NURS FPX 6107 Assessment 1 Justification for Selection
Promotes Lifelong Learning: This CPD program promotes continuing education among faculty and students that is consistent with the best practices advised by professional associations of nurse educators and requirements that pertain to continuing professional development (AACN, 2020).
Tailored to Needs: The need assessment component guarantees that the CPD program meets the nurse’s needs among the gaps in the curriculum, thus making the curriculum more relevant and comprehensive.
Flexible and Accessible: Thus, activities like workshops, seminars, and online CPD courses were more convenient for the faculty and students, as they could participate at their own convenience.
Organizing Design and Theoretical Framework
NURS FPX 6107 Assessment 1 discusses how these strategic approaches facilitated the organising design and the development of the theoretical framework in the nursing curriculum. The proposed total curriculum and theory of the curriculum or theory for organising the national curriculum all refer to key concepts that define the composition, form, and content of a nursing curriculum. They help organise subject matters, teaching and learning strategies, and delivery patterns. To illustrate the understanding of these elements within the framework of a selected curriculum, let us consider an example of a nursing curriculum.
Organizing Design: Concept-Based Curriculum
The chosen nursing curriculum is based on an organising framework that groups content by major nursing concepts rather than categories such as language arts and sciences. Fundamentals of care principles remain a core component of this design since they serve as a basis for the practical integration of the subject matter that students process and analyse (Giddens, 2019).
Example: However, in the concept-based curriculum, the notion of “pain management” acts as a unifying concept integral for such an approach. It is interwoven in curriculum-based concepts and is inculcated in all courses and clinical experiences taught to the students. For instance, students can acquire knowledge about the physiology of pain in the anatomy and physiology classes, and discover the principles of pain assessment and management that are supported by evidence in pharmacology and medical-surgical nursing courses; they can Practice the application of principles of pain management in clinical clinical. This way, students receive a more comprehensive picture of pain management and possible strategies for its mitigation not restricted to a single specialisation.
Theoretical Framework: Note: According to the definitions of Paragraph 3, the theory that can fit like a glove with the given framework of gendered television is Social Learning Theory(NURS FPX 6107 Assessment 1).
The theoretical orientation that informs the selected nursing curriculum is the Social Learning Theory, which posits observed learning, imitation, and reinforcement as vital components of – and key factors in experiencing behaviour change. This theory asserts that knowledge acquisition cannot only be fostered through direct involvement but also through observation and emulation of other people across various aspects of life (Bandura, 2019).
Example: Nurses use Social Learning Theory in nursing curricula in various capacities with a view of enhancing student learning. For example, clinical rotations afford students with chance to learn from skilled nurses and emulate their clinical skills, communication patterns, and proper demeanor. Essential to accounting for students’ exposure to role models is noting that preceptorship experiences result in actual reinforcement and feedback from clinical mentors. Further, it helps in undertaking real-life care of patients through caring simulation exercises since students are able to assess their own learning performance relating to the kind of practice that they have undertaken have been done, and understand their gaps and need for improvements.
Selected Organizing Design and Theoretical Framework
The idea to integrate nursing education into a concept-based curriculum has taken a long time to develop several decades due to the growing demand for a new qualitative approach in nursing education. The Australian nursing curricula based on the subject approach of teaching was a common feature of traditional course work whereby content was grouped according to categories of nursing disciplines or courses such as medical surgical nursing, pharmacology among others, While the new curriculum, which is based on what has been termed as the concept-based curriculum is an approach to organising content around knowledge or concepts rather than subjects or courses (Iwasiw & Goldenberg, 20