Online Class Assignment

Capella FlexPath MSN Class Samples:

FPX 6107

FPX 6414

FPX 6412

FPX 6214

FPX 6021

FPX 6016

FPX 6030 Practicum

FPX 6008

FPX 6210

FPX 6103

FPX 5007

FPX 6011

FPX 6210

FPX 6004

FPX 6610

NURS FPX 6107 Assessment 3: Curriculum Evaluation

Capella 6107 Assessment 3

Assessment 3: Curriculum Evaluation

Student Name

Capella University

School of Nursing and Health Sciences, Capella University

NURS-FPX 6107 Assessment 3:

Curriculum Design, Development, and Evaluation

Prof. Name:


Curriculum Evaluation: Improving Nursing Education

The curriculum in nursing education is of paramount importance, as it forms the foundation for preparing nurses to meet the dynamic needs of the healthcare industry and deliver quality patient care (Abedini & Abedini, 2022). A well-designed curriculum equips nurses with the necessary knowledge, skills, and attitudes required to excel in their careers and fosters a structured approach to learning. However, before embarking on the evaluation process, it is essential to engage with the professional community to gain a profound understanding of the evaluation’s intricacies. Curriculum evaluation can be a collaborative effort, involving individual faculty members, curriculum committees, and the entire faculty to provide feedback and suggestions for improvement.

To ensure that the nursing curriculum remains effective and relevant, periodic evaluations are vital. Conducting evaluations at the end of each academic year or program cohort, as well as before accreditation visits, serves as pivotal moments to assess student performance and identify areas for enhancement. When revising the curriculum to align with program outcomes, the curriculum committee should carefully consider evaluation results and make necessary changes, such as introducing new courses or modifying existing ones to reflect current practices in the field. These revisions must maintain the curriculum’s overall quality and integrity. NURS-FPX 6107 Assessment 3: Curriculum Evaluation

Addressing societal changes through curriculum revision can be a complex process, involving adherence to state regulations and accreditation standards (Gouëdard et al., 2020). However, collaborating with external stakeholders, such as healthcare providers, industry leaders, and technology experts, can aid in identifying changes necessary to integrate into the curriculum (Porter et al., 2020). Additionally, staying up-to-date with the latest trends and practices in the field through literature review, conference attendance, and online courses enables the curriculum committee to adapt to the evolving needs of society, nursing, and technology.

The significance of the nursing curriculum extends from several perspectives. It plays a crucial role in ensuring nurses’ competence in delivering quality care and staying abreast of the latest advancements in healthcare and nursing practices (Papathanasiou et al., 2018). Moreover, the curriculum facilitates the continuous development of nursing professionals, allowing them to acquire new knowledge, skills, and competencies throughout their careers. As nurses receive a common foundation of knowledge through the curriculum, they can collaborate effectively with other healthcare professionals and provide high-quality patient care. The curriculum also contributes to the credibility and recognition of the nursing profession, ultimately leading to improved patient care and the advancement of the nursing field.

The nursing curriculum at Capella University in Minneapolis, MN, emphasizes nursing informatics and equips students with the tools, technologies, and best practices necessary for success in the ever-changing healthcare industry. Aligned with the institution’s mission, philosophy, and framework, the curriculum adheres to state regulations and accreditation standards, ensuring its relevance and effectiveness.

Curriculum evaluation is a systematic and ongoing process that ensures the curriculum remains up-to-date and effective (Peter, 2019). It identifies areas of strength and weakness, aligns with program goals, and justifies resource allocation. The process involves short-term evaluations to make immediate improvements and long-term evaluations to implement comprehensive changes over time.

NURS-FPX 6107 Assessment 3: Curriculum Evaluation

Accreditation bodies play a critical role in evaluating educational programs’ quality and credibility. For Capella University’s nursing curriculum, the appropriate accreditation body would be the Commission on Collegiate Nursing Education (CCNE), which evaluates nursing education programs and ensures they meet stringent standards (CCNE, 2018).

By incorporating evidence-based nursing concepts, theories, and best practices into curriculum development, nursing education can be further enhanced (Turner, 2022). Integrating patient-centered care, interdisciplinary teamwork, and the use of technology can better prepare nursing students for their future roles.

In conclusion, ongoing curriculum evaluation is essential for nursing education, ensuring the curriculum’s relevance and effectiveness. By involving all stakeholders and considering various evaluation criteria, nursing education programs can continually improve and provide high-quality education to students, preparing them for successful careers in nursing.


Abedini, S., & Abedini, S. (2022). Assessing nursing curriculum: Graduate nurse viewpoints | Canadian Journal of Nursing Informatics. 

ACEN. (2022). ACEN accreditation manual – general information – Accreditation Commission for Education in Nursing. 

Blog, F. (2021, June 23). Pilot Testing: Meaning, Importance + [Question Example]. 

CCNE. (2018). CCNE: Who We Are. 

Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Organisation for Economic Co-operation and Development EDU/WKP(2020)27 CURRICULUM REFORM: A LITERATURE REVIEW TO SUPPORT EFFECTIVE IMPLEMENTATION OECD Working Paper No. 239 

Greiner, A. C., & Knebel, E. (2020). The core competencies needed for health care professionals.; National Academies Press (US). 

Griffin, G. (2021). Developing short-term and long-term goals and objectives. In Springer Publishing Company. 

NURS-FPX 6107 Assessment 3: Curriculum Evaluation

Khademian, Z., Ara, F. K., & Gholamzadeh, S. (2020). The effect of self care education based on orem’s nursing theory on quality of life and self-efficacy in patients with hypertension: A quasi-experimental study. International Journal of Community Based Nursing & Midwifery, 8(2), 140–149. 

LeLaurin, J. H., & Shorr, R. I. (2019). Preventing falls in hospitalized patients. Clinics in Geriatric Medicine, 35(2), 273–283. 

Martos-Cabrera, M. B., Mota-Romero, E., Martos-García, R., Gómez-Urquiza, J. L., Suleiman-Martos, N., Albendín-García, L., & Cañadas-De la Fuente, G. A. (2019). Hand hygiene teaching strategies among nursing staff: A systematic review. International Journal of Environmental Research and Public Health, 16(17), 3039. 

Papathanasiou, I., Kleisiaris, C., Fradelos, E., Kakou, K., & Kourkouta, L. (2018). Critical thinking: The development of an essential skill for nursing students. Acta Informatica Medica, 22(4), 283. NCBI. 

Peter. (2019). Curriculum evaluation. 

Porter, A. L., Portillo, E. C., Gallimore, C. E., Zorek, J. A., & Barnett, S. G. (2020). Let external stakeholders be your guide to curricular revision. American Journal of Pharmaceutical Education, 84(8). 

Turner, M. (2022). UC library guides: Evidence-based practice in health: Introduction. 

Zajac, S., Woods, A., Tannenbaum, S., Salas, E., & Holladay, C. L. (2021). Overcoming challenges to teamwork in healthcare: A team effectiveness framework and evidence-based guidance. Frontiers in Communication, 6(1). Frontiersin. 


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