Student Name
Capella University
NURS-FPX 6107 Curriculum Design, Development, and Evaluation
Prof. Name
Date
Course Development and Influencing Factors
This assessment focuses on the introduction of a new course titled Ethics in Advanced Nursing Practices within Duke University’s Accelerated Bachelor of Science in Nursing (ABSN) program. The proposed course is designed to equip nursing students with the ability to address ethical challenges that arise in contemporary clinical and leadership settings. It emphasizes ethical reasoning, critical thinking, and evidence-based decision-making as essential competencies in modern nursing practice.
The analysis provides a clear justification for including the course, outlines its key content areas, and explains how responsibilities are distributed among faculty during development. It also evaluates both internal and external factors that shape curriculum design. Additionally, the discussion highlights how the institution’s mission, philosophy, and conceptual framework guide curriculum decisions while aligning with stakeholder expectations.
Course Description and Placement
Why is ethics education essential in nursing programs?
Ethics education plays a crucial role in preparing nursing students to recognize, analyze, and resolve complex ethical dilemmas encountered in healthcare environments. Research indicates that structured ethics training enhances professionals’ ability to manage morally challenging situations effectively (Andersson et al., 2022).
The proposed course provides students with practical tools to navigate ethical conflicts through structured frameworks and interprofessional collaboration. It promotes reflective thinking and strengthens the ability to deliver patient-centered care grounded in ethical principles.
Where should the course be placed in the curriculum?
The course is best positioned in the final semester of the ABSN program. At this stage, students have already developed foundational knowledge in clinical practice, pharmacology, and pathophysiology. This timing allows them to apply ethical concepts directly to real-world clinical scenarios.
Placing the course at the end of the program also reinforces leadership readiness and professional accountability. It aligns with Duke University’s commitment to advancing health equity and social justice, ensuring that graduates are prepared to integrate ethical decision-making into both clinical and administrative roles (Duke University School of Nursing, n.d.).
Rationale for Including this Course in the Curriculum
What are the key reasons for adding this course?
The inclusion of Ethics in Advanced Nursing Practices is justified by the increasing complexity of healthcare systems and evolving ethical challenges.
| Key Area | Explanation |
|---|---|
| Emerging Ethical Challenges | Innovations such as artificial intelligence, genomics, and resource allocation create new ethical dilemmas requiring advanced decision-making skills. |
| Moral Distress Management | Ethics education helps reduce stress, improve confidence, and support nurses in making morally sound decisions (Tavakol et al., 2023). |
| Professional Standards Alignment | The American Nurses Association (ANA) emphasizes ethical competence as a core nursing responsibility (American Nurses Association, n.d.). |
| Leadership Preparation | The course prepares students to advocate for patients, influence policy, and promote social justice in healthcare systems. |
By incorporating this course, the ABSN program strengthens its mission to develop competent, ethical, and socially responsible nurse leaders.
Topical Outline and Relationship with Existing Courses
How does the proposed course integrate with current courses?
The Ethics in Advanced Nursing Practices course complements and enhances existing courses within the ABSN curriculum by embedding ethical reasoning across clinical and leadership contexts.
| Existing Course | Ethical Connection |
|---|---|
| Nursing Care of the Childbearing Family | Informed consent, autonomy, and family-centered ethical considerations |
| Nursing Care of Infants, Children, and Adolescents | Ethical decision-making involving minors and guardians |
| Nursing Management of Adult Patients | End-of-life decisions and treatment planning |
| Gerontological Nursing | Decision-making capacity and elderly care ethics |
| Pathophysiology & Pharmacology | Ethical implications of treatment choices and medication administration |
| Leadership Courses | Ethical leadership, teamwork, and accountability |
This integration ensures that ethical principles are not taught in isolation but are embedded across all areas of nursing education.
Faculty Collaboration
Who should be involved in course development?
The development of this course requires collaboration among diverse academic and clinical stakeholders. Faculty members from nursing, ethics, leadership, and related disciplines contribute their expertise to ensure a comprehensive curriculum.
| Stakeholder Group | Role in Development |
|---|---|
| Nursing Faculty | Design course content and clinical relevance |
| Ethics and Philosophy Experts | Provide theoretical foundations |
| Clinical Preceptors | Offer real-world ethical insights |
| Curriculum Committees | Ensure alignment with program outcomes |
| Regulatory Bodies | Verify compliance with accreditation standards |
Collaboration with accrediting organizations such as the Commission on Collegiate Nursing Education (CCNE) ensures adherence to national educational standards (Lewis et al., 2022).
Internal Factors Affecting Curriculum Design
What internal elements influence curriculum development?
Internal institutional structures significantly impact how new courses are designed and implemented.
| Internal Factor | Impact on Curriculum |
|---|---|
| Organizational Priorities | Align courses with institutional goals such as leadership and ethical practice |
| Curriculum Committees | Evaluate course relevance and integration |
| Faculty Collaboration | Ensures consistency and avoids content overlap |
| Academic Review Bodies | Maintain quality and accreditation compliance |
These elements ensure that the proposed course aligns with Duke University’s academic standards and strategic objectives.
External Factors Impacting Curriculum Design
What external influences shape curriculum decisions?
External factors play a vital role in determining curriculum relevance and sustainability.
| External Factor | Influence |
|---|---|
| Funding Sources | Determine availability of resources and technological support |
| Healthcare Industry | Defines required competencies and practical skills |
| Accreditation Bodies (CCNE, AACN) | Establish curriculum standards and outcomes |
| Community Stakeholders | Ensure alignment with real-world healthcare needs |
These influences ensure that the curriculum remains current, practical, and aligned with healthcare industry demands.
Mission, Philosophy, and Framework
How do institutional values influence curriculum design?
The mission and philosophy of Duke University School of Nursing emphasize innovation, equity, and excellence in education and practice (Duke University School of Nursing, n.d.). These values guide curriculum development to ensure that students are prepared to address healthcare disparities and deliver ethical care.
The program’s philosophy supports evidence-based learning and the integration of emerging technologies. As a result, the proposed course emphasizes critical thinking, ethical reasoning, and leadership development.
The conceptual framework further ensures that courses promote professionalism, patient-centered care, and leadership—key components in preparing nurses for complex healthcare environments.
Collaboration among Internal and External Stakeholders
Why is stakeholder collaboration important?
Effective curriculum development depends on strong collaboration between internal and external stakeholders.
| Stakeholder Type | Contribution |
|---|---|
| Faculty and Administrators | Develop course structure and learning outcomes |
| Healthcare Organizations | Provide clinical insights and training opportunities |
| Professional Bodies (ANA, AACN, CCNE) | Set standards and guidelines |
| Community Partners | Ensure relevance to patient populations |
Without this collaboration, programs risk producing graduates who are unprepared for clinical practice, potentially affecting accreditation and institutional reputation.
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Conclusion
The introduction of Ethics in Advanced Nursing Practices into Duke University’s ABSN curriculum represents a strategic enhancement aimed at addressing the ethical complexities of modern healthcare. Through collaboration with faculty, healthcare institutions, and accrediting bodies, the course ensures academic rigor and practical relevance.
By integrating ethical competence into nursing education, the program prepares students to navigate challenging clinical situations, advocate for patients, and lead with integrity. Ultimately, this course supports the development of highly skilled nurse leaders committed to ethical practice, patient-centered care, and social justice.
References
American Nurses Association. (n.d.). Ethics and human rights. American Nurses Association. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/
Andersson, H., Svensson, A., Frank, C., Rantala, A., Holmberg, M., & Bremer, A. (2022). Ethics education to support ethical competence learning in healthcare: An integrative systematic review. BMC Medical Ethics, 23(1), 1–26. https://doi.org/10.1186/s12910-022-00766-z
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Duke University School of Nursing. (n.d.). Accelerated Bachelor of Science in Nursing student handbook 2024–2025. https://nursing.duke.edu/sites/default/files/documents/ABSN%20Student%20Handbook%202024-2025.pdf
Hoare, A., Hondzel, C. D., Wagner, S. L., & Church, S. M. (2024). A course-based approach to conducting program review. Discover Education, 3(1). https://doi.org/10.1007/s44217-023-00085-4
NURS FPX 6107 Assessment 2 Course Development and Influencing factors
Lewis, L. S., Rebeschi, L. M., & Hunt, E. (2022). Nursing education practice update 2022: Competency-based education in nursing. SAGE Open Nursing, 8. https://doi.org/10.1177/23779608221140774
Tavakol, N., Molazem, Z., Rakhshan, M., & Asemani, O. (2023). An educational program of reducing moral distress (PRMD) in nurses: Designing and evaluating. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04445-4