Assessment 1: Curriculum Overview, Framework, and Analysis

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Student Name

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Capella University

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Course Name

Prof Name
PXMARCH 26, 2024
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Learning Theories and Diversity: Curriculum Evaluation

This evaluation scrutinizes Capella University's Bachelor of Science in Nursing (BSN)

curriculum, examining its structure, mission, theoretical underpinnings, and adherence to
professional nursing standards. Positioned as a foundational pathway for individuals aspiring to
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enter the nursing profession, the program aims to equip learners with fundamental skills and
knowledge essential for their roles.

Identification of Nursing Curriculum and Target Learner Population:

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The focus of this evaluation is the BSN program tailored specifically for employed nurses
seeking to advance their education by obtaining a bachelor's degree. The intended audience
comprises employed nurses holding either an associate's degree in nursing (ADN) or a diploma
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in nursing (DNP), who are motivated to elevate their roles and enhance their current skill sets.

Critique of the Mission Statement and Course Descriptions:

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Capella University's mission for the BSN program underscores the integration of a robust
understanding of nursing theories with substantial clinical exposure. This mission aims to mold
students into well-rounded and proficient healthcare professionals, reflecting the
multidimensional nature of the nursing domain.

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Integration of Professional Standards, Guidelines, and Competencies:

The course "Inter-professional Collaboration and Leadership in Healthcare" embedded within

the BSN program emphasizes effective communication, team dynamics, leadership, ethics,
patient-centered care, and quality improvement. These thematic areas are interwoven with
preceding courses, fostering a coherent and interdisciplinary approach to healthcare delivery.

Student Learning Outcomes and their Relation to Professional Standards:

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The student learning outcomes articulated in the BSN program are intricately aligned with
established professional standards, guidelines, and competencies. For instance, outcomes such
as "demonstrate proficiency in delivering safe and effective nursing care" and "apply
evidence-based practice principles in nursing care" closely resonate with the standards set forth

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by the American Association of Colleges of Nursing (AACN).

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Suggested Process for Updating Healthcare Knowledge in the Curriculum:

The process of updating healthcare knowledge entails a systematic approach involving gap
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identification, expert consultation, and needs assessment. A comprehensive literature review
utilizing databases such as PubMed, CINAHL, and Medline informs the revision of the
curriculum, integrating contemporary research findings and evidence-based practices. This
iterative process ensures ongoing relevance and effectiveness through continuous evaluation
and incorporation of stakeholder feedback.
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Explanation of the Organizing Design and Theoretical Framework:

The BSN program at Capella University is anchored in the nursing process as its organizing
design and theoretical framework. This systematic framework guides students in delivering
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patient-centered care by emphasizing key stages including assessment, diagnosis, planning,

implementation, and evaluation.
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Comprehensive Historical Overview of the Organizing Design and Theoretical Framework:

The nursing process, pioneered by Lydia Hall in the 1950s, holds significant historical
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significance. Evolving into a guiding framework for nursing education globally, it accentuates a
systematic and patient-centric approach aligned with the foundational tenets of professional
nursing.

Description of Major Concepts and their Application in the Curriculum:

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The major tenets of the nursing process—assessment, diagnosis, planning, implementation,
and evaluation—serve as the cornerstone of the curriculum. Learners engage with these
concepts through didactic coursework and clinical experiences, honing the requisite skills
essential for delivering effective and evidence-based nursing care.

Conclusion:

In conclusion, Capella University's BSN curriculum seamlessly aligns with professional

standards and the theoretical framework established by the AACN. Through iterative
refinement, the program endeavors to equip nursing students with the competencies necessary

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to navigate the complexities of the contemporary healthcare landscape.

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References
American Association of Colleges of Nursing. (n.d.). Home. https://www.aacnnursing.org/

Capella University. (n.d.). Bachelor’s RN-to-BSN Completion. Capella University.

https://www.capella.edu/online-degrees/bachelors-rn-to-bsn-completion/

Chang, Y.-Y., Chao, L.-F., Xiao, X., & Chien, N.-H. (2021). Effects of a simulation-based nursing
process educational program: A mixed-methods study. Nurse Education in Practice, 56, 103188.
https://doi.org/10.1016/j.nepr.2021.103188

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Cooke, L., Stroup, C., & Harrington, C. (2019). Operationalizing the concept of critical thinking
for student learning outcome development. Journal of Nursing Education, 58(4), 214–220.
https://doi.org/10.3928/01484834-20190321-05

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Galura, S., & Warshawsky, N. (2022). Initial evaluation of a Doctor of Nursing Practice –

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Executive track program: The development of a three-year process to implement the new AACN
Essentials. Journal of Professional Nursing, 42, 276–280.
https://doi.org/10.1016/j.profnurs.2022.07.014
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Mudd, A., Feo, R., Conroy, T., & Kitson, A. (2020). Where and how does fundamental care fit
within seminal nursing theories: A narrative review and synthesis of key nursing concepts.
Journal of Clinical Nursing, 29(19-20), 3652–3666. https://doi.org/10.1111/jocn.15420

Wong, S. H. V., & Kowitlawakul, Y. (2020). Exploring perceptions and barriers in developing
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critical thinking and clinical reasoning of nursing students: A qualitative study. Nurse Education
Today, 95, 104600. https://doi.org/10.1016/j.nedt.2020.104600
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