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NURS-FPX 6107 Curriculum Design, Development, and Evaluation
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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.
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).
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).
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, 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.
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.
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.
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).
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).
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.
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.
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
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
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
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