NR 524 Week 7 Curriculum Plan Presentation

Student Name

Chamberlain University

NR-524: Curriculum Development

Prof. Name

Date

Curriculum Plan Presentation

Introduction

KSL Community College, located in Reading, Pennsylvania, offers an on-campus Associate Degree in Nursing (ADN) program. Prospective students must possess a high school diploma or an equivalent credential to be eligible for admission. The ADN program encompasses a total of 70 credits, which include 30 credits of prerequisite and general education courses alongside 40 credits of nursing-focused coursework.

The program’s design emphasizes a student-centered approach, encouraging professional development while preparing graduates to provide safe, evidence-based, and holistic nursing care. By fostering accessibility and promoting academic excellence, the curriculum aims to cultivate a passion for patient-centered practice among future nurses. This paper outlines the curriculum plan for KSL’s ADN program, explores the role of accreditation in ensuring educational quality, provides detailed course descriptions, and highlights the value of peer collaboration in curriculum development.

Appropriate Accrediting Body

The Accreditation Commission for Education in Nursing (ACEN) accredits KSL’s ADN program. ACEN is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA), ensuring credibility in evaluating nursing programs (ACEN, 2013).

Although voluntary, ACEN accreditation is highly beneficial. It subjects the program to a rigorous peer-review process that promotes continuous quality improvement, guides faculty in developing the curriculum, and ensures alignment with current academic and professional nursing standards. Compliance with ACEN guidelines reassures students, employers, and the community that graduates are competent, ethical, and prepared to provide comprehensive nursing care.

Course Descriptions

The ADN program requires completion of 70 credits. Students first complete 30 credits of general education and prerequisite courses, followed by 40 credits of nursing courses. The curriculum is designed to ensure progressive skill development, with certain courses serving as prerequisites for more advanced learning.

General Education and Prerequisite Courses (30 Credits)

Category	Course Code & Title	Credits	Notes
Communication	COM 121 – English Composition	3	Transferable
	COM 151 – Fundamentals of Speech	3	Transferable
	COM 280 – Informatics & Communication in Nursing	2	Nursing-specific focus
Mathematics	MAT 150 – Foundations of Mathematics	3	Transferable
Pharmacology	PHAR 100 – Pharmacology I	3	Nursing prerequisite
Science	BIO 250 – Anatomy & Physiology I	4	Transferable
	BIO 255 – Anatomy & Physiology II	4	Transferable
	BIO 280 – Microbiology	4	Transferable
Social Science	PSY 130 – General Psychology	3	Transferable
	SOC 130 – Sociology	3	Transferable
Humanities/Ethics	PHI 275 – Ethics	3	Supports ethical reasoning

Nursing Courses (40 Credits)

Course Code	Title	Credits	Description
NUR 100	Fundamentals & Theory of Nursing	6	Introduces foundational nursing concepts, including Jean Watson’s Theory of Caring. Covers communication, assessment, and teaching skills, with clinical experiences in long-term care, acute care, and community health.
NUR 120	Holistic and Multicultural Nursing Care	3	Focuses on culturally competent, holistic care. Explores diverse health beliefs and applies relevant assessment techniques.
NUR 150	Medical/Surgical Nursing	6	Builds on knowledge of acute and chronic health issues. Develops critical thinking and clinical judgment in caring for adults and adolescents.
NUR 200	Maternal Child Health Nursing	7	Examines childbearing families, pediatric care, and acute health alterations. Promotes therapeutic communication and age-appropriate interventions.
NUR 250	Advanced Medical/Surgical/Trauma Nursing	7	Expands on prior coursework, emphasizing rapidly changing patient conditions, trauma, and ethical decision-making. Clinical experiences include multi-client care.
NUR 299	NCLEX Review	2	Offers test-taking strategies, practice exams, and comprehensive preparation to ensure licensure readiness.

Peer Collaboration

The development of KSL’s ADN curriculum involved extensive peer collaboration and professional feedback. Faculty engaged in curriculum benchmarking, consulting designs from other nursing programs, and participated in critical discussions regarding course sequencing and content balance.

Peers offered strategies to optimize the curriculum structure, reducing student workload without compromising accreditation or licensure requirements. Online resources and exemplary models from other institutions were incorporated. This iterative process allowed for continuous refinement, resulting in a balanced, evidence-based curriculum that equips students with the knowledge, practical skills, and ethical grounding essential for competent nursing practice.

References

Accreditation Commission for Education in Nursing (ACEN). (2013). Accreditation manual. Retrieved from http://www.acenursing.org

Lachman, V. D. (2012). Applying the ethics of care to your nursing practice. MedSurg Nursing, 21(2), 112–115. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/Resources/Applying-the-Ethics-of-Care-to-Your-Nursing-Practice.pdf

National League for Nursing (NLN) – Commission for Nursing Education Accreditation (CNEA). (2016). Accreditation standards for nursing education programs. Retrieved from http://www.nln.org/docs/default-source/accreditation-services/cnea-standards-final-february2016.pdf

Wadsworth, A. M. (2012). Theory-based exemplar of Jean Watson’s theory of caring. International Journal for Human Caring, 16(1), 64–67.