NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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Course Description, Vision, and Rationale

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

The curriculum enables employees to become skilled collaborators and function as an interprofessional team. Bullying can be reactive, proactive, goal-directed, varying in severity, and involves a power imbalance (Spadafora et al., 2022). Staff members will discover that violence can take the form of being purposely excluded from events, insulted, mocked, called names, made fun of, or bullied online through text, cell phone, email, websites, or blogs. It can also include being the target of rumors or gossip. Inappropriate sexual comments, removing someone else’s property, embarrassment in public, mocking, harassment, threats of damage, and taunting are further examples. Staff will be able to lessen the myths that bad things exclusively happen to other people, utilize critical thinking to dispel these fallacies, and develop assistance and adaptability in their communication with others (Averbuch et al., 2021).

Vision

The purpose of the course is to help nurses build logical thinking skills so they can dispel myths and become more adaptable in their interpersonal interactions. Additionally, nurses can work well with others and function as an interprofessional team, preventing remorse on the part of patients (Jiménez-Gómez et al., 2019).

Rationale

The rationale is to educate people about the bullies’ propensity for flourishing in environments where managers have little influence. Nurse supervisors are held to high standards but have little influence over daily operations. Nurses who get bullying education will be more equipped to comprehend novel circumstances. It also fosters interprofessional cooperation to handle them successfully. Even when specific nurses come and go, bullying tends to remain and becomes part of the corporate culture. As a result, setting an example of compassionate communication helps deter workplace bullying. Thus, they would be better positioned to benefit the most from bullying education (Homayuni et al., 2021).

Course Learning Objectives

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

  1. Learners will be able to understand the negative impact of bullying on the health and well-being of others and will be better equipped to effectively communicate with multidisciplinary teams to improve outcomes.
  2. Learners will be able to develop and implement a plan to prevent and address bullying in their practice setting.
  3. Learners will be able to challenge their own beliefs and myths about bullying and being bullied.
  4. Learners will be able to examine the power dynamics at play in bullying situations and evaluate the effectiveness of different intervention techniques.

BSN Program Description

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Nurse educators are prepared to achieve and lead in the healthcare industry by completing a Bachelor of Science in Nursing (BSN) degree program emphasizing teaching, evidence-based practices, and leadership. It also helps train people for the ongoing commitment to evidence-based practices, improving skills and health outcomes. It encompasses public health in nursing practices as well as humanities and physical sciences (Mthiyane & Habedi, 2018).

Program Outcomes

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

The BSN program will have various following outcomes:

  1. Upon completion of the BSN program, learners will be able to identify the specific risk factors and warning signs of workplace violence that are most relevant to the nursing profession.
  2. Learners will be able to develop and implement a plan to prevent and address workplace violence in the nursing workplace, using strategies that are tailored to the unique challenges and needs of this profession.
  3. Learners will be able to recognize the impact of workplace violence on the physical and mental health of nursing professionals and their patients and will be able to develop and implement strategies to support affected individuals (Busch et al., 2021).
  4. Learners will be able to communicate effectively with multidisciplinary teams and stakeholders in the nursing workplace, using clear and respectful language and working collaboratively to prevent and address incidents of workplace violence.

Alignment Tables

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Table 1: Learning Objectives to Program Outcomes

Number Learning Objectives Program Outcomes
1 Learners will be able to understand the negative impact of bullying on the health and well-being of others and will be better equipped to effectively communicate with multidisciplinary teams to improve outcomes. Learners will have a deep understanding of the negative impact of bullying on the health and well-being of others which will enable them to effectively communicate with multidisciplinary teams to improve outcomes. Work with multidisciplinary individuals and teams for better results.
2 Learners will be able to develop and implement a plan to prevent and address bullying in their practice setting. Interacting with everyone while fostering acquired abilities and exercising critical thought. Work with multidisciplinary individuals and teams for better results.  Put assessments and reevaluations of evidence-based bullying training into action
3 Learners will be able to challenge their own beliefs and myths about bullying and being bullied. Be polite to everyone while supportingrequired abilities and exercising critical thought Work with multidisciplinary individuals and teams for better results Put into practice evaluations and reevaluations of evidence-based bullying training.
4 Learners will be able to examine the power dynamics at play in bullying situations and evaluate the effectiveness of different intervention techniques. Respectfully interacting with everyone while fostering acquired abilities and exercising critical thought Obtain greater outcomes by collaborating with people from different backgrounds. Implement ongoing assessments of anti-bullying programs that are supported by research.

Program External Standards Alignment

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

The nurse educator makes sure students apply standards that are supported by evidence and recent data to encourage teaching (Ghasemi et al., 2020).

Several external standards and guidelines could be used to support the development of a bully-resistant education program in a nursing course. These include:

  1. The American Nurses Association (ANA) has developed a Code of Ethics for Nurses that includes a provision on bullying and incivility. The code states that nurses have a responsibility to “refrain from verbal, physical, and other forms of violence and abuse” and to “promote a culture of respect, kindness, and professionalism” (ANA, 2020).
  2. The National Council of State Boards of Nursing (NCSBN) has published a position statement on bullying, incivility, and disruptive behavior in nursing. The statement calls for the elimination of these behaviors in the workplace and recommends strategies for addressing them, including training programs and policies, and procedures (National Council of State Boards of Nursing, n.d.)
  3. The International Council of Nurses (ICN) has developed a Code of Ethics for Nurses that includes a provision on respect for the dignity and human rights of others. The code states that nurses have a responsibility to “respect the human rights of all individuals, including the right to be treated with dignity and respect” (International Council of Nurses, 2019).

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Overall, these standards and guidelines can provide valuable guidance for developing a bully-resistant education program in a nursing course and teaching students how to reduce bullying behavior. It is important to carefully review and consider these resources as you design and implement your program.

Table: 2 Learning Objectives to External Stakeholders
External Stakeholders Learning Objectives to External Stakeholders
Competencies set out by the National League for Nursing (National League for Nursing, 2020). Learners build and pursue socialization within multidisciplinary teams and individuals. Learners should be encouraged to analyze and assess their progress regularly. Educators of nurses are expected to take leadership roles while also engaging in scholarly activities 
Legal regulations set out by the American Nurses Association (ANA, 2020) American Nurses Association’s (ANA’s) perspective on the joint and individual duties of employers and registered nurses for fostering an environment free from harassment, intimidation, and violence in the workplace. Registered nurses have a professional, moral, and legal obligation to provide a safe and healthy workplace for themselves, their coworkers, patients, their families, and the communities in which they live and work. Violence of any type, coming from any source, shall no longer be tolerated in the nursing profession 
The Nursing and Midwifery Board of Australia (NMBA, 2018) Promote and protect the health, safety, and well-being of clients and colleagues (NMBA, 2018). This includes taking action to prevent and address incidents of workplace violence. The NMBA’s Continuing Professional Development (CPD) standards include participating in training or professional development activities related to workplace violence prevention Confidential information was leaked against nurses

Part 2: Memo to Department Supervisor

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

A new learning module’s introduction will be recorded in the Simulation Training and Education Lab (SiTEL), learning management system, and will be part of the annual competencies. The Bully Prevention module is intended to help nursing staff lessen workplace violence and establish a secure workplace for both staff and patients. For better education, mental health professionals, and preventative initiatives, it is crucial. Bullying incidents confirm psychological, social, cognitive, developmental, and behavioral problems everywhere, even at work (Al-Ghabeesh & Qattom, 2019). Disparities might be economical, biological, or environmental. Increasing their understanding of healthy behaviors, such as sensitivity training and anti-bullying programs, would be part of health promotion to lessen inequities. Create environments that encourage healthy behavior. For instance, it involves fostering supportive anti-bullying settings at work. (Stangl et al., 2019).

Impacts of Bullying

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Bullying may have an impact on one’s health and lead to burnout at work, which increases employee turnover rates. A victim may experience trauma, distress, low levels of self, lack of self-confidence, and difficulties with mental health like melancholy, nervousness, PTSD, insomnia, headaches, and hormonal irregularities. Additionally, they can develop cardiovascular illness, get hurt by the bully, or have other physical side effects. Bullied individuals will have reduced self-esteem and increased depression rates (Lever et al., 2019).

Significance of Bullying Education

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

When employees and patients do not feel safe and secure, social injustice has occurred. The significance of preventing bullying will improve employee engagement by lowering injuries, and harmful habits such as drug misuse, and mental health issues. The intention is to strengthen anti-bullying regulations while also reducing incidences. By promoting emotional regulation, self-awareness, the development of good social skills, and conflict resolution, one can lessen bullying (Kelly et al., 2021).

Healthy People Objectives 2023 for Bullying

There are several ways that you could incorporate this objective into a workplace violence prevention course for undergraduate students (U.S. Department of Health and Human Services, 2021). Some ideas might include:

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

  1. Introducing the Healthy People 2030 objectives: Begin the course by explaining the Healthy People 2030 initiative and the importance of setting goals and objectives for improving public health.
  2. Discussing the prevalence of workplace violence: Discuss the prevalence of workplace violence in the healthcare industry, including the types of violence that healthcare workers may encounter (e.g., physical violence, verbal abuse, sexual harassment).
  3. Exploring strategies for preventing workplace violence: Discuss evidence-based strategies for preventing workplace violence, including training programs, policies and procedures, and interventions for addressing incidents of violence.
  4. Analyzing case studies: Use case studies to help students understand how workplace violence prevention strategies have been implemented in real-world settings.
  5. Encouraging students to advocate for workplace violence prevention: Encourage students to get involved in advocating for workplace violence prevention in their communities and the healthcare industry more broadly.

Therefore, there are many ways that you could incorporate the Healthy People 2030 objective for reducing workplace violence into a course for undergraduate students (Pontes et al., 2018). 

Program Assessment and Evaluation Strategies

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

In a nursing education course on workplace violence prevention, it is important to use a variety of assessment and evaluation strategies to ensure that learners can fully understand and apply the material covered (Lopez et al., 2020; Papp et al., 2019).

  1. Self-Assessment Exercises

Self-assessment exercises, such as quizzes or questionnaires, can help learners to identify areas where they may have gaps in their knowledge or skills related to workplace violence prevention. Peer assessment activities, such as group projects or discussions, can also help learners to identify areas where they may have misunderstandings or lack of knowledge, as well as areas where they may need further clarification or support prevention (Lopez et al., 2020; Papp et al., 2019).

  1. Formative Assessments

Formative assessments, such as quizzes or exams, can be used to identify areas where learners may be struggling and need additional support or guidance prevention (Lopez et al., 2020; Papp et al., 2019).

  1. Summative Assessments

 Summative assessments, such as final exams or clinical presentations, can provide a comprehensive evaluation of learners’ understanding of the material and identify areas where further clarification or support may be needed for prevention (Lopez et al., 2020; Papp et al., 2019).

  1. Clinical Observations

Clinical observations, in which learners’ performance is observed in clinical settings, can help to identify areas where they may need additional support or guidance in applying what they have learned in real-world situations prevention (Lopez et al., 2020; Papp et al., 2019).

  1. Exit Surveys

Exit surveys, which are completed by learners at the end of the course, can provide valuable feedback on their experience and identify areas where further information or support may be needed. By using a combination of these assessment and evaluation strategies, educators can identify any knowledge gaps or areas of uncertainty and address them through additional support or resource prevention (Lopez et al., 2020; Papp et al., 2019).

Recent literature on the topic suggests that using a variety of assessment and evaluation strategies can help to ensure that learners can fully understand and apply the material covered in a course on workplace violence prevention (Lopez et al., 2020; Papp et al., 2019). This is particularly important in the field of nursing, where the ability to effectively prevent and address violence is crucial for the health and well-being of both patients and healthcare professionals. By using a variety of assessment and evaluation strategies, educators can ensure that learners are fully prepared to address bullying in their practice and create a positive and respectful work environment.

Learning Modules Designed for Bullying

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

The bullying prevention module will meet on Mondays from 08:30 to 10:30 am for a 2-hour education credit. Learners are encouraged to support their learning opportunities in their regular work environments. The following are the mission and values statements that support the module: 

  1. To enhance community health, we must first educate the public, then conduct ourselves ethically, then treat everyone with respect, including patients and other professionals.
  2. We must also work together to promote cultural diversity, clear communication, and respect for all people.

Overcoming Knowledge Gaps

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

To close the gaps in our knowledge, we will be concentrating on improving our interpersonal and communication abilities. In addition to this, converting the entire procedure to a digital format may also assist in closing the gaps. They are going to be given the assignment of doing everything as a group to not only make the process more realistic but also more participatory. Because of this, one would have strong communication abilities. In addition, nurses have access to consultative and aid services through the provision of soft resources. They might be asked to execute research skills by providing nurses with assignments that are related to the topic such as reviewing the existing literature and presenting their findings at a conferenMolina-Mula & Gallo-Estrada, 2020).

Relevant Professional Standards and Regulations

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

When it comes to training nurses to prevent and respond to bullying, they must follow several rules and laws. 

There are several rules and laws that nurses must follow when it comes to preventing and responding to bullying in the workplace. Such as:

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

  1. The Health and Safety at Work Act

 This act requires employers to provide a safe and healthy work environment for their employees, including protecting them from bullying and harassment.

  1. The Code of Ethics for Nurses 

The Code of Ethics for Nurses, developed by the International Council of Nurses (ICN), outlines the ethical responsibilities of nurses and includes provisions related to creating a positive and respectful work environment.

  1. Professional Standards and Guidelines

 Many nursing regulatory bodies and professional organizations have developed standards and guidelines related to preventing and addressing bullying in the workplace. For example, the National Council of State Boards of Nursing (NCSBN) has a position statement on bullying and incivility in nursing that provides guidance and guides educators.

  1. Employment Laws

 Depending on the country or region in which they work, nurses may also be protected by employment laws that prohibit workplace bullying and harassment.

It is important for nurses to be aware of these rules and laws and to follow them to create and respectful work environment. They should also be familiar with the policies and procedures in place at their workplace for reporting and addressing incidents of bullying.

Professional Standards

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Conversely, having professional standards in place guarantees that nurses receive a top-notch education during their college years. There are several professional standards in place that help to ensure that nurses receive a top-notch education during their college years. These include:

  1. The Accreditation Commission for Education in Nursing (ACEN)

The Accreditation Commission for Education in Nursing (ACEN) is a professional organization that accredits nursing programs at the associate, baccalaureate, and graduate levels. To receive accreditation, nursing programs must meet the ACEN’s standards for curriculum, faculty, and resources.

  1. The National League for Nursing (NLN)

The National League for Nursing (NLN) is another professional organization that accredits nursing programs. Like the ACEN, the NLN has standards for curriculum, faculty, and resources that must be met for a nursing program to be accredited.

  1. The American Nurses Association (ANA)

The American Nurses Association (ANA) is a professional organization that sets standards for nursing education, practice, and ethics. These standards help to ensure that nurses receive a high-quality education and are prepared to meet the needs of their patients.

  1. The National Council of State Boards of Nursing (NCSBN)

The National Council of State Boards of Nursing (NCSBN) is a professional organization that develops and administers licensing exams for nurses. To be licensed nurses, individuals must pass one of the NCSBN’s licensing exams, which helps to ensure that they have the knowledge and skills necessary to practice safely and effectively.

Overall, these professional standards help to ensure that nurses receive a top-notch education and are prepared to meet the needs of their patients.

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

 The undergraduate students are expected to have at least a minimum level of competence, as outlined in the standard. The nurses should have both hands-on experience and a solid theoretical foundation. Similarly, the WHO provides the structure for the standardization of learning objectives among nursing BSN programs. Every institution should be required to adhere to the same standards for its curricula. The paradigm suggests that the ideal nurse has a deeper theoretical and practical understanding of health care than the typical citizen. To obtain this essential knowledge, they will need to participate in vocational training and research-based education programs (Baker et al., 2020). No matter where in the world they may be located, all institutions should adhere to the framework. And it’s useful for nurses of every gender, sexual orientation, color, ethnicity, etc.

Conclusion

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

The purpose of this paper was to further educate nursing students by identifying and synthesizing fundamental ideas that contribute to learners’ confidence, ability, and confidence in coping with bullying. The setting in which this paper is written could be an academic institution or a professional nursing organization, that is interested in addressing bullying and creating a positive work environment for nurses. The theoretical groundwork of anti-bullying programs is designed to improve nurses’ critical thinking abilities so that they can better dispute misconceptions and adapt to patients’ changing needs. Nurses can collaborate well with other healthcare professionals and work as a team to reduce patient guilt. The idea is to raise awareness about how bullying may flourish in workplaces where management has limited sway. Managers in the nursing field are held to high standards but have little say in day-to-day operations. Nurses who receive training on bullying will have a greater capacity to adapt to unexpected situations. In addition, it encourages collaboration between different fields to find effective solutions. Bullying persists even after individual nurses leave, and often becomes institutionalized. Thus, showing empathy in the workplace through communication is a great way to prevent bullying. Therefore, they stand to gain the most from anti-bullying training.

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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