MSNFP 6107 Curriculum Design Development & Evaluation Assignment Paper

            The healthcare delivery system has been expanding recently because of the inclusion of modern technology and various demographic factors. These changes have led to a significant move in the line of innovation that aims to respond to the changes (Krugman & Goode, 2018). For example, new evidence-based programs have surfaced to respond to various healthcare issues. Again, various curriculum programs have been developed to equip healthcare professionals with the correct skills and competencies that can aid in solving problems within the healthcare system. The basic nursing curriculum that has been in place for the longest time is the Bachelor of Science in Nursing (BSN). This program is a fundament unit in nursing practice. Therefore, the purpose of this assignment is to evaluate the BSN curriculum and analyze its features and how it helps nursing focus on its current and future goals.

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Population of Leaners

            BSN is a degree program that equips students with the skills to practice nursing and to advance to registered nurses (RNs). This curriculum provides fundamental and practical nursing skills that allow its graduates to practice nursing effectively. Completing this course is an initial certification toward becoming an RNs nurse (Krugman & Goode, 2018). The population of learners in this program includes interested international and local students with the minimum GAP merits from any degree in a related field. The population also includes students or candidates who have earned RN status through an associate degree program and are looking for advancement in their careers.

The Need for BSN Course

            The dynamics in the current healthcare system have increased the demand for healthcare professionals. However, the increased demand has been for highly qualified nurses with the correct certifications and qualifications in advanced nursing practice (Parolisi, 2020). The demand has also caused an increase in the population of students and innovation in the nursing delivery system. For example, the current nursing practices have been shifting from general care delivery to client-oriented care, such as home-based care (Krugman & Goode, 2018). These unique nursing delivery models are unavailable in the general population, causing a high demand for qualified nursing practitioners. Therefore, more RN nurses are needed in the healthcare industry for the currently qualified nurses to meet the current healthcare needs. Again, the role of RN nurses has expanded as they are required to undertake complex duties that used to be assigned to doctors. As such, there is an urgent need to obtain a BSN program to satisfy the roles needed in the market. Therefore, the BSN program will enable more healthcare professionals to join the nursing practice.

Mission Statement

            The mission statement is a significant aspect of developing a successful nursing program. The mission statement should focus on achieving educational goals for students and equipping them with a holistic view of nursing. This perception trains nurses to commit to achieving the patient-care goal and improving quality of life (Krugman & Goode, 2018). The mission statement for an institution offering a BSN program is to equip the bachelor nurses with skills of undertaking holistic, competent, evidence-based practices and applying ethics in healthcare. These goals are accomplished by equipping then nurses with advanced nursing practice skills. The mission of all institutions offering BSN programs is to transform the narrative in healthcare by allowing nurses to learn additional skills that are significant in solving the current issues affecting healthcare.

Philosophy

            The universities offering BSN programs are committed to advancing healthcare quality by offering baccalaureate education programs to nurses. The faculty supporting bachelor’s education in nursing is aligned towards providing a foundational system that equips learners with preparedness skills in their career mores in the current dynamic healthcare environment (Krugman & Goode, 2018). The philosophy of the BSN program matches the mission statement to ensure that they communicate similar culture to the students. For instance, the philosophy represents the core beliefs of patients, higher education, health, and nursing.

            In the nursing platform, biological and social components impact healthcare delivery. The healthcare environment that affects the patient wellbeing includes the family, community, cultural background, and socioeconomic status. Most of the current healthcare issues have remained an eyesore because of the inadequate approach to the issues affecting the surrounding healthcare (Iheduru-Anderson, 2021). The BSN program comes with adequate measures that train nurses to look at the complexities in healthcare through the lens of the environment. Approaching the environmental issues and addressing them protects and promote health within the community. Each patient requires a complex holistic approach that would give better patient outcomes. However, solving the complex holistic approach in healthcare requires highly skilled nurse practitioners developed through the BSN program.

Organizing Design and Theoretical Framework or Model

            The theocratical framework in the curriculum is based on the formulation of the conceptualization of nursing. This curriculum consists of various concepts derived from behavioral and nursing theories. BSN nursing encourages students to advance from technical rationality to reflective practice. In the current nursing profession, reflective nursing is essential in nursing because it ensures enhanced nursing care (Naicker, & Van Rensburg, 2018). Nurses adopting reflective practice comprehensively understand their actions, which would always improve professional skills. This curriculum focuses on critical thinking in care. Therefore, the framework is based on the integration of theory into practice.

            The reflective practice relies on the thinking of early researchers like John Dewey, Jean Piaget, and Kurt Lewin. John Dewey’s theory recommended that an interdisciplinary curriculum focus on connecting more than one subject where students are free to walk in and walk out of the classroom (Naicker, & Van Rensburg, 2018). On the other hand, Piaget’s theory focuses on developing the emotional and cognitive ability of the student, as Kurt Luwin addresses the need for implementing a change. The BSN course would use these theories to design change in nursing.  

History of Organizing Design and Theoretical Framework

            Early researchers such as Kurt Luwin, Jean Piaget, and John Dewey discuss reflective practice concepts. Donald Schon later introduced concepts of reflection on action and reflection-in-action (Naicker, & Van Rensburg, 2018). In the development of the framework, Schon found that schools fail to teach what practitioners need to solve complexities in healthcare. These inabilities were a major concern of Schon, thus leading to developing a reflective practitioner framework. This system emphasizes what professionals need to learn from their experience. Therefore, nursing student needs to reflect in practice and reflect on practice.

Concepts of Organizing Design and Theoretical Framework

            Concepts such as reflection in action and reflection on action are the main concepts of the reflective practitioner framework considered in BSN. These concepts explain how professionals can mitigate various challenges in healthcare and improve practice through improvisation (Naicker, & Van Rensburg, 2018). In nursing, reflection is essential as it offers nurses a unique opportunity to think about their actions and self-evaluation. This concept is vital for a nurse’s transition from RN to BSN program. Besides, the concepts apply in the BSN curriculum as they address teamwork and interprofessional collaboration issues.

Goals

            The nursing faculty has five main goals: patient safety, competency, and holistic and effective patient-centered care. These goals align with the philosophy and framework of the BSN nursing program (Parolisi, 2020). The goals of the BSN program address all the aspects of nursing and focus on meeting quality and safety outcomes in healthcare.

            One of the goals of the student undertaking a BSN program is that students can think critically on issues of nursing and the nursing process to assess and analyze healthcare issues in a given clinical setting (Parolisi, 2020). This goal is important because it allows the students to approach the clinical setting with a broad and wide level of thinking. The changing healthcare systems need students who are aware of the changes and can apply their knowledge from the BSN program to counter the new healthcare concerns.  

            The second goal of this program is that it would equip students with the skills of advocating for patients. The need to provide better care to all patients, irrespective of their condition, is a culture based on cultural values (Parolisi, 2020). The nurses would adopt effective communication platforms to ensure that patients receive approaches to care and a better outcome. These nurses would also apply various patient measures to improve the overall care process.

            The student would also seek educational opportunities to advance their professional growth and acquire more skills in healthcare. The BSN program opens up students’ thinking, allowing them to grab opportunities and equip their professionalism with additional short-term courses that make them skills in healthcare-related issues (Parolisi, 2020). This comes from a nurse with the urge to climb the career ladder in healthcare.

Student Learning Outcomes

            Once students have accomplished the program, they will be expected to undertake assignments in contemporary clinic environments. BSN students will be able to integrate clinical thinking and engage in intellectual engagement and use of evidence practice as the foundation of clinical reasoning and the decision-making process (Iheduru-Anderson, 2021). Furthermore, upon completing the program, students will demonstrate cultural sensitivity that will allow them to offer holistic care. The students would also be able to coordinate care and facilitate access to healthcare resources across healthcare. These learning outcomes relate to the AACN essentials of baccalaureate nursing education as they demonstrate students’ ability to deal with a wide range of patients.  

Continuous Quality Improvement of BSN

            The changing dynamics in nursing would also change this course to meet the new emerging nursing needs. To meet this objective, the nursing committee will force an evaluation team to assess the course every two years and come up with a proposal on topics that should be deleted and added to the course. The stakeholders included in the change include deans of Nursing, student leaders, and the faculty committee. The review team will compare BSN courses with the recent trend and include courses that would equip nurses with the necessary skills in modern nursing. 

Evaluation Process

            Evaluating nursing programs is important in ensuring that the program’s goals are met. The student’s ability after the program would be evaluated by the number of new approaches and measures designed to counter some of the recent healthcare issues (Krugman & Goode, 2018). The increased development of evidence-based practices by the students would be a sign that the BSN course has heightened their understanding of nursing. These nurses would also be at the forefront in forming nursing and patient policies meant to change their healthcare units’ operations.  

Conclusion

            The overall goal of the BSN curriculum is to ensure that nurses with RN qualifications join the BSN program to advance their skills in delivering healthcare. Such nurses are aware of the changes in the healthcare environment and their role in mitigating the current healthcare problems. Therefore, BSN programs have a practical aspect of cementing nurse knowledge, increasing their alert levels, being optimistic, and participating actively in healthcare-related issues.

References

Iheduru-Anderson, K. C. (2021). Students’ perspectives of factors related to delayed completion of online RN-BSN programs. BMC Nursing, 20(1), 1-13. https://doi.org/10.1186/s12912-021-00574-7

Krugman, M., & Goode, C. J. (2018). BSN Preparation for RNs: The Time Is Now!. JONA: The Journal of Nursing Administration, 48(2), 57-60. doi: 10.1097/NNA.000000000000057

Naicker, K., & Van Rensburg, G. H. (2018). Facilitation of reflective learning in nursing: reflective teaching practices of educators. Africa Journal of Nursing and Midwifery, 20(2), 1-15. https://hdl.handle.net/10520/EJC-117817c68f

Parolisi, T. (2020). Experiences of graduates in Massachusetts of the United States from a RN-to-BSN program. International Journal of Nursing Sciences, 7(2), 206-213. https://doi.org/10.1016/j.ijnss.2020.02.001

Posey, L., & Pintz, C. (2017). Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes. Nurse Education in Practice, 26, 126-133. https://doi.org/10.1016/j.nepr.2016.10.006

Salsberg, E. (2018). Changes in the pipeline of new NPs and RNs: Implications for health care delivery and educational capacity. https://archive.hshsl.umaryland.edu/bitstream/handle/10713/8977/Salsberg_ChangesInThePipelineOfNewNPsAndRNs_NLI2018.pdf?sequence=1

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Prepare a 5-7 page evaluation and theoretical framework analysis of a nursing curriculum of personal or professional interest.

Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

The nurse educator role is a dynamic, challenging, yet rewarding career choice for which many nurses have developed a passion. This course provides you with an opportunity to assess, design, implement, evaluate, and revise nursing curricula. Because health care knowledge and technology are expanding, these elements must be considered when a curriculum is built for today’s learner.

In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also need to examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

According to Iwasiw and Goldenberg (2020), curriculum design involves not only configuring courses within a program, but also deciding how those courses will be sequenced and establishing a relationship between the courses. Also, the mission, values, philosophy, and goals of the institution influence the curriculum design of the nursing program. These relationships are articulated through the strategic goals and plan, and should be clearly identifiable within the curriculum.

In addition, many institutions identify a theory or set of theories that form a theoretical foundation for their curriculum. In today’s nursing education, it is often found that the theories used as a conceptual framework are not necessarily limited to nursing theories. Theory has been borrowed from education, sociology, and psychology to form a foundation for nursing curriculum. The main point is for the institution to validate that the theory they are using for their conceptual foundation is consistent with the mission, values, and philosophy of the institution and the nursing unit.

Reference
Iwasiw, C. L., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones and Bartlett.

In Assessment 2, you will design a course to be included in the curriculum selected in this assessment.
In Assessment 3, you will examine the evaluation process used to evaluate the curriculum selected for this assessment.
Preparation
As a practicing nurse, you have been asked to present an evaluation of a nursing curriculum to a nursing leadership team at your place of employment. They are seeking input on coursework recommendations for CEU fulfillment. The curriculum you select should be of interest to you either personally or professionally.

In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. If you are currently teaching, you may wish to use the curriculum from your school or workplace. If you are not currently teaching, you may want to consider using the curriculum from your undergraduate program. If neither is an option, you are encouraged to look for a nursing curriculum you can use as a model for your assessments. One choice might be an orientation curriculum for a clinical facility.

You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

How do the mission, values, philosophy, and goals of an institution inform the development of a nursing curriculum?
In your experience, what types of curriculum designs commonly used to develop nursing curricula?
What characteristics of the intended audience for a nursing curriculum should inform development of the curriculum?
What is the difference between curriculum design and a theoretical framework for a nursing program? Should both be identified?
Requirements
Your overview and analysis of the curriculum should fulfill the following:

Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
Provide the mission statement and course descriptions for all courses in a selected curriculum.
Describe the established professional standards, guidelines, and competencies incorporated in the program.
Describe the student learning outcomes of a selected nursing program.
Recommend a process to update health care knowledge in a selected nursing curriculum.
Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
Provide an overview of the history of a selected organizing design and theoretical framework or model.
Describe the major concepts of a selected organizing design and theoretical framework or model.
You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

Additional Requirements
References: Include references from at least three peer-reviewed journal articles, cited in proper APA format.
Length of analysis: The analysis should be 5-7 pages in length, not including the title page and the reference page, and it must follow proper APA style and formatting.
Appendix: You may use an appendix for appropriate material, such as individual course descriptions. The appendix will not be included in the page count for the analysis.
Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Examine the development of a curriculum for a nursing program.
Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
Describe the student learning outcomes of a selected nursing program.
Competency 2: Analyze factors that impact the design of a nursing curriculum.
Provide the mission statement and course descriptions for all courses in a selected curriculum.
Describe the established professional standards, guidelines, and competencies incorporated in a selected nursing program.
Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
Provide an overview of the history of a selected organizing design and theoretical framework or model.
Describe the major concepts of a selected organizing design and theoretical framework or model.
Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.
Recommend a process to update health care knowledge in a selected nursing curriculum.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education.
Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.