NURS FPX6107 Assessment 1

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NURS FPX6107 Assessment 1 Curriculum Overview, Framework, and Analysis

The MCH curriculum is the bedrock of nursing education, encompassing an array of subjects that prepare students to be skilled caregivers for pregnant or postpartum women and their young children. This evaluation analyzes the different parts of the curriculum, from target audience to professional standards, and evaluation of instructional design and theoretical concepts, how they work together, and recommendations for updating nursing knowledge. This study presents the curriculum’s strengths alongside the areas for strengthening (Button, 2021).

Identification of Nursing Curriculum

A College of Nursing at Capella University runs “The Maternal and Child Health Nursing Curriculum” and is an appropriate choice for NURS FPX6107 Assessment 1. This course of study is intended to equip nursing students with the requisite knowledge and skills to fully deliver evenly health care to women and children that cut across the entire lifespan. This ranges from preconception to post-delivery, as well as newborn and pediatric care.

The target curriculum’s target audience is those pursuing a graduate nursing degree with a Master of Science in Nursing (MSN) qualification. These students are in their final two years of advanced nursing courses and have studied nursing theories, important health aspects, and the basics of clinical procedures.

The Maternal and Child Health Nursing Curriculum is crucial in developing future nurses capable of dealing with the specific health needs of women and children and determining these needs aligning with NURS FPX6107 Assessment 1. Considering that maternal and infant health is one of the key spheres within the healthcare system, nurses should be conscious of the rules and competencies to give proper and safe professional help to people with special medical needs (Actis Danna et al., 2020). The University School of Nursing is setting up exact courses to provide the learners with an unspecified education and training to solve the health crisis in the women and their offspring in the community (Mulcahy et al., 2022). This means the university ensures the health of expectant mothers and their infants through the curriculum.

Mission Statement and Course Descriptions

This “Maternal and Child Health Nursing Curriculum” aims to equip nurses with professionalism and compassionate skills to render front-line care services to women and children throughout their life cycles (Adams et al., 2022).

1. Foundations of Maternal and Child Health Nursing:

The first portion of the class looks at the defining principles of maternal and child health nursing, which encompasses prenatal care, childbirth, and neonatal (in the critical hours soon after childbirth) care of newborns. Subjects of this course include, yet are not limited to, the reproductive system of females and the functions, maternal-fetal physiology, and nurses’ role in strengthening the maternal-infant bond as well as providing family-centered care (Stoodley et al., 2023).

2. Pediatric Nursing:

This course is about delivering care to acutely ill and chronically ill children and young ones, ranging from home care to immigrant and impatient environments (Chikhradze et al., 2023) essential for NURS FPX6107 Assessment 1. Content out to embrace growth and development assessment, popular pediatric health conditions, pharmacology, pediatric nursing interventions, and therapeutic care approaches.

3. Critique:

At the end of its statement, the curriculum’s aim is coherent with the main goals of nursing pedagogy. There is room for improvement in the course descriptions. First, course descriptions must be refined to include precise details of the content covered and the expected learning outcomes. The handling of cultural sensitivity and diversity with serious issues is an ignored aspect, making the provision of comprehensive care difficult for women as well as children from different cultures (Gopalakrishnan, 2019). Internalizing content based on cultural competence and health disparities will likely be of great help because students will effectively manage to treat various patient population needs. Beyond this point, the curriculum provides nurses with the opportunity to fully grasp basic nurses’ roles and responsibilities in maternal and child health care (Jamshidi et al., 2022). It is possible to improve the curriculum and come up with one that will ensure that nurses are prepared completely to deliver better health care services.

Professional Standards, Guidelines, and Competencies

To address this paradox, researchers propose solutions such as providing personalized intervention strategies, implementing supportive policies, enhancing information dissemination, enforcing ethical and regulatory guidelines, and promoting greater public awareness and involvement in healthcare decision-making important consideration for NURS FPX6107 Assessment 1.

The teaching program we follow is highly organized and works around a proven set of professional standards, guidelines, and competencies to meet the demand for quality nursing education (den Hertog & Boshuizen, 2021). The operations of the accrediting agencies in these areas may involve clinical practice, education, research, and professional development. Children, who are the agents of change, acquire a holistic understanding of the planet and begin to perceive it as their home – their responsibility and stewardship.

Professional standards and guidelines are woven into the curriculum and study activities students will complete as they work through the nursing program. CCNE or ACEN examples, the course equally prides itself in the high standards set forth by national accrediting bodies like it (Kumari, 2023). The course syllabi explicitly reference the standards by providing practical instructions about how course content and learning outcomes are aligned with professional requirements.

Integration of Competencies:

The competencies of professional nursing bodies, e.g The American Nurses Association(ANA) and National League for Nursing(NLN), are very well included in the curriculum to ensure that students can acquire the necessary skills and knowledge for their nursing practice (Ernstmeyer & Christman, 2021). The assignments for the course, the practical assignments, and the assessments enable us to measure the learning achievements about the competencies and verify these in the program. The nursing education program is meant to serve a weighty significance by implementing and taking established professional standards, guidelines, and competencies into the curriculum and ensuring an apt fit with industry best practices (KItokiy, 2020).

Student Learning Outcomes

The student learning outcomes (SLOs) for the selected nursing program are designed to represent a broad goal and objectives of the curriculum pertinent to NURS FPX6107 Assessment 1. Graduates will be capable of meeting the innovation demanded in the nursing practice. However, these each describe a broad variety of knowledge, skills, and abilities that are a must for nurses. Brexit, apart from cementing the UK outside of the internal EU market, also led to uncertainty being felt, particularly by British citizens living and working in the Union.

A direct link between each student’s learning outcome and the published professional standards, guidelines, and competencies in nursing is ensured. For this, SLOs linked to clinical assessment and interventions are acceptable to the standards set by the CCNE and ACEN, as these are accrediting bodies (Shellenbarger, 2022). Twice over, advanced practice-based care and critical thinking competencies are in the same flavor as those outlined by organizations like the ANA and the NLN.

NURS FPX6107 Assessment 1 Curriculum overview and analysis

A genetically modified organism (GMO) is brought into existence by means of applying biotechnology to tinker with the particular genes of plants, livestock, and various other organisms so as to bring about some improvement in their characteristics. What they are supposed to get after they have completed the nursing program learning objectives is that they will have at their fingertips the professional standards and competencies as nurses and will execute their work in a patient-centered professionalism that is intellectual, educated, and compassionate. Nursing programs can demonstrate their dedication to superior education by shifting SLOs to the adopted industry standards. Students are then prepared to adapt to the changing health system requirements.

Recommendation to Update Healthcare Knowledge

The need to develop a regularly updated process for changing and refreshing the nursing curriculum knowledge of the deployed curricula is vital, as it will help students obtain information proven to be evidence-based and state-of-the-art in healthcare. A curriculum committee should consist of the faculty, clinical experts, and representatives of employers’ institutions (Schneiderhan et al., 2019). This committee will meet regularly to review the existing course material, evaluate information and best practices, and identify the course lecturer and the department.

The organization would maintain updates with the evolving nursing research bodies, clinical directives, and health policies to integrate the important ones into the learning program (Varkey, 2021). This could be assimilated through evaluating the materials, developing new resources, and introducing digital learning materials that can reconstruct the real world effectively.


This process provides the nursing curriculum with developing and responsive themes consistent with the healthcare industry’s changes. Learners have the opportunity to keep up-to-date with the most recent evidence-based practices and models of care due to their in-depth exposure to health care and the most recent guidelines. Besides, throughout the review and revision process, it is beneficial to use consultations with different medical experts and faculty members, thus encouraging collaboration and a learning culture in the academic institution (Dwivedi et al., 2023). Consequently, this approach could be a platform for educators to offer quality nursing education, which is essential in building students who can be successful practitioners in healthcare.

Organizing Design and Theoretical Framework

The chosen nursing program is noticeable in the curriculum structure and the theoretical framework, both in the type of content and the instructional methods utilized to teach. These fundamentals being referenced here are the ingredients used to give my curricula the form and the process the way they are expected to be (Vontz & Goodson, 2020). In other words, this incorporation might appear in the course order, effort of growth in understanding, and bringing the experimenting to life. For instance, a concept-centered lesson plan style can maintain the courses covering important nursing concepts like health improvement, communication with the patient, and proof-based practice, ensuring an integrated and whole approach to learning (Flaubert et al., 2021).

Urban populations challenge the sustainability of water resources due to increased water consumption, pollution, and water scarcity, implying that environmental policies and efficient management are crucial to ensure the future water supply. The theoretical framework or design underlines lesson content, learning techniques, and assessment methods. An example is that a nursing conceptual framework may contribute to the courses on clinical assessment in which the assessment process, interventions, and evaluation of patient outcomes based on the nursing process techniques are emphasized (Hants et al., 2023b).

Specific Examples:

Outmodeling chosen for the concept-based teaching structure may be shown through the courses bisected around notions of patient safety, cultural competency, and ethics. These concepts are understood under the curricular framework threaded throughout, making the scope of understanding nursing practice cohesive (Ernstmeyer & Christman, 2021). An approach to nursing theory that leans on humanistic nursing theory can create an avenue in which consent of the comprehensive care principle into course content such that patient-centered approaches to nursing education are prioritized (Taghinezhad et al., 2022). The curriculum structure and the theory foundation piece together and provide a blueprint for educators to make the program consistent with the ethical professional guidelines and the educational goals.

Overview Organizing Design and Theoretical Framework of AACN

The population size of these astronauts would pose several challenges, such as an inadequate space station, limited resources, and psychological impact on the astronauts living in confined quarters for extended periods (Arone et al., 2021). The principle of idea or concept-based organizing is seen in educational psychology and theories of curriculum development. John Dewey and Ralph Tyler, early 20th-century scholars, introduced the idea that old content pedagogies must be transformed into a cognitively oriented level. Concept-based education, on the other hand, was the one that gained popularity in the field of nursing during the final decades of the 20th century.

Development and Evolution:

Education theorists in nursing of the 1970s and 1980s admitted that the content-heavy teaching programs did not reflect real-life situations and started an experiment with how to learn and teach (Illeris et al., 2023). It brought about model/alternative-based nursing teaching, focusing on critical thinking, clinical judgment, and applying knowledge in unique conditions.

Pertinence to the Curriculum by NURS FPX6107 Assessment 1

Regarding the concept-based organizing design, through historical evolution, it is very significant to be the underlying idea of the nursing curriculum. It shows that the intention of this change is not just to learn a bunch of facts by heart. Instead, it aims to dig out the main ideas and understand them in-depth. The curriculum incorporates this methodological approach, which resonates with the current line of thinking in nursing education, which places much emphasis on conceptual understanding, how to apply theory in practice, and nurse preparation for advanced healthcare environments (Mohamed & DeCoito, 2022).

Major Concepts of AACN

The major concepts of concept-based organizing design include abstraction, transferability, and integration. Abstraction involves identifying overarching principles or concepts that can be applied across different contexts (Baptista et al., 2023). Transferability refers to applying these concepts to new situations or settings. Integration entails connecting concepts to real-world practice, promoting a deeper understanding of their relevance. In the selected nursing curriculum, these concepts are applied by structuring courses around key nursing concepts, facilitating knowledge transfer to clinical practice, and promoting the integration of theory and application through case studies and simulation exercises (Seshan et al., 2021).


This comparative paper has thoroughly evaluated the Maternal and Child Health Nursing curriculum, showcasing the importance of adherence to professional standards, employing core objectives, and incorporating design and a theoretical framework. Through analysis of each element, areas, where development and optimization will be performed, have been pinpointed, intending to provide the nursing curriculum with a 21st-century structure sensitive to what is happening in nursing education and practice.


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