Develop Bsn Program

Part 1: Developing the Nursing Fundamentals Course

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A. Competency Statements and Alignment with Standards:

1. Competency Statements:
   • Competency 1: Provide safe and compassionate nursing care across the lifespan.
   • Competency 2: Demonstrate effective communication and collaboration skills with patients and interdisciplinary teams.
   • Competency 3: Apply evidence-based practice to make clinical decisions.
   • Competency 4: Integrate principles of quality and safety into nursing practice.
2. Alignment with Standards:
   • Competency 1 aligns with the Quality and Safety Education for Nurses (QSEN) standard of patient-centered care.
   • Competency 2 aligns with the Commission on Collegiate Nursing Education (CCNE) standard of effective communication.
   • Competency 3 aligns with the CCNE standard of evidence-based practice.
   • Competency 4 aligns with the National League for Nursing (NLN) standard of safety and quality improvement.

Learning Objectives:

• At the end of the Nursing Fundamentals course, students will be able to:
  1. Describe the principles of patient-centered care and apply them in clinical practice.

Learning Resources Criterion: To select appropriate learning resources, the criterion used will be relevance to the course objectives, alignment with evidence-based practice, and consideration of various learning styles (visual, auditory, kinesthetic).

Course Design Approach: The Nursing Fundamentals course will adopt a blended approach, combining traditional classroom instruction with contemporary technology-enhanced learning methods.

B. Evaluation Strategies:

1. Portfolio:
   • Advantage: Provides a comprehensive view of student progress over time.
   • Disadvantage: Can be time-consuming to review and assess.
2. Role Playing:
   • Advantage: Engages students in realistic clinical scenarios.
   • Disadvantage: Requires a safe and supportive environment for effective implementation.

C. Criterion- and Norm-Referenced Tests:

1. Criterion-Referenced Tests:
   • Used to assess whether students have achieved specific learning objectives.
2. Norm-Referenced Tests:
   • Used to compare students’ performance relative to their peers.

D. Test Item Construction:

1. True-False Test Items:
   • Advantage: Efficient to administer and grade.
   • Disadvantage: Limited in assessing higher-order thinking.
2. Multiple-Choice Test Items:
   • Advantage: Can assess a wide range of content and cognitive levels.
   • Disadvantage: May contain distractors that are too obvious.

E. Multiple-Choice Item: Question: What is the primary principle of patient-centered care?

• Key considerations for item stem construction: Ensure clarity, avoid negative phrasing.
• Key considerations for response options: Make distractors plausible and relevant.

F. Cultural and Societal Factors: Students’ cultural backgrounds can impact communication styles, health beliefs, and perceptions of care.

G. Facilitating Learning: Learning Activity: Role-playing scenario of a nurse-patient interaction where students practice patient-centered communication.

• This activity aligns with the learning objective by allowing students to apply principles of patient-centered care.
• This activity accommodates kinesthetic learners through hands-on interaction.

H. Promoting Critical Thinking: Selected Strategy: Case Study

• Implement by providing a complex patient case and encouraging students to analyze and apply their knowledge.

I. Feedback in Clinical Settings: Provide constructive feedback to students through structured debriefing sessions after clinical experiences.

Part 2: Transitioning to a BSN Program

A. Stakeholder Communication:

1. Current Students:
   • Hold information sessions about the new curriculum.
   • Distribute newsletters and updates through online platforms.
2. Healthcare and Community Agencies:
   • Host meetings with representatives from agencies to present the new curriculum.
   • Establish regular communication channels to share progress and changes.

B. Curriculum Development Challenges and Opportunities:

1. Challenge: Dual Teaching Responsibilities: Faculty may face time constraints and workload challenges when teaching in both programs simultaneously.
2. Interdisciplinary Partnerships: Collaborating with other healthcare disciplines enhances students’ understanding of holistic care.

C. Curriculum Evaluation Plan:

1. Evaluation Method: Student Performance Assessment:
   • Assess students’ achievement of competencies through assignments, exams, and clinical evaluations.
2. Data Collection:
   • Collect assessment scores, clinical performance feedback, and self-assessment reflections.
3. Course Improvement: Analyze data to identify trends, strengths, and areas needing improvement, and use this information to enhance the curriculum.

Remember to integrate appropriate citations and references following the APA format for any sources you use. This is a comprehensive set of requirements, and I hope these responses help you in developing your BSN program.