NURS-FPX6107 Assessment 1 Curriculum Overview, Framework, and Analysis Paper
Curriculum Overview, Framework, and Analysis
Curriculums are prepared to inform educators and nurses of the educational objectives and assist in ensuring both parties achieve them. The courses utilize conceptual or theoretical models that guide their preparation and evaluation. Various courses are taught in a curriculum during the different years in nursing school for holistic knowledge and skills development. Curriculums are vital for nursing practice, and this essay analyzes a nursing-related curriculum and its model.
FNP Curriculum Overview and Analysis
The Family Nursing Practice Curriculum is the selected curriculum for this assessment. Various curriculums prepare nurses for different roles, such as RN to BSN programs, Master, and Doctorate programs curriculums. They are developed to instill knowledge and skills in nurses in various areas.
The FNP curriculum, developed by Goodwin University, targets registered nurses interested in advancing their nursing career, knowledge, and skills and gives them the required skills. The university is a learning community that prepares professionals to match job requirements, producing marketable professionals with knowledge and competencies for successful nursing practice in family nursing practice.
Curriculums also encompass clinical experiences that prepare nurses to provide care in primary care settings. The curriculum prepares RN-prepared nurses to provide adequate holistic care in primary care settings. These courses also prepare students for independent practice because advanced practice registered nurses can practice independently in various states (Goodwin University, n.d.).
Independent practice is where advanced practice registered nurses are allowed to open their clinic and review patients without the supervision of a physician, making them accountable and responsible for all care interventions provided.
They guide the progressive development of skills and knowledge in students. They also outline students’ and educators’ objectives that guide the learning process. The objectives help them stay focused and avoid too many details that do not meet the specific objectives. Educators require the curriculum to plan their lessons and ensure they meet the learners’ and educators’ objectives.
Courses, Mission Statement, and Course Description
Any curriculum entails courses that build on the content to develop a holistic course that achieves the set objectives and prepares students for effective practice. The FNP program’s mission is to prepare nurses to provide comprehensive and continuing healthcare for individuals and families of all genders, diseases, and body systems across the lifespan. It ensures they enjoy holistic health that emphasizes health promotion and prevention through knowledge and skills in the family and community context. The courses are NUR 500, NUR 510, NUR540, NURS 605, NUR 610, NUR 620, NUR 650, NUR 660, NUR 670, NUR680, and NUR 698.
Professional Standards, Guidelines, and Competences in FNP
Professional standards are vital in any role. They are reflected in the qualifications (described in the curriculum description), the process of care, interprofessional collaborative practices, accurate documentation, patient advocacy (NUR 620), and quality assurance continuing competence-reflected in continuing education (NUR 698).
The core competencies show the most important and required patient outcomes. The curriculum should reflect the core competencies. The FNP program’s core competencies are varied, and some of them, reflected in the curriculum, are disease prevention, treatment, and health promotion (NUR 660, 670, and NUR 680). Other competencies are assessment of health (NUR 510), provision of a diagnosis (NUR 650), the establishment of a health care plan (NUR 650), adherence to the health care excellence requirements, and providing better patient experiences and outcomes (NUR 6505.) (Anathan et al., 2020).
The program utilizes national guidelines in adult health, pediatrics and women, and special/ complex patient management. There are various guidelines regarding pharmacologic management in children and pregnant women and guidelines to avoid discrimination against the special needs patients such as the LGBTQ, as reflected in the NUR 660, NUR 670, and NUR 680 courses. Other guidelines, such as diabetes, asthma, tuberculosis, and heart disease guidelines are utilized when managing individual patients.
Student Learning Outcomes
There are various learning outcomes for this curriculum. Students are expected to gain adequate knowledge and skills to work in various environments, such as primary care and other specialized units, such as home-based care and palliative care settings. The FNP obtains skills to work in all hospital settings. They are also expected to gain skills for effective interprofessional collaboration, development, participation and utilization of research, and independent practice (Goodwin University, n.d.).
The students must also carry out higher-order functions such as diagnosis, pharmacologic management, and patient follow-up. They are also required to provide advanced care to patients with all health conditions. They are also required to participate in care teams and also lead them. The specific expected outcomes are in the appendix of this paper.
Process Update
Any student wishing to take the FNP program must have completed at least a registered nurse training and have a practicing license with at least two years of direct care as a registered nurse. The degrees must be from accredited universities and colleges, and have a cumulative GPA of at least 3.0 (Goodwin University, n.d.). The FNP program is a 47-credit program without a limit to the number of students that enroll at Goodwin University.
However, the limit varies between various institutions. The course takes 27 months with up to 16 part-time hours. The time includes both classroom and clinical experiences that come later in the program to test the individuals’ application of the learned concepts. Shadow Health simulation also helps the students practice their various skills. To qualify for the FNP practicing license, students must complete evaluations from either FNP-C or FNP-BC.
Course-related evaluations are also pertinent to the course completion. The differences between the two are close to negligible. The institutions offering them (American Nurses Credentialing Center (ANCC) offering FNP-BC American Academy of Nurse Practitioners (AANP) providing FNP-C) are both credible (Goodwin University, n.d.).
Theoretical/ Conceptual Model
The competency-based approach is used as the base for this curriculum. The different courses address certain competencies reflected in the professional standards and core competencies. The courses address competencies such as leadership and ethics (NUR 500), treatment and health prevention and promotion (NUR 660,6670, and 680), practice inquiry (NUR 698), and policy competencies (NUR 620). The competency-based model allows nursing students to learn and implement and exhibit this knowledge and skills in their practice (Salem et al., 2018).
History of the Competence-Based Model
The competency-based model is based on various specific outcomes required of the students to complete the specific courses, such as research utilization, communication, delegation, and coordination skills. It dates back to the 1960s in Bloom and Jon Carlos’ work (Salem et al., 2018). Over time, the work gained familiarity, interest, and permanency through increased development.
The model has been inaugurated into education programs and models in institutions of higher learning, a need created by the desire for quality and safe care delivery. In FNP, the model differentiates the different advanced and RN programs through specific preparation. The competencies have gained familiarity due to their ability to deliver required skills such as leadership, research, and education that are looked for by employers (Salem et al., 2018). The demand-supply interaction for these skills has increased the model amicably.
Concepts of the Model Utilized in this Curriculum
The model is learner-centric, outcome-oriented, and differentiated (Salem et al., 2018). The outcomes from NUR 500 to NUR 698 have different objectives, which are assessed and delivered differently. For example, to complete the NUR 670, 680, and 698, the student must utilize many hours dealing with patients in clinical settings. The competency-based model also focuses on the student and develops them throughout the program (Anathasn et al., 2020). The major focus is on their personal and professional growth as individuals. The courses in the FNP program have specific expected outcomes that students are evaluated against. Educators also plan their lessons and practicums based on these requirements. Failure to meet these competencies leads to repetition until the students obtain mastery.
Conclusion
The FNP program is a complex program that focuses on holistic patient care. The program is competency-based and focuses on the holistic development of healthcare professionals. The courses discussed are imperative in improving primary care settings. The program would benefit from a process update that encompasses a course on emerging health conditions such as COVID-19 that will help save millions of lives and improve the quality of life for many. Healthcare professionals should always endeavor to improve healthcare curriculums for better patient outcomes and professional development.
NURS-FPX6107 Assessment 1 Curriculum Overview, Framework, and Analysis References
- Anathan, J., Dlamini, C. P., & Kaplan, L. (2020). Developing advanced practice nursing education, practice, and policy in Eswatini. In Advanced Practice Nursing Leadership: A Global Perspective (pp. 205–219). Springer, Cham. https://doi.org/10.1007/978-3-030-20550-8_16
- Chen, J., & Brady, P. (2019). Gastroesophageal reflux disease: Pathophysiology, diagnosis, and treatment. Gastroenterology Nursing, 42(1), 20-28. https://doi.org/10.1097/SGA.0000000000000359
- Goodwin University, (n.d.). Family Nurse Practitioner (FNP) Curriculum. An advanced nursing curriculum to advance your compassionate career. https://www.goodwin.edu/majors/fnp/curriculum
- Greenhalgh, T., Knight, M., Buxton, M., & Husain, L. (2020). Management of post-acute covid-19 in primary care. BMJ, 370. https://doi.org/10.1136/bmj.m3026
- Heredia, D., Pankey, T. L., & Gonzalez, C. A. (2021). LGBTQ-affirmative behavioral health services in primary care. Primary Care: Clinics in Office Practice, 48(2), 243-257. https://doi.org/10.1016/j.pop.2021.02.005
- National Council of State Boards of Nursing (2020).
- Saint-Pierre, C., Herskovic, V., & Sepúlveda, M. (2018). Multidisciplinary collaboration in primary care: a systematic review. Family Practice, 35(2), 132-141. https://doi.org/10.1093/fampra/cmx085
- Salem, O. A., El-Kom, S., Arabia, S., Mubaraki, M. A., Arabia, S., Pandaan, I. N., & Arabia, S. (2018). Competency-based nursing curriculum: Establishing the standards for nursing competencies in higher education. Open Access Library Journal, 5(11), 1. https://doi.org/10.4236/oalib.1104952
- Tan, M. W., Lim, F. P., Ling Siew, A., Levett-Jones, T., Chua, W. L., & Liaw, S. Y. (2021). Why are physical assessment skills not practiced? A systematic review with implications for nursing education. Nurse Education Today, 99, 104759. https://doi.org/10.1016/j.nedt.2021.104759
Appendices 1
FNP Program Learner Expected outcomes
The learners’ expected outcomes are that by the end of the course, they can:
- Engage patients and families in planning for health promotion, prevention of disease or disease progression, and symptom management.
- Apply critical thinking in the diagnosis and problem identification of complex issues related to clinical practice, individuals, populations, and care systems.
- Provide ethical, patient-centered care based on best evidence, clinician expertise, patient preference, and circumstances.
- Evaluate outcomes of care and treatment plan using individual and aggregate data.
- Implement the role of an FNP in a professional, respectful, and ethical manner.
Appendices II
Courses and Course Descriptions
NUR 500 Theoretical Basis for Advanced Nursing Practice and Leadership: The course’s emphasis is on theoretical underpinnings and how leadership decisions in APNs borrow from the theoretical concepts (Goodwin University, n.d.). The course explores nursing leadership and ethical care as they apply to nursing practice. The concepts discussed are morality, social justice, creativity, self-awareness, care collaboration, vision, and consensus-building. These concepts are derived from theories and applied to the advanced role.
FNPs are APNs, and leadership skills are vital in coordinating care teams and collaborative practice (Saint-Pierre et al., 2018). Leadership skills are thus vital for FNPs, and the course and its contents are critical to this advanced practice role. Primary care is the first patient contact; hence, FNPs work with all types of clients, and ethical care is essential. The course is thus relevant and vital for the advanced nursing role. However, ethics is a wide topic that should be taught independently for mastery of content.
NUR 510 Pharmacology for Advanced Nursing Practice: This course explores pharmacotherapeutics and its concepts, such as pharmacodynamics, pharmacoeconomics, and pharmacogenomics (Goodwin University, n.d.). Other concepts, such as culture, ethics, and socioeconomic implications of various treatment modalities, are explored. Illnesses, treatments, best practices, and their rationale are reviewed in this course, emphasizing quality care and patient safety.
The course also utilizes shadow health programs for more practice because the course requires periodic practice for content mastery. Advanced practice nurses have an added role relating to this course: prescribing medications, evaluating, and changing treatment plans. There is a need for proper preparation for the role, hence the relevance and importance of this course to ensure safe, quality, and informed practices.
NUR 540 Physical Assessment for Advanced Nursing Practice: This course builds on the basic BScN program health assessment skills (Goodwin University, n.d.). The course prepares the student with knowledge and proficiency in physical examination for various conditions and populations across the lifespan (Goodwin University, n.d.).
It emphasizes vivid data collection for a holistic and comprehensive patient assessment and develops a complete care plan for the individual or family. It pays attention to differential diagnosis for accurate care and utilizes Shadow Health to develop these skills. The course builds on roles such as diagnosing patients and helping them accurately diagnose and manage health conditions.
As mentioned, FNPs work in primary care. In this setting, proper physical assessment and health history-taking ensure correct diagnosis and patient management (Tan et al., 2021). Advanced skills are a prerequisite for precise, quality, and safe care. However, health history is a vital accomplice of physical assessment that is not included in this course. These skills allow accurate and immediate care delivery, reduce costs wasted on inappropriate plans, and increase healthcare success during patient treatment. The students practice their skills using Shadow Health simulation.
NUR 605 Current Concepts and Professional Roles in Advanced Nursing Practice: The course explores core concepts of the advanced practice roles that include evidence-based practices, population health, informatics, safety, and quality care delivery (Goodwin University, n.d.). The course also focuses on the nurses’ future roles, licensure requirements and examinations, and transitions in advancing roles at the local, state, and federal levels.
FNPs should understand the new roles in transitioning from BSN-prepared RNs to FNPs. The students should also understand the course competencies and the requirements for successful completion, which will aid in the preparation. The course is thus vital for preparing the professionals to meet the basic/ minimum requirements for licensing and practice as advanced nurse practitioners. The course is thus right and should be the first course in this curriculum.
NUR 610 Seminar in Nursing Research: This course prepares students to utilize evidence from research to improve their professional practice (Goodwin University, n.d.). The evidence is used for effective change initiation, management, quality, and safe care delivery to improve outcomes. It allows students to critique quantitative and qualitative research. Other competencies, such as research development, implementation, and dissemination of information, are explored. The nurse is prepared to interact with other professionals through presentations.
Evidence-based practices are important in primary care. FNPs must perform higher-order functions in primary care, such as delegation, communication, concept mapping, and team leadership ( Greenhalgh et al., 2020). These functions require evidence-based best practices for their success. Hence, all FNPs require these skills, knowledge, and competencies.
NUR 620 Policy, Politics, and Organization of Healthcare: The course prepares nurses to be change agents through involvement in the policy development process (Goodwin University, n.d.). The course explores the political environment, advocacy role, and policy-making process as they apply to new concepts and change interventions and emphasize nurses’ power and roles as advocates of improvement in the healthcare systems.
FNPs play vital roles in advocating for the improvement of the healthcare systems. However, this course should also include the opportunities to work as a nurse and the various government positions nurses can fit and play for the improvement of the nursing profession and population health.
NUR 650 Advanced Reasoning and Differential Diagnosis: This course prepares nursing students to evaluate data from physical assessment and determine a differential diagnosis for various health conditions across the lifespan (Goodwin University, n.d.).
The course presents the importance of signs, symptoms, and pathophysiological changes associated with the disease across the lifespan, paying attention to the social, family, community, and ethical implications. The course utilizes knowledge and skills on current and past health histories, physical assessment, knowledge of the disease, and diagnostic students to create a differential diagnosis list.
Many conditions in primary care present with similar characteristics, hence the need for adequate skills to differentiate them (Chen & Brady, 2019). FNPs must understand the differences in disease presentations to manage them and avoid missed or wrong diagnoses.
NUR 660 FNP I: Advance Practice through the Lifespan: Primary Care of the Adult Client: The course explores disease prevention, health promotion, and wellness in adults. It is the first in a series of three interrelated courses that discuss family theory, and this course focuses on an adult’s health. It builds on the NUR 650 to ensure students understand the assessment, treatment, and evaluation principles and utilizes them in the adult population (Goodwin University, n.d.).
The course requires the student to deal with an adult in the clinical setting for 180 hours. It builds on the importance of family and care collaboration, regulatory principles, and adherence to the scope of practice. Nursing students must integrate the learned knowledge and skills and transfer them to clinical practice. This course allows students to use their learned knowledge and transfer it into practice, hence its relevance.
NUR 670 FNP II: Advance Practice through the Lifespan: Primary Care of the Pediatric and Women’s Health Client: The course builds on NUR 650 and NUR 660. The course has similar contents as NUR 660, but its focus is pediatrics and women.
NUR 680 FNP III: Advance Practice Through the Lifespan: Primary Care of the Complex Client: This course is similar to the NUR 650 and NUR 670 but focuses on special complex clients such as LGBTQ, multiple comorbidities, mental health disorders, chronic pain, and addictions (Goodwin University, n.d.).
In addition, the course requires the individual to practice for 240 hours in clinical settings with these complex/special needs patients. The FNP I, II, and III courses prepare nurses to work with various populations across the lifespan. However, more focus should be placed on adolescent health, older adults, neonates, and chronic illness patients because these patients have predisposing factors exposing them to various health conditions (Heredia et al., 2021).
NUR 698 Advance Practice Capstone: Clinical Applications on Population Health: This is the last course in the curriculum, and it integrates advanced critical thinking and leadership skills for quality improvement (Goodwin University, n.d.). Students prepare a professional presentation that will showcase their skills in analyzing and critiquing research articles, and they will utilize them to develop a project with hypothetical interventions. The course will help students showcase and apply learned skills and competencies to improve practice.
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