NURS FPX 6111 Course Definition and Alignment Table Paper Example

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Assignment Brief NURS FPX 6111 Course Definition and Alignment Table Paper Example

Course: NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Assignment Title: NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Paper Assignment

Assignment Instructions Overview

In this assignment, you will develop a comprehensive course definition and alignment table for a nursing education course. Your task is to construct a course definition document that includes a course title, description, learning objectives, program description, program outcomes, and alignment of external standards or regulatory guidelines. Additionally, you will compose a memo to a department supervisor outlining the rationale behind your course design, including assessment and evaluation strategies.

Understanding Assignment Objectives

The primary objective of this assignment is to demonstrate your ability to design an effective nursing education course that aligns with program outcomes, external standards, and regulatory guidelines. You will need to articulate clear learning objectives and develop assessment and evaluation strategies to measure student achievement. By completing this assignment, you will gain insight into the importance of aligning course design with larger organizational goals and the significance of evidence-based practice in nursing education.

The Student’s Role

As a nurse educator in a local organization, you have been tasked with creating a new course for the nurse education program. You have the freedom to choose the topic and target audience for the course. Your role involves conducting research, identifying relevant healthcare issues, selecting appropriate learning objectives, and designing assessment and evaluation strategies. Ultimately, you will present a well-defined course proposal and rationale to your department supervisor, demonstrating the academic rigor and evidence-based approach behind your design.

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NURS FPX 6111 Course Definition and Alignment Table Paper Example

Part One – Course Definition and Alignment Table

Course Title:

Pediatric Nursing Ethics: Principles and Practice

Course Description

The Pediatric Nursing Ethics course is designed for nurses working in Pediatric Intensive Care Units (PICU) at Miami Valley Hospital. It provides a comprehensive overview of fundamental ethical principles and their application in clinical settings. Through this course, nurses will develop critical thinking skills essential for resolving ethical dilemmas encountered in pediatric care, ensuring patient-centered decision-making aligned with ethical standards and legal regulations (Haddad & Geiger, 2022).

Vision

The vision of the Pediatric Nursing Ethics course is to empower pediatric nurses with the knowledge and skills necessary to navigate complex ethical challenges in clinical practice. By fostering ethical competence and reflective practice, the course aims to enhance patient care outcomes and uphold professional integrity within the nursing profession.

Rationale

Pediatric nursing entails unique ethical considerations, ranging from end-of-life care decisions to advocating for the rights of vulnerable patients. Inadequate understanding of ethical principles can impede nurses’ ability to provide optimal care and may result in moral distress. Thus, this course addresses a critical need in pediatric nursing education by equipping nurses with the ethical framework required to navigate challenging situations ethically and compassionately (Schulz et al., 2023).

Learning Objectives

• Demonstrate an understanding of foundational ethical principles and theories relevant to pediatric nursing practice.
• Apply critical thinking skills to analyze and resolve ethical dilemmas commonly encountered in pediatric care settings.
• Interpret and adhere to legal and regulatory frameworks governing ethical nursing practice.
• Evaluate the ethical implications of various pediatric healthcare scenarios, including end-of-life care, medical research, and transplantation.
• Enhance communication skills to facilitate ethical discussions with patients, families, and interdisciplinary healthcare teams.
• Reflect on personal and professional values and their influence on ethical decision-making in pediatric nursing practice.

Program Description

The Pediatric Nursing Ethics course is part of the Continuing Professional Education (CPE) program offered at Miami Valley Hospital. This program aims to enhance the knowledge and skills of healthcare professionals, including nurses, through targeted educational interventions. The course aligns with the CPE program’s objectives by addressing a specific area of professional development—ethical competence in pediatric nursing.

Program Outcomes

• Enhanced ethical competence and decision-making abilities among pediatric nurses.
• Improved patient care quality and safety through adherence to ethical standards and regulatory requirements.
• Integration of evidence-based ethical practices into pediatric healthcare settings.
• Development of effective communication and interpersonal skills essential for ethical practice and interdisciplinary collaboration.
• Cultivation of a culture of lifelong learning and professional growth among pediatric nurses.

Alignment Table

Criteria to Evaluate Alignment

The alignment of assessment strategies with learning objectives and program outcomes is evaluated based on relevance, clarity, and coherence. Relevance ensures that assessment tasks address essential ethical competencies in pediatric nursing practice. Clarity focuses on the articulation of assessment criteria in straightforward language, facilitating clear understanding. Coherence ensures that assessment strategies align seamlessly with professional standards and regulatory requirements, promoting the integration of theory into practice.

Part Two – Memo to the Supervisor

To: Department Supervisor

Subject: Proposal for Pediatric Nursing Ethics Course

I am writing to propose the development of a Pediatric Nursing Ethics course as part of our Continuing Professional Education (CPE) program for nurses at Miami Valley Hospital. This course aims to address the critical need for ethical competence among pediatric nurses working in intensive care settings.

Description of the Specific Nurse Educational Setting

The course targets nurses employed in Pediatric Intensive Care Units (PICU) at Miami Valley Hospital. These nurses are responsible for providing specialized care to critically ill pediatric patients, often encountering complex ethical dilemmas in their daily practice.

Title of the Proposed Course

Pediatric Nursing Ethics: Principles and Practice

Rationale

Pediatric nurses frequently face ethical challenges related to end-of-life care decisions, parental autonomy, and advocating for the best interests of pediatric patients. Inadequate preparation in ethical decision-making can lead to moral distress and compromise patient care outcomes. Therefore, this course is essential to equip nurses with the necessary knowledge and skills to navigate ethical dilemmas effectively and ethically (Haahr et al., 2020).

Academic Reasoning Behind Evaluation Design Strategy

The evaluation design strategy includes ethical case studies, role-playing/simulation exercises, and a comprehensive certification exam. These assessment methods are chosen to ensure that nurses can demonstrate their understanding of ethical principles and their practical application in clinical scenarios. The strategies align with best practices in nursing education and are supported by scholarly literature emphasizing the effectiveness of case-based learning and simulation in developing ethical competence (Grimes, 2019).

Recommendation for Next Steps

1. Develop a detailed course outline and curriculum based on international standards of nursing education.
2. Seek approval from the educational board of nursing for the course implementation.
3. Integrate the course with technology platforms to facilitate e-learning modules and assessments.
4. Provide training to clinical educators in PICU to ensure effective delivery of course content.
5. Establish timelines for course completion and ongoing evaluation to assess its effectiveness and relevance.

Conclusion

The Pediatric Nursing Ethics course holds immense value in promoting ethical practice among pediatric nurses, ultimately improving patient care outcomes and enhancing the reputation of our institution. I recommend further exploration of this proposal and collaboration with relevant stakeholders to ensure its successful implementation.

Sincerely,

[Your Name]

[Your Position]

[Your Contact Information]

References

Brunt, B. A., & Russell, J. (2022). Nursing professional development standards. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK534784/

Grimes, M. W. (2019). The continuous case study: Designing a unique assessment of student learning. International Journal of Teaching and Learning in Higher Education, 31(1), 139–146. https://files.eric.ed.gov/fulltext/EJ1206970.pdf

Haahr, A., Norlyk, A., Martinsen, B., & Dreyer, P. (2020). Nurses experiences of ethical dilemmas: A review. Nursing Ethics, 27(1), 258–272. https://doi.org/10.1177/0969733019832941

Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK526054/

Schulz, I., O’Neill, J., Gillam, P., & Gillam, L. (2023). The scope of ethical dilemmas in paediatric nursing: A survey of nurses from a tertiary paediatric centre in Australia. Nursing Ethics, 9697330231153916. https://doi.org/10.1177/09697330231153916

Toumová, K., Havierniková, L., Kimmerová, J., Hellerová, V., Tóthová, V., & Chloubová, I. (2021). The importance of ethical codes in nursing care. Kontakt, 23(2), 83–89. https://doi.org/10.32725/kont.2021.021

Detailed Assessment Instructions for the NURS FPX 6111 Course Definition and Alignment Table Paper Assignment

Description

Construct a 1–2-page course definition with an accompanying alignment table for a nursing education course using a topic of your choice. Include a 1–2-page memo to a department supervisor that contains a rationale for the assessment and evaluation strategies you plan to use in the course.

Whenever you begin the process of designing a course, it is important to begin with the end in mind. Assessment and evaluation strategies are key elements of the design process.

• How will the course fit in with a larger organizational outcome or continuing educational requirement?
• What do you want your learners to know or do after they have completed the course?
• How will you determine whether your learners have met your learning objectives?

Program outcomes and learning objectives create a framework to help you determine the learning activities and the types of assessment that will best tell you whether your objective has been met.

Assessment Instructions

Note: The assessments in this course build upon one another and you are required to complete them in the order in which they are presented.

SCENARIO

Imagine that you are a nurse educator in a local organization. You have been asked to create a new course for your nurse education program. You have been given latitude to select both the topic and the nurse population.

Your supervisor would like you to create a course definition document that includes the following elements:

• A course title and course description.
• The learning objectives.
• The related program description and program outcomes.
• Alignment of the external standards or regulatory guidelines that pertain to the educational program offering.

This year, the department is asking all nurse educators to pay particular attention to how the evaluation and assessment design of courses help ensure that both learning and program outcomes will be met.

In addition, leadership has recognized the importance of evidenced-based practice and standards of care. To that end, at least one external national nursing standard should be aligned with the objectives for your assignment.

PART ONE – COURSE DEFINITION AND ALIGNMENT TABLE

Identify a specific health care issue, setting, and learner audience.

Your course definition should consist of the following: 

• Course description, vision, and rationale.
• The course learning objectives.
• A description of the program offering.
• The program outcomes.

Use a table to show alignment of assessment and evaluation strategies. Include the following in your table:

• Examples of assessment and evaluation tasks/assignments.
• Alignment of learning objectives to program outcomes.
• Alignment of program outcomes to external standards.

You may use (but are not required) the Course Definition and Alignment Table Template, linked in the Resources under the Capella Resources heading.

PART TWO – MEMO TO DEPARTMENT SUPERVISOR

Return to the scenario above. Compose a short (1–2 pages) memo to the department supervisor that introduces your course and supports the academic rationale behind your design.

Your memo should contain the following:

• A brief description of the specific nurse educational setting
• Title of the proposed course.
• A researched rationale that explains:
  • Your assessment of why the course is needed and how the course supports the program offering.
  • A brief description of the academic reasoning behind your evaluation design strategy.
• At least three relevant scholarly sources that support your rationale.
• Recommendation for next steps.

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