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Capella University
NURS-FPX 6107 Curriculum Design, Development, and Evaluation
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Curriculum Overview, Framework, and Analysis
This assessment provides a detailed evaluation of the Accelerated Bachelor of Science in Nursing (ABSN) program offered by the Duke University School of Nursing. The program is specifically designed for individuals who already possess a non-nursing bachelor’s degree and intend to transition into the nursing profession. It aims to prepare competent, practice-ready nurses capable of addressing complex global healthcare demands.
The analysis explores key components of the program, including its mission, curriculum design, professional standards, and expected student outcomes. In addition, it examines the conceptual and theoretical foundations that guide the program, along with its historical evolution. Recommendations are also presented to strengthen the curriculum and ensure alignment with emerging healthcare trends and innovations.
Context, Learner Population, and the Importance of the Program
Duke University School of Nursing is widely recognized for excellence in nursing education, research, and clinical practice. The institution prepares nurses through innovative and evidence-driven educational approaches that respond to the evolving healthcare landscape (Duke University School of Nursing, n.d.-a).
The ABSN program is a rigorous 16-month curriculum comprising 58 credit hours, including elective courses. It integrates academic learning with clinical practice and research to ensure graduates are well-equipped for diverse healthcare settings.
The target learner population primarily includes adult students who demonstrate strong motivation, prior academic achievement, and diverse professional backgrounds (Duke University School of Nursing, n.d.-b). Many participants are career changers seeking meaningful roles in patient care. These learners often bring transferable skills such as communication, problem-solving, and critical thinking, which enrich the learning environment.
The significance of this program lies in its contribution to addressing the ongoing nursing shortage in the United States. As healthcare systems grow increasingly complex, there is a heightened need for skilled nurses. The ABSN program responds to this demand by preparing graduates with competencies in leadership, adaptability, and evidence-based practice, thereby improving patient outcomes and strengthening the healthcare workforce.
Mission, Course Explanations, and Critical Analysis
Duke University School of Nursing’s mission centers on advancing health equity and social justice through education, research, and clinical excellence. It emphasizes leadership development and the generation of knowledge that enhances healthcare delivery globally (Duke University School of Nursing, n.d.-b).
The ABSN program employs a blended learning approach, combining online instruction, in-person classes, and clinical experiences. Structured across four semesters, the curriculum focuses on foundational nursing knowledge, leadership skills, and the integration of healthcare technologies.
The curriculum prioritizes evidence-based practice, patient-centered care, and cultural competence. Students are required to complete elective courses, allowing them to tailor their learning to specific interests (Duke University School of Nursing, n.d.-c). Core content areas include health assessment, pharmacology, pathophysiology, and population health, which align with recommended competencies for nursing education (Purabdollah et al., 2023).
Critical Analysis (Question: How effective is the curriculum, and what improvements are needed?)
The curriculum effectively integrates theoretical knowledge with clinical application and supports the development of essential nursing competencies. However, there are opportunities for enhancement. For instance, greater emphasis on emerging technologies such as artificial intelligence and telehealth could better prepare students for modern healthcare environments (Wangpitipanit et al., 2024). Additionally, incorporating advanced communication strategies, conflict resolution, and early exposure to research methodologies could further strengthen students’ readiness for interprofessional collaboration and evidence-based practice.
Professional Standards, Guidelines, and Competencies
The ABSN program aligns with established professional standards to ensure the preparation of competent nursing professionals. It is accredited by the Commission on Collegiate Nursing Education (CCNE), confirming its adherence to high academic and professional benchmarks (Duke University School of Nursing, n.d.-d).
The curriculum is guided by the American Association of Colleges of Nursing (AACN) Essentials, which outline core competencies required for nursing education (AACN, 2021). These competencies include leadership, population health, and clinical practice expertise.
Additionally, the program incorporates Quality and Safety Education for Nurses (QSEN) competencies, such as patient-centered care, teamwork, safety, informatics, and evidence-based practice. Courses like Professional Nursing: Evolution as a Leader and Community and Public Health Nursing are designed to develop these competencies.
To further clarify the integration of standards:
| Standard/Framework | Key Competencies | Application in ABSN Program |
|---|---|---|
| AACN Essentials | Leadership, EBP, population health | Embedded in core and leadership courses |
| QSEN | Safety, teamwork, patient-centered care | Applied through simulations and clinical practice |
| CCNE Accreditation | Quality assurance and curriculum standards | Ensures program credibility and compliance |
Program Learning Outcomes and Professional Standards/Competencies
The ABSN program defines several learning outcomes that align with national standards and competencies.
Question: What are the expected outcomes of the program, and how do they align with professional standards?
| Learning Outcome | Description | Alignment |
|---|---|---|
| Scholarly Development | Ability to analyze research and apply findings | AACN Essentials (EBP, research) |
| Nursing Identity and Integrity | Professionalism and ethical practice | AACN & QSEN (quality, safety) |
| Clinical Judgment and Synthesis | Application of knowledge for safe care | QSEN (teamwork, collaboration) |
| Interprofessional Teamwork | Effective collaboration with healthcare teams | AACN (interprofessional practice) |
| Leadership in Nursing Care | قيادة فرق الرعاية وضمان الجودة | AACN & QSEN (leadership, quality) |
| Cultural Sensitivity and Health Promotion | Addressing diverse patient needs | AACN & QSEN (patient-centered care) |
| Data Integration for Care Improvement | Use of data to improve outcomes | AACN Essentials (informatics, outcomes) |
These outcomes ensure that graduates are equipped with the knowledge, skills, and attitudes necessary for effective nursing practice.
The Process to Update Healthcare Knowledge
Updating healthcare knowledge within the curriculum requires a structured and continuous improvement process grounded in evidence-based practice.
Question: How should nursing curricula be updated to remain relevant?
The process begins with environmental scanning to identify emerging trends, technologies, and healthcare needs. Collaboration between faculty and clinical experts ensures that new knowledge is incorporated effectively. Simulation-based learning further enhances students’ ability to apply updated knowledge in practice (Mehdipour –Rabori et al., 2021).
Digital tools and online platforms enable real-time updates and access to current research. Feedback from students, faculty, and healthcare professionals plays a critical role in identifying areas for improvement. This iterative approach ensures that the curriculum remains aligned with evolving professional standards and prepares students for contemporary clinical practice (Cardoso, 2021).
Organizing Design and Theoretical Framework
The ABSN program utilizes a competency-based education (CBE) model, which emphasizes mastery of skills and knowledge rather than time-based progression (Lewis et al., 2022). Students advance through the curriculum by demonstrating competence in specific areas before moving to more complex concepts.
The program is also grounded in Benner’s Novice to Expert Model, which describes the progression of nursing proficiency through five stages: novice, advanced beginner, competent, proficient, and expert (Sterner et al., 2021). Students begin with foundational skills in controlled environments and gradually transition to independent clinical practice.
Historical Overview of Design and Theoretical Model
Competency-based education emerged in the early 20th century and gained prominence in the 1970s, particularly in professional and healthcare education. It emphasizes measurable outcomes and skill mastery, which are essential in ensuring patient safety (Lewis et al., 2022).
Benner’s model, introduced in 1984, complements CBE by providing a framework for understanding clinical skill development through experience. Together, these approaches support a structured and progressive learning pathway within the ABSN program.
Significant Concepts of Design and the Model
CBE focuses on clearly defined competencies, structured learning pathways, and performance-based assessments. It ensures that students demonstrate proficiency before advancing.
Benner’s model emphasizes experiential learning and clinical judgment development. Key concepts include situational awareness, decision-making, and skill acquisition (Sterner et al., 2021).
When combined, these frameworks provide a comprehensive approach to nursing education. CBE ensures competency achievement, while Benner’s model supports the development of clinical expertise, enabling students to transition effectively into professional practice.
Conclusion
In summary, the ABSN program at Duke University School of Nursing integrates professional standards, evidence-based practices, and theoretical frameworks to prepare highly competent nursing professionals. The alignment with AACN Essentials and QSEN competencies ensures that graduates are equipped to deliver safe, high-quality, and patient-centered care.
The incorporation of competency-based education and Benner’s Novice to Expert Model strengthens the development of clinical expertise. Continuous curriculum updates further enhance the program’s relevance in a rapidly evolving healthcare environment. Overall, the program plays a critical role in preparing future nurses to meet the demands of modern healthcare systems.
References
AACN. (2021). The Essentials: Core competencies for professional nursing education (pp. 1–82). American Association of Colleges of Nursing. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Cardoso, D. (2021). The effectiveness of an evidence-based practice (EBP) educational program on undergraduate nursing students’ EBP knowledge and skills: A cluster randomized control trial. International Journal of Environmental Research and Public Health, 18(1), 293. https://doi.org/10.3390/ijerph18010293
NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis
Dolansky, M. A., Dick, T., Byrd, E., Miltner, R. S., & Layton, S. S. (2024). The QSEN competency legacy threaded through the entry-level AACN essentials: Shaping the future. Nurse Educator, 49(2), 73–79. https://doi.org/10.1097/NNE.0000000000001511
Duke University School of Nursing. (n.d.-a). Educational excellence. https://nursing.duke.edu/why-duke/educational-excellence
Duke University School of Nursing. (n.d.-b). Accelerated Bachelor of Science in Nursing student handbook 2024–2025. https://nursing.duke.edu/sites/default/files/documents/ABSN%20Student%20Handbook%202024-2025.pdf
Duke University School of Nursing. (n.d.-c). Academic programs curricula. https://nursing.duke.edu/academic-programs/curriculum#absn
NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis
Duke University School of Nursing. (n.d.-d). Accelerated Bachelor of Science in Nursing student resources. https://nursing.duke.edu/student-resources/absn
Lewis, L. S., Rebeschi, L. M., & Hunt, E. (2022). Nursing education practice update 2022: Competency-based education in nursing. SAGE Open Nursing, 8(8). https://doi.org/10.1177/23779608221140774
Mehdipour –Rabori, R., Bagherian, B., & Nematollahi, M. (2021). Simulation-based mastery improves nursing skills in BSc nursing students: A quasi-experimental study. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-020-00532-9
Purabdollah, M., Zamanzadeh, V., Ghahramanian, A., Valizadeh, L., Mousavi, S., & Ghasempour, M. (2023). Competencies expected of undergraduate nursing students: A scoping review. Nursing Open, 10(12), 7487–7508. https://doi.org/10.1002/nop2.2020
NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis
Sterner, A., Ramstrand, N., Palmér, L., & Hagiwara, M. A. (2021). A study of factors that predict novice nurses’ perceived ability to provide care in acute situations. Nursing Open, 8(4), 1958–1969. https://doi.org/10.1002/nop2.871
Wangpitipanit, S., Lininger, J., & Anderson, N. (2024). Exploring the deep learning of artificial intelligence in nursing: A concept analysis with Walker and Avant’s approach. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-024-02170-x