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Evaluation of NURS 115 Curriculum Through Application of National Guidelines

Program Name SUNY Delhi AAS in Nursing

Type of Nursing Associate of Applied Science in Nursing (Prelicensure)
Program https://catalog.delhi.edu/preview_program.php?catoid=7&poid=701&returnto=102
(include URL of
program)
Course
Prerequisites NURS 101, NURS 110, NURS 120, BIOL 220, NURS 125, and BIOL
(course students 225.
must complete
prior to this
course)
Course Title (copy and paste from course syllabus)

NUS 115: Nursing I 10698

Course Description (copy and paste from course syllabus)

This course will further develop the biophysical concepts as they relate to the care of clients
experiencing illness across the lifespan. The course will introduce common diseases and
disorders and incorporate evidence-based care utilized in their prevention and treatment
including identification of risk factors, client assessment, diagnostic studies, nursing care,
medications, therapeutic procedures, surgical interventions, interdisciplinary care, and client
education.

List of student learning outcomes (numbered, copy and paste from course syllabus)

1. Demonstrate knowledge of concept-based exemplars in the care of client with health

alterations.
2. Identify risk factors for the prevention of common diseases & disorders across the life
span and in diverse client populations.
3. Identify methods used to assess the client experiencing alterations in health and
wellness.
4. Apply evidence- based therapeutic interventions that restore the ill client to an optimal
level of wellness.
5. Discuss collaborative & interdisciplinary practices used in the care of the client with
health alterations to ensure client safety.
6. Locate and incorporate pharmacologic information from reputable drug resources.

Program Learning Student Learning Correlating Practice essentials

Outcomes Outcome(s) of the course or competencies guiding the
that correlates to program (QSEN Competencies)
program learning
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Integrate best practices
congruent with current
evidence, patient/family
preferences, and values into
delivery of optimal care.
(Evidence-Based Practice)
Exhibit understanding of
information and technology
to communicate and support
decision making in delivery
of safe and quality
healthcare. (Informatics)
outcome
Apply evidence- based Evidence-Based Practice:
therapeutic interventions involves utilizing the most
that restore the ill client to
current and relevant evidence
an optimal level of when providing care (Hunt, 2012.
wellness. This will ensure that nurses are
making informed decision based
on what most up-to-date
information available is (Hunt,
2012).
Locate and incorporate Informatics: utilizing technology
pharmacologic information to promote safety and quality in
from reputable nursing (Hunt, 2012).
drug resources.

Collaborate within nursing Discuss collaborative & Teamwork and Collaboration:

and healthcare teams using
open communication, mutual
respect, and shared decision-
making in the delivery of
optimal care. (Teamwork
and Collaboration)
interdisciplinary practices
used in the care of the
client with health
alterations to ensure client
safety.
essential components of nursing
that promotes interdisciplinary
collaboration and shared decision
making among the healthcare
team (Hunt, 2012).

Identify the program’s accrediting body (can be found on program webpage) and list the
standard and substandard related to the development of an evaluation demonstrating
alignment with practice essentials or competencies (you will find this information in the
accrediting body’s manual).

Programs Accrediting Body: Accreditation Commission for Education in Nursing (ACEN)

The standards and sub-standards of the ACEN primarily focus on the broader aspects of a
nursing programs quality instead of the detailed process for developing certain evaluation tools
(Accreditation Commission for Education in Nursing [ACEN], 2023). The standards of the
ACEN that are most relevant to the general principles of curriculum development and
assessment are standard 4 and standard 5 (ACEN, 2023).

Standard 4: Curriculum

This standard focuses on the curriculum’s development, implementation, and evaluation

(ACEN, 2023). Its sub standards are related to curriculum design, content, student learning
experiences, and assessment of student learning (ACEN, 2023).

Standard 5: Outcomes
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This standard deals with the assessment of program outcomes, including student achievement
and the evaluation of the program’s effectiveness (ACEN, 2023).
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A Comprehensive Evaluation of NURS 115 Using National Guidelines

Elizabeth L. Hasse

State University of New York at Delhi

NURS 602: Curriculum and Instructional Design

Dr. Katherine Quartuccio

September 24, 2023

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Purpose of Curriculum Evaluation

The evaluation of program learning outcomes (PLOs) alignment with course learning

outcomes (CLOs) is an essential component of assessing the unity of a curriculum in an

educational program (Clark & Hsu, 2023). Demonstrating this alignment helps ensure that

the curriculum is consistent and that all members work together to achieve the desired

academic goals (Clark & Hsu, 2023). By assessing the alignment of program learning

outcomes with course learning outcomes, it becomes easier to identify any gaps or areas

that need improvements in the curriculum (Clark & Hsu, 2023. This will help to promote a

more integrated and organized learning experience for students (Clark & Hsu, 2023).

The purpose of curriculum evaluation is to help ensure that the educational program is

adequate, relevant, and continually improving. It also helps to identify the strengths and

weaknesses of the curriculum and provide feedback that can be used to improve it (Osueke

et al., 2018). This will ensure that the educational goals and objectives are met and that

students acquire the intended knowledge and skills (Simon & Taylor, 2009). Ultimately,

curriculum evaluation enhances students' overall educational experience and outcomes

(Simon & Taylor, 2009).

Alignment of Outcomes

PLO 1: Integrate best practices congruent with current evidence, patient/family

preferences, and values into delivery of optimal care. (Evidence-Based Practice)

In NURS 115, the identified course learning outcome that best aligns with the evidence-

based practice PLO is applying evidence-based therapeutic interventions that restore the ill client

to an optimal level of wellness. These two learning outcomes are interconnected and mutually
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supportive in delivering effective healthcare. By using best practices and applying evidence-

based therapeutic interventions, students can emphasize a patient-centered approach to nursing

(Lehane et al., 2019). They will be able to recognize that each patient is unique and that their

care should be tailored to the individual's needs, preferences, and values (Lehane et al., 2019).

This method respects the patient as an active participant in their healthcare decisions (Lehane et

al., 2019). Integrating best practices and applying evidence-based therapeutic interventions aims

to achieve the best possible outcomes for the patient (Zelenikova et al., 2014). By considering

the most current evidence and aligning interventions with patient preferences and values, nurses

can increase their likelihood of restoring their patients to an optimal level of wellness

(Zelenikova et al., 2014).

Restoring the ill client to an optimal level of wellness by applying evidence-based

therapeutic interventions aligns closely with the Quality and Safety Education for Nurses

(QSEN) EBP competency (Quality and Safety Education for Nurses [QSEN], n.d.). The QSEN

EBP competency underlines the importance of integrating the best available research evidence

into clinical decision-making (QSEN, n.d.). By incorporating research findings and evidence into

their clinical practice, nurses can ensure patient care is based on the most current and reliable

evidence (QSEN, n.d.). In addition, evidence-based therapeutic interventions and the QSEN EBP

competency highlight the importance of informed clinical decision-making (QSEN, n.d.). EBP

involves critically appraising research, considering patient preferences and values, and making

decisions most likely to benefit the patient (QSEN, n.d.). This approach will help restore the ill

client to an optimal level of wellness by using the best available evidence to guide interventions

(QSEN, n.d.).
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To assess student achievement of the EBP learning outcome, each student should choose

a real or hypothetical clinical case focusing on a therapeutic intervention to improve a patient's

health and wellness (Hornvedt et al., 2018). The case should involve a clinical question or

problem that requires evidence-based decision-making (Hornvedt et al., 2018). Based on their

selected clinical topic, students should formulate a PICO(T) question (Organization for Associate

Degree Nursing [OADN], 2021). Students should then conduct a literature search to find relevant

research articles and evidence related to their PICO question (OADN, 2021). Their research

should include the use of databases, journals, and other reputable sources (Hornvedt et al., 2018).

Evidence should include primary research studies, systematic reviews, or clinical practice

guidelines (Patelarou et al., 2020). Students should then synthesize their data and conclude the

best available evidence for addressing their PICO question (Hornvedt et al., 2018). The next step

would be for students to propose a plan for implementing their evidence to ensure their

therapeutic intervention's ability to restore the ill client to an optimal level of wellness. Lastly,

they should reflect on the potential challenges and barriers to implementing their intervention in

a natural clinical setting (Patelarou et al., 2020).

This assignment aligns with the program outcomes in that it allows students to apply the

principles of EBP to a real-world clinical scenario, demonstrating their ability to find, evaluate,

synthesize, and apply evidence to inform clinical decision-making (Patelarou et al., 2020). It

assesses their competence in using EBP as a foundation for providing high-quality nursing care

(Patelarou et al., 2020).

PLO 2: Exhibit understanding of information and technology to communicate and support

decision-making in delivering safe and quality healthcare. (Informatics)
8

The alignment between understanding information and technology to communicate and

support decision-making in delivering safe and quality healthcare and locating and incorporating

pharmacologic information from reputable drug resources is centered on using technology and

information resources to optimize the delivery of safe and effective healthcare, especially

regarding medication management (O’Connor & LaRue, 2021). Understanding information and

technology to communicate and support decision-making in nursing often involves using

electronic health records (EHRs) and clinical decision support systems (CDSS) (DeGagne et al.,

2012). These types of technology help track patients' medication history, allergies, and

interactions, which are critical for safe medication management (DeGagne et al., 2012).

Pharmacologic information from reputable drug resources is also integral to medication

management (O’Connor & LaRue, 2021). Nurses need the ability to access up-to-date, reliable

drug information to make informed decisions about administering and monitoring medications

(O’Connor & LaRue, 2021).

Locating and incorporating pharmacologic information from reputable drug resources

aligns well with the QSEN informatics competency. It involves using informatics tools and

resources to support safe and effective nursing practice (QSEN, n.d.). Incorporating

pharmacologic information often involves accessing EHRs and other digital devices, which are

significant components of nursing informatics (QSEN, n.d.). Nurses should be skilled in

navigating and utilizing electronic resources to obtain accurate drug information (QSEN, n.d.).

The QSEN informatics competency emphasizes the effective management of healthcare

information, including the ability to locate, access, and utilize relevant information (QSEN, n.d.).

Nurses must be proficient in using these resources to support their practice (QSEN, n.d.).
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Informatics is crucial in nursing by promoting quality and safety in medication management and

overall patient care (QSEN, n.d.).

An assignment that would demonstrate a student’s ability to locate and incorporate

pharmacologic information from reputable drug resources is a pharmacology drug monograph

analysis (Law et al., 2011). This assignment assesses a student’s proficiency in finding,

evaluating, and utilizing data from credible drug monographs, which are comprehensive sources

of pharmacologic information about specific medications (Law et al., 2011). Students would be

assigned a medication to research and analyze (Barkhouse-MacKeen & Murphy, 2013). They

would then be instructed to identify and access reputable drug resources (Barkhouse-MacKeen &

Murphy, 2013). Students should thoroughly investigate the drug monograph for the assigned

medication (Barkhouse-MacKeen & Murphy, 2013). The analysis should include a drug's

indication and uses, dosage and administration, pharmacokinetics, mechanism of action, adverse

effects, drug interactions, contraindication, and patient education considerations (Barkhouse-

MacKeen & Murphy, 2013). Students should be able to critically evaluate the reliability of the

drug resource used and incorporate their findings into a comprehensive report or presentation

(Barkhouse-MacKeen & Murphy, 2013). This assignment tests students' ability to locate and

integrate pharmacologic information from reputable drug resources and assesses their

informatics skills in retrieving knowledge through electronic resources (Barkhouse-MacKeen &

Murphy, 2013).

Informatics plays a multifaceted role in drug information retrieval by providing

nurses with the technology and tools to access, evaluate, and apply drug-related information

efficiently and safely (Law et al., 2011). It enhances medication management, supports evidence-

based practice, and improves patient care and safety (Law et al., 2011).
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PLO3: Collaborate within nursing and healthcare teams using open communication,
mutual respect, and shared decision-making in the delivery of optimal care. (Teamwork
and Collaboration)

Collaborating with other healthcare professionals through open communication, mutual

respect, and shared decision-making ensures optimal care delivery. This aligns with

interdisciplinary practices used in treating patients with health issues to ensure their safety. Both

concepts stress the importance of effective teamwork and communication in healthcare to

provide quality patient care. The interdisciplinary approach involves transparent communication

among team members from diverse fields (Sangaleti et al., 2017). Adequate communication

guarantees that crucial patient information is shared promptly to prevent mistakes and promote

safety (Sangaleti et al., 2017). Open communication and interdisciplinary collaboration aim to

optimize care delivery, placing teamwork, effective communication, and the overall well-being

of patients with health issues at the forefront to provide the safest and most effective care

possible (Sangaleti et al., 2017).

Collaborative and interdisciplinary practices used to care for clients with health

alterations to ensure client safety aligns closely with the QSEN teamwork and collaboration

competency. This QSEN competency emphasizes the importance of effective teamwork and

interprofessional collaboration in healthcare to enhance patient safety and improve the quality of

care (QSEN, n.d.). It also underscores the need for clear and timely communication to inform

everyone on the team about the patient's condition, care plan, and safety considerations (QSEN,

n.d.). Recognizing and valuing the expertise and contributions of each discipline fosters a culture

of respect, which is essential for effective collaboration and providing safe care (QSEN, n.d.).

The QSEN competency also encourages shared decision-making to ensure the best decisions are

made for the patient's safety and well-being (QSEN, n.d.). Both concepts aim to improve patient
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safety, enhance care and quality, and promote effective teamwork and communication among

healthcare professionals (QSEN, n.d.).

An assignment that would demonstrate the students' understanding of teamwork and

collaboration in the healthcare setting to promote patient safety would be to create an

interdisciplinary care plan (Wolters Kluwer, 2018). This would assess the student's ability to

collaborate within a multidisciplinary healthcare team to develop a comprehensive care plan for

a hypothetical patient with many issues, focusing on ensuring the patient’s safety (Wolters

Kluwer, 2018). Each student would be placed in a group and given a detailed patient profile for

their selected case, including relevant medical history, current health status, medications,

laboratory results, and other pertinent information (Pieper et al., 2017). They would then each be

assigned a role representing various healthcare disciplines and contribute their expertise and

insights based on their discipline's role and responsibilities (Pieper et al., 2017). Each group

would then present their care plan to the class and should highlight the collaborative process, the

role of each discipline in patient care, and the strategies in place to ensure patient safety (Pieper

et al., 2017).

The assignment should provide students with a hands-on opportunity to experience

teamwork and collaboration practices in healthcare, focusing on patient safety while caring for

clients with complex health issues (Pieper et al., 2017). Students assess how effectively they can

collaborate within their interdisciplinary team while engaging in a class discussion to provide

feedback and reflect on the effectiveness of shared making and open communication in

delivering optimal patient care.

Assignment Failure
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There are indeed several possible factors that can result in a student not achieving a

passing grade on an assignment. Such reasons could likely be linked to the learning outcomes

that were previously discussed. Some students may need help with the technological aspects of

informatics. They could need help with misinterpreting data, applying informatics concepts, or

familiarity with health IT standards (Evidence Advisory Board [EAB], 2017). Students could

also need support with effective communication and encounter challenges when conveying their

ideas or understanding others (EAB, 2017). Interdisciplinary collaboration may require students

to work with individuals from various healthcare disciplines (San Diego City College, 2023).

Integrating diverse perspectives and knowledge may be challenging for some students and can

impact the cohesiveness of an assignment (San Diego City College, 2023). Students may need

more research skills regarding evidence-based practice, including searching for and critically

appraising relevant research literature (San Diego City College, 2023). They may also need a

greater understanding of evidence-based practice principles, such as formulating clinical

questions, appraising evidence, and applying findings to patient care (San Diego City College,

2023). These areas are all crucial in nursing and healthcare, and challenges in these domains can

impact academic performance.

Faculty members should consider various issues related to faculty and students when

addressing student assignment failure. Understanding these issues is important for effective

intervention and support. Faculty should ensure that assignment instructions are clear, well-

structured, and aligned with the course learning objectives (Watermark, 2023). They should also

assess unfair or inconsistent grading criteria and be accessible to students for questions,

clarification, and feedback (Watermark, 2023). Regarding student-related issues, time

management skills are essential for assignment completion, and students who need help with
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time management may submit rushed or incomplete assignments (EAB, 2017). Some students

may also need more effective study skills, including note-taking, critical thinking, and research

abilities (EAB, 2017). Workload balance is another issue students may face, as some may have a

job or family obligations that may make school responsibilities challenging (San Diego City

College, 2023). Additionally, students with learning disabilities, special needs, or difficulty with

English language proficiency may require accommodations to perform at their best (Watermark,

2023). Addressing these issues can create a supportive learning environment and help students

overcome challenges to improve their academic performance.

To address solutions, faculty can provide additional support, resources, and guidance to

students. Faculty should consider whether students can access the required data and informatics

resources and provide support and advice related to informatics assignments (EAB, 2017).

Faculty should also provide clear guidelines on how to collaborate effectively and play a role in

providing feedback on the quality of collaboration within each team (Watermark, 2023).

Additionally, faculty should guide how to search for and critically appraise research effectively

and provide feedback on the appropriateness and quality of evidence used in student assignments

(San Diego City College, 2023).

Student solutions may need more analysis skills to excel in informatics assignments (San

Diego City College, 2023). Faculty should ensure students understand data collection, analysis,

and interpretation (San Diego City College, 2023). Students may also not effectively utilize

available informatics resources or databases (San Diego City College, 2023). Faculty should

encourage students to explore and use available resources for research and analysis (San Diego

City College, 2023). When forming student teams, faculty should consider ensuring diverse

skills and personalities to contribute to successful teamwork (San Diego City College, 2023).
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Instructors can also provide feedback on the quality of collaboration within a team (EAB, 2017).

They should monitor team dynamics and intervene to address teamwork issues (San Diego City

College, 2023). Regarding EBP-related issues, faculty should encourage students to seek

additional training or assistance if needed and foster critical thinking abilities in students to

enhance their EBP abilities (San Diego City College, 2023). By nurturing a supportive learning

environment, providing clear guidance, and promoting skill development, faculty can help

students overcome challenges and improve their performance.

Curriculum Evaluation Process

The Accreditation Commission for Education in Nursing (ACEN) has established

curriculum criteria requirements for nursing programs seeking accreditation (ACEN, 2023).

These criteria support student learning and achievement in end-of-program and graduate

programs (ACEN, 2023). For end-of-program nursing programs, the curriculum is based on

contemporary nursing standards, guidelines, and competencies (ACEN, 2023). Course student

learning outcomes are organized to facilitate student achievement and demonstrate progression

(ACEN, 2023). Teaching strategies and learning activities are varied and appropriate for the

delivery method (ACEN, 2023). They also incorporate learning and technology resources to

ensure the student's achievement of the course student learning outcomes (ACEN, 2023). The

nursing curriculum is developed and reviewed regularly by the faculty. The nursing program of

study includes general education courses that enhance nursing knowledge and practice at the

appropriate educational level (ACEN, 2023). All nursing courses comply with the governing

organization's requirements regarding course credits (ACEN, 2023). Simulation laboratory

learning environments and experiences reflect evidence-based nursing practice, and clinical
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learning environments are also based on evidence-based nursing practice (ACEN, 2023). Lastly,

formative and summative student evaluation methods are utilized throughout the curriculum in

all learning environments (ACEN, 2023).

The Commission on Collegiate Nursing Education (CCNE) emphasizes a diverse range

of skills and knowledge they require in a nursing program curriculum to hold for their entry-to-

practice nurse residency program (Commission on Collegiate Nursing Education [CCNE], 2021).

The curriculum standard focuses on providing person-centered care, ensuring quality and safety,

utilizing informatics and healthcare technologies, promoting evidence-based practice and quality

improvement, and developing personal, professional, and leadership skills (CCNE, 2021). The

program expands on the residents' prelicensure programs' foundation to provide person-centered

care in a culturally sensitive manner (CCNE, 2021). The residents demonstrate learning

outcomes through various methods, including case studies, simulations, examples from clinical

practice, and reflections on their impact on patient outcomes (CCNE, 2021). By combining these

methods, the program helps residents understand the impact of informatics and healthcare

technologies, evidence-based practices, quality improvement, and personal, professional, and

leadership development on patient outcomes (CCNE, 2021).

Curriculum evaluation in nursing education involves assessing the educational program's

effectiveness, relevance, and quality to ensure that it meets its intended goals and prepares

students for the demands of professional practice (D’Antonio et al., 2013). To achieve these

goals, curriculum evaluation typically involves assessing the effectiveness of the curriculum,

identifying strengths and weaknesses, measuring the achievement of learning outcomes, and

analyzing the relevance of the content (D’Antonio et al., 2013).

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Several stakeholders are involved in developing, implementing, and evaluating nursing

program curricula (Belita et al., 2020). Faculty, students, administrators, accrediting bodies,

clinical partners, and regulating bodies all play crucial roles in ensuring that the curriculum is

comprehensive, up-to-date, and relevant to the professional needs of nursing students (Belita et

al., 2020).

The SLOs for NURS 115 are aligned with the criteria set by ACEN, as they incorporate

concept-based exemplars into the curriculum to help students understand and apply nursing

concepts effectively toward client health outcomes (ACEN, 2023). The SLOs also cover

essential nursing content areas, such as identifying risk factors for common diseases and

disorders across the lifespan and in diverse populations, which is fundamental knowledge for

nursing students (ACEN, 2023). The curriculum also seems to align with ACEN’s focus on

curriculum content and teaching-learning strategies by teaching students how to apply evidence-

based interventions to promote client wellness and restore health (ACEN, 2023). The class meets

ACEN accreditation standards by incorporating these competencies into the curriculum,

providing a well-rounded and comprehensive nursing education (ACEN, 2023).

Conclusion

Evaluating a nursing course involves a detailed analysis and assessment of various

factors such as course content, teaching methods, student feedback, and overall effectiveness

(Norsek et al., 2017). It is a continuous process that aims to improve the quality of nursing

education through data collection, analysis, and use (Patterson et al., 2016). To begin with,

faculty should evaluate student learning outcomes and the effectiveness of teaching strategies

(Norsek et al., 2017). They should also ensure their course content aligns with program
17

objectives and accreditation standards (Norsek et al., 2017). Based on the data feedback and

self-reflection, nursing faculty can develop an action plan to improve the course (Patterson et

al., 2016). These changes can be implemented into the system by communicating the findings

and improvement plans with colleagues and program administrators (Patterson et al., 2016).

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