NURS-FPX6108

NURS FPX 6108 Assessment 4 Course Development and Influencing Factors
Capella University, MSN, NURS-FPX6108

NURS FPX 6108 Assessment 4 Course Development and Influencing Factors

/

NURS FPX 6108 Assessment 4 Course Development and Influencing Factors Student Name Capella University NURS-FPX6108 Curriculum Overview: Design, Develop and Evaluate Professor Name Submission Date   Course Development and Influencing Factors It is a popular procedure in developing the nursing education program, which provides confident and safe healthcare professionals. The effectiveness of a well-designed curriculum in ensuring that the nursing learner is well prepared in terms of knowledge, skills, and competencies that will take him/her a notch to handle the challenges and requirements of the new healthcare systems will also be effective. The nursing curriculum needs to be regulated according to the needs and requirements of the profession, e.g., the American Association of Colleges of Nursing (AACN) Essentials and emerging needs of the healthcare and developing technologies (Lewis et al., 2022). The Bachelor of Science in Nursing (BSN) course offered at the University of Pittsburgh (Pitt) and described above is based on a model of competency-based education (CBE) proposed and inspired by the use of the AACN Essentials model of education. In this paper, we will look at a search for another way of orientation of this curriculum, and in parallel, at the internal and external motivation of curriculum design, which we treat here under the three aspects of cooperation, the institutional mission, and the involvement of the stakeholders. Course for Curriculum This new course is called Advanced Nursing Informatics and Digital Health, and will have to be offered to the University of Pittsburgh BSN. We will certainly be incorporating this course in year 3 or 4, as these students will no longer be implementing the same old foundation, but now they will be able to do this out-of-this-world study course that will make them much more clinical and outspoken. It will be offered as one of the main courses either with an optional 3 or 4 credit hours and will be a blended course comprising of presentation, simulation and practice of the use of electronic health record (EHR) systems. The courses will be based on one of the 2 AACN Essentials (2021) – area of informatics and technologies in healthcare or quality and safety (American Association of Colleges of Nursing, 2021). Instead, the course might also be converted to an organization competency-based learning organization that already exists in the Pitt BSN program, as the latter already has measurable competencies. Rationale for Adding Course Increased applications of technology in the provision of health care and advanced courses in informatics should be offered as well. The issue in nursing practice at the moment demands knowledge on how to employ online technology, comprehend the details regarding the patients, and use technology in making clinical decisions (Hants et al., 2023). Although the current curriculum has surely been gradually but consistently introducing increasing numbers of learners into the world of informatics, have been able to fill this gap; as such, it has been putting more learners into informatics training. This is an area that the course will not have left any footprints since the students will be ready to utilize EHRs, data analytics, and other digital health analytics in the most optimal way possible. It will also enable the students to be ready to provide quality, safe, and evidence-informed care. With this information at hand, the informatics nurses would then be best placed to be involved in the delivery of desirable patient outcomes and error reduction, as has been illustrated in the paper. Secondly, the course will meet the workforce expectations and requirements of the NCLEX, which would ensure the graduates would be well prepared to work in a real clinical environment. External Factor Impact on Curriculum Design The other variables by which the nursing curriculum is to be superimposed are the stress factors which will indicate the impending nature of the nursing curriculum. In the meantime, the arrival of healthcare technology, such as telehealth, remote patient monitoring, and artificial intelligence, could be considered one of the influencing factors. The new technology has also flipped the care provider-nurse relationship, which has necessitated nurses learn a few of the easiest skills on how to work in digital health and informatics. This also implies that even the curricula being implemented in the schools concerned in the nursing discipline would have to be diversified, i.e., the students in the nursing schools would have known what technology is available to them in the field. Second, the need to combat the problem of overall population health management and data analytics is another homage to the needs of the population that the problem of informatics education covered in the mentioned case in turn warrants the inclusion of informatics education in the nursing programs. The regulatory bodies, as well as the accrediting bodies, when developing the curriculum, also ensure that these are put in place. The curricula accepted in nursing applications should meet the necessities of a number of specific nursing groups, like the American Association of Colleges of Nursing (AACN) and Commission on Collegiate Nursing Education (CCNE) (Welch and Smith, 2022). The two in AACN Essentials (2021) (and by proxy, push the respective programs to be restructured as well), quality improvement and data-driven care (the latter implicitly), can be linked to the latter, in turn. Together with the shortage of labour in the hospital, this will leave the hospitals with not much of a choice but to hire technology- and data-oriented nurses. All of these outside forces are the ones that cause the perceived need for the curricula to accommodate and make the nursing work contemporary, relevant, and flexible to the demands of the profession. Internal Collaboration Framework for Successful Curriculum Design It would also need to develop the right type of in-house consultation with the most important stakeholders in the institution in a bid to become a good curriculum designer (Kumar & Rewari, 2022). The creation of course materials, harmonization of course learning outcomes, and the curriculum, respectively, with the academic and professional accreditation standards, heavily depend on the faculty. Curriculum committees are also involved in other curriculum

NURS FPX 6108 Assessment 3 Curriculum Theory, Frameworks, and Models
Capella University, MSN, NURS-FPX6108

NURS FPX 6108 Assessment 3 Curriculum Theory, Frameworks, and Models

/

NURS FPX 6108 Assessment 3 Curriculum Theory, Frameworks, and Models Student Name Capella University NURS-FPX6108 Curriculum Overview: Design, Develop and Evaluate Professor Name Submission Date   Curriculum Theory, Frameworks, and Models The establishment of an effective nursing curriculum relies on solid theoretical foundations and designing organizing principles. The theoretical base will impact the order in which the knowledge will be presented in nursing curricula as well as on the manner in which it will be taught and evaluated. The University of Pittsburgh School of Nursing’s B.S. Program is a competency-based curriculum based on the AACN (2021) Essentials framework. As per the statements of Kumar & Rewari. According to Kumar & Rewari (2022), the inclusion of institutional missions and learner needs in curriculum design is a must. This article describes the organizing, theoretical, and conceptual design of the Pitt BSN curriculum. Description of the Selected Health Care Curriculum The context of the institution and the community served by a program informs a description of a nursing curriculum. For instance, the University of Pittsburgh School of Nursing has been offering baccalaureate education in nursing since 1939 and is one of the oldest nursing schools in the United States (University of Pittsburgh, 2024). It is within the Victoria Building in Pittsburgh, PA, and has a partnership with UPMC where students can receive a broad spectrum of clinical education. As a result, the rich academic resources in research-active faculty members and many different ways in which to experience real-world clinical practice make this institution and program particularly well suited for preparing nurses. The Bachelor of Science in Nursing (BSN) degree program is a complete program in nursing leading to the award of the baccalaureate degree. The program is an opportunity for nurses from all healthcare work settings. Traditional high school graduates admitted to the program and transfer students from other universities will be the target audience (University of Pittsburgh, 2024). A nursing student will complete more than 1,200 hours of supervised clinical practice in hospitals, clinics, and the community (University of Pittsburgh, 2024). Research has shown that valuable and experience-based learning opportunities during clinical education have better prepared students to develop nursing competency than those with lower numbers of clinical education opportunities during their nursing training (Beiranvand et al., 2022). Fundamental Organizing Design and Theoretical Framework By determining the structure of a curriculum, it is possible to better understand how learning experiences are built to develop a nurse’s ability as a nurse. The major organizing structure for the Pitt BSN program is a professional nursing competency model derived from that outlined in The Essentials: Core Competencies for Professional Nursing (2021) by the AACN. It leads to all courses, assessments, and clinical experiences being consistent with measurable professional competencies (AACN, 2021). Programs in the health professions where students must learn certain skills are thought to be best suited to competency-based education (CBE). Nursing in particular needs the skills to be verifiable and standardized upon program completion; therefore, it should be designed as a competency-based program at Pitt. In addition to that, CBE frameworks facilitate nursing graduates’ clinical readiness as well as reduce the time spent in acquiring competency in the hospital environment (Mani, 2025). Ten domains were established in the AACN Essentials (2021), including the domains of person-centered care, population health, interprofessional collaboration, and informatics, which are all consistent with the requirements of the Pennsylvania State Board of Nursing and national NCLEX-RN exam. Simple-to-Complex Curriculum Sequencing Both a competency-based design and a simple-to-complex design over four years of academic study are utilized throughout the Pitt BSN program. This program is designed so as to increasingly build upon its core sciences and health assessment content in years one and two, with multi-systems of clinical practice building on those foundations in years three and four. They describe this as a staged progression to build learners’ confidence as they tackle increasingly higher cognitive and/or clinical demands (Faber et al., 2024). The staged design is very appropriate for a program that leads into the nursing realm and is quite challenging in both its level of difficulty and the entry points it provides. History and Major Concepts of the Organizing Design and Theoretical Framework Knowing the evolution of CBE from the 1970s helps better understand the reason that CBE is prevalent today in designing nursing degree programs. CBE emerged in health professions education in the 1970’s as an attempt to address the issue of the mismatch between what was being taught in the schools and what nurses were doing on the wards. The AACN first published the Essentials of Baccalaureate Education in 1986 as formalized competency-based expectations for all nursing schools, and in 2021 the AACN offered the Essentials in its updated format to be the standard for all practice environments. The historical evolution of Competency-Based Education (CBE) is relevant to the nursing profession reacting to a rapidly changing healthcare environment with more complex and technology-based care. The changes to CBE in 2021 were made based on national workforce data that indicated there was a gap in how prepared new graduates are to participate in interprofessional care, to use data for the provision of care, and to provide population-based care (AACN, 2021). It is important to consider the historical context of this, as, recently, the Pitt BSN Program has undergone changes to its BSN curriculum to better fit within the framework of the 2021 Essentials. There are significantly better outcomes for graduates from programs that follow the 2021 Essentials on national assessments, as noted by Qazi and Al-Mhdawi (2025). Major Concepts of the AACN Essentials Framework The AACN (2021) Essentials framework is the methodology for building professional nursing as a career for the Baccalaureate degree level; five of the ten core competency domains are: knowledge for nursing practice, patient-centered care, population health, scholarship/practice, and quality/safety (AACN, 2021). The other four domains address the following: interprofessional collaboration, system-based practice, informatics and technology, and professionalism and personal and professional leadership (AACN, 2021). These ten domains of nursing coalesce a picture of

NURS FPX 6108 Assessment 2 Curriculum Overview
Capella University, MSN, NURS-FPX6108

NURS FPX 6108 Assessment 2 Curriculum Overview

/

NURS FPX 6108 Assessment 2 Curriculum Overview Student Name Capella University NURS-FPX6108 Curriculum Overview: Design, Develop and Evaluate Professor Name Submission Date   Curriculum Overview The education nurses receive can greatly affect their skills, kindness, and knowledge-based work. Nursing curriculum has been known to impact patient safety and clinical outcomes across health care systems. The University of Pittsburgh School of Nursing will be used as a sample for the introduction of the complete Bachelor of Science in Nursing (BSN) program. Established in 1939, the University of Pittsburgh School of Nursing is one of the country’s oldest baccalaureate nursing programs (University of Pittsburgh, 2024). The following will be highlighted as a major component of this Bachelor of Science in Nursing Program: Mission Alignment; Standards; Outcomes; and Current Review Process. Curriculum Identification, Organization, and Learner Population Before deciding whether or not the nursing program at the University of Pittsburgh is a fit for your needs, you will want to take into account what kind of nursing program (institutional context) it is teaching and for which groups of people (target population). The University of Pittsburgh offers a Bachelor of Science – Nursing (BSN) program for anyone who wants to enter the field of nursing as a generalist, entry-level nurse with a high school diploma. The program takes four years of full-time study on campus, at the University of Pittsburgh campus in Pittsburgh, and is eligible for the NCLEX-RN examination after completion (University of Pittsburgh, 2024). To be successful in a rapidly changing and complex healthcare world, a diverse and appropriately prepared population of learners is needed to help support the nursing workforce. The target population of learners within the University of Pittsburgh Nursing program consists of those learners who graduate from high school directly into the nursing program and those learners who transfer into the nursing program (internal transfers) (University of Pittsburgh, 2024). The nursing program is designed to give the students enrolled over 1200 hours of clinical time, which will be spent in a hospital, clinic, or community setting, and will be more than just theoretical knowledge. Therefore, the nursing program embraces various kinds of learners and offers coursework that not only lays a theoretical foundation but also offers much greater hands-on professional preparation than today’s generalist nurse requires. Mission Statement Linkage to Curriculum The mission of an organization is to establish a basis for the philosophy of their nursing program, and the Mission Statement of the University of Pittsburgh has a key mission of “To prepare the highest quality nurse to provide holistic care for patients/individuals, families and communities across all populations” (University of Pittsburgh, 2024). Part of this mission is a commitment to diversity/inclusivity and equity for all ethnicities, races, cultures, ages, disabilities, and gender identities (University of Pittsburgh, 2024). In addition, these mission values are addressed through cultural competence content in the nursing curriculum and through diversity of clinical placement opportunities. When the mission statement of the organization is congruent with the nursing education curriculum, it offers a mechanism to support institutional values and purpose—all curricular development is based on advancing the nursing education larger institutional (organizational) mission statement. It draws on the American Nurses Association Code of Ethics to encourage the development of practices that involve compassion, respect for the dignity of all, and make inclusion of all within their scope of practice a reality (University of Pittsburgh, 2024). The evidence-based practice and scholarly participation emphasized in the curriculum indicate the approach in developing the mission-based academic standards (Sangwa & Mutabazi, 2025). This ethical obligation is fulfilled via interprofessional training sessions, health equity content and training, and clinical experiences in community settings. Course List, Sequencing, and Organization We can list the courses in sequence – from simple (the foundation of the curriculum) to complex (advanced nursing knowledge) to enhance the understanding of the curriculum. The Pitt BSN has a four-year curriculum with the first two years focused on taking some basic sciences, as well as liberal arts, and then introducing the clinical nursing courses throughout the remaining two years. In third and fourth years, the clinical nursing courses build on basic skills (assessing a patient) to the more complex skills of caring for a patient with multiple organ systems (University of Pittsburgh, 2024). This will assist in supporting the AACN (2021) recommendation to begin simple and work towards more complex learning. This sequence will give students a seamless course flow to receive continuous learning and support, and allow them to build upon their clinical nursing skills acquired from previous clinical experiences. Concurrent nursing courses will enable students to integrate all three disciplines in learning about patient care, such as basic science and/or liberal arts courses (from the Dietrich School of Arts and Sciences) and clinical nursing courses (University of Pittsburgh, 2024). Comprehensive practice assessments will be provided throughout the nursing curriculum, with a final comprehensive NCLEX diagnostic predictor exam / 3 day NCLEX review at the end of the program for the student to demonstrate their ability to prepare for the NCLEX. A complete list of the courses, with a description and the sequence/curriculum guide, is provided in the appendix of this paper. Professional Standards, Guidelines, Competencies, and Technology The curricula for the nursing programs are derived from outside sources, specifically those of nursing profession regulatory/oversight agencies and accrediting or third-party agencies. The University of Pittsburgh’s Bachelor of Science in Nursing (BSN) program is accredited by the Commission for Collegiate Nursing Education (CCNE). The quality of the baccalaureate degree programs (University of Pittsburgh, 2024) is very high in CCNE. This program’s curriculum is based on the core competencies outlined by the American Association of Colleges of Nursing (AACN) (2021) in The Essentials: Core Competencies for Professional Nursing Education (AACN, 2021). Person-centered care, partnerships, scientific theories and research guiding practice, partnerships with patients, families, and communities to improve the quality of healthcare, and use of information technology/informatics are core competencies. Today, nursing education has become an era in which expecting to integrate technology is the norm. Digital health

NURS FPX 6108 Assessment 1 MSN Practicum Conference Call Template
Capella University, MSN, NURS-FPX6108

NURS FPX 6108 Assessment 1 MSN Practicum Conference Call Template

/

NURS FPX 6108 Assessment 1 MSN Practicum Conference Call Template Student Name Capella University NURS-FPX6108 Curriculum Overview: Design, Develop and Evaluate Professor Name Submission Date   MSN Practicum Conference Call Template Date: ___________ Attending: Student, Preceptor, Faculty Supervisor Meeting Objectives: Explain practicum expectations and requirements for the course Student focuses and planned learning activities for Practicum are reviewed. Discuss document and assess process Check the faculty and preceptor support Topic Notes Practicum Overview Revised overall practicum structure, clinical hours and student responsibility. Discussed a practicum activity and how it was aligned to the MSN program outcomes and course objectives. Action Item Approved Practicum Focus Area Explained the focus area for their project (anxiety management). Evaluated content for relevance to practice and practice applications of evidence-based interventions and patient education strategies. Action Item Approved Planned Practicum Activities Reviewed planned activities such as patient education, assessment of anxiety symptoms, support of self-care management, and utilization of therapeutic communication techniques. Action Item Approved Documentation and Evaluation Reviewed expectations for logging practicum hours, documenting activities and evaluating progress towards learning objectives. Talked about current communication with the faculty and preceptor. Action Item Approved Faculty and Preceptor Support Faculty and preceptor confirmed their availability to provide guidance, feedback and support during the practicum experience. Action Item Approved Step-By-Step Instructions to write NURS FPX 6108 Assessment 1 Contact us today and receive expert step-by-step instructions for NURS FPX 6108 Assessment 1. References for NURS FPX 6108 Assessment 1 References coming soon. Best Capella professors to choose from for NURS-FPX6108 Class Dr. Lisa Kreeger, PhD, RN Dr. Buddy Wiltcher, EdD, MSN, APRN, FNP-C (FAQs) related to NURS FPX 6108 Assessment 1 Question 1: What is NURS FPX 6108 Assessment 1 about? Answer 1: Documents a practicum planning conference call covering expectations, focus, and support.

Scroll to Top