NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis

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A nurse educator, a pivotal figure in the nursing education system, grapples with numerous challenges and bears significant responsibilities. Their understanding of curriculum development is crucial in shaping the future of well-trained nurses. This paper delves into the conceptualization and evaluation of the analysis procedures of a nursing curriculum, a vital component of the nurse education system. As Iwasiw and Goldenberg (2020) assert, curriculum development is more than just course formation; it involves course chaining – the process by which one course follows another and the formation of interrelation between them.

Identification of Nursing Curriculum

Intended Learner Population: The BSN degree program targets individuals who wish to become certified RNs and those who require sophisticated and thorough knowledge and expertise in nursing practice, theory, and research (AACN, 2020). The program commonly aims at the diploma entry, the high school leavers, and any other persons with earlier education and experience in health care who would like to pursue a baccalaureate degree in nursing.

Rationale for Selection: The following reasons put the BSN program at a very important position in the nursing education system. Firstly, there is a shift in meeting present-day requirements of healthcare delivery systems where there is growing sophistication in patient care, hence the need for enhanced educational attainment of the nurse. In previous studies, factors such as the education level of the nursing staff have been linked to patients and particular hospital results which are improved by having BSN-prepared nurses. As a result, a significant number of healthcare organisations have implemented policies that promote or mandate BSN preparation for nursing staff.

Mission Statement and Course Descriptions

NURS FPX 6107 Assessment 1 overall purpose of the BSN program at XYZ University is to prepare compassionate and competent nurses with the foundational knowledge, skills, and values that will enable him/her to deliver safe, quality and evidence-based care to individuals, families and communities throughout the human lifecycle. Stemming from cultural sensitivity and gender and racial equality imperatives, our program enables graduates to assume the progressive rolled-out healthcare demands in a socio-culturally diverse society and advocate for health equality across the populace (AACN, 2020). The curriculum has linked various courses that enable the student to acquire extensive knowledge of nursing practice.

NURS FPX 6107 Assessment 1  Curriculum Overview, Framework, and Analysis

“Nursing Practice for Contemporary Health Care (NURS 101)” is the first course to provide students with primary knowledge about foundational concepts and principles of nursing practice that includes history of nursing, the roles of nurses, ethics in the nursing profession and an array of basic and general nursing competencies (Iwasiw & Goldenberg, 2020). This present course equips the student with the fundamentals required in entering the nursing field; “Health Assessment and Promotion (NURS 201)” deals with the ideals of health and approaches towards the assessment of the health needs of individuals throughout the theatre of their lifetime. They acquire the modes of executing physical assessment, health history and health screening methods (Iwasiw & Goldenberg, 2020). To qualify, the course should cover all the key competencies for nursing practice, yet there is room for improvement in providing more practice time for students should this prove necessary.

Established Professional Standards, Guidelines, and Competencies

Provide information on the following: Implementation of Professional Standards, Guidelines, and Competencies. XYZ University’s BSN program aligns with the current professional standards, norms, skills and scopes of practice for the academic program as outlined by the relevant bodies that accredit the program, societies and boards. These standards and competencies set the requirement for nursing education programs as well as nursing practice to make sure that graduates can practice nursing safely and meet their duty of nursing professionals to give standard and satisfactory care to a variety of clients.

Professional Standards and Guidelines

Evaluating the BSN program regarding the accreditation rules of ACEN and CCNE will show that the program complies with the regulations. These accrediting bodies have high standards of Nursing programs with respect to curriculum, nurses teaching faculty, student performance and program annual reviewed outcomes (ACEN, 2019; CCNE, 2018). NURS FPX 6107 Assessment 1 Indications of the conformity with these standards are in the accreditation of the program as this gives outsiders a clue on quality program delivery as well as degree of conformity to professional standards.


Pederson indicates that competencies of BSN have been designed based on the professional nursing bodies’ standards, which include the American Nurses Association (ANA), The National League for Nursing (NLN) and the American Association of Colleges of Nursing (AACN). These competencies embrace any aspect of knowledge, skills, and attitudes that should be possessed by nurse practitioners and are applicable to a variety of practice areas and with clients from all phases of life (ANA: 2015; NLN, 2019; AACN: 2020). Examples of competencies included in the BSN curriculum may include:

Patient-Centred Care: The Standards of Practice C-2: Cultural Perspectives, Care Coordination, and D-4: End-of-Life Care articulate the provision of culturally sensitive care that focuses on patients’ autonomy and choice and demonstrates the client/family’s preference.

NURS FPX 6107 Assessment 1  Evidence of Inclusion

An indication of the integration of professional standards, guidelines and competencies into the contents of the BSN program can be reviewed from documents such as the program’s handbook, syllabi of the courses offered and the course curriculum maps. These instruments commonly include Program/Course Goals and Outcomes, and possible forms of assessment that correlate to various professional prototypes. Further, faculty members immediately include the professional standards and competencies in the courses, assignments and clinical practice for students to be able to receive education and evaluation that is in harmony with existing proficiency standards.

Student Learning Outcomes

The Bachelor of Science in Nursing (BSN) program at XYZ University has identified the following student learning outcomes that prescribe the expected knowledge, skills, and competencies of students at the end of this program. Specific to SLO development, there are several domains for the practice of nursing and the professional standards and guidelines, as well as competencies, that relate to them. NURS FPX 6107 Assessment 1 is consistent with the professional nursing standards for clinical practice and accredits BSN programs with a focus on the clinical practice of nursing and competencies of graduates, such as the AACN Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2020).

The Process to Update Health Care Knowledge

Recommendation: The following is the outline of the Continuous Professional Development (CPD) Program.

Needs Assessment: The program will initiate a needs analysis to determine what areas of information and knowledge faculty and learners lack. This may, therefore, entail administering questionnaires, interviews, and documentation of best practices and recommended procedures (AACN, 2020).

Curriculum Integration: Based on the needs assessment results, the areas of need will be addressed through curricular updates and revisions. This may require changing what is taught in a course, modifying how the material is taught, and ensuring that what students are expected to learn at the end of the course meets current healthcare education benchmarks (AACN, 2020).

Professional Development Activities: The proposed CPD program will ascend to trying to propose a number of professional development activities that will help faculty and students. Such activities may include workshops, seminars, webinars, conferences and online courses that will cover the new trends in healthcare delivery systems, the best practices in clinical settings and the new discoveries in nursing science (AACN, 2020).

NURS FPX 6107 Assessment 1  Justification for Selection

Promotes Lifelong Learning: This CPD program promotes continuing education among faculty and students that is consistent with the best practices advised by professional associations of nurse educators and requirements that pertain to continuing professional development (AACN, 2020).

Tailored to Needs: The need assessment component guarantees that the CPD program meets the nurse’s needs among the gaps in the curriculum, thus making the curriculum more relevant and comprehensive.

Flexible and Accessible: Thus, activities like workshops, seminars, and online CPD courses were more convenient for the faculty and students, as they could participate at their own convenience.

Organizing Design and Theoretical Framework

NURS FPX 6107 Assessment 1 discusses how these strategic approaches facilitated the organising design and the development of the theoretical framework in the nursing curriculum. The proposed total curriculum and theory of the curriculum or theory for organising the national curriculum all refer to key concepts that define the composition, form, and content of a nursing curriculum. They help organise subject matters, teaching and learning strategies, and delivery patterns. To illustrate the understanding of these elements within the framework of a selected curriculum, let us consider an example of a nursing curriculum.

Organizing Design: Concept-Based Curriculum

The chosen nursing curriculum is based on an organising framework that groups content by major nursing concepts rather than categories such as language arts and sciences. Fundamentals of care principles remain a core component of this design since they serve as a basis for the practical integration of the subject matter that students process and analyse (Giddens, 2019).

Example: However, in the concept-based curriculum, the notion of “pain management” acts as a unifying concept integral for such an approach. It is interwoven in curriculum-based concepts and is inculcated in all courses and clinical experiences taught to the students. For instance, students can acquire knowledge about the physiology of pain in the anatomy and physiology classes, and discover the principles of pain assessment and management that are supported by evidence in pharmacology and medical-surgical nursing courses; they can Practice the application of principles of pain management in clinical clinical. This way, students receive a more comprehensive picture of pain management and possible strategies for its mitigation not restricted to a single specialisation.

Theoretical Framework: Note: According to the definitions of Paragraph 3, the theory that can fit like a glove with the given framework of gendered television is Social Learning Theory(NURS FPX 6107 Assessment 1).

The theoretical orientation that informs the selected nursing curriculum is the Social Learning Theory, which posits observed learning, imitation, and reinforcement as vital components of – and key factors in experiencing behaviour change. This theory asserts that knowledge acquisition cannot only be fostered through direct involvement but also through observation and emulation of other people across various aspects of life (Bandura, 2019).

Example: Nurses use Social Learning Theory in nursing curricula in various capacities with a view of enhancing student learning. For example, clinical rotations afford students with chance to learn from skilled nurses and emulate their clinical skills, communication patterns, and proper demeanor. Essential to accounting for students’ exposure to role models is noting that preceptorship experiences result in actual reinforcement and feedback from clinical mentors. Further, it helps in undertaking real-life care of patients through caring simulation exercises since students are able to assess their own learning performance relating to the kind of practice that they have undertaken have been done, and understand their gaps and need for improvements.

Selected Organizing Design and Theoretical Framework

The idea to integrate nursing education into a concept-based curriculum has taken a long time to develop several decades due to the growing demand for a new qualitative approach in nursing education. The Australian nursing curricula based on the subject approach of teaching was a common feature of traditional course work whereby content was grouped according to categories of nursing disciplines or courses such as medical surgical nursing, pharmacology among others, While the new curriculum, which is based on what has been termed as the concept-based curriculum is an approach to organising content around knowledge or concepts rather than subjects or courses (Iwasiw & Goldenberg, 2020).

Historical Context: Curriculum based on the concept The concept-based curriculum approach can be traced back to the works of nursing theorists such as Patricia Benner, who, in her book “From Novice to Expert”, established a framework to understand nursing as a conceptually rich discipline that requires a definite conceptual approach. However, the shift towards the adoption of concept-based curriculum became more pronounced at the beginning of the 21st century, particularly as it was realised that the traditional curricula failed to prepare students to meet the demands of the current healthcare practice.

Pertinent Aspects of the Curriculum: When it comes to the historical development of the idea behind implementing curriculum for the selected type of nursing, the concepts of implementation with an emphasis on combining fundamental knowledge and practical clinic applicability are especially relevant. The curriculum is also structured around major nursing concepts like “Health Promotion,” “NURS FPX 6107 Assessment 1 Patient Safety,” and “Evidence-Based Practice,” so students tend to be able to see how things interconnect and how concepts of one course intersect with those of another discipline and apply them to clinical applications as well as effectively problem-solve.

Major Concepts of AACN

The revised curriculum model of concept-based Teaching and Learning means arranging content into the usually thought of as nursing rather than subject areas. This approach is intended to help students to develop a better understanding and improvement of critical thinking skills, as well as expand their clinical practices and experience since the identified concepts are introduced as a combination of theoretical knowledge and practical experience (Iwasiw & Goldenberg, 2020).

Major Concepts

NURS FPX 6107 Assessment 1 Conceptual Clarity: This learning model enhances the mastery of the needed concepts pertinent to the nursing profession through the development and implementation of a conceptually coherent curriculum that provides adequate and relevant concept definition and clarification. Thus, core concepts contribute to Students’ formation of a frame of reference that can be used to make connections between concepts within various areas of nursing discipline.

Integration of Content: The other aspect relevant to the CC is the subject integration throughout the curriculum in content areas and clinical practicum. In contrast to the linear approach that separates knowledge into separate theoretical domains, the curriculum serves to have the student make links and realise that there is more than a mere association between different nursing concepts. This allows for more comprehensive learning of nursing practice since various aspects of nursing are interrelated, and a student is equipped to handle various issues that threaten the healthcare sector.


In NURS FPX 6107 Assessment 1, has aimed to articulate the evaluation and theoretical perspective of a specified nursing curriculum with specific attention paid to the organising design, theoretical foundation and component parts of the proposed curriculum. A review of the curriculum mission statement, course offerings, relevant standards, SLOR and theoretical framework assist in identifying that the current curriculum contributes towards the changing needs of nursing education and practice. In line with this, the concept-based organising of the curriculum that is a focus in the institutional design for learning and teaching addresses these challenges through a focus on foundational knowledge and clinical thinking and application, as well as comprehensive thinking. This helped in categorising content based on common nursing concepts and integrating courses and comprehension of clinical experience, essentially empowering students to handle complex healthcare dilemmas and practice the delivery of patient-centred care to a range of population groups.


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