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Name
Capella University
NURS-FPX 6107 Curriculum Design, Development, and Evaluation
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Date
In this assessment, we intend to conduct a widespread “Public Health Nursing” course at the University of California, Los Angeles (UCLA) School of Nursing’s Bachelor of Science in Nursing (BSN) program. The course emphasizes the alignment with population health priorities, collaboration with stakeholders, and adherence to accreditation standards. The strategic positioning of the course within the curriculum ensures that students receive a comprehensive education that bridges nursing and public health principles, preparing them to address complex health disparities. Collaboration with faculty, community partners, and regulatory agencies ensures curriculum relevance, compliance, and real-world applicability, ultimately equipping graduates to promote health equity and effectively address diverse public health challenges.
The “Public Health Nursing” course is pivotal in UCLA’s School of Nursing’s BSN program, typically slated for the junior or senior year. It is a capstone experience, leveraging foundational knowledge and clinical proficiency developed earlier in the curriculum. Emphasizing the application of public health principles in nursing practice, the course delves into crucial areas such as epidemiology, community assessment, health promotion, disease prevention, policy advocacy, and the nursing profession’s role in tackling public health issues. By positioning this course later in the program, students benefit from a robust clinical background from diverse healthcare rotations (Stewart et al., 2020).
This prior experience primes them to comprehend the intricate relationship between individual health outcomes and broader societal determinants, enabling them to effectively navigate complex public health challenges. Moreover, integrating concepts from preceding courses, such as pathophysiology, pharmacology, and health assessment, enriches students’ understanding of health’s multifaceted nature. This interdisciplinary approach equips them with the tools to collaborate with communities, advocate for policy changes, and implement evidence-based interventions to address public health disparities. Overall, the Public Health Nursing course synthesizes theoretical knowledge with practical experience, empowering students to contribute meaningfully to promoting population health and advancing nursing practice in diverse healthcare settings (Zhu et al., 2022).
The rationale for incorporating the “Public Health Nursing” course into UCLA’s BSN program is grounded in several vital considerations. Firstly, it aligns with the growing emphasis on population health in nursing. According to the American Association of Colleges of Nursing (AACN), integrating public health principles into nursing education enhances students’ ability to address the health needs of diverse populations (Schoon & Krumwiede, 2022). Moreover, this course responds to the evolving healthcare landscape, where nurses are increasingly called to engage in community-based care and health promotion efforts.
This emphasizes the importance of nursing education in preparing nurses to address population health issues and promote health equity (Colburn, 2020). Additionally, the Public Health Nursing course complements UCLA’s commitment to promoting social justice and health equity. By equipping students with the knowledge and skills to address public health disparities and advocate for policy change, the course aligns with the university’s mission to create a more equitable society.
Adding the “Public Health Nursing” course within UCLA’s BSN program is imperative for preparing future nurses to address the complexities of population health. This course is a pivotal bridge between foundational nursing knowledge and the broader context of public health. Positioned strategically within the curriculum, typically in the junior or senior year, it offers students a comprehensive exploration of public health principles and their application in nursing practice. The course outline is in (appendix). The Public Health Nursing course seamlessly integrates with other courses in the BSN program, enhancing students’ understanding of nursing practice across individual and population health levels.
Topics covered in the course, such as epidemiology and health promotion, build upon concepts learned in courses like pathophysiology and pharmacology. Additionally, skills developed in health assessment are applied in community assessments to tailor interventions effectively. Furthermore, the course emphasizes the importance of ethical considerations and professionalism, aligning with the content covered in ethics and professionalism courses. This holistic integration ensures that graduates are well-equipped to address complex public health challenges and promote health equity in diverse healthcare settings (Public Health Nursing, 2024).
Collaboration becomes paramount when integrating the “Public Health Nursing” course into UCLA’s School of Nursing’s BSN program. Faculty members, particularly those specializing in public health and community nursing, lead course development. They work closely to design the course content, establish learning objectives, and select appropriate teaching methodologies tailored to the program’s needs. Simultaneously, partnerships with public health experts within and outside the university enrich the course with current evidence-based practices and emerging public health issues. These collaborations, such as those with UCLA’s Fielding School of Public Health, provide access to faculty members versed in epidemiology, health policy, and community health interventions (Why UCLA Fielding, 2024).
Engagement with community organizations and healthcare agencies becomes pivotal for offering students practical learning experiences and clinical placements. Collaborating with entities like the Los Angeles County Department of Public Health ensures alignment with local public health priorities and community needs (Blenner et al., 2021). The course’s interdisciplinary approach is also strengthened by multidisciplinary collaboration among faculty members from associated fields, such as sociology, anthropology, and health policy. For example, the course draws insights from UCLA’s Center for Health Policy Research on the policy implications of public health nursing practice.
Collaborating with public health experts and community partners ensures that the course content remains responsive to current public health challenges and local community needs. This alignment ensures that the curriculum remains dynamic, addressing the evolving nature of public health issues (Dupin et al., 2020). Additionally, interdisciplinary collaboration and engagement with community partners enrich students’ learning experiences, fostering diverse perspectives, real-world application of theoretical concepts, and community engagement and advocacy opportunities. Moreover, establishing collaborative partnerships with community organizations fosters sustainable relationships, extending beyond academia to improve population health outcomes in the local community (Fichtenberg et al., 2020).
Internal factors within UCLA’s BSN program, including curriculum committees, organizational processes, and internal review bodies, intricately shape curriculum design, particularly when considering incorporating the “Public Health Nursing” course. Organizational processes governed by the school of nursing involve specific procedures for proposing, reviewing, and approving new courses. For example, course proposals typically undergo thorough evaluation by faculty members, department heads, and administrative staff to ensure alignment with the school’s mission, vision, and accreditation standards. These processes may include timelines, documentation requirements, and faculty input and approval steps. Curriculum committees within the School of Nursing are pivotal in overseeing the curriculum design process.
These committees, comprised of faculty members with expertise in various nursing specialties, provide knowledge and guidance throughout the course development. For instance, the curriculum committee responsible for nursing education might convene to review the proposed “Public Health Nursing” course, assessing its alignment with program objectives, relevance to contemporary nursing practice, and potential impact on students’ learning outcomes (Sumpter et al., 2022). Internal review bodies, such as accreditation agencies or institutional boards, further scrutinize proposed curriculum changes to ensure compliance with established standards (Oermann, 2022). In the case of the “Public Health Nursing” course, the proposal would undergo review by the School of Nursing’s accreditation body to ensure alignment with accreditation standards and guidelines. This review process typically involves detailed documentation of course objectives, content, teaching methodologies, and assessment strategies supported by evidence of faculty qualifications and resources available for course delivery.
External factors, including funding, regulatory and accrediting agencies, and stakeholders, significantly influence curriculum design within UCLA’s BSN program, especially regarding the “Public Health Nursing” course. Funding is crucial in determining the resources available for curriculum development and implementation. For example, securing grants or donations specific to public health initiatives may facilitate the creation of new courses like “Public Health Nursing.” Additionally, budget constraints may limit the scope or delivery of the course, impacting factors such as faculty hiring, instructional materials, and student resources (Leaver et al., 2021). Stakeholders, including healthcare organizations, community partners, and professional associations, contribute valuable input to curriculum design.
Their perspectives help ensure the course remains relevant to current healthcare trends and aligns with industry standards and expectations (Belita et al., 2020). For instance, input from local public health agencies may inform the content and focus of the “Public Health Nursing” course, ensuring it addresses community health needs and prepares students for real-world practice. Regulatory and accrediting agencies, such as the California Board of Registered Nursing and the Commission on Collegiate Nursing Education (CCNE), set standards and guidelines that influence curriculum design. Compliance with these regulations is essential for maintaining graduate program accreditation and licensure eligibility. For example, the CCNE accreditation standards may dictate specific competencies or content areas that must be covered in the “Public Health Nursing” course to meet accreditation requirements (Talsma, 2023).
The philosophy, mission, and framework of the UCLA BSN program significantly influence curriculum design, including the proposed “Public Health Nursing” course. UCLA’s BSN program’s mission statement emphasizes preparing nurses to address societal health needs and promote health equity. Therefore, the “Public Health Nursing” course would focus on community-based care, health promotion, and addressing health disparities, aligning with the program’s mission-driven approach (UCLA Health, n.d ). UCLA’s institutional framework provides resources and interdisciplinary collaboration opportunities to enrich the course content.
Partnerships with UCLA’s Fielding School of Public Health and other departments offer access to faculty expertise and research initiatives. This collaboration ensures that the “Public Health Nursing” course integrates cutting-edge public health theories and evidence-based practices into its curriculum. The program’s philosophy, rooted in holistic nursing practice and social justice, guides the integration of concepts like cultural competence and advocacy into the course curriculum. For example, the “Public Health Nursing” course emphasizes understanding social determinants of health and developing interventions to address health inequities, consistent with the program’s philosophical principles (UCLA Health, n.d ).
Encouraging cooperation between internal and external stakeholders is essential to the development of the “Public Health Nursing” course. Internally, faculty members specializing in public health nursing would lead the course development process, ensuring that it aligns with the program’s academic standards and accreditation requirements. Curriculum committees composed of faculty and administrative staff would provide oversight, ensuring that the course meets program objectives and integrates seamlessly into the curriculum structure. Collaboration between faculty and administrative staff is essential for logistical aspects, such as scheduling, resource allocation, and assessment strategies.
Collaborating with healthcare organizations, community partners, and regulatory agencies is vital to ensure that the course remains relevant to current healthcare trends and meets industry standards (Belita et al., 2020). For instance, partnerships with local public health agencies would provide opportunities for clinical placements and input on curriculum content, enhancing students’ practical learning experiences and preparing them for real-world practice. Furthermore, cooperation with accrediting organizations like the Commission on Collegiate Nursing Education (CCNE) and regulatory bodies like the California Board of Registered Nursing guarantees that the course satisfies accreditation and licensure requirements (Talsma, 2023).
Failure to collaborate effectively with internal and external stakeholders can lead to significant consequences. Without input from faculty and curriculum committees, the course may lack alignment with program objectives and academic standards, resulting in inconsistencies in student learning outcomes. Overlooking input from external stakeholders may result in a curriculum that fails to address emerging healthcare trends or meet the community’s needs, diminishing the program’s relevance and impact.
In conclusion, integrating the “Public Health Nursing” course into UCLA’s BSN program is pivotal, aligning with the evolving emphasis on population health in nursing education. Positioned strategically within the curriculum, the course bridges foundational nursing knowledge with public health principles, preparing students to address complex health disparities. Collaboration with faculty, community partners, and regulatory agencies ensures curriculum relevance, compliance with accreditation standards, and real-world applicability. By emphasizing interdisciplinary collaboration and community engagement, UCLA’s BSN program equips future nurses to effectively promote health equity and address diverse public health challenges.
Belita, E., Carter, N., & Lukosius, D. B. (2020). Stakeholder engagement in nursing curriculum development and renewal initiatives: A review of the literature. Quality Advancement in Nursing Education – Avancées En Formation Infirmière, 6(1). https://doi.org/10.17483/2368-6669.1200
Blenner, S. R., Roth, S. E., Manukyan, R., Calderon, Y. E., Golston, A. M. C., Owusu, E., Rice, L. N., & Prelip, M. L. (2021). Community partnerships and experiential learning: Investing in the next generation of a diverse, qualified public health workforce. Pedagogy in Health Promotion, 7(1_suppl), 51S62S. https://doi.org/10.1177/23733799211046974
Colburn, D. A. (2022). Nursing education and social determinants of health: A content analysis. Journal of Nursing Education, 61(9), 516–523. https://doi.org/10.3928/01484834-20220705-06
Dupin, C.-M., Pinon, M., Jaggi, K., Teixera, C., Sagne, A., & Delicado, N. (2020). Public health nursing education viewed through the lens of superdiversity: A resource for global health. BMC Nursing, 19(1). https://doi.org/10.1186/s12912-020-00411-3
Fichtenberg, C., Delva, J., Minyard, K., & Gottlieb, L. M. (2020). Health and human services integration: Generating sustained health and equity improvements. Health Affairs, 39(4), 567–573. https://doi.org/10.1377/hlthaff.2019.01594
Leaver, C. A., Stanley, J. M., & Veenema, T. G. (2021). Impact of the COVID-19 pandemic on the future of nursing education. Academic Medicine, Publish Ahead of Print(3). https://doi.org/10.1097/acm.0000000000004528
Oermann, M. (2022). A systematic approach to evaluation of nursing programs. In Google Books. Lippincott Williams & Wilkins. https://books.google.com/books?hl=en&lr=&id=vTaFEAAAQBAJ&oi=fnd&pg=PT18&dq=Internal+review+bodies
Public health nursing. (2024). Catalog.registrar.ucla.edu. https://catalog.registrar.ucla.edu/course/2023/nursing171
Schoon, P. M., & Krumwiede, K. (2022). A holistic health determinants model for public health nursing education and practice. Public Health Nursing, 39(5). https://doi.org/10.1111/phn.13063
Stewart, K.-A., Brown, S. L., Wrensford, G., & Hurley, M. M. (2020). Creating a comprehensive approach to exposing underrepresented pre-health professions students to clinical medicine and health research. Journal of the National Medical Association, 112(1), 36–43. https://doi.org/10.1016/j.jnma.2019.12.003
Sumpter, D., Blodgett, N., Beard, K., & Howard, V. (2022). Transforming nursing education in response to the future of nursing 2020–2030 report. Nursing Outlook, 70(6), S20–S31. https://doi.org/10.1016/j.outlook.2022.02.007
Talsma, A. (2023). Nursing competencies in the nursing curriculum. Journal of Healthcare Management Standards, 3(1), 1–7. https://doi.org/10.4018/jhms.327947
UCLA Health . (n.d.). Mission Vision & Philosophy – Nursing . Www.uclahealth.org. https://www.uclahealth.org/nursing/about-us/mission-vision-philosophy
Why UCLA Fielding | UCLA Fielding. (2024). Ph.ucla.edu. https://ph.ucla.edu/about/why-ucla-fielding
Zhu, Z., Xing, W., Liang, Y., Hong, L., & Hu, Y. (2022). Nursing students’ experiences with service learning: A qualitative systematic review and meta-synthesis. Nurse Education Today, 108, 105206. https://doi.org/10.1016/j.nedt.2021.105206
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