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Assessment 1: Course Definition and Alignment Table

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Student Name

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Capella University

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Course Name

Prof Name
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MAR 10, 2024
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Part One – Course Definition and Alignment Table

Course Title:
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Pediatric Nursing Morals in Clinical Practice.
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Course Portrayal:
This course is custom-made for medical attendants working in Pediatric Concentrated Care
Units (PICU) at Miami Valley Clinic. It offers a complete outline of moral standards and their
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viable application in clinical settings. Through basic reflection and critical thinking works out,
medical attendants will upgrade their thinking abilities in tending to moral difficulties usually
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experienced in pediatric consideration (Haddad and Geiger, 2022).

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Vision:
The vision for this course is to enable pediatric medical caretakers with the information and
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abilities important to explore complex moral situations in clinical practice. By lining up with moral
norms, the course expects to lift patient consideration encounters and in general medical
services quality.
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Reasoning:
Given the ethically difficult nature of pediatric nursing, teaching medical attendants on moral
principles and supporting their dynamic capacities is basic (Haahr et al., 2020).

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Learning Goals:
1. Portray the standards and hypotheses of pediatric medical services morals and apply
decisive reasoning to determine moral difficulties in clinical practices.
2. Exhibit a comprehension of legitimate and administrative structures encompassing moral
nursing care rehearses.
3. Recognize and examine moral ramifications in regions, for example, clinical examination,
end-of-life care, and transplantation.
4. Foster viable relational abilities to take part in conversations about delicate moral issues with
patients, families, and medical care associates.

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5. Think about private and expert qualities and their impact on dynamic in pediatric nursing
practice.

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Program Portrayal:
This course is essential for a Proceeding with Proficient Training (CPE) program pointed toward

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improving the information and abilities of medical care experts. It incorporates e-modules,
reproduction exercises, studios, and in-administration meetings. The focal point of the Pediatric

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Nursing Morals course is on applying moral standards, improving correspondence abilities, and
sticking to lawful and administrative structures despite moral predicaments experienced in
pediatric consideration.

Program Results:
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1. Upgraded proficient information and abilities in pediatric medical care morals.
2. Worked on clinical skill and capacity to settle on informed choices in pediatric patient
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consideration.
3. Upkeep of patient security and upgrade of medical care quality through adherence to
proficient, lawful, and administrative norms.
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4. Reconciliation of proof based accepted procedures and hypothetical information into pediatric
clinical practice.
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5. Improvement of viable correspondence and relational abilities to encourage a culture of long

lasting learning among medical care suppliers.
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Arrangement Table:
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Appraisal/Assessment Techniques | Learning Goals | Program Results | Proficient Guidelines

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Moral Contextual analyses | 1, 2 | 3, 4, 5 | Global Set of rules for Medical attendants (ICN)
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Pretending/Reproduction | 4 | 5 | ANA's Nursing Proficient Turn of events (NPD): Degree and

Guidelines of Training
Far reaching Certificate Test | 1, 2, 3 | 3 | ANA's Nursing Proficient Turn of events (NPD):
Extension and Principles of Training

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Standards to Assess Arrangement:
The standards for assessing arrangement center around importance, lucidity, and cognizance.
Significance guarantees the fundamental moral abilities in pediatric nursing practice are tended
to. Clearness accentuates direct language and unambiguous ideas reliable with proficient
norms. Cognizance guarantees targets adjust agreeably with proficient guidelines and
guidelines.

Part Two – Memo to the Supervisor

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[This part has been omitted for brevity, but it includes a proposal for an educational course for

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pediatric nurses, its relevance, alignment with program goals, evaluation strategies, and
recommended next steps.]

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References
Brunt, B. A., & Russell, J. (2022). Nursing professional development standards. In StatPearls.
StatPearls Publishing.

Cortés-Rodríguez, A. E., et al. (2021). Role-play versus standardized patient simulation for
teaching interprofessional communication in care of the elderly for nursing students. Healthcare,
10(1), 46.

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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.

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Haahr, A., et al. (2020). Nurses experiences of ethical dilemmas: A review. Nursing Ethics,
27(1), 258–272.

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Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. In StatPearls. StatPearls
Publishing.

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Schulz, I., et al. (2023). The scope of ethical dilemmas in pediatric nursing: A survey of nurses
from a tertiary pediatric center in Australia. Nursing Ethics, 9697330231153916.
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Toumová, K., et al. (2021). The importance of ethical codes in nursing care. Kontakt, 23(2),
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83–89.
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