NURS FPX 6108 Assessment 3 Curriculum Theory, Framework, and Models

NURS FPX 6108 Assessment 3 Curriculum Theory, Framework, and Models

Student Name

Capella University

NURS-FPX6108 Curriculum Overview: Design, Develop and Evaluate

Prof. Name:

Date

Description of the Selected Health Care Curriculum

The selected educational program is a structured four-week orientation designed for newly hired nurses at St. Mary’s Home, a 231-bed long-term care facility specializing in skilled nursing, rehabilitation services, and dementia care for older adults. The orientation is intended to transition novice nurses into competent practitioners capable of delivering safe, individualized, and culturally responsive care in a complex geriatric environment.

The program uses a blended instructional approach that combines classroom-based teaching, online modules, simulation laboratories, and supervised clinical practice under preceptors. This multi-method design ensures that nurses develop both theoretical understanding and hands-on clinical competence.

NURS FPX 6108 Assessment 3 Curriculum Theory, Framework, and Models

The curriculum is aligned with professional and regulatory expectations, specifically the American Nurses Association (ANA) Scope and Standards of Practice and the Centers for Medicare & Medicaid Services (CMS) requirements for long-term care facilities (Unruh et al., 2025). Core clinical priorities include safe medication management, polypharmacy monitoring, dementia communication strategies, fall prevention protocols, and wound care management.

The program is also grounded in established learning theories. Knowles’ Adult Learning Theory emphasizes that adult learners are self-directed and learn best when content is relevant to their practice. Benner’s Novice to Expert Model supports structured skill progression through experience and mentorship. Kolb’s Experiential Learning Theory further reinforces the importance of reflection and active participation in real-world scenarios (Haritha & Rao, 2024; Fındık, 2024). Together, these frameworks ensure that nurses develop clinical judgment, empathy, and ethical awareness necessary for long-term care practice.

Fundamental Organizing Design and Theoretical Framework

The orientation curriculum at St. Mary’s Home is structured using a competency-based education model. This means that learning is organized around clearly defined and measurable competencies rather than only theoretical knowledge. Each module—such as infection control, regulatory compliance, dementia care, and ethical decision-making—builds toward specific clinical performance outcomes.

The design prioritizes safe patient care, professional accountability, and person-centered practice. Competency development is continuously assessed through simulations, clinical evaluations, and reflective exercises.

Curriculum Theory, Framework, and Models

The curriculum is primarily informed by two foundational theories: Benner’s Novice to Expert Model and Knowles’ Adult Learning Theory. These frameworks guide both instructional design and learner progression.

Table 1: Comparison of Theoretical Frameworks Used in the Curriculum

NURS FPX 6108 Assessment 3 Curriculum Theory, Framework, and Models

Benner’s model supports structured professional development by recognizing that nurses evolve through stages of proficiency. New nurses begin at the novice stage, relying heavily on rules and structured guidance. Through repeated clinical exposure and mentorship, they gradually develop confidence and independent decision-making abilities (Yu et al., 2024).

Knowles’ theory complements this by emphasizing autonomy and relevance. Adult learners are encouraged to integrate prior clinical experiences into new learning situations, enhancing problem-solving and critical thinking skills (Fındık, 2024).

Together, these frameworks ensure that learning is progressive, practical, and aligned with real clinical demands in long-term care settings.

History and Major Concepts of the Selected Framework

Benner’s Novice to Expert Model, developed in 1984, is based on the Dreyfus Skill Acquisition Model. It outlines five developmental stages: novice, advanced beginner, competent, proficient, and expert. The model explains how nurses develop clinical judgment over time through experience, reflection, and mentorship.

In the St. Mary’s orientation program, this model is reflected in the gradual transition from structured learning to independent practice. For example, newly hired nurses initially follow strict protocols for medication administration and wound care. Over time, they begin to recognize patterns, anticipate patient needs, and adapt care based on clinical judgment (Yu et al., 2024).

Knowles’ Adult Learning Theory, developed in the 1970s, highlights that adult learners are motivated by relevance, autonomy, and problem-solving opportunities. The orientation program incorporates these principles through interactive learning methods such as simulation exercises, case-based discussions, and reflective journaling. These strategies help nurses connect theory to practice, particularly in areas like dementia care communication (Fındık, 2024).

Application of the Organizing Design and Theoretical Framework

The competency-based structure and theoretical frameworks are embedded throughout all stages of the orientation program. Each component of training is designed to develop measurable clinical skills aligned with ANA standards and CMS regulations (Unruh et al., 2025).

Table 2: Application of Theoretical Frameworks in Practice

Benner’s framework is visible in the structured progression of clinical responsibilities. Nurses begin with foundational tasks and gradually assume more complex patient care responsibilities under supervision (Brown, 2025).

Knowles’ approach is reflected in active learning strategies such as simulations, reflective journaling, and scenario-based learning. These methods promote deeper engagement and help nurses apply prior knowledge to real clinical situations (Fındık, 2024).

Together, these approaches strengthen clinical competence, professional confidence, and ethical practice in long-term care environments.

Conclusion

The nurse orientation curriculum at St. Mary’s Home integrates a competency-based structure with Benner’s Novice to Expert Model and Knowles’ Adult Learning Theory to support structured professional development. This combination ensures that new nurses acquire both technical proficiency and the interpersonal skills required for high-quality geriatric care.

Through experiential learning, mentorship, and reflection, nurses gradually build confidence, clinical judgment, and ethical awareness. The program aligns with national standards and regulatory requirements while promoting continuous learning and professional growth. Ultimately, this structured approach improves workforce readiness, enhances retention, and strengthens patient outcomes in long-term care settings.

References

Fındık, L. Y. (2025). Adult learning theories. In Exploring adult education through learning theory (pp. 29–54). IGI Global. https://doi.org/10.4018/979-8-3693-5812-2.ch002

Brown, C. K. (2025). Novice to expert nursing theorist: Patricia Benner. The Art of Nursing: Humanizing Healthcare. https://open.ocolearnok.org/artofnursing/chapter/chapter-4-skill-of-involvement/

NURS FPX 6108 Assessment 3 Curriculum Theory, Framework, and Models

Haritha, G., & Rao, R. (2024). A holistic approach to professional development: Integrating Kolb’s experiential learning theory for soft skills mastery. Journal of Engineering Education Transformations, 415–424. https://journaleet.in/index.php/jeet/article/view/2426

Unruh, M. A., Carney, J. K., Moreno, A., Sulmasy, L. S., et al. (2025). Optimizing ethical care, quality, and safety in long-term services and supports: A position paper from the American College of Physicians. Annals of Internal Medicine. https://doi.org/10.7326/annals-24-03641

Yu, H., Chen, Y., Wu, L., Wang, L., Lai, Y., & You, A. (2024). Construction and implementation of hierarchical management system for specialist nurses based on Patricia Benner’s theory. Frontiers in Medicine, 11(11). https://doi.org/10.3389/fmed.2024.1472384