NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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

Clinical Healthcare Ethics for Pediatric Nurses. 

Course Description

The course aims for nurses in pediatric intensive care units (PICU) in Miami Valley Hospital. The course gives them an overview of fundamental ethical principles and their clinical integration. Nursing is an ethically bound profession; thus, this course will assist nurses in reflecting on the ethical dilemmas they face in their practices, improving their problem-solving skills in particular circumstances, and making decisions based on standardized ethical principles (Haddad & Geiger, 2022).  

Vision

The vision behind the development of this course is to enhance nurses’ knowledge and practical skills to address ethical issues in nursing practices. Thus, following ethical standards of practices, improving patient experiences, and overall healthcare quality. 

Rationale

Nursing practices are deeply rooted in ethical and moral considerations. Pediatric nurses frequently encounter moral dilemmas related to life-and-death scenarios and routine matters (Haahr et al., 2020). Therefore, educating nurses about ethical standards in healthcare and augmenting their decision-making abilities through educational curricula is significant. 

Learning Objectives 

The learning objectives of the course “Clinical Healthcare Ethics for Nurses” are:
  1. Learners will be able to describe the principles and theories of healthcare ethics and apply critical thinking abilities to resolve ethical issues in their clinical practices. 
  2. Express their understanding of legal and regulatory frameworks around ethical nursing care practices. 
  3. Understand the ethical implications in medical research, end-of-life care, and transplantation. 
  4. Develop communication skills to discuss sensitive ethical issues with patients, their families, and other healthcare providers. 
  5. Reflect on personal and professional values and their impact on decision-making in nursing practice.

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Program Description 

This course is part of a Continuing Professional Education (CPE) program. CPE is designed to enhance healthcare professionals’ knowledge and skills related to their practices in patient care settings. The program is designed and delivered by field specialists. It offers various e-modules, simulation activities, workshops, and in-service sessions, where providers upskill themselves on several topics related to healthcare practices and clinical settings. The Clinical Healthcare Ethics for Pediatrics Nurses course tends to assist nurses in applying ethical principles, improving their communication skills, and adhering to the legal/regulatory frameworks revolving around ethical dilemmas in practice. 

Program Outcomes 

The outcomes of Continuing Professional Education (CPE) program include:
  1. Enhancing professional knowledge and skills in specific areas of healthcare practices. 
  2. Improving professionals’ clinical competency and abilities to make effective decisions in patient care areas. 
  3. Maintain patient safety and improve healthcare quality by integrating professional/legal/regulatory standards. 
  4. Integrate evidence-based best practices and theoretical knowledge in clinical areas.
  5. Develop effective communication and interpersonal skills and foster a lifelong learning environment for healthcare providers. 
This description assumes that nurses, the frontline staff, are responsible for providing comprehensive care by simultaneously upholding the dignity and entirety of each individual and following their healthcare duties. Therefore, learning about ethics in healthcare is essential to provide care that is beneficial for the patients and adheres to the code of ethics in nursing.

Alignment Table

Assessment/Evaluation Strategies

Learning Objectives

Program Outcomes

Professional Standards
Ethical Case Studies: One of the strategies that to assess/evaluate learning is using case studies. These problem-solving cases help students to go beyond the course content and apply their knowledge to practical situations (Grimes, 2019). In our course, ethical case studies will assist nurses in analyzing, discussing, and proposing solutions according to ethical principles. 
  1. Nurses can describe the principles and theories of healthcare ethics and apply critical thinking to resolve ethical issues in their clinical practices.
  2. Understand the ethical implications in medical research, end-of-life care, and transplantation.
  1. The program aims to enhance professional knowledge and skills in specific areas of healthcare practice. 
  2. It improves clinical competencies and abilities to make effective decisions in patient care areas. 
  3. Integrate evidence-based best practices and theoretical knowledge in clinical areas. 
 The International Code of Ethics for Nurses developed by the International Council for Nurses (ICN)  aligns with the learning objectives and program outcomes, emphasizing the importance of professional knowledge about nursing ethics and critical thinking abilities to integrate into nursing practice (Toumová et al., 2021).  
Role-playing/Simulation: Patient simulation and role-playing show improved knowledge and self-efficiency. Furthermore, it enhances communication skills to deal with similar situations in clinical areas (Cortés-Rodríguez et al., 2021). Similarly, role-playing exercises about challenging ethical situations allow nurses to practice communication and decision-making skills in a controlled and experimental environment before encountering them in clinical areas. 
  1. Develop communication skills to discuss sensitive ethical issues with patients, their families, and other healthcare providers. 
  2. Reflect on personal and professional values and their impact on decision-making in nursing practice.
  1. Develop effective communication and interpersonal skills and foster a lifelong learning environment for healthcare providers. 
NURS FPX 6111 Assessment 1 Course Definition and Alignment Table
The need for the development of effective communication skills in the nursing profession is highlighted by the ANA’s Nursing Professional Development (NPD): Scope and Standards of Practice, which explains that healthcare NPDs should effectively communicate in the clinical environment with patients and other healthcare providers (Brunt & Russell, 2022).
Comprehensive Certification Exam: A comprehensive exam covering key concepts, principles, and practical applications of clinical healthcare ethics will help in evaluating nurses’ overall understanding of the course material, which will also help in the provision of e-certificates on successful completion. 
  1. Nurses can describe the principles and theories of healthcare ethics and apply critical thinking to resolve ethical issues in their clinical practices. 
  2. Express their understanding of legal and regulatory frameworks around ethical nursing care practices.
  1. The program aims to enhance professional knowledge and skills in specific areas of healthcare practice. 
  2. It improves clinical competency and ability to make effective decisions in patient care areas. 
  3. Maintain patient safety and improve healthcare quality by integrating professional/legal/regulatory standards. 
 The ANA’s Nursing Professional Development (NPD): Scope and Standards of Practice underscore the vitality of continuing professional development amongst nurses through education, which enhances clinical competencies (Brunt & Russell, 2022).

NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology

Criteria to Evaluate Alignment

The criteria to evaluate the alignment of professional standards with learning objectives and the program is based on relevance, clarity, and coherence, whereby relevance ensures that the course content should address essential ethical competencies in nursing practice. Clarity focuses on the language used to articulate the content, which is straightforward. Moreover, the concepts are unambiguous following standards of practice. Furthermore, the objectives should align coherently with the professional standards and regulations to create a harmonious integration of theory into practice. 

Assessment 1 Course Definition and Alignment Table Part Two – Memo to the Supervisor

To Whom It May Concern,  I propose an educational course for pediatric nurses as part of the continuing professional education (CPE) program. It specifically targets the nurses working in Pediatric Intensive Care Units in the Miami Valley hospital. The course is titled: “Clinical Healthcare Ethics for Pediatric Nurses.” The course aims to give nurses an overview of fundamental ethical principles and their application in clinical settings.  Pediatric nurses encounter unique ethical challenges, such as balancing parental and patient autonomy, making decisions for non-verbal patients, and addressing end-of-life care. Poor knowledge about ethical principles has led to situations of ineffective decision-making (Schulz et al., 2023). Thus, this course holds importance as a comprehensive understanding of moral principles and frameworks will enable pediatric nurses to provide empathetic and patient-centered care while safeguarding the rights and well-being of vulnerable patients. This course supports the program offering as it will assist nurses in enhancing their professional knowledge about specific areas of practice, applying the equipped knowledge in clinical areas to improve healthcare quality and maintain patient safety, improve communication skills, and, most importantly, adhere to the professional standards of practices primarily related to healthcare ethics. 

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

The evaluation design strategy involves ethical case studies, role-playing/simulation, and a comprehensive certification exam. A study by Grimes (2019) claims the importance of case studies in helping learners solve the problem by using their critical thinking abilities thus, prepares them for real-life situations. Similarly, role-playing/simulation is vital in improving communication and interpersonal skills so that nurses can practice in controlled environments (Cortés-Rodríguez et al., 2021). Finally, a comprehensive exam will evaluate the learning and provide e-certifications according to the expertise. Although the evaluation strategies are well-supported by scholarly resources, there is uncertainty about the nurses’ resistance to changing their practices. Further information related to the mentioned aspect could have improved the choice of strategies.  The recommended next steps are; 1) the development of course outline and curriculum based on international standards of nursing education, 2) approval of the educational board of nursing, 3) integration of the course with the technology for e-modules, 4) training clinical educators in PICU, and 5) planning the timelines for the course completion. Lastly, I recommend that further modifications be implemented within the course according to the feedback from learners and course effectiveness. I recommend generalizing the course’s implementation for all nurses working in different clinical settings to ensure ethical practices are effectively utilized and remain sustainable within the organization. 
References 
Brunt, B. A., & Russell, J. (2022). Nursing professional development standards. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK534784/  Cortés-Rodríguez, A. E., Roman, P., López-Rodríguez, M. M., Fernández-Medina, I. M., Fernández-Sola, C., & Hernández-Padilla, J. M. (2021). Role-play versus standardized patient simulation for teaching interprofessional communication in care of the elderly for nursing students. Healthcare, 10(1), 46. https://doi.org/10.3390/healthcare10010046  Grimes, M. W. (2019). The continuous case study: Designing a unique assessment of student learning. International Journal of Teaching and Learning in Higher Education, 31(1), 139–146. https://files.eric.ed.gov/fulltext/EJ1206970.pdf  Haahr, A., Norlyk, A., Martinsen, B., & Dreyer, P. (2020). Nurses experiences of ethical dilemmas: A review. Nursing Ethics, 27(1), 258–272. https://doi.org/10.1177/0969733019832941 
NURS FPX 6109 Assessment 4 Vila Health: Implementing New Educational Technology
Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK526054/  Schulz, I., O’Neill, J., Gillam, P., & Gillam, L. (2023). The scope of ethical dilemmas in paediatric nursing: A survey of nurses from a tertiary paediatric centre in Australia. Nursing Ethics, 9697330231153916. https://doi.org/10.1177/09697330231153916  Toumová, K., Havierniková, L., Kimmerová, J., Hellerová, V., Tóthová, V., & Chloubová, I. (2021). The importance of ethical codes in nursing care. Kontakt, 23(2), 83–89. https://doi.org/10.32725/kont.2021.021 

ADDITIONAL INSTRUCTIONS FOR THE CLASS – NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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  • Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
  • Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
  • APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
  • Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. NURS FPX 6111 Assessment 1 Course Definition and Alignment Table
  • LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
  • Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NURS FPX 6111 Assessment 1 Course Definition and Alignment Table
  • Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

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