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NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Student Name

Capella University

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name:

Date

Part One – Course Definition and Alignment Table 

Course Title

Integrative Nursing: Comprehensive Approaches to Patient Care

Course Description

This course is developed for Bachelor of Science in Nursing (BSN) students at the Florida State University College of Nursing to provide them with an all-inclusive understanding of integrative nursing practice, which is a combination of traditional and evidence-based practices (EBP) to provide holistic, patient-centered care and promote overall well-being (Frisch & Rabinowitsch, 2019). The description assumes that students have foundational knowledge about conventional nursing. Moreover, it is presumed that cultural diversity and ethical considerations are essential components of nursing education. 

Vision

We envision nurturing efficient nursing leaders who incorporate evidence-based holistic care in nursing practices to provide patient-centered, modern healthcare. The students will symbolize transformative leadership to contribute to healthcare progressions and improve patient outcomes in various healthcare settings. 

Rationale

Integrative nursing is essential as it focuses on improving the health outcomes and well-being of individuals, their families, and communities. These nursing practices are essential for reducing healthcare costs, improving patient satisfaction, and enhancing quality of life (Ilgaz & Gözüm, 2019). Thus, this course is imperative in addressing the demand for holistic care by preparing well-rounded nursing staff. Additionally, the course exemplifies the university’s commitment to excellence and innovation in nursing education. 

Learning Objectives 

Several learning objectives are instrumented to empower nursing students and interlink integrative nursing principles with practice. The students will be able to: 

  1. Demonstrate understanding of integrative nursing principles and practices.
  2. Apply holistic patient care skills and formulate comprehensive care plans.
  3. Examine and integrate evidence-based complementary treatments into patient care.
  4. Engage in collaborative interprofessional practice, showing teamwork and effective communication. 
  5. Analyze and solve complex patient scenarios, showcasing critical thinking abilities in integrative nursing. 

Program Description 

The BSN program is a broad undergraduate curriculum, cultivating well-trained, professional nurses for clinical areas. The program equips learners with theoretical knowledge and clinical competencies embedded in evidence-based practice. The program highlights comprehensive patient care, aligning seamlessly with the ‘Integrative Nursing: Comprehensive Approaches to Patient Care’ course. This correlation acknowledges nursing education and practice standards, preparing well-trained nurses to navigate the evolving healthcare landscape. 

Program Outcomes 

  • Graduates will efficiently apply EBP to deliver effective and safe patient care. 
  • Exhibit clinical reasoning and critical thinking abilities in patient care scenarios. 
  • Demonstrate effective interprofessional communication and collaboration to optimize patient outcomes.
  • Foster cultural competence and patient-centered care for diverse populations.
  • Demonstrate leadership qualities and commit to ongoing professional development in the dynamic nursing field.

Alignment Table 

Assessment/Evaluation Strategies
Learning Objectives
Program Outcomes
Professional Standards

Case Study Analyses and Presentations: 

According to Seshan et al. (2021), case study analysis in nursing education effectively assesses students’ knowledge and understanding of theoretical concepts through practical application. It simulates real-world scenarios and encourages students to think critically and utilize their decision-making abilities to solve complex patient scenarios. 

Apply holistic patient care skills and formulate comprehensive care plans.



Analyze and solve complex patient scenarios, showcasing critical thinking abilities in integrative nursing. 

Graduates will efficiently apply EBP to deliver effective and safe patient care. 



Exhibit clinical reasoning and critical thinking abilities in patient care scenarios. 











The professional standards established by the American Association of Colleges of Nursing (AACN) are aligned with the program outcomes, particularly for case study analyses. Specifically, the AACN Essential IX elaborates that the baccalaureate graduate must demonstrate clinical reasoning and judgment skills to provide patient-centered, high-quality care (Savin & Newberry, 2023). 

Community Health Project:

Students develop and implement a community health project in groups. This project integrates theoretical concepts of integrative nursing to address specific community health issues. This project exemplifies the real-world application of theory into practice, emphasizing holistic patient and community care. 

Demonstrate understanding of integrative nursing principles and practices.


Apply holistic patient care skills and formulate comprehensive care plans.


Examine and integrate evidence-based complementary treatments into patient care.

Graduates will efficiently apply EBP to deliver effective and safe patient care. 



Foster cultural competence and patient-centered care for diverse populations.






The community health project and program outcomes of patient-centered care in diverse populations align with QSEN competencies. This community-focused initiative follows two primary competencies – patient-centered care and quality improvement (Ferro & Yoder, 2023). Through these projects, students will employ integrative nursing principles to address specific health issues, promoting quality and safety in community settings. 

Objective Structured Clinical Examination (OSCE):

Bijayalaskhmi (2022) claims the effectiveness of the OSCE exam in assessing the understanding and clinical competencies of nursing students in all courses. Moreover, OSCE evaluates students’ ability to perform holistic assessments and formulate care plans in simulated clinical scenarios, aligning with clinical reasoning objectives. 

Apply holistic patient care skills and formulate comprehensive care plans.


Analyze and solve complex patient scenarios, showcasing critical thinking abilities in integrative nursing. 



Graduates will efficiently apply EBP to deliver effective and safe patient care. 



Exhibit clinical reasoning and critical thinking abilities in patient care scenarios. 

OSCE aligns with AACN Essential III, emphasizing clinical judgment and evidence-based practices to provide effective patient care (Savin & Newberry, 2023). OSCE offers a structured environment for students to demonstrate their ability to integrate theories into hands-on clinical scenarios, exhibiting critical thinking abilities to develop comprehensive care plans. 

Knowledge Gaps/Missing Information

Several knowledge gaps and missing information are embedded in the choice of strategies. Particular details about the diversity among the learner population would have assisted in customizing case studies and OSCE scenarios to resonate with the students’ backgrounds and experiences. Moreover, information on the existing sequence of courses would inform the alignment of assessment strategies, ensuring they balance and reinforce the overall learning objectives.

Criteria to Evaluate the Quality of Alignment

The criteria to evaluate the alignment table is a three-pronged approach – clarity, specificity, and relevance. It is essential to ensure that the learning objectives, program outcomes, and professional standards are aligned with the level of cognitive complexity expected from the students (clarity). Moreover, examine if the learning objectives collectively cover the breadth and depth of program outcomes and professional standards (specificity). Additionally, verify that the assessments align with the learning objectives and the intended program outcomes (relevance). The alignment table for our course is of top-notch quality, as a clear progression is depicted between the three components using similar words. Moreover, it demonstrates an interconnected and comprehensive educational route that prepares students for future clinical practices. 

Part Two – Memo to the Supervisor

Dear Supervisor, 

I am writing to provide an overview and assessment of the Integrative Nursing: Comprehensive Approaches to Patient Care course for nursing students enrolled in the Florida State University College of Nursing. This course is offered under the Bachelor of Science in Nursing (BSN) program, which equips students with theoretical concepts and clinical skills grounded in evidence-based and integrative nursing practices to provide holistic, patient-centered care in future clinical settings. Our College of Nursing is known for its commitment to innovative healthcare education, aligning with the objective of the course to enhance students’ understanding of integrative nursing practices. 

This course is imperative for several reasons. Ilgaz & Gözüm (2019) present in their study the importance of integrative nursing practices in delivering cost-effective care, improving patient outcomes, augmenting patient satisfaction levels, and enlightening the quality of life for individuals and their communities. Another literature review by Frisch & Rabinowitsch (2019) mentions that integrative nursing addresses the evolving needs of patients and provides holistic care connecting the mind, body, and spirit. Such a course is essential to prepare nursing students to integrate conventional and holistic approaches, fostering patient-centered care.

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

The course assessment strategies such as case study analyses and presentations, community health projects, and OSCE exams align with program outcomes and professional standards to understand the principles of integrative nursing and apply them in patient care through clinical reasoning and critical thinking abilities, providing patient-centered, quality care. While case studies help integrate theory into practical application, enabling students to think critically and form decisions (Seshan et al., 2021), community health projects are essential to address specific health issues, fostering community-centered care for diverse populations (Ferro & Yoder, 2023). Lastly, the OSCE exam provides a structured platform for students to use clinical reasoning and integrate it into simulated patient care scenarios, preparing them for future clinical settings. 

I recommend regular reviews and updates for the following steps to align the course with emerging healthcare trends. A continuous feedback loop with students and faculty will enhance the course’s effectiveness and relevance. I am open to further discussions to refine and strengthen this valuable component of our nursing program. Thank you for your attention to this matter.

Sincerely, 

References 

Bijayalaskhmi, D. (2022). A systematic review on the effectiveness of objective structured clinical examination (OSCE) in comparison with the traditional method of practical examination. I-Manager’s Journal on Nursing12(1), 50. https://doi.org/10.26634/jnur.12.1.18420 

Ferro, A. L., & Yoder, L. H. (2023). A scoping review of graduate nurses’ education and use of QSEN competencies. Military Medicine189(Supplement_1), 45–50. https://doi.org/10.1093/milmed/usad097 

Frisch, N. C., & Rabinowitsch, D. (2019). What’s in a definition? Holistic nursing, integrative health care, and integrative nursing: Report of an integrated literature review. Journal of Holistic Nursing: Official Journal of the American Holistic Nurses’ Association37(3), 260–272. https://doi.org/10.1177/0898010119860685 

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Ilgaz, A., & Gözüm, S. (2019). Advancing well-being and health of elderly with integrative nursing principles. Florence Nightingale Hemsirelik Dergisi27(2), 201–210. https://doi.org/10.26650/FNJN437700 

Savin, M. K., & Newberry, D. M. (2023). Education standards, accreditation, certification, and regulation of nurse practitioner practice. Journal of the American Association of Nurse Practitioners35(11), 725. https://doi.org/10.1097/JXX.0000000000000873 

Seshan, V., Matua, G. A., Raghavan, D., Arulappan, J., Al Hashmi, I., Roach, E. J., Sunderraj, S. E., & Prince, E. J. (2021). Case study analysis as an effective teaching strategy: Perceptions of undergraduate nursing students from a Middle Eastern country. SAGE Open Nursing7, 237796082110592. https://doi.org/10.1177/23779608211059265 




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