How Can Teachers Help Students in Online Classes?
Name
Capella University
NURS-FPX 6107 Curriculum Design, Development, and Evaluation
Prof. Name
Date
Curriculum examination is critical for maintaining the standard of education. It entails analyzing educational materials to determine their adaptability to learning goals (Epp et al., 2021). The Bachelor of Science in Nursing (BSN) program at Capella University (CU) strives to train nurses for the intricate needs of advanced clinical settings. This curriculum analysis seeks to determine the efficacy of the CU’s BSN curriculum for providing learners with vital abilities and knowledge. The purpose of an evaluation is to conduct a systematic examination of the CU BSN curriculum using standards of the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN) (AACN, 2020). This assessment examines the program’s performance and modification in curriculum development. The results of this review will assist in guiding future curriculum modifications, ensuring that the CU BSN program strives to develop professional nurses to contribute to the health setting.
Evaluating the CU BSN program is crucial in determining the significance of a particular nursing curriculum. It fulfills the needs of students seeking development in nursing. The intended student holds an Associate’s Degree in Nursing (ADN). The BSN curriculum is crucial for teaching licensed nurses to undertake advanced clinical duties and boost their skill sets. The curriculum is designed to improve students’ intellectual and practical capabilities for broad clinical nursing. It develops EBP initiatives to improve medical outcomes for patients in complex health settings (CU, 2024, a). The intended learners include individuals seeking education and registered nurses. This course would best suit CU’s online BSN program, enabling nurses to complete degrees with their jobs. The BSN program is affiliated with accrediting agencies, like the CCNE, ensuring the degree’s efficiency and standard compliance (CU, 2024). The BSN program adheres to CU’s values, emphasizing academic accomplishment and innovation.
The BSN program at CU is critical for improving nurses’ real-world abilities. The mission is to provide students with the knowledge and skills required to function effectively in complex settings. The curriculum promotes EBP, cultural awareness, and moral reasoning to improve healthcare (CU, 2024). The curriculum’s critique concerns how well it meets the nurses’ demands. The curriculum will also be examined for validity and EBP methods in nursing. The curriculum includes multiple modules that provide a complete overview of the nursing discipline. The BSN program includes eight core courses and 180 quarterly credits (CU, 2024, b). The curriculum addresses crucial learning elements, like health evaluation and moral quandaries, and provides professional skills. However, varied views and practical implications must be enhanced to improve learning (Liu et al., 2024). The curriculum can be improved by adding more practical learning to increase the real-world use of nursing concepts (Spencer et al., 2021).
The BSN program at CU offers various courses. “Practicing in the Community to Improve Population Health” discusses nurses’ role in tackling social concerns and fostering community well-being. Learners apply public health policies and social determinants to promote equity (CU, 2024, a). The “Leading People, Processes, and Organizations in Interprofessional Practice” course helps nurses build leadership abilities to succeed in challenging health settings. They use leadership and quality enhancement strategies for better outcomes (Labrague et al., 2021). The “Ethics in Health Care” course teaches nurses to make moral decisions using efficient methods. It helps them navigate ethical concerns and recognize patients’ rights, limiting moral conflicts in care processes (CU, 2024, a). The “Evidence-Based Decision-Making (EBDM)” course educates students on EBP to improve patient outcomes (Bourgault et al., 2024).
The CU’s BSN program is concise and aligned with established standards and competencies. Professional nursing authorities, such as the American Nurses Association (ANA) and the Accreditation Commission for Education in Nursing (ACEN), set guidelines as education standards. CU is also linked with Sigma Theta Tau International, an elite group that advocates worldwide health (CU, 2024, b). Conformity with ANA principles is critical as it empowers nurses with vital competencies to deliver efficient care (Brunt & Russell, 2022). Competencies prioritize crucial domains. For example, the EBDM course promotes nurses to make informed choices using EBP and clinical data, providing customized care to satisfy patients’ needs (Kwame & Petrucka, 2021).
The learning objectives for each course show compliance with these standards. For example, the Leadership and Interprofessional Practice course explores interpersonal and leadership skills for a transdisciplinary team, promoting dignity. Considering the ACEN standards, the curriculum focuses on teamwork and leadership, educating nurses about leadership traits for efficient teamwork (Ellison et al., 2024). BSN program offers license test preparation, like the National Council License Examination for Registered Nurses (NCLEX-RN), reflecting a dedication to educating nurses for their careers (Sartain et al., 2023).
The CU’s BSN curriculum contains learning outcomes aligned with the AACN fundamentals. The learning outcomes include, for instance, learners demonstrating their ability to provide secure and efficient nursing care. The outcome relates to the professional standard of nursing skills in offering effective care. Furthermore, students will use EBP clinical procedures that comply with the ANA’s patient-focused, ethical principle (such as equality) of employing empirical data in medical decisions (Brunt & Russell, 2022). Learners are encouraged to continue their professional progress in their nursing profession through cognitive inquiry, lining up with the National League for Nursing’s (NLN) Essential Skills for Educators, focusing on the role of continuing education for sustaining nursing skills (Beede et al., 2023). Nurses will show efficient interpersonal abilities linked to effective collaborative practice (Bally et al., 2022).
I suggest a holistic approach to curriculum revision to ensure that the BSN program at CU is advanced and practical. Employ reliable sources to find EBP strategies for BSN education. Stakeholders such as professors can provide insights into present trends. Changes can be made based on the needs, like novel content and practical activities (Smart et al., 2020). These adjustments should adhere to recognized standards, such as ACEN. A pilot test of the revised course aids in checking its efficacy before its full acceptance. Stakeholder input can be collected to enhance the program. Use student-focused tools, like simulation, to improve content. Employ evaluation to explore the impact of change and gather input for advancement (Labrague, 2021). The offered strategy is organized, EBP, and transdisciplinary. Instructors can ensure that CU BSN curriculum revisions are founded on research and comply with accreditation criteria.
The CU BSN degree is founded on a concept-based paradigm, enhancing nurses’ practical abilities. BSN program also employs organizational design such as AACN’s Essentials Baccalaureate Education for Professional Nursing Practice (EBEPNP) and competency-based learning. The theoretical foundation offers a structure to verify compliance with standards and the competencies for nursing practice. For instance, the “EBDM” course focuses on the EBP clinical process for better patient outcomes, consistent with the AACN’s EBEPNP VIII. The BSN program adopts a competency-based method, ensuring students achieve goals with skill proficiency. Offering a Flex-Path and guided route approach ensures nurses are competent in nursing practices (CU, 2024, b). The concept-based model is an analytical strategy utilized in the BSN to promote critical thinking in nursing practice. For example, the EBDM course employs a concept-based model to train nurses to conduct health assessments (Gonzalez & Nielsen, 2023).
The concept-based paradigm, combined with AACN’s EBEPNP and competency-based instruction in the CU BSN program, indicates a major change in nursing training toward more competencies-focused methods. Historically, the AACN, built in 1969, has played a vital role in improving nurse education standards. The primary objective is to promote systemic and theoretical frameworks for nursing education. The EBEPNP is a renowned paradigm for nursing programs. It offers extensive guidelines for BSN programs. It was first launched in 1998, revised regularly, and lastly in 2023 (AACN, 2020). This integration demonstrates CU’s devotion to producing trained and culturally competent nurses. Moreover, the late twentieth century witnessed the development of competency-based nursing training. Institutions strive to better align learning goals with nursing practice needs (Camison et al., 2022). Lynn Erickson built a concept-based model in the 1900s. The AACN introduced it into the nursing curriculum in 2008 as a hands-on method to enhance clinical skills. CU uses this framework as a guideline to improve nursing analytical abilities by using concepts in clinical practice (Dorri et al., 2024).
The CU BSN curriculum incorporates the nursing process into its concept-based framework and competency-based education. It ensures that every learning element corresponds to critical patient care phases such as assessment, diagnosis, planning, implementation, and evaluation. Regarding assessment, the BSN curriculum promotes nurses’ assessment skills. Courses like “EBDM” teach learners about extensive patient evaluations utilizing data and making EBP medical decisions (Bourgault et al., 2024). In “Diagnosis,” students learn to interpret evaluation outcomes to make appropriate diagnoses in nursing. In the “Practicing in the Community to Improve Population Health” course, students recognize health issues based on symptoms using a concept-based paradigm. After diagnosis, students are trained to create care regimens in “Planning.” Effective planning is taught in EBP-focused courses, allowing students to tailor care plans (Labrague et al., 2021). In “Implementation,” abilities are refined using simulations based on concept or competency-based courses. Students execute medical plans and clinical practices. “Evaluation” underscores the need for assessment to analyze care impact and make changes based on AACN’s model to ensure clinical excellence (Bourgault et al., 2024).
The CU’s BSN program will offer the course “Health Informatics in Nursing Practice.” This course will build on the program’s competence and concept-based framework to boost learning results. The diverse medical needs necessitate integrating informatics tools for effective care practices (Harris et al., 2021). This course involves adopting Information Technology (IT) and data management principles into clinical nursing, underscoring informatics to coordinate via telehealth. It aims to offer nurses at CU informatics skills for advanced medical contexts. To provide adequate medical care, nurses must manage informatics tools like EHRs and data analytics (Harerimana et al., 2021). The course will be offered in the advanced stages of the BSN degree. Students will have expertise in informatics for modern settings (Harris et al., 2021).
The “Health Informatics in Nursing Practice” course is vital in the CU BSN curriculum with the technology-driven care demands. There is a demand for nurses with digital skills in EHRs, data analytics, and management systems. With a need for health informatics in clinical nursing, students must have the understanding and skills to utilize these tools effectively (Ali et al., 2022). Adding this course can fill gap by offering expertise in informatics. It addresses the demand for interprofessional training by fostering cooperation and preparing nurses for cooperative clinical environments (Okolo et al., 2024). It is aligned with AACN criteria, ensuring graduates can employ informatics to manage medical data.
The planned course, “Health Informatics in Nursing Practice,” will cover vital themes to teach nurses to use informatics in healthcare. For instance, “Introduction to Health Informatics,” topic covers informatics and its role in healthcare for improved clinical use (Yogesh & Karthikeyan, 2022). The topic “Data Safety and Management in Medical Care” discusses ways to manage medical data. It also compiles with the Health Insurance Portability and Accountability Act (HIPAA) for secure private data (Farayola et al., 2024). In the topic of technology like EHR, students learn about the capabilities of EHRs to boost patient data accuracy (Ting et al., 2021). The topic of patient management utilizing informatics offers learners expertise in managing tools like telehealth (Ahmad et al., 2022). The appendix includes information about the topical outline.
These outlines refer to previous learning courses, like the Introduction to Health Informatics topic , which outlines technical skills in nursing research and EBP, enhancing students’ ability to use clinical data effectively. “Data Safety and Management in Healthcare” is based on ethical values addressed in “Ethics in Healthcare.” Information about informatics tools, such as EHR, is critical for nurses. It relies on information from “Interdisciplinary Collaboration in Healthcare” courses, offering methods to coordinate and enable accurate patient data records (Ting et al., 2021). The subject of patient management with informatics like telehealth builds on the patient care practices addressed in “Health Assessment and Promotion.” The “Ethical and Legal aspects in Digital Health” offer learners skills in ethical principles outlined in “Ethics in Healthcare,” demonstrating its application to increase patient privacy (Farayola et al., 2024).
Partnership with educational leaders, multidisciplinary faculty, and IT and medical experts is critical for successfully executing the “Health Informatics in Nursing Practice” course. Stakeholder engagement in the preparation stage ensures the course aligns with current medical trends and fulfills technical skills demands. For example, cooperation with academic heads is vital; they offer expertise in implementing plans and providing funding for course design and incorporation (Kawamoto et al., 2021). Interdisciplinary workers, such as IT experts and nursing informaticists, are vital, as they offer information on technological advances and data security essential for health informatics (Farayola et al., 2024). Senior faculty ensure new informatics courses align with standard curricular objectives and meet nursing standards. Collaboration with medical experts is critical for integrating courses and providing insight into medical demands. The rationale for faculty collaboration is to use diverse abilities so that informatics like telehealth fulfills the needs of modern medical care (Poitras et al., 2023).
Internal variables can influence the proposed course structure, “Health Informatics in Nursing Practice.” It guarantees that the course layout is adaptive to the modern nursing profession and education needs. Internal variables include organizational processes (resource allocation and funding). They impact the course creation and adoption into the BSN curriculum. Additional funding can assist in designing and adopting novel technologies in new courses. For example, adding informatics learning activities demands more funding (Leochico et al., 2022). Curriculum boards entailing experienced faculty review courses for validity and conformity with degree goals. Their approval is critical to the course’s inclusion into the BSN degree and fulfills advanced nursing practice criteria. Internal councils, such as the educational regulatory panel, verify that courses meet the educational and accrediting standards (Kawamoto et al., 2021).
Extrinsic elements like funding, stakeholder issues, and certifying bodies’ legal restrictions are integral to creating a curriculum. For example, restricted financing can limit BSN programs’ capacity to devise new courses or innovative approaches. The BSN curriculum requires financing for effective creation. Adding course can require funding for training assets, such as simulations (Leochico et al., 2022). Legislative and certifying authorities, like CCNE and AACN, enforce educational standards, incorporating essential competencies like informatics (AACN, 2020). Stakeholders, like learners and clinicians, can affect course design by offering their input. For instance, input on medical staff’s abilities and student career goals or integrating informatics training aids in adjusting curriculum goals. Regulatory bodies, CCNE and HIPAA, are vital for integrating new courses into the BSN curriculum. The CCNE’s new accreditation criteria for informatics require the BSN to adopt changes in the curriculum (Eckhoff et al., 2022).
The CU BSN program’s objectives, philosophy, and structure can impact shaping the course “Health Informatics in Nursing Practice.” CU’s vision and goal are to deliver skilled and efficient nursing education. It assists them in achieving their professional objectives, which are consistent with the course’s goal of providing learners with vital informatics skills. CU’s mission is to encourage inclusion in education. The BSN curriculum features several teaching styles to serve diverse student populations. The CU’s philosophy stresses credibility and novelty, as evidenced by our proposed course’s ethical and moral standards. The academic structure aligns with AACN’s EBEPNP, promoting competency, EBP, and devotion to ongoing learning. It aligns with our planned course goals of fostering technical service and improving nurses’ collaborative and technical abilities to utilize EHR to enhance their nursing practice (CU, 2024, a).
Developing a relevant and productive course, like “Health Informatics in Nursing Practice,” necessitates stakeholder cooperation. This collaboration necessitates gathering input from internal stakeholders, like academics and students, to ensure that the course fulfills student needs and academic objectives (Kawamoto et al., 2021). We must collaborate with clinical experts and other vital external participants to guarantee that the course represents current health advances and requirements. The course can be outdated without guidance from IT vendors and regulatory authorities. Lack of involvement with internal stakeholders and the IT team results in technical holes in the curriculum, making it challenging for learners to properly apply skills in medical settings (Farayola et al., 2024). The lack of collaboration can result in an obsolete curriculum that fails to prepare students for advanced medical practice (Davis et al., 2020).
Regular curriculum assessment is essential to ensure that the CU’s BSN program course, “Health Informatics in Nursing Practice,” is appropriate and satisfies the demands of learners, faculty, and the medical organization. Evaluation of curriculum assists several stakeholders, such as learners, professors, medical staff, and accrediting organizations, who depend on current and efficient instructional methods that meet learning standards. A curriculum that is periodically examined can offer several benefits. By considering numerous stakeholders’ viewpoints and acknowledging student engagement, educator and frontline practitioner presence, and the importance of the curriculum, organizations can efficiently identify the strengths and areas for advancement (Belita et al., 2020).
The evaluation assists faculty in assessing the curriculum’s success and focusing on aspects that can be advanced in the future. Learners benefit from regular curriculum assessments as they guarantee that their education is current and relevant, equipping them for productive careers in technology-based care settings. It allows professors to constantly enhance instructional methods and courses, providing practical and advanced curricula aligned with recent research and medical needs (Gaughan et al., 2022).
Healthcare organizations take advantage of well-trained graduates familiar with contemporary methods and technologies. These organizations rely on nursing schools to develop workers capable of providing efficient patient care while adapting to rapid medical shifts (Nazeha et al., 2020). Moreover, the curriculum evaluation ensures that the university’s goal, mission, philosophy, accreditation, and professional standards are fulfilled. It is valuable in avoiding redundant interruptions by meeting accrediting criteria and offering practical education to nurses.
Additionally, continuous assessment adapts to changing needs and care, enabling graduates to apply advanced theories and practical skills in nursing practice and ensuring institutions stay updated with new technologies and best practices (Okolo et al., 2024). The regular curriculum assessment is crucial for sustaining integrity, ensuring student achievement, and enhancing the standard of care services. The evaluation helps identify student difficulties, provide necessary support, and encourage success, ultimately strengthening the educational standard. Regular assessment and curriculum revision meet stakeholder needs in education and healthcare. Stakeholder involvement in the assessment process will yield valuable opinions, aiding institutions in decision-making and program improvement (Belita et al., 2020).
The lack of curriculum assessment can significantly affect the efficacy and quality of learning programs, particularly in BSN, where maintaining advancement is critical. One key consequence of this failure is the necessity for greater relevance in the course material. Failure to constantly examine and revise the curriculum can result in several negative results. For example, the BSN course “Health Informatics in Nursing Practice” does not contain the most recent technology resource requirements, like Electronic Health Records (EHR), or practices, like telehealth. In that situation, learners are not prepared for the practicalities of today’s medical care, which relies significantly on technology. This gap can lead to ineffectiveness, medical mistakes, and poor care services (Gaughan et al., 2022). With irregular assessment, courses can become incompatible with accrediting criteria, endangering their accreditation validity and affecting students’ outcomes and the institution’s credibility (AACN, 2020).
While assessing a curriculum, especially in the BSN program, it is critical to evaluate key criteria that guarantee the program is holistic, meets present standards, and effectively prepares graduates for actual-life problems in medical facilities. For example, the curriculum should meet academic and professional criteria established by certifying agencies like the AACN. This coherence ensures that the program is credible or accepted across professional fields and that the degrees offered are recognized (AACN, 2020). Moreover, the curriculum must be pertinent. It should include the context in which the training course will be conducted and address the diverse health requirements. It is vital to promote innovative, research-based nursing care in medical facilities. It also helps achieve organizational goals and standards (Bourgault et al., 2024).
Additionally, the curriculum should adapt to evolving medical procedures, technology, and patients’ needs. This relevance is critical in educating students about contemporary medical settings, where technical competency and comprehension to meet patient demands are required to offer efficient care (Gaughan et al., 2022). Assessing graduation, employment, and license exam results provides quantifiable evidence of the curriculum’s efficacy. Prospective students and employers frequently use these indicators to assess the standard of an educational program, as they show how well an institution prepares graduates for career success (Alawi & Alexander, 2020). Furthermore, incorporating feedback from stakeholders such as students, alumni, and faculty is vital. This feedback allows recognition of the curriculum’s strengths and areas for advancement, ensuring it fulfills learners’ demands. Involving stakeholders in the assessment process fosters continuous development and transparency in the organization (Alawi & Alexander, 2020).
Lastly, integrating novel instructional methods and technological advances can improve educational outcomes. Incorporating a multidisciplinary curriculum equips learners with teamwork strategies vital to the integrated medical system (Kawamoto et al., 2021).These criteria are crucial to the efficacy of the BSN curriculum. Aligning with academic guidelines ensures that it satisfies academic and professional demands. Addressing the growing medical needs prepares learners for future practices. Assessing nurses’ achievement gives proof of the program’s efficacy, while stakeholder input provides insights that aid in vital adjustments (Alawi & Alexander, 2020). Interdisciplinary content ensures that the program is crucial for educational progress, offering learners with diverse abilities that improve their efficacy in complex settings. These assessment criteria are vital for sustaining curriculum advancement and offering nursing skills to handle the demands of medical systems (Gaughan et al., 2022).
In BSN curriculum assessment, pilot testing is a vital element acting as an initial evaluation approach for testing novel curriculum elements in a regulated, restricted setting before their complete implementation in the program. This practice is crucial in nursing programs, in which the practical application of new courses impacts learner readiness and healthcare practices. The primary goal of pilot studies in BSN curriculum creation is to detect possible challenges and evaluate the efficacy of novel educational approaches before they are widely deployed. This method contributes to essential improvements based on practical input and data, guaranteeing successful and practical curriculum revisions (Pearson et al., 2020).
Pilot tests enable educational organizations to reduce the risks related to substantial changes, including interrupting educational activities or adversely damaging outcomes for learners. Pilot testing often entails a small, relevant population of learners and educators to test the new curricular element. This strategy enables a concentrated and extensive gathering of data on the experiences of learners and instructors with the latest content or instructional strategy. Investigators use multiple methods, like surveys, questionnaires, and feedback, which are then examined to identify what performs effectively and what must be improved (Pearson et al., 2020).
Kleib et al. (2021), conducted a pilot study on using simulated EHRs in a nursing curriculum. They employed a “one-group pretest-posttest, surveys” and interviews with learners and educators to test the DocuCare simulated EHR in the BSN curriculum in Western Canada. The goal was to investigate the DocuCare simulated EHR and identify any possible difficulties with its adoption. The pilot stage survey helped analyze effectiveness, highlighting areas for development, such as the requirement of additional case studies or further exercise for productivity in the application of EHR. The curriculum was adjusted to these findings and is now ready to be incorporated into the program.
The course was created to incorporate simulated EHRs in the BSN program to boost learners’ informatics knowledge and confidence in utilizing EHRs. The findings revealed that teachers and students were satisfied with its implementation. The provided example shows the value of pilot testing in medical education. It aids in detecting areas that require optimization of educational experiences prior to broad adoption (Kleib et al., 2021). By implementing pilot testing, universities can improve the standard of BSN programs, ensuring they match the changing demands of medical settings.
In curriculum assessment, Short-term examinations are intended to provide immediate input on particular courses or components in the curriculum. Feedback questionnaires, surveys, and tests are standard methods for this type of evaluation, and they are administered after finishing the course. These assessments seek to assess learners’ comprehension, contentment, and practical efficacy of instructional techniques. For example, following an updated course on Health Informatics in CU’s BSN program, nursing learners can be requested to answer a survey reviewing the conciseness of the information, the efficacy of the instructional techniques, and their degree of confidence in utilizing their skills (Alsayed et al., 2022).
Immediate input enables instructors to make immediate changes to course and teaching practices, improving the educational process for learners. Long-term evaluations emphasize academic results as they reflect in graduates’ professional accomplishments. Such assessment includes following graduates’ career advancement, professional accomplishments, and expertise in a medical setting. For example, an institution can survey after four to five years of graduation to examine their employment status, research engagement, and job performance. Long-term assessments assist instructors in determining the curriculum content to prepare learners for actual-life problems and patient care demands (Guardado & Light, 2020).
Organizations should develop a systematic evaluation program to conduct short- and long-term assessments properly. Short-term assessment must be carried out after every module to ensure that the curriculum can include instant input. Setting evaluation intervals of three to five years offers information on the lasting impact of education as alumni develop in their professions. Universities can use automated tools for the collection and processing of feedback. These technologies assist in distributing surveys, gathering replies, and creating reports, indicating areas for advancement (Bayley, 2023). Additionally, holding regular review sessions with professors, curriculum developers, and students is critical to discuss the evaluation findings and formulate action plans according to the data gathered. By including short- and long-term assessments in the curriculum creation process, BSN programs can remain receptive to student requirements and medical standards and adjust to ongoing shifts and progress in medical care. This strategy promotes ongoing improvement and contributes to the curriculum’s relevance and efficacy in producing competent nurses (Guardado & Light, 2020).
Short and long-term assessments require a systematic approach to be efficiently implemented. The process has several phases; the first step is planning, which establishes explicit evaluation goals, vital performance metrics, and schedules for short-term and long-term examinations. The second phase is data gathering, which involves collecting data through surveys, tests, observations, feedback, and interviews while maintaining privacy and secrecy (CDC, n.d.). During the analysis phase, qualitative and quantitative techniques can uncover developments, patterns, advantages, weaknesses, and areas for curriculum modification. Furthermore, in the completion stage, providing input to educators, curriculum designers, and other vital stakeholders according to evaluation outcomes, making any adjustments required to enhance the curriculum’s efficacy. Finally, in the record-keeping and reporting stage, record evaluation results, suggestions, and measures to improve the curriculum while retaining openness and responsibility (CDC, n.d.). Furthermore, a periodic review method, input, adjustment, and recordkeeping can continuously enhance the curriculum, assuring its significance and efficacy in satisfying learning objectives and healthcare requirements.
Implementing evidence-based nursing principles, theories, and effective practices in designing curriculum is critical for keeping nursing education pertinent, efficient, and adaptive to the changing requirements of medical delivery. Incorporating research evidence into the curriculum is crucial for Evidence-Based Practice (EBP), and learning methods. For instance, the latest research indicating the usefulness of individualized care techniques, such as collaborative decision-making, can be included in appropriate courses like “Making EBP” to help students comprehend and apply these concepts. The BSN program can also modify its health promotion course content to integrate novel approaches. This change is based on findings from current studies that identified successful techniques to enhance patient outcomes in medical contexts.
By rooting curriculum content in the EBP, instructors can ensure learners possess the current understanding and abilities essential to successful clinical nursing (Spencer, 2021). Furthermore, nursing theories serve as paradigms to comprehend nursing care and influence curriculum creation. Theories like the “Humanistic Nursing Theory” and the “Health Promotion Model” provide an understanding of the integrated approach to treating patients and can help shape educational activities and examinations. By matching curricular material with theoretical standards, instructors can help students comprehend nursing principles and have deeper learning. EBP instructional approaches are crucial to boost nurses’ educational outcomes. Educators can promote nurses’ participation, analytical ability, and practical capabilities by adopting the best EBP in learning, like interactive learning and simulation. For instance, incorporating scenario-based instruction or simulations into the course allows nurses to apply theoretical information to actual practice, promoting their medical judgment abilities (Labrague, 2021).
Evaluation of educational outcomes is an integral part of EBP curriculum design. Establishing assessments consistent with EBP in training nurses ensures that nurses accomplish learning goals and skills. Accurate, credible evaluation tools analyze learner performance, offering valuable input to students and instructors while supporting continuing curriculum revision and enhancement (Alsayed et al., 2022). Collaboration with multidisciplinary teams and vital stakeholders is critical to include varied viewpoints and competencies in creating a curriculum. Educators can ensure that their curriculum reflects medical care’s complex and interdisciplinary nature by collaborating effectively with the nursing staff, medical providers, educational specialists, and administrative. The collaborative method allows for the development of adaptable courses that educate students on intricate nursing practices (Belita et al., 2020). Incorporating EBP, theories, and strategies in curriculum building is critical to ensuring the quality and validity of the nursing curriculum. Combining the research and EBP into the CU’s BSN curriculum ensures that nurses can deliver efficient and well-informed care.
Accreditation is essential to the acceptance and legitimacy of any academic program, particularly in medical fields such as nursing. It guarantees that educational organizations adhere to standards for providing standard education that prepares students for professional careers. CU’s BSN degree is built on the AACN’s EBEPNP theoretical model. This structure guides the design and adoption of the BSN courses, ensuring consistency with benchmark standards in nursing education (AACN, 2020). The CU’s BSN degree is approved by the CCNE, a renowned accrediting organization. It is in charge of reviewing and crediting bachelor and graduate programs in nursing throughout the United States (CU, 2024, c). The CCNE assesses nursing programs using standards to guarantee that the curriculum offers standard education.
The CCNE uses comprehensive assessment criteria to evaluate the standard and efficacy of a BSN degree. These criteria address several aspects of program administration, course design, instructor credentials, services for students, and results. CCNE examines the quality of the curriculum and the conformity of the program’s vision with the institution’s objectives, ensuring that it focuses on nursing education’s mission and values (McCormick & Sinutko, 2024). It also assesses the appropriateness of the organizational resources required to provide a quality BSN program, such as funding, infrastructure, and technology.
Faculty qualifications and assets are thoroughly examined to ensure that faculty have academic credentials, practical expertise, and constant professional growth to successfully assist in nurses’ learning. Student assistance is critical to promoting achievement and student retention. CCNE assesses their accessibility and efficacy within the program. CCNE evaluates student results to ensure that graduates are adequately prepared for beginner nursing practice, considering licensing exam success rates, employment rates, and satisfaction with work. CCNE-accredited programs indicate a dedication to continuous enhancement through efficient processes to continually evaluate and upgrade quality through input to meet the CCNE’s criteria (AACN, 2020).
Results from CCNE accreditation evaluations are crucial in driving the CU BSN program’s continual improvement approaches. These findings help identify the program’s strengths and areas for improvement. For example, the assessment identifies places where the educational material is obsolete or fails to address critical skills adequately. The program’s coursework should be updated to cover more contemporary topics, such as the latest EBP in patient care and medical technology. Moreover, suppose the evaluation findings suggest a need for more medical experiences or practical training opportunities. In that situation, program managers can consider including these features in the curriculum to equip students for actual world nursing processes. The most critical impact of evaluation findings is on student success and educational outcomes.
By resolving obstacles that impede student progress, like insufficient support or obsolete learning resources, assessment results allow the program to better fulfill the students’ needs. Feedback on student resource shortfalls would involve updating simulation tools, broadening library resources, or improving IT structure to facilitate informatics education (Labrague, 2021). The evaluation results verify that the BSN program meets the CCNE criteria. Evaluation results contribute to accreditation compliance by examining program results, faculty qualifications, and program conformance with professional standards. Resolving any concerns raised during the evaluation assures that the program retains its accreditation position and meets the demands of advanced nursing practices. Feedback on faculty performance can encourage professional growth initiatives, including training on innovative instructional approaches in healthcare (McCormick & Sinutko, 2024). The input and results from the CCNE ensure that the BSN program satisfies the criteria and certifies its quality, which is critical for attracting potential students. By responding promptly to the CCNE’s evaluation feedback and continual improvement, CU can guarantee that its BSN degree satisfies the criteria set by the CCNE.
This curriculum assessment of the CU’s BSN program extensively analyzed its adherence to accrediting criteria and adaptability to medical innovations in producing competent nurses. We recognized crucial program strengths and areas for development after conducting a thorough analysis using CCNE-established criteria. These results demonstrate that CU’s BSN program thrives in various categories, including robust curriculum design, student resources, and faculty qualification. However, the examination has identified areas for improvement, especially in incorporating innovative medical technology. By resolving this issue, CU’s BSN program is at the top of nursing education and better equips graduates with advanced skills.
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