Directions:University of Rio Grande, Rio Grande Ohio. Associates Degree in Nursing.
Do a curriculum analysis that is accredited by a national nursing organization. You may choose a program you are familiar with or search for a program on the web that has resources needed to complete the assignment, i.e., Faculty or Nursing Program Handbook, published philosophy, curriculum framework, nursing competencies, and end of program outcomes.
Write a brief 3-5 page paper depicting the components of the chosen curriculum included below.
Name and location of the college or University-at-large and name of the nursing college or school of nursing
Discuss key components of the Mission or philosophy statement for the college or university-at-large
Discuss the key components of the nursing faculty philosophy statement. Identify whether one or more adult learning theories were included in the faculty beliefs about teaching and learning.
Identify the major concepts in the conceptual framework of the school or college of nursing. Include a graphic if it is available.
Discuss the nursing competencies expected to be achieved by currently enrolled students and the terminal nursing program objectives (or outcomes) expected of students upon graduation.
Nursing Curriculum Analysis Paper
Student’s Name
Institutional Affiliation
Course
Instructor’s Name
Date
Nursing Curriculum Analysis Paper
Curriculum plays an integral role in education to ensure students get the knowledge they need. A well-designed curriculum provides teachers and students with a measurable plan for delivering quality learning (Keating et al., 2018). The curriculum determines the learning outcomes learning standards, outcomes, and core competencies that students must achieve or demonstrate before advancing to the next level. Teachers often play a significant role in developing, implementing, evaluating, and revising curricula accordingly (Keating et al., 2018). In that regard, this paper presents an analysis of a BSN nursing handbook for Arizona State University.
Name and location of the college or University-at-large and name of the nursing college or school of nursing
The name of the university is Arizona State University. The nursing school is the Arizona State University College of Nursing and Health Innovation. Arizona State University (ASU) is a public institution founded I885 (ASU, 2022). Arizona State University Tempe campus is the main campus of ASU, located in Phoenix. The other four campuses include the Downtown Phoenix campus, Polytechnic campus, West campus, and Havasu Colleges at Lake Havasu City. By the fall of 2020, ASU had a total undergraduate enrollment of 63,124. The university is situated in urban areas and the campus size is 2009 acres (ASU, 2018). The BSN program is offered in various campuses such as Downtown, ASU at Lake Havasu, ASU at The Gila Valley, as well as Online, under the ASU Edson College of Nursing and Health Innovation.
Discuss key components of the Mission or philosophy statement for the college or university-at-large
Arizona State University is governed by the charter and goals that it aims to achieve. The charter states that ASU is measured not by who they exclude but rather by who they include and how they succeed, advancing research and discovery, and assuming essential responsibility for the social, economic, cultural, and health of communities it serves (ASU, 2018). This charter tells colleges or faculties that concepts align with their mission including inclusion, student success, public values, community impact, leadership, and academic excellence. Goals for the entire college include demonstrating leadership in enabling academic excellence and accessibility, standing out nationally in academic quality, impacting the community, and making ASU the leading global center for research.
Discuss the key components of the nursing faculty philosophy statement. Identify whether one or more adult learning theories were included in the faculty beliefs about teaching and learning.
The faculty is the College of Nursing & Health Innovation (CONHI). The faculty philosophy and belief embrace that of Arizona State, which is to remain committed to the exchange of knowledge and pursuit of wisdom within an atmosphere of intellectual honesty and freedom (ASU, 2022). The faculty believes that the core of nursing education and nursing practice and environment, client, health, ad nursing and also includes adherence to their definitions and assumptions. The faculty’s belief to exchange knowledge in an enabling environment is in line with Malcolm Knowles’s popularized concept of andragogy (Dyson & McAllister, 2019). This suggests that adults need to know why they should learn something, they need internal motivation, and they are self-directed (Dyson & McAllister, 2019). The adult learning theory also suggests that adults bring prior knowledge and experience to form the basis of their learning and that they benefit more from the task-oriented learning that correlates with their own realities.
Identify the major concepts in the conceptual framework of the school or college of nursing. Include a graphic if it is available.
The conceptual framework was derived from the nursing philosophy. The major concepts in the conceptual framework include client, environment, health, and nursing. The concept focuses on the unification and interaction that exists between the concepts (ASU, 2018). Linked together in interaction, client, environment, health, and nursing are perceived as synergistically acting together in dynamic and mutually influencing each other. The client represents individuals, families, communities, and population groups. Clients have psychological, social, cultural, biophysical, and spiritual dimensions making up the internal environment (ASU, 2018). They interact with the external environment to influence health. Hence, health is a dynamic process that includes both wellness and illness. Nursing, on the other hand, is the interactive process that which nurses and other health workers collaborate with clients to provide care for clients and improve healthcare (Leighton et al., 2021). The purpose of nursing is the promotion, maintenance, and restoration of the health of clients.
Discuss the nursing competencies expected to be achieved by currently enrolled students and the terminal nursing program objectives (or outcomes) expected of students upon graduation.
Students are expected to demonstrate a comprehensive understanding of the relationship between client, health, environment, and nursing. They should design and deliver comprehensive therapeutic nursing care in collaboration with other care workers, individuals, families, groups, and communities (ASU, 2018). Students should provide competent, safe, innovative, and effective nursing care using principle-based teaching, communication, informatics, management, and therapeutic skills. Also, students are expected to design their own professional practice focusing on disease prevention, risk reduction, and health promotion (Leighton et al., 2021). They should display responsibility and accountability, be able to critically appraise research, and display appropriate personal and leadership characteristics.
Conclusion
The curriculum is an important component of nursing education because it guides the entire learning process. This paper presented the analysis of a BSN nursing handbook for Arizona State University. The faculty is the Edson College of Nursing & Health Innovation (CONHI). The faculty believes that the core of nursing education and nursing practice and environment, client, health, ad nursing and also includes adherence to their definitions and assumptions. The major concepts in the conceptual framework include client, environment, health, and nursing. The curriculum outcomes have also been discussed.
References
ASU. (2018). ASU College of Nursing and Innovation: BSN Nursing Handbook https://nursingandhealth.asu.edu/sites/default/files/2018-19-bsn-student-handbook.pdf
ASU. (2022). Innovation powers the New American University in creating the next generation of leaders. https://www.asu.edu/about
Dyson, S., & McAllister, M. (2019). Routledge international handbook of nurse education. Milton: Routledge.
Keating, S. B., DeBoor, S. S., & Keating, S. B. (2018). Curriculum development and evaluation in nursing education. Springer Publishing Company.
Leighton, K., Kardong-Edgren, S., McNelis, A. M., Foisy-Doll, C., & Sullo, E. (2021). Traditional clinical outcomes in prelicensure nursing education: An empty systematic review. Journal of Nursing Education, 60(3), 136-142. https://doi.org/10.3928/01484834-20210222-03