MSN FP 6107 Assessment 1 Curriculum Overview Framework And Analysis Essay

MSN FP 6107 Assessment 1 Curriculum Overview Framework And Analysis Essay

MSN FP 6107 Assessment 1 Curriculum Overview Framework And Analysis Essay

Curriculum Overview, Framework, and Analysis

Curricula in nursing are developed to ensure that programs meet all the requirements and have the educational content required to guide nursing educators as they teach the students. One of the considerations of a nursing curriculum is ensuring that it has the learning requirements necessary to provide holistic knowledge to the learners while addressing their different learning needs. These curricula are revised after analysis to ensure the current content meets the new healthcare knowledge standards and technology required in a program. Nurse educators should have the necessary curriculum development, analysis, evaluation, and revision skills. This paper analyzes a nursing school curriculum based on the model and the intended learner population.

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MSN-Ed Curriculum Overview and the Intended Learner Population

The selected curriculum for this assessment is a Master of Science in Nursing Education (MSN-Ed) curriculum developed by Sacred Heart University. Nursing curricula are developed differently based on the program and the skills and knowledge required for a specific nursing role. Sacred Heart University developed the MSN-Ed curriculum to facilitate the education of nursing educators by providing them with the necessary skills and knowledge.  The university is a learning institution that prepares professionals to play their roles effectively and be outstanding in the market by cultivating the necessary competencies for a particular profession.

The intended learner population is the MSN nurses who would like to specialize in education and advance their skills in nursing education facilitation. The MSN in education specialization provides learners with the necessary skills and knowledge to effectively facilitate education in dyadic settings, hospital settings, and patient education (Sacred Heart University, n.d.). The MSN-Ed curriculum in this institution is designed to strengthen MSN skills by providing advanced nursing skills to the learners and other specialized skills, such as the principles of health education and curriculum development and evaluation.

Mission Statement, Courses, and Course Descriptions

A curriculum comprises the courses that have the necessary content to make a program holistic and are necessary to provide the learners with the needed knowledge, skills, and competencies. In addition, these courses are developed to meet objectives that should be met in preparing the learners to practice in a particular field effectively. The mission statement for the MSN-Ed program is to prepare learners to excel in today’s diverse healthcare community by providing the necessary skills and knowledge to teach other nurses in academic and hospital settings through an understanding of providing education in these settings (Sacred Heart University, n.d.). The MSN-Ed curriculum of Sacred Heart University is divided into two, the Core Courses and the nurse educator specialization courses. The courses in the MSN-Ed curriculum are as follows;

NU501 Health Care Policy & Ethics for Contemporary Nursing Practice; is a core course that entails the history of nursing and medicine, analyzes the current policy development, and the implications of the past on present and future actions in nursing and healthcare (Sacred Heart University, n.d.). The course examines healthcare policy, global healthcare considerations, financing, quality and safety in care, and ethics. All nurses are supposed to be versed in the history of nursing and medicine and how the past impacts current and future practice. Therefore, this course is appropriate for the nurse educator, and the course content meets the requirements to provide knowledge on the various concepts surrounding nursing history.

NU530 Theory and Professional Roles for Contemporary Nursing Practice; the course is one of the core courses for all MSN learners, providing the foundation for advanced practice nursing. It emphasizes the role of the advanced practice nurse in the profession. The course content encompasses nursing theories, cultural diversity and competence, minimization of health disparities, and the natural, social, organizational, and biological sciences that frame nursing practice (Sacred Heart University, n.d.). According to Young and Guo (2020), nursing professionals should have the relevant skills and knowledge to work in diverse cultural environments. The course is thus relevant and vital in forming the foundation of advanced nursing, specifically the nurse educator, since it prepares the nurse educator to teach in diverse environments. However, nursing theories are numerous and entail a lot of content, and therefore need to be offered as a course on their own so that learners can have more time to master the content.

NU575 Health Care Information Systems; the core course introduces the learner to health information systems as tools for decision-making and communication in healthcare. It emphasizes preparing the learner to utilize information systems in patient care delivery effectively. The course also explores the variety of tools available to analyze quality care. The learner is also taught how to manage and evaluate healthcare information (Sacred Heart University, n.d.). According to Rao (2019), information technology has gained popularity in nursing education, mandating nursing educators to be versed in information technology modalities in nursing education. Therefore, the course is appropriate and has the necessary content required to provide knowledge on information technology in healthcare.

NU601 Principles of Health Care Research for Contemporary Nursing Practice; the core course examines the research field in relation to nursing and healthcare problems. It explores the research process in depth and provides the learner with the necessary skills to apply research. Other contents in the course include the application of critical analysis in research and statistical methods in research. These concepts are reviewed and integrated throughout the course to deepen the understanding in the context of academic settings. Coleman (2019) notes that research skills are critical for the nurse educator since research is the foundation of nursing education. Additionally, nurse educators are required to engage in constant research, thus contributing to the development of the body of knowledge. Therefore, the course is essential in preparing the MSN-Ed learners to be rounded and ready for practice.

NU602 Evidence-based Practice for Quality Care; the primary focus of this course is integrating the best current evidence with clinical expertise and patient/family preferences and values for optimal care delivery. In this course, learners are guided to critique and rate research literature for application into practice and evidence development (Sacred Heart University, n.d.). More course content entails quality improvement strategies, statistical methods and applications, and the selected research designs frequently used in practice settings. Evidence-based practice is the other foundation of nursing. Therefore, nurse educators should have the necessary skills and knowledge to integrate evidence into practice, thus being able to reciprocate the skills to the nursing students. The course is, therefore, vital for the nurse educator.

NU553 Advanced Pathophysiology; is the first specialization course in MSN-Ed, which provides the learner with in-depth knowledge of the pathophysiology of common disease states. The course entails content focusing on clinical pathology addressing alterations in major body systems, common testing used in the diagnostic process, and assessing clients across a lifespan. For the nurse educator to effectively teach pathophysiology, one of the major concepts in nursing education, they should have in-depth knowledge of the same. Therefore, the course is crucial for the nurse educator student. The course content meets the needs for understanding pathophysiology since the content covers in-depth clinical pathology.

NU554 Application of Comprehensive Health Assessment Methods; this specialization course assists in the socialization of the learner into the nurse educator role in the current health care delivery system. The course also provides the student with the skills to assess the biopsychosocial health status of clients across a lifespan through obtaining a complete and accurate health history and performing systematic physical examinations. In addition, the learner is prepared to formulate comprehensive problem lists for patients based on the data acquired from the assessment, thus refining their documentation skills and understanding the mechanisms of illness and health problems. Scammell et al. (2020) note that nurse educators should have an in-depth understanding of comprehensive health assessment, thus enabling them to teach the skills in theory and practice. The course is, therefore, appropriate for preparing the nurse educator to play their role. However, the course should include practicum hours to enable nurse educators to refine their health assessment skills.

NU558 Theoretical Basis of Teaching and Learning in Nursing Education; the course covers research-based educational theories and evidence-based teaching/learning strategies. The theories are then examined to understand their application in various settings, educational levels, and for the adult learner. The course content entails learner diversities, external issues in nursing education, and the internal and external trends impacting nursing education. Van Dyk et al. (2022) note that the nurse educator should have a verse understanding of the theoretical basis of learning and teaching, and the learning/teaching environment, to enable them to facilitate nursing education effectively. The course is therefore needed in preparing the MSN-Ed learner and has the appropriate content required to provide knowledge on the theoretical basis of teaching and learning.

NU589 Curriculum Development and Evaluation in Nursing Education; the specialization course prepares the learner to effectively design and implement curricula based on evidence-based teaching and learning theory. The content in this course majorly focuses on the curriculum development process, the role of faculty in program evaluation, and developing course objectives, content, learning activities, content delivery, and learner evaluation. The course entails two of the essential concepts in nursing education and is thus critical for preparing the nurse educator. However, curriculum development and evaluation are two broad concepts, whereby incorporating them in a single course may limit in-depth content exploration. Therefore, the course should be divided into two to provide more time for exploring these essential concepts.

NU605 Advanced Pharmacology for the Nurse Leader; the course mainly focuses on pharmacotherapeutic principles of drugs commonly used and evaluated by masters-prepared nurses across healthcare settings. The course content encompasses basic pharmacological concepts such as pharmacokinetics, pharmacodynamics, pharmacotherapeutics, and principle classifications of drugs in clinical use concerning physiologic and psychologic concepts. The role of the nurse educator in teaching patients safe and effective medication administration, assessment, and management is also emphasized. Pharmacology knowledge is a requirement for the nurse educator since it is also essential for nursing students (Gill et al., 2019). Therefore, the course is essential and appropriately developed to provide the nurse educator learner with comprehensive knowledge of pharmacology.

NU619 Principles of Patient and Staff Education; the focus of this course is to prepare the learner to play the role of facilitating education in a hospital or clinical setting (Sacred Heart University, n.d.). Course content entails theory and research-based knowledge on the design, coordination, and evaluation of patient care delivery, staff education, communication skills, collaboration strategies, and therapeutic alliance with the patient. As mentioned earlier, one nurse educator’s role is facilitating education in clinical settings. The course is, therefore, essential in emphasizing this role and preparing the learner to play it effectively.

NU690 Nursing Education Role Practicum; is the first role immersion experience in nursing education, whereby learners apply and analyze the theories, competencies, and concepts learned in the previous courses in a designated role practicum experience using a preceptor. The learner further develops an evidence-based teaching project and applies theory to practice. The course has been developed to provide the learner with experience in teaching in an academic setting, thus essential for refining the learners’ skills.

NU691 Nursing Education Role Capstone; this is the final course in the curriculum and the second immersion experience in nursing education. In this course, the student applies theories and concepts in previous nurse educator courses in a designated role practicum experience using a preceptor. The learner develops an evidence-based teaching proposal and applies theory to practice. The course has been developed to refine the learners’ skills and knowledge by developing a teaching proposal as the capstone project.

Professional Standards, Guidelines, and Competencies Incorporated in the Program

Professional nursing standards, guidelines, and competencies provide the foundation of nursing programs (Brunt & Rusell, 2022). The MSN-Ed program of Sacred Heart University has incorporated different professional standards, guidelines, and competencies. First and foremost, the professional standards and guidelines incorporated into the program include the Essential core competencies for nursing education as outlined by the American Association of Colleges of Nursing (AACN). These competencies include the ability to; facilitate learning in a healthcare environment, apply clinical expertise in the healthcare environment, function within the educational environment, and demonstrate effective interpersonal communication and collaborative interpersonal relationship (AACN, 2021).

As seen in the course descriptions above, the essential course competencies recommended for nursing educator students are adequately incorporated into the program. The particular courses that demonstrate these competencies include; NU588 and NU690- the ability to facilitate learning in healthcare environments, NU553 and NU554- application of clinical expertise in the healthcare environment, NU589, NU619, NU690, and NU691- the ability to function in dyadic settings.

Student Learning Outcomes

The MSN-Ed program of Sacred Heart University has various student learning outcomes that align with the established standards, guidelines, and competencies. The students are expected to gain the relevant skills and knowledge to play the nurse-educator role in clinical and academic settings. The other outcome is gaining skills to enhance interprofessional collaboration, research in nursing education, and moving with the current trends in providing education to learners in the hospital and academic settings (Sacred Heart University, n.d.). The students are also expected to use the acquired knowledge and skills in leading curriculum development, evaluation, and revision initiatives while working with other faculty members to improve the nursing profession.

Process Update Recommendation

Healthcare knowledge is diverse and dynamic; therefore, nursing curricula require constant updating to ensure learners get the most current and relevant content (Aul et al., 2021). The recommended process for updating the selected nursing curriculum entails three stages. The first stage is analyzing the current curriculum. The second stage entails assessing the current healthcare knowledge and curriculum based on the researched healthcare knowledge. The third stage is incorporating the identified new healthcare knowledge into the curriculum to make it up-to-date and relevant. According to Aul et al. (2021), nursing educators should research and assess the changes in healthcare knowledge since the development of the current curriculum and incorporate it to make it up-to-date. Therefore, the recommended process will enable educators to provide learners with relevant and current content, thus preparing them to work in modern healthcare.

Organizing Design and Theoretical Framework/Model

Nursing curricula are usually developed based on theoretical frameworks and models. The selected MSN-Ed program has been organized and designed based on the competency-based approach. According to Sedra and Bennani (2020), the competency-based approach/model enables learners to learn skills and advance their competencies regardless of the learning environment. The courses in this program strive to meet the competencies reflected by professional standards. The core competencies addressed by these courses include NU588 and NU690- the ability to facilitate learning in healthcare environments; NU553 and NU554- application of clinical expertise in the healthcare environment; NU589, NU619, NU690, and NU691- the ability to function in dyadic settings.

Overview/History of the Competency-Based Model

The competency-based model bases learning on specific learning outcomes. Therefore, courses and programs developed using the competency-based approach are tailored to assist learners with different learning abilities to achieve the desired student learning outcomes. Additionally, the approach enables students to learn at their own pace, regardless of the learning environment (Sedra & Bennani, 2020). The approach has been used since the 1960s and has gained familiarity and permanence. Sedra and Bennani (2020) note that the model has been developed through trial and research over time to be one of the most used models in educational institutions and programs. Similarly, in the MSN-Ed program, the approach has been used to develop the program more by clearly defining the role of the nurse educator and refining related concepts through research, thus making it specific and a stand-alone program. Student learning outcomes have been developed based on the core competencies cultivated over time.

Major Concepts of the Competency-Based Model as Applied in the Curriculum

As mentioned earlier, the competency-based model is learner-centered and outcome-oriented. These two concepts are applied to develop the courses on the curriculum. The courses in the selected curriculum are developed based on nursing competencies such as interpersonal communication, research and inquiry, and interprofessional collaboration competency. The targeted outcome in achieving these competencies is the personal and professional growth of the MSN-Ed learner, which enables them to practice their role effectively. The courses have also been developed based on the learners’ needs and requirements to become an all-rounded nurse educator in the hospital and academic settings.

Conclusion

The selected curriculum is from an MSN Education specialization program. MSN-Ed, as a program, aims at preparing nurse educators to facilitate education/instructional delivery in dyadic and clinical settings. The courses in the selected curriculum were explored and analyzed to determine whether they adequately meet the required learner needs for the MSN-prepared nurse educator. The courses are adequate and imperative for the preparation of nurses to suit academic and clinical settings. Additionally, courses are developed in line with the professional standards, guidelines, and competencies of the AANC. Nursing curricula should be regularly analyzed and updated to make the content up-to-date with the current healthcare knowledge. As discussed above, the competency-based model was applied in designing the selected curriculum.

References

American Association of Colleges of Nursing (AACN) (2021). The Essentials: Core Competencies for Professional Nursing Education. Accessed 10^th May 2023 from https://www.aacnnursing.org/essentials

Aul, K., Bagnall, L., Bumbach, M. D., Gannon, J., Shipman, S., McDaniel, A., & Keenan, G. (2021). A key to transforming a nursing curriculum: Integrating a continuous improvement simulation expansion strategy. SAGE Open Nursing, 7, 2377960821998524. https://doi.org/10.1177/2377960821998524

Brunt, B.A. & Russell, J. (2022) Nursing Professional Development Standards. In: StatPearls [Internet]. Accessed 10^th May 2023 from https://www.ncbi.nlm.nih.gov/books/NBK534784/

Coleman, P. (2019). Purpose, Quality, and Value in Critical Realist Research within Nurse Education. Nurse Media Journal of Nursing, 9(1), 103–116. https://doi.org/10.14710/nmjn.v9i1.23485

Gill, M., Andersen, E., & Hilsmann, N. (2019). Best practices for teaching pharmacology to undergraduate nursing students: A systematic review of the literature. Nurse Education Today, 74, 15-24. https://doi.org/10.1016/j.nedt.2018.11.017

Rao, B. J. (2019). Innovative teaching pedagogy in nursing education. International Journal of Nursing Education, 11(4), 176–180. https://doi.org/10.37506/ijone.v11i4.4040

Sacred Heart University (n.d.) MSN-Ed Program Curriculum. Curriculum Details. Accessed 10^th May 2023 from https://onlineprograms.sacredheart.edu/programs/masters-nursing/curriculum/

Scammell, J. M. E., Apostolo, J. L. A., Bianchi, M., Costa, R. D. P., Jack, K., Luiking, M. L., & Nilsson, S. (2020). Learning to lead: A scoping review of undergraduate nurse education. Journal of Nursing Management, 28(3), 756–765. https://doi.org/10.1111/jonm.12951

Sedra, M., & Bennani, S. (2020). Competency-based approach: Modeling and implementation. International Journal of Emerging Technologies in Learning (iJET), 15(2), 230–238. https://doi.org/10.3991/ijet.v15i02.11295

van Dyk, E. C., van Rensburg, G. H., & Janse van Rensburg, E. S. (2022). The educator as facilitator of trust in the nursing education environment. PloS One, 17(8), e0266240. https://doi.org/10.1371/journal.pone.0266240

Young, S., & Guo, K. L. (2020). Cultural diversity training: the necessity of cultural competence for health care providers and in nursing practice. The Health Care Manager, 39(2), 100–108. https://doi.org/10.1097/HCM.0000000000000294

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1 Instructions: Curriculum Overview, Framework, and Analysis

Top of Form

Bottom of Form

• PRINT
• Prepare a 5-7 page evaluation and theoretical framework analysis of a nursing curriculum of personal or professional interest.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

The nurse educator role is a dynamic, challenging, yet rewarding career choice for which many nurses have developed a passion. This course provides you with an opportunity to assess, design, implement, evaluate, and revise nursing curricula. Because health care knowledge and technology are expanding, these elements must be considered when a curriculum is built for today’s learner.

In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also need to examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

According to Iwasiw and Goldenberg (2020), curriculum design involves not only configuring courses within a program, but also deciding how those courses will be sequenced and establishing a relationship between the courses. Also, the mission, values, philosophy, and goals of the institution influence the curriculum design of the nursing program. These relationships are articulated through the strategic goals and plan, and should be clearly identifiable within the curriculum.

In addition, many institutions identify a theory or set of theories that form a theoretical foundation for their curriculum. In today’s nursing education, it is often found that the theories used as a conceptual framework are not necessarily limited to nursing theories. Theory has been borrowed from education, sociology, and psychology to form a foundation for nursing curriculum. The main point is for the institution to validate that the theory they are using for their conceptual foundation is consistent with the mission, values, and philosophy of the institution and the nursing unit.

Reference

Iwasiw, C. L., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones and Bartlett.

• • In Assessment 2, you will design a course to be included in the curriculum selected in this assessment.
  • In Assessment 3, you will examine the evaluation process used to evaluate the curriculum selected for this assessment.

Preparation

As a practicing nurse, you have been asked to present an evaluation of a nursing curriculum to a nursing leadership team at your place of employment. They are seeking input on coursework recommendations for CEU fulfillment. The curriculum you select should be of interest to you either personally or professionally.

In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. If you are currently teaching, you may wish to use the curriculum from your school or workplace. If you are not currently teaching, you may want to consider using the curriculum from your undergraduate program. If neither is an option, you are encouraged to look for a nursing curriculum you can use as a model for your assessments. One choice might be an orientation curriculum for a clinical facility.

You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• • How do the mission, values, philosophy, and goals of an institution inform the development of a nursing curriculum?
  • In your experience, what types of curriculum designs commonly used to develop nursing curricula?
  • What characteristics of the intended audience for a nursing curriculum should inform development of the curriculum?
  • What is the difference between curriculum design and a theoretical framework for a nursing program? Should both be identified?

Requirements

Your overview and analysis of the curriculum should fulfill the following:

• • Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
  • Provide the mission statement and course descriptions for all courses in a selected curriculum.
  • Describe the established professional standards, guidelines, and competencies incorporated in the program.
  • Describe the student learning outcomes of a selected nursing program.
  • Recommend a process to update health care knowledge in a selected nursing curriculum.
  • Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
  • Provide an overview of the history of a selected organizing design and theoretical framework or model.
  • Describe the major concepts of a selected organizing design and theoretical framework or model.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

Additional Requirements

• • References: Include references from at least three peer-reviewed journal articles, cited in proper APA format.
  • Length of analysis: The analysis should be 5-7 pages in length, not including the title page and the reference page, and it must follow proper APA style and formatting.
  • Appendix: You may use an appendix for appropriate material, such as individual course descriptions. The appendix will not be included in the page count for the analysis.
  • Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• • Competency 1: Examine the development of a curriculum for a nursing program.

• • • Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.

• • • Describe the student learning outcomes of a selected nursing program.

• • Competency 2: Analyze factors that impact the design of a nursing curriculum.

• • • Provide the mission statement and course descriptions for all courses in a selected curriculum.

• • • Describe the established professional standards, guidelines, and competencies incorporated in a selected nursing program.

• • Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.

• • • Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.

• • • Provide an overview of the history of a selected organizing design and theoretical framework or model.

• • • Describe the major concepts of a selected organizing design and theoretical framework or model.

• • Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.

• • • Recommend a process to update health care knowledge in a selected nursing curriculum.

• • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education.

• • • Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.