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

Capella University NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis– Step-By-Step Guide

This guide will demonstrate how to complete the Capella University NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis              

Whether one passes or fails an academic assignment such as the Capella University NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis              

The introduction for the Capella University NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis              

After the introduction, move into the main part of the NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis              

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis              

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

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.  

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.  

Also Read

NURS-FPX 6107 Assessment 2 Course Development and Influencing Factors

NURS_FPX6107 Assessment 3 Curriculum Evaluation

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.  

The current nature of nursing is changing faster, requiring nurses to work collaboratively with the patients to meet the desired holistic goal. Applying for evidence-based programs while blending them with clinical skills is significant in offering patient-centered care. Healthcare maintenance is the role of both nurses and patients (Iheduru-Anderson, 2021). While the patients have a role to play in advancing the quality of care, nurses require the right skills to approach community issues and meet the expected outcome. Patient education has been common in the recent past as it positively impacts healthcare outcomes. However, meeting the goals of patient education requires the skills of nurse practitioners, which this program provides.  

Education is a continuous life process that starts as an undergraduate and goes to a doctor of nursing. The increase in educational advancement comes with increased professionalism in care. A strong educational foundation allows nurses to research translation and develop more evidence-based programs to approach healthcare problems (Iheduru-Anderson, 2021). Promotion of learning and acquisition of advanced knowledge in nursing allows many healthcare professionals to gain the skills for approaching issues affecting the healthcare sector. An increase in the number of BSN nurses has an impact on the solution of nurse-patient shortages, which are some of the issues affecting the healthcare system.  

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.  

The Course Design 

BSN program is a course that takes 4-5 years, with the general education requirement being a background course on nursing practice. The course takes a total of 60 credit hours and total clinical hours of 765. The students must score credit in all the courses this program provides (Salsberg, 2018). The courses a divided into fall and spring courses to meet the full-time allocated for the BSN course. Upon successfully completing all the courses, the student would be able to graduate with BSN.  

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.  

The skills of BSN nurses would also be evaluated on their support of preventive care. These would be seen in how they organize health promotions and approach the community healthcare problems (Krugman & Goode, 2018). The success of such holistic approaches would ascertain the value of BSN nurses in modern healthcare.  

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 

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

Sample Answer 2 for NURS-FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

Nursing curriculums are designed to ensure that student nurses acquire the desired knowledge and skills. Nursing curriculums ensure that the needs of the learners are addressed for the realization of goals of care. The development of nursing curriculum relies on the theoretical concepts and guidelines provided by theories of curriculum design. Therefore, this research paper examines the Master of Science in nursing curriculum that is being offered in Lassale University.

Identified Nursing Curriculum

            The selected curriculum for this assignment is the Master of Science in nursing curriculum offered in Lasalle University. The master of science in nursing curriculum is designed for nurses with a bachelor’s degree in nursing. The curriculum is intended to advance the knowledge and skills of nurses specializing in a given area of practice. The curriculum is designed to trained nurses specializing in various fields such as midwifery, medical and surgical nursing, pediatrics, and nursing leadership and administration. The intended aims of the Master of Science in nursing curriculum include equipping nurses with advanced knowledge and skills in nursing roles in healthcare, collaboration, addressing the needs of the diverse populations, and developing inquiry based knowledge for diverse disciplines and areas of nursing practice (Lasalle University, n.d.). The curriculum also paves way for nurses who are interested in advancing their level of knowledge to the doctoral level.

The Master of Science in nursing curriculum is needed in the US because of a number of reasons. Firstly, the curriculum is needed to promote specialization and professional advancement in nursing. The curriculum provides nurses with a bachelor’s degree with the opportunity to advance their knowledge and skills in specialized areas of nursing (Ljungbeck et al., 2020). The curriculum is also needed to train nurses who can address the current workforce shortage in the US healthcare system. Accordingly, the US experiences an acute shortage of physicians to address the needs of the diverse populations. The curriculum therefore bridges the gap in specialized workforce by ensuring that nurses with a master’s degree provide advanced care to the vulnerable populations, hence, minimizing the effects of the workforce shortage. Lastly, the curriculum is needed for the progression of the nursing profession (Fraze et al., 2020). The curriculum develops nurses who will contribute to evidence-based practice in nursing.

Mission Statement and Course Description for the Courses in Selected Curriculum

            The mission statement for the Master of Science in nursing program is to prepare nurses at the level of master’s education to acquire and use advanced knowledge as well as skills to assume the clinical leadership roles in the delivery of inter-professional care that improves the system, population, and individual outcomes of care. The courses in the program are varied. They include: Informatics, Safety Strategies In The Healthcare Delivery, School Nurse Practicum, Advanced Nursing Roles In Healthcare, Advanced Nursing Practice For Population-Based Care, And Advanced Pharmacology. The other courses include Psychiatric Mental Health Nurse Practitioner Role, Field Study in Adult Health and Illness, Advanced Pathophysiology, and Psychopharmacology. Each of these courses aim at equipping advanced practice nurses with specific knowledge and skills for their practice (Lasalle University, n.d.). For example, the psychopharmacology course imparts students with knowledge in risk, benefits, neurophysiological processes, and outcomes associated with the use of psychotropic drugs.

Professional Standards, Guidelines and Competencies Incorporated into the Program

            The Master of Science in nursing curriculum seeks to impart students with a number of professional standards that will enable them to perform their advanced clinical and leadership roles. Firstly, the curriculum instills nurses with advanced knowledge and skills in inter-professional collaboration. The nurses build their competencies in working with healthcare providers from diverse backgrounds to address the needs of their populations. The curriculum also imparts students with knowledge and skills of promoting safety, quality, and efficiency in healthcare. The students acquire in-depth understanding of the clinical practices that are critical to optimizing the outcomes of care. The curriculum also imparts students with leadership knowledge and skills that drive excellence. The specialized nurses possess advanced leadership knowledge and skills that can be used to transform their health organizations (Lasalle University, n.d.).

The American Association of Colleges of Nursing provides the institution with the guidelines to be followed in the implementation of the Master of Science in nursing curriculum. The Master of Science in nursing also seeks to equip the students with a number of competencies. The competencies include clinical leadership, translating evidence into practice, promoting patient safety, health policy and advocacy, clinical prevention as well as population health to improve health and informatics and healthcare technologies (Starkweather et al., 2017). These competencies aim at ensuring that the master’s level trained nurse develops the required knowledge and skills that transform nursing care and the profession as a whole.

Student Learning Outcomes in the Nursing Program

            The student learning outcomes for the Master of Science in nursing are varied. One of them is that the students should be able to integrate advanced research-based, theoretical, clinical, and scientific knowledge into the provision of nursing care in clinical practice. The second student-learning outcome is to ensure that students practice independently and in collaboration with inter-professional teams to ensure the delivery of quality and safe care to their populations. Moreover, another student-learning outcome is to ensure that the students utilize findings from research in nursing as well as other disciplines to act as the basis for their provision of evidence-based care and making clinical decisions. Further, an additional student-learning outcome includes the promotion of ethnical decision making by the students as a way of promoting the health and wellbeing of individuals, groups, families, and the society as a whole. The curriculum also anticipates that students will develop and demonstrate communication skills that enhance the quality of healthcare services in health organizations and aggregated levels. The last student learning outcomes includes ensuring that students provide culturally competent care, functioning as leaders in initiating change, and demonstrating accountability and responsibility for care and continuous professional development (Lasalle University, n.d.).

Process of Updating Health Care Knowledge in the Selected Curriculum

            Updating healthcare knowledge in the Master of Science in nursing curriculum is important to ensure its relevance to the emerging needs of the diverse populations. It is recommended that the process of updating the health care knowledge in the selected curriculum takes into consideration the constantly changing healthcare system as well as the increasing demands for advanced nursing knowledge. The updating should also consider the current and future needs of the diverse patient populations. The curriculum should equip nurses with advanced knowledge and skills that match the prioritized and perceived healthcare needs of the population (Jager et al., 2020).

According to Mitchell and Laing (2019), updating curriculum for advanced practice nursing roles should also consider the professional socialization needs of the new advanced practice nurse. The curriculum should ensure that the new nurse is adequately prepared to respond to the emerging technological, cultural, and population needs in healthcare. Therefore, updating the health care knowledge in the Master of Science in nursing curriculum should consider the above aspects.

Theoretical Framework

            The Master of Science in nursing curriculum used in Lasalle University utilizes the cyclical model of curriculum design. The cyclical model of curriculum design asserts that the development of educational curriculum should be based on the identification of objectives and aims based on the identified institutional and learner needs (Robinson & Breen, 2020). The identification of the aims as well as objectives of the curriculum guide the development of learning content, learning activities, and assessment or evaluation approaches to be utilized in the curriculum. The model also recognizes the need for rational and systematic introduction of curriculum changes based on the prevailing learning needs.

History of the Theoretical Framework

            Wheeler developed the cyclical model of curriculum design in 1967 whereas Veness revised the model in 2010.  Wheeler developed the model with the aim of ensuring that educational curriculum focused on addressing the needs of the learners. According to Wheeler, learners provide learning opportunities that form the basis of curriculum design, implementation, and evaluation. Therefore, the curriculum should encompass the collective learning activities that include teaching, learning and the evaluation of materials used to deliver the developed learning interventions. The revised version of the model incorporated the need for curriculum development to prioritize the needs of the learners alongside those of the institution too.

Concepts of the Framework

One of the concepts of the cyclical model of curriculum design is contextualization of curriculum content. The curriculum should incorporate the culture, social beliefs, economic, as well as institutional values and principles influencing the effective delivery of content. The second concept of the model is learner-centeredness. The model recognized the need for the curriculums to focus on addressing the actual needs of the learners. The last concept of the model is situational analysis. Accordingly, the model emphasizes the need for the examination of the environment where the curriculum will be implemented (Robinson & Breen, 2020). This view underpins the goals of contextualizing curriculums.

Conclusion

This research paper has explored the Master of Science in nursing curriculum for Lasalle University. The research has explored the aims, goals, competencies, and learner outcomes of the curriculum. It has also provided a recommendation that should be considered in updating the knowledge of the curriculum. Therefore, it is important that nursing schools prioritize the needs of their learners in the development of their curriculums. The focus should be placed on ensuring that students acquire knowledge and skills that will address both current and future health needs of the diverse populations. Most importantly, effective models of curriculum design and implementation should be utilized to ensure flexibility and adaptability in the curriculum.

References

Fraze, T. K., Briggs, A. D. M., Whitcomb, E. K., Peck, K. A., & Meara, E. (2020). Role of nurse practitioners in caring for patients with complex health needs. Medical Care, 58(10), 853–860. https://doi.org/10.1097/MLR.0000000000001364

Jager, F., Vandyk, A., Jacob, J. D., Meilleur, D., Vanderspank-Wright, B., LeBlanc, B., Chartrand, J., Hust, C., Lalonde, M., Rintoul, A., Alain, D., Poirier, S., & Phillips, J. C. (2020). The Ottawa model for nursing curriculum renewal: An integrative review. Nurse Education Today, 87, 104344. https://doi.org/10.1016/j.nedt.2020.104344

Lasalle University. (n.d.). Program Goals and Outcomes | Nursing (MSN) and Certificate Programs. Retrieved November 14, 2020, from https://www.lasalle.edu/nursing-msn/program-goals-and-outcomes/

Ljungbeck, B., Forss, K. S., Finnbogadóttir, H., & Carlson, E. (2020). Content in nurse practitioner education – A scoping review. Nurse Education Today, 104650. https://doi.org/10.1016/j.nedt.2020.104650

Mitchell, C., & Laing, C. M. (2019). Revision of an undergraduate nursing oncology course using the Taylor Curriculum Review Process. Canadian Oncology Nursing Journal, 29(1), 47–51. https://doi.org/10.5737/236880762914751

Robinson, M., & Breen, H. (2020). Online Nursing Education: A Collaborative Approach. Jones & Bartlett Learning.

Starkweather, A., Sargent, L., Nye, C., Albrecht, T., Cloutier, R., & Foster, A. (2017). Progressive assessment and competency evaluation framework for integrating simulation in nurse practitioner education. The Journal for Nurse Practitioners, 13(7), e301–e310. https://doi.org/10.1016/j.nurpra.2017.04.012