NURS FPX 6108 Assessment 5

NURS FPX 6108 Assessment 5 Curriculum Evaluation Student Name Capella University NURS-FPX6108 Curriculum Overview: Design, Develop and Evaluate Professor Name Submission Date   Curriculum Evaluation In today’s rapidly changing health care demands, curriculum evaluations are the vehicle for improvement in the nursing role of addressing those demands through optimal preparation through educational rigor and relevance. The Bachelor of Science in Nursing (BSN) program has been in operation since 1939 when it started as the founding nursing program at the University of Pittsburgh (University of Pittsburgh, 2024); it is a program that was initially accredited by the Commission on Collegiate Nursing Education (CCNE). The American Association of Colleges of Nursing (AACN) Essentials provide the structure for a competency-based education (CBE) model of the 232-course of study in the BSN program. An analysis of the structure of the BSN program, the theoretical frameworks, objectives of courses and assignments, and the evaluation processes will provide for a comprehensive and coherent program evaluation. Part I: Synopsis of Curriculum Overview Curriculum Identification, Organization, and Learner Population When developing a curriculum for nursing, the institution and the people for whom the curriculum is developed are of critical importance. The BSN programme at the University of Pittsburgh is geared towards new high school graduates who want to become generalist registered nurses working at an entry-level position in any type of healthcare facility (University of Pittsburgh, 2024). This four-year degree is full-time and on campus, so students may take the NCLEX-RN when they finish their degree. This is a group of graduates from a range of learners, such as some who leave school and go straight into this programme, some who complete another course at the University and transfer to this programme, etc. Providing a well-trained workforce of learners who are equipped with a variety of skills is essential to sustain a nursing workforce in complex healthcare delivery systems. During the course of their program, students complete between 1,200 hours of supervised clinical experiences, which can be performed at hospitals, clinics, or in a community setting (University of Pittsburgh, 2024). Due to this type of clinical learning, the students possess theoretical as well as practical skills which are required by the modern-day generalist nurse. The program has a wide spectrum of learners and diversity of clinical experiences, which are indicators of the program’s efforts to produce competent nursing graduates prepared to enter the workforce. Mission Statement Linkage to Curriculum An institution’s mission statement is intended to be used to inform all aspects of the nursing curriculum development process. The mission of the University of Pittsburgh School of Nursing is to educate high-quality nursing professionals to deliver nursing services to individuals, families, and communities of diverse populations (University of Pittsburgh, 2024). The mission outlines a goal of inclusion and equity based on ethnicities, races, cultures, ages, disabilities, and gender identity that are addressed in the cultural competence requirements of the curriculum. This was complemented by the fact that Sangwa and Mutabazi (2025) claim that when learning is mission-oriented, it “yields cohesive learning experiences with a clear purpose that can enhance student competency and professional values. If the mission is connected to the design of the curricula, all pedagogical choices will be in keeping with the central values and the duties of the institution. The program is grounded in the American Nurses Association Code of Ethics, which is expected to be adhered to by all nurse practitioners in providing care for all individuals with kindness, consideration, and respect (University of Pittsburgh, 2024). The assignment of this ethical responsibility is via the interprofessional (IP) education courses, health equity (HE) modules, and clinical placement in the community. Curriculum alignment to the mission of the institution and the ethical principles of professional practice will enable graduates to be reflective practitioners who will be committed to equitable and patient-centered care. Professional Standards, Guidelines, Competencies, and Technology The curriculum design that the nursing program develops is guided and validated by outside benchmarks or standards, such as accreditation, professional standards, etc., in which a nursing program. All baccalaureate nursing programs in the United States have been set a high bar by the CCNE; the BSN program has met these standards (University of Pittsburgh, 2024). The curriculum design also reflects the 10 profession-specific domains from the American Association of Colleges of Nursing (AACN) Essentials: Core Competencies for Professional Nursing Education, but the emphasis is on the competencies: person-centered care, informatics, interprofessional collaboration, etc. With these outside criteria, the graduates will be able to obtain licensure in the Pennsylvania State Board of Nursing and National Council Licensure Examination – Registered Nurse (NCLEX-RN) examinations. As it was found that the ability to provide safe, quality care to patients was dependent on digital health competencies, technology integration in nursing education is now imperative for the profession to be able to practice safely in today’s clinical care context. The core curriculum for BSN programs at Pitt will include patient care technologies, health information systems, and simulation labs (University of Pittsburgh, 2024). Education based on simulation can improve newly graduated nurses’ clinical decision-making competence and prevent patient safety incidents, as concluded by Uppor et al. (2024). With a technology competency-based integrated approach, Pitt students could be well-rounded in their education about the technology needed by the healthcare system today. Learning Outcomes and Meeting Needs of Diverse Learners The student learning outcomes indicate the knowledge, skills, and attitudes that every graduate of the nursing program needs to possess upon completion of their nursing program. Outcomes are intended to be built upon throughout the program (Pitt BSN will build year to year in both clinical and academic abilities (University of Pittsburgh, 2024). Kayyali (2025) also agrees that an evidence-based instructional design that sets up a Tiered Open Enrollment process will positively impact material mastery for students who have a range of learning capabilities. Thus, with tiered learning outcomes, every student can achieve proficiency in nursing as per the starting point of knowledge and will develop further through systematic learning experiences. Another measure of