valuable input to curriculum design.

Their perspectives help ensure the course remains relevant to current healthcare trends and aligns with industry standards and expectations (Belita et al., 2020). For instance, input from local public health agencies may inform the content and focus of the “Public Health Nursing” course, ensuring it addresses community health needs and prepares students for real-world practice. Regulatory and accrediting agencies, such as the California Board of Registered Nursing and the Commission on Collegiate Nursing Education (CCNE), set standards and guidelines that influence curriculum design. Compliance with these regulations is essential for maintaining graduate program accreditation and licensure eligibility. For example, the CCNE accreditation standards may dictate specific competencies or content areas that must be covered in the “Public Health Nursing” course to meet accreditation requirements (Talsma, 2023).

Impact of Philosophy, Mission,  and Framework on the Design of Curriculum 

The philosophy, mission,  and framework of the UCLA  BSN program significantly influence curriculum design, including the proposed “Public Health Nursing” course. UCLA’s BSN program’s mission statement emphasizes preparing nurses to address societal health needs and promote health equity. Therefore, the “Public Health Nursing” course would focus on community-based care, health promotion, and addressing health disparities, aligning with the program’s mission-driven approach (UCLA Health, n.d ).  UCLA’s institutional framework provides resources and interdisciplinary collaboration opportunities to enrich the course content.

Partnerships with UCLA’s Fielding School of Public Health and other departments offer access to faculty expertise and research initiatives. This collaboration ensures that the “Public Health Nursing” course integrates cutting-edge public health theories and evidence-based practices into its curriculum. The program’s philosophy, rooted in holistic nursing practice and social justice, guides the integration of concepts like cultural competence and advocacy into the course curriculum. For example, the “Public Health Nursing” course emphasizes understanding social determinants of health and developing interventions to address health inequities, consistent with the program’s philosophical principles (UCLA Health, n.d ). 

Enhanced Collaboration among Stakeholders in Curriculum Development

Encouraging cooperation between internal and external stakeholders is essential to the development of the “Public Health Nursing” course. Internally, faculty members specializing in public health nursing would lead the course development process, ensuring that it aligns with the program’s academic standards and accreditation requirements. Curriculum committees composed of faculty and administrative staff would provide oversight, ensuring that the course meets program objectives and integrates seamlessly into the curriculum structure. Collaboration between faculty and administrative staff is essential for logistical aspects, such as scheduling, resource allocation, and assessment strategies.

Collaborating with healthcare organizations, community partners, and regulatory agencies is vital to ensure that the course remains relevant to current healthcare trends and meets industry standards (Belita et al., 2020). For instance, partnerships with local public health agencies would provide opportunities for clinical placements and input on curriculum content, enhancing students’ practical learning experiences and preparing them for real-world practice. Furthermore, cooperation with accrediting organizations like the Commission on Collegiate Nursing Education (CCNE) and regulatory bodies like the California Board of Registered Nursing guarantees that the course satisfies accreditation and licensure requirements (Talsma, 2023).

Failure to collaborate effectively with internal and external stakeholders can lead to significant consequences. Without input from faculty and curriculum committees, the course may lack alignment with program objectives and academic standards, resulting in inconsistencies in student learning outcomes. Overlooking input from external stakeholders may result in a curriculum that fails to address emerging healthcare trends or meet the community’s needs, diminishing the program’s relevance and impact.

Conclusion

In conclusion, integrating the “Public Health Nursing” course into UCLA’s BSN program is pivotal, aligning with the evolving emphasis on population health in nursing education. Positioned strategically within the curriculum, the course bridges foundational nursing knowledge with public health principles, preparing students to address complex health disparities. Collaboration with faculty, community partners, and regulatory agencies ensures curriculum relevance, compliance with accreditation standards, and real-world applicability. By emphasizing interdisciplinary collaboration and community engagement, UCLA’s BSN program equips future nurses to effectively promote health equity and address diverse public health challenges.

References

Belita, E., Carter, N., & Lukosius, D. B. (2020). Stakeholder engagement in nursing curriculum development and renewal initiatives: A review of the literature. Quality Advancement in Nursing Education – Avancées En Formation Infirmière, 6(1). https://doi.org/10.17483/2368-6669.1200 

Blenner, S. R., Roth, S. E., Manukyan, R., Calderon, Y. E., Golston, A. M. C., Owusu, E., Rice, L. N., & Prelip, M. L. (2021). Community partnerships and experiential learning: Investing in the next generation of a diverse, qualified public health workforce. Pedagogy in Health Promotion, 7(1_suppl), 51S62S. https://doi.org/10.1177/23733799211046974 

Colburn, D. A. (2022). Nursing education and social determinants of health: A content analysis. Journal of Nursing Education, 61(9), 516–523. https://doi.org/10.3928/01484834-20220705-06 

Dupin, C.-M., Pinon, M., Jaggi, K., Teixera, C., Sagne, A., & Delicado, N. (2020). Public health nursing education viewed through the lens of superdiversity: A resource for global health. BMC Nursing, 19(1). https://doi.org/10.1186/s12912-020-00411-3 

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Fichtenberg, C., Delva, J., Minyard, K., & Gottlieb, L. M. (2020). Health and human services integration: Generating sustained health and equity improvements. Health Affairs, 39(4), 567–573. https://doi.org/10.1377/hlthaff.2019.01594 

Leaver, C. A., Stanley, J. M., & Veenema, T. G. (2021). Impact of the COVID-19 pandemic on the future of nursing education. Academic Medicine, Publish Ahead of Print(3). https://doi.org/10.1097/acm.0000000000004528 

Oermann, M. (2022). A systematic approach to evaluation of nursing programs. In Google Books. Lippincott Williams & Wilkins. https://books.google.com/books?hl=en&lr=&id=vTaFEAAAQBAJ&oi=fnd&pg=PT18&dq=Internal+review+bodies 

Public health nursing. (2024). Catalog.registrar.ucla.edu. https://catalog.registrar.ucla.edu/course/2023/nursing171 

Schoon, P. M., & Krumwiede, K. (2022). A holistic health determinants model for public health nursing education and practice. Public Health Nursing, 39(5). https://doi.org/10.1111/phn.13063 

Stewart, K.-A., Brown, S. L., Wrensford, G., & Hurley, M. M. (2020). Creating a comprehensive approach to exposing underrepresented pre-health professions students to clinical medicine and health research. Journal of the National Medical Association, 112(1), 36–43. https://doi.org/10.1016/j.jnma.2019.12.003 

Sumpter, D., Blodgett, N., Beard, K., & Howard, V. (2022). Transforming nursing education in response to the future of nursing 2020–2030 report. Nursing Outlook, 70(6), S20–S31. https://doi.org/10.1016/j.outlook.2022.02.007 

NURS FPX 6107 Assessment 2 Course Development and Influencing factors

Talsma, A. (2023). Nursing competencies in the nursing curriculum. Journal of Healthcare Management Standards, 3(1), 1–7. https://doi.org/10.4018/jhms.327947 

UCLA Health . (n.d.). Mission Vision & Philosophy – Nursing . Www.uclahealth.org. https://www.uclahealth.org/nursing/about-us/mission-vision-philosophy 

Why UCLA Fielding | UCLA Fielding. (2024). Ph.ucla.edu. https://ph.ucla.edu/about/why-ucla-fielding 

Zhu, Z., Xing, W., Liang, Y., Hong, L., & Hu, Y. (2022). Nursing students’ experiences with service learning: A qualitative systematic review and meta-synthesis. Nurse Education Today, 108, 105206. https://doi.org/10.1016/j.nedt.2021.105206 

Appendix

Topical Outline:

1. Introduction to Public Health Nursing
   • Overview of public health principles
   • Role of nurses in promoting population health
   • Historical context and evolution of public health nursing
2. Epidemiology and Disease Surveillance
   • Introduction to epidemiological concepts
   • Disease surveillance methods and data analysis
   • Application of epidemiology in public health nursing practice
3. Community Assessment and Health Promotion
   • Methods for conducting community assessments
   • Identifying health needs and assets within communities
   • Strategies for promoting health and preventing disease at the community level
4. Policy Advocacy and Health Equity
   • Understanding healthcare policies and their impact on population health
   • Advocating for policies that promote health equity and social justice
   • Role of nurses in influencing policy development and implementation
5. Community-Based Care and Interventions
   • Models of community-based care delivery
   • Developing and implementing community health programs
   • Evaluating the effectiveness of community health interventions
6. Interdisciplinary Collaboration and Leadership
   • Collaboration with other healthcare professionals and community stakeholders
   • Leadership roles in public health nursing practice
   • Effective communication and teamwork in interdisciplinary settings

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

Name

Capella University

NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Prof. Name

Date

Curriculum Overview, Framework, and Analysis

The University of California, Los Angeles (UCLA) School of Nursing’s Bachelor of Science in Nursing (BSN) program will be assessed in this evaluation. This analysis will delve into the organization and program context of the UCLA BSN program, outlining its mission, learner population, and course descriptions. Additionally, we will examine the incorporation of professional standards, guidelines, and competencies into the curriculum and their alignment with student learning outcomes. Lastly, we will explore the theoretical frameworks underpinning the curriculum’s design and discuss strategies for updating the body of knowledge supporting the program to ensure its continued relevance and effectiveness in preparing future nurses.

Organization and Program Context, Learner Population, and the Need

The BSN program at UCLA is meticulously crafted to provide students with the necessary data, skills, and competencies for contemporary nursing practice. This curriculum is a beacon of excellence developed through collaboration among educators, healthcare professionals, and stakeholders. It caters primarily to undergraduate students committed to nursing, drawing around 200 students annually from diverse educational backgrounds. The inclusive approach fosters a rich learning environment, promoting collaboration and diversity of perspectives (UCLA School of Nursing, 2023). The UCLA BSN curriculum is essential for several reasons. Firstly, it meets the increasing demand for skilled nurses by providing a comprehensive foundation in nursing theory, evidence-based practice, and clinical reasoning.

Secondly, it emphasizes interdisciplinary collaboration and cultural competency to address the diverse needs of patients in Los Angeles and beyond. Finally, the curriculum integrates innovative teaching methods and simulation technology to bridge the cavity between theory and practice, ensuring graduates are well-prepared for the complexities of real-world clinical settings and challenges. The UCLA BSN program’s student learning outcomes align with its mission and goals. These outcomes include demonstrating proficiency in nursing knowledge and skills, applying evidence-based practice to carry out safe and active patient care, collaborating with interprofessional teams, advocating for patient’s rights and well-being, and engaging in lifelong learning and professional development (UCLA School of Nursing, 2023).

Mission Statement, Course Descriptions, and Content Critique

The BSN program at UCLA aims to prepare graduates to become leaders in nursing who provide compassionate, evidence-based care to diverse populations. The program is committed to fostering a learning environment that promotes excellence, inclusivity, and innovation in nursing education. Through rigorous academic coursework, hands-on clinical experiences, and interdisciplinary collaboration, the BSN program at UCLA aims to empower students to address the complex healthcare desires of persons, families, and groups. The curriculum comprises Lower Division Courses (10) covering foundational topics, Upper Division Courses (29) focusing on specialized nursing areas, and an extensive array of Graduate Courses (121) exploring advanced nursing theories, clinical practices, and specialized tracks. The following are some course descriptions for most courses in the UCLA BSN program (UCLA Registrar’s Office, n.d).

• Pediatric Nursing: This course focuses on nursing assessment and management of acute, chronic, critical, and emergent pediatric illnesses. It emphasizes the integration of pathophysiology, diagnostics, pharmacology, family-centered care, ethical/legal principles, evidence-based practice, leadership, and communication skills to enhance patient safety and care quality within healthcare teams (UCLA Registrar’s Office, n.d).

• Introduction to Nursing and Social Justice: This course explores the history of nursing and the professional role of nurses, emphasizing advocacy and ethical principles (UCLA Registrar’s Office, n.d).

• Human Physiology for Healthcare Providers: This course focuses on a fundamental understanding of human physiological processes, emphasizing their relevance to patient evaluation and care, essential for delivering quality nursing care (UCLA Registrar’s Office, n.d).

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

• Mental Health Nursing: In this course, students learn about assessing and managing mental health disorders across the lifespan. They also develop skills in therapeutic communication, crisis intervention, and psychiatric nursing interventions (UCLA Registrar’s Office, n.d).
• Maternity Nursing: This course examines nursing assessment and managing acute and emergent issues in maternity/newborn patients. The course emphasizes evidence-based practice, problem-solving, and clinical application within multidimensional healthcare teams to ensure quality care for childbearing families (UCLA Registrar’s Office, n.d).

The BSN curriculum at UCLA effectively covers core nursing competencies through courses like Introduction to Nursing and Social Justice, which emphasize cultural competence. Pediatric Nursing integrates pathophysiology, pharmacology, and leadership for comprehensive pediatric care. Mental Health Nursing and Maternity Nursing prioritize evidence-based practice and interdisciplinary collaboration, incorporating subjects like informatics and cultural competence to meet evolving healthcare demands. Curriculum design is influenced by accreditation standards, including those set by the Commission on Collegiate Nursing Education (CCNE) and regulatory requirements from the California Board of Registered Nursing. Additionally, industry feedback, faculty expertise, and the institution’s educational philosophy are crucial in ensuring alignment with emerging nursing practices and the diverse needs of students (Ziehm et al., 2021).

Professional Standards, Guidelines, and Competencies

Professional standards, competencies, and guidelines are incorporated into UCLA’s BSN program to guarantee the education of skilled and knowledgeable nurses.  The program aligns with various professional organizations and accrediting bodies in the nursing field. The UCLA BSN program adheres to the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice. These essentials outline the core competencies and knowledge areas that are predictable for graduates from baccalaureate nursing programs. The curriculum incorporates these basics to ensure students acquire essential skills and knowledge to practice as professional nurses (Lofgren et al., 2023).  National Council of Licensure Examination for Registered Nurses (NCLEX-RN) The UCLA BSN program curriculum aligns with the NCLEX-RN test blueprint, ensuring graduates possess the knowledge and skills required for licensure. This is evidenced by the program’s focus on core areas like adult health, mental health, pediatrics, obstetrics, and pharmacology, mirroring the NCLEX-RN content (Hatter, 2021).

The UCLA BSN program maintains accreditation from the Accreditation Commission for Education in Nursing (ACEN) or the Commission on Collegiate Nursing Education (CCNE), accrediting bodies recognized by the U.S. Department of Education. Accreditation guarantees that the program comes across or exceeds established principles of quality and consistency in nursing education. The program undergoes regular review and evaluation to maintain accreditation status (UCLA School of Nursing, 2022). The UCLA BSN program aligns with the licensure requirements set forth by the California Board of Registered Nursing (BRN). This includes meeting specific educational criteria and clinical experience requirements for graduates to sit for the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and obtain licensure as registered nurses in California (Bloomer, 2021). By aligning with these established standards, guidelines, and competencies, the UCLA BSN program ensures that its curriculum and educational practices meet the highest standards of nursing education and adequately prepare students for successful careers in nursing. However, for specific details and evidence of incorporation, it is recommended to refer directly to the UCLA BSN program’s official website or contact the program directly for more information.

Student Learning Outcomes and Integration of Professional Standards

To make sure graduates are ready for success in the nursing field, UCLA’s BSN program has carefully created student learning outcomes (SLOs) that correspond with accepted professional standards, guidelines, and competencies. These SLOs are specific and measurable, directly reflecting the program’s commitment to excellence in nursing education. One of the primary SLOs is the demonstration of proficiency in nursing knowledge and skills. UCLA BSN program graduates are expected to master foundational nursing concepts and competencies, including health assessments, medication administration, and care planning. This SLO directly relates to the American Nurses Association (ANA) Standards of Practice, which highlight the importance of nurses’ awareness and skills to deliver safe and operative care (Kreitzer et al., 2022). Additionally, the program emphasizes the application of evidence-based practice. Graduates are trained to integrate current evidence into clinical decision-making processes to improve patient outcomes. This aligns with the Quality and Safety Education for Nurses (QSEN) capability of evidence-based practice that highlights the significance of using the best accessible evidence to guide nursing interventions and promote patient safety (Kool, 2021).

Finally, the program emphasizes lifelong learning and professional development. Graduates are encouraged to engage in ongoing professional development activities, pursue advanced education opportunities, and contribute to the advancement of the nursing profession through scholarly inquiry and practice. This reflects the National League for Nursing (NLN) Core Competencies for Nurse Educators, highlighting the importance of lifelong learning, scholarly inquiry, and professional growth in maintaining nursing competence and excellence (Hatter, 2021). The UCLA BSN program shows its dedication to creating highly skilled and capable nurses who can meet the different desires of patients and communities by making sure that its SLOs comply directly with developed professional standards, instructions, and competencies.

Summary of the Process to Update Healthcare Knowledge and Justification

A structured and evidence-based approach is essential to updating healthcare knowledge in the BSN curriculum at UCLA. A thorough needs assessment involving input from educators, students, and healthcare stakeholders is conducted to pinpoint areas that require improvement. Simultaneously, a curriculum review committee comprising nursing faculty and clinical experts reviews current literature and evidence. Stakeholder engagement is vital throughout the process to ensure alignment with both academic and clinical needs. Collaboration with subject matter experts provides valuable insights to guide curriculum revisions. Comprehensive revisions are developed and implemented based on the needs assessment and evidence review, incorporating updated content, learning activities, and clinical experiences (Schneid et al., 2024).

It is guaranteed to comply with accepted professional standards, norms, and competencies, such as those provided by the Quality and Safety Education for Nurses (QSEN) and the American Nurses Association (ANA). Pilot testing of the revised curriculum allows for assessment of its effectiveness before full implementation. Feedback from stakeholders is collected and analyzed to refine the curriculum further. A continuous monitoring and revision system ensures that the curriculum remains responsive to evolving healthcare needs and industry standards. Regular curriculum review cycles guarantee that the UCLA BSN program graduates are fortified with the information and skills necessary to succeed in nursing.

Explanation of the Design of Organizing and Theoretical Framework

In the BSN curriculum at UCLA, design organizing and theoretical structure are demonstrated to guarantee cohesion and alignment throughout the program. One specific example is the curriculum’s integration of the Nursing Process as a guiding framework for clinical practice and decision-making. The UCLA BSN curriculum includes an organizing design for the nursing process, which includes evaluation, diagnosis, preparation, execution, and assessment. Each course within the program incorporates elements of the Nursing Process, ensuring that students develop a systematic approach to patient care that is consistent across all aspects of nursing practice. For instance, in foundational courses such as Health Assessment and Pathophysiology, students learn assessment techniques and diagnostic reasoning skills essential for the initial stages of the Nursing Process.

As they progress through the program, courses in Care Planning and Nursing Interventions provide opportunities for students to relate the Nursing Process in developing comprehensive care plans and implementing evidence-based interventions. The theoretical framework of the curriculum is informed by nursing theories and models that guide nursing practice and education. One specific example is the Roy Adaptation Model, which emphasizes the holistic nature of patient care and the importance of promoting adaptation and coping mechanisms in response to health challenges. Throughout the curriculum, concepts from the Roy Adaptation Model are integrated into coursework and clinical experiences to provide students with a theoretical foundation for understanding and addressing patients’ physical, emotional, and social needs (Hosseini & Soltanian, 2022).

Historical Overview of Design of Organizing and Theoretical Framework

The BSN curriculum at UCLA is anchored in the Roy Adaptation Model, a seminal theoretical framework devised by Sister Callista Roy in the 1970s. This model revolutionized nursing education and practice by shifting the focus toward holistic patient care and adaptation to environmental stimuli. Sister Roy’s background in psychology and her nursing experiences heavily influenced the development of this model, making it a cornerstone in nursing theory. The Roy Adaptation Model’s historical context is crucial to understanding its relevance to the UCLA BSN curriculum. It emerged during a significant evolution in nursing, as the profession sought to establish itself as a scientifically rigorous discipline.

The model’s emphasis on adaptation resonated with the broader shift towards patient-centered care and holistic health approaches. Incorporating the Roy Adaptation Model into the UCLA BSN curriculum ensures that graduates have a comprehensive understanding of patient care. By integrating this framework into coursework and clinical experiences, students learn to assess patients’ adaptive responses to various stimuli and tailor interventions to promote optimal adaptation and well-being. This aligns with UCLA’s promise of producing capable and compassionate nurses who can effectively address the complex needs of diverse patient populations (Kumar et al., 2022).

Significant Components of Organizing Design and the Model

The BSN curriculum at UCLA is structured around the Roy Adaptation Model, developed by Sister Callista Roy. This model centers on adaptation, wherein individuals and groups respond to environmental stimuli to achieve physiological and psychological balance. In the UCLA BSN program, students engage with fundamental concepts of this model. One such concept is stimuli, which can be internal or external triggers provoking responses in individuals or groups. Students learn to identify various stimuli impacting health, such as physiological changes or social dynamics, aiding in assessing adaptive responses and developing interventions to foster coping. Adaptation levels, another concept, denote the degree to which individuals or groups successfully respond to stimuli.

Students assess adaptation levels by evaluating physiological, psychological, and social functioning, informing tailored nursing interventions to support optimal adaptation outcomes. Additionally, the Roy Adaptation Model underscores adaptive modes, patterns of behavior, and responses to environmental stimuli. Students observe coping strategies and communication patterns to assess adaptive modes, identifying areas for intervention to enhance coping skills and adaptation (Alligood, 2021). These concepts are fundamental to the UCLA BSN curriculum, empowering students to assess adaptive responses, identify vulnerabilities, and implement interventions promoting well-being. By integrating the Roy Adaptation Model into coursework, clinical experiences, and practical applications, students develop into competent, holistic nurses prepared to deliver patient-centered care.

Conclusion

In conclusion, the UCLA BSN program offers a meticulously crafted curriculum that equips students with essential skills for contemporary nursing practice. By adhering to professional standards, integrating theoretical frameworks, and emphasizing lifelong learning, the program ensures that graduates are prepared to become nursing leaders. Continuous updates to the curriculum guarantee its relevance and responsiveness to evolving healthcare needs. It solidifies UCLA’s commitment to excellence in nursing education.

References

Alligood, M. R. (2021). Nursing theorists and their work e-book: Nursing theorists and their work e-book. In Google Books. Elsevier Health Sciences. https://books.google.com/books?hl=en&lr=&id=usg5EAAAQBAJ&oi=fnd&pg=PA247&dq=Roy+Adaptation+Model+in+BSN+curriculum+at+the+UCLA++stimuli 

Bloomer, J. (2021). Assessment of the prevalence and impact of social determinants of health in successful newly licensed registered nurses while in school – ProQuest. Www.proquest.com. https://search.proquest.com/openview/074f190e03be730cf50dd1e96dfe8ace/1?pq-origsite=gscholar&cbl=18750&diss=y 

Hatter, T. (2021). predictors of success on the National Council Licensure exam for registered nurses (NCLEX-RN) in a mastery learning teaching approach (MLTA) accelerated bachelor of science in nursing (BSN) program – ProQuest. Www.proquest.com. https://search.proquest.com/openview/bb3d81dda3ba7300bb973aed88908d1c/1?pq-origsite=gscholar&cbl=18750&diss=y 

Hosseini, M., & Soltanian, M. (2022). Application of Roy’s adaptation model in clinical nursing: A systematic review. Journal of Iranian Medical Council, 5(4). https://doi.org/10.18502/jimc.v5i4.11327 

Kool, A. (2021). Virtual simulation: Impact on clinical judgment. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3862068 

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

Kreitzer, M. J., Koithan, M., Sullivan, S. D., Nunez, M., & Voss, M. (2022). Integrative nursing and the ANA scope and standards of practice: Expanding the reach of nursing for families and society. Creative Nursing, 28(4), 228–233. https://doi.org/10.1891/CN-2022-0041 

Kumar, S., Jan, R., Rattani, S., & Yaqoob, A. (2022). Theory guided practices: An approach to better nursing care through roy adaptation model. International Journal of Current Research and Review, 14(14), 58–63. https://doi.org/10.31782/ijcrr.2022.141410 

Lofgren, M., Gust, C., & Daele, D. V. (2023). Advanced practice providers: An operational guide for workforce integration. In Google Books. Sigma Theta Tau. https://books.google.com/books?hl=en&lr=&id=NaffEAAAQBAJ&oi=fnd&pg=PT23&dq=The+BSN+program+at+UCLA+adheres+to+the+American+Association+of+Colleges+of+Nursing+(AACN)&ots=wIFy7MvoxH&sig=zdUYq_knR0f6j7ZUx7nloa4BxoE 

Schneid, S. D., Makhija, H., Mandel, J., Kalinowski, A., & Davidson, J. E. (2024). An evidence-based approach to constructing multiple-choice test questions for knowledge assessment. Journal of Continuing Education in Nursing, 1–8. https://doi.org/10.3928/00220124-20240301-06 

UCLA Registrar’s Office. (n.d.). Course Descriptions. https://registrar.ucla.edu/academics/course-descriptions?search=Nursing 

UCLA School of Nursing. (2022). Fast Facts. https://nursing.ucla.edu/about/fast-facts#:~:text=Accreditation 

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

UCLA School of Nursing. (2023). Bachelor of Science. https://nursing.ucla.edu/programs-admissions/academic-programs/bachelor-of-science-0 

Ziehm, S. R., Nelson, R., Greiner, P. A., Wickman, M., Weismuller, P. C., Lightfoot, K. L., & Ruggenberg, S. (2021). Building coalitions: A statewide nursing organization’s role in changing nursing education regulation during the COVID-19 pandemic. Journal of Professional Nursing, 37(3), 510–515. https://doi.org/10.1016/j.profnurs.2021.03.004