Introduction
In creating a curriculum, various techniques are undergone and several requirements are struggled to be met for this to be achieved. That is to ensure that the curriculum works well and this it specifically fits the criteria created for the course. Especially given that the field of medical has developed a "critical need for competency" (Davenport, Spath, & Blauvelt, 2009) with its continuing recognition as a amount of choice for students stepping into college or university, a well-designed course curriculum is highly wanted for. To check if the developed curriculum has met certain standards academics benchmarks, a curriculum review is conducted. In Davenport, Spath, & Blauvelt (2009), a curriculum review has several purposes: to at least one 1) be sure of the relevancy, exactness, and quality of the prevailing curricula; (2) place the curriculum for both the Country wide League for Medical Accrediting Commission payment (NLNAC) and the Commission on Collegiate Medical Education (CCNE) program accreditation; (3) donate to faculty knowledge of the curriculum-building and its plan of action; and (4) result in analysis activities as described by the nursing department's curriculum diagnosis plan. This newspaper will assess the educational curriculum of the Alabama Capstone School of Medical and see if it practices the criteria occur Curriculum Development.
Congruency of Medical Quest/Philosophy with Institutional Statements
The College or university of Alabama specifically caters to the folks of Alabama, with its emphasis mainly on the "rural populations in the West Alabama region" (Course Put together, University of Alabama Capstone College or university of Medical). As some type of disclaimer, the Alabama Capstone College of Medical has declared that they consider as "their own" the purposes and objectives of the University, "as defined in the College or university of Alabama catalog and recognized documents" (Course Put together, Alabama Capstone College or university of Medical). The key principles in the College of Nursing's mission and philosophy claims are the following: 1) to provide excellent education. Together with the continuous advancement in the field of Technology and Technology and in the field of nursing itself, the faculty wants to provide not only the beginner but also the advanced professional medical practice; 2) to advance nursing. This is done through research and experiential learning; 3) to provide service, with particular focus on the effect and response to the health health care needs of the residents of Alabama. Moreover, the College focuses its philosophical perspective in: 4) the impact of the changing world to human beings; 5) emotions and its compliance to the experiences of individuals; 6) the role of emotions in decision-making; 7) the dynamism between development and adaptation, as well as 8) individuals and the environment; 9) societal composition and how it recognizes the variety of goals and prices; 10) learning is a number of sorts. Some periods of learning may be long in a few people, while short on others. As well, learning is influenced by the "cognitive, affective and psychomotor skills" of every individual; 11) educational obligations of the College in the facilitation of learning; 12) the application of the "ladderized" method of teaching. THE FACULTY aims to begin preparing the individuals into as soon as the baccalaureate level, progressing into an even more advanced level of learning. On a person level, the College philosophical perspective puts the brightest highlight on: 13) individual potential maximization. They believe when faced with disease or infirmity, the individual react easier to the situation, with an increase of command of control and responsibility; 14) nursing as both research and art work; 15) determination to the practice of most important intervention; 16) common access to healthcare; 17) the use of communication tools and techniques in the study facilitation of information, particularly in the platform of a growing complexity of the field of medical; 18) decision making, and exactly how it is influenced or affected by the nurses' cognitive and experiential-based knowledge; 19) collaboration with other health care providers in taking chances and making designed changes; and 20) Quality of Good care is made certain through the dutiful practice of the Nursing Code of Ethics
Congruency of Program Goals/Outcomes with Nursing Mission, School of thought, and Framework
For the developed curriculum to be approved by this program accreditation committees, they need to have the ability to fulfill these statements (in Davenport, Spath, & Blauvelt, 2009): For the Group of Nursing Accrediting Fee: "The objective/philosophy results of the nursing education unit are congruent with those of the governing firm" while, for the Commission payment on Collegiate Nursing Education: "The objective, goals and expected pupil benefits are congruent with those of the father or mother institution and consistent with relevant professional nursing standards and suggestions for the planning of nursing pros. " Because the curriculum was said to be licensed by the CCNE, the writer has chosen to focus on this kind of accreditation program. According to the CCNE's "Proposed Specifications for Accreditation of Baccalaureate and Graduate Medical Programs" (2005), there are four (4) expectations to be considered in reviewing a curriculum. Let's concentrate first on the First Standard, Program Quality: Objective and Governance. In Section I-F of this Standard, the key element is explained by: "Policies of the mother or father establishment and the medical program are congruent with and support the mission, goals, and expected outcomes of this program; these plans are fair, equitable, printed, and are examined and revised as essential to indicate ongoing improvement. These policies include, but are not limited by, those in accordance with student recruitment, admission, and retention. " The College or university Of Alabama University Of Nursing has a total of ten program targets. Up to now, these goals still coincide with the Medical mission, beliefs and framework of the faculty. The normal elements between the targets and the mission/philosophy statements still find: 1) use of experiential learning in help of decision-making; 2) application of critical thinking; 3) the appropriateness of communication techniques that eventually assists with 4) creating associations with other health care providers; the assumption of responsibility for 5) personal and 6) professional growth and decisions; 7) practice of different degrees of disease and infirmity protection with proper regard to ethics and legality; and also in the demo of 9) leadership and 10) caring behaviors.
Congruency of the Nursing Mission, Beliefs, and Platform with Professional Standards
Viewed as the most notable choice as the standards committee, the North american Association of Universities of Nursing (AACN) has produced several standards dimension for various healthcare programs, inclusive of which is the publication "THE REQUIREMENTS of Baccalaureate Education for Professional Medical Practice" (by AACN, 2008). Recall that the University's purposes and goals are reported to be accepted without questions by the entire Alabama Capstone University of Medical. The philosophy combines the forming of knowledge on the framework of experiential learning and cognition. The key elements were highly delineated, with proper emphasis on the building of the individual's life perspectives. THE FACULTY also wants their students to have the ability to compete and endure other baccalaureate level holders and healthcare providers. The AACN writes of the nine (9) Essentials that stand as a basis in verifying if graduates are interacting with the expected effects for baccalaureate nursing programs. These Essentials are: 1) Liberal Education for Baccalaureate Generalist Nursing Practice; 2) Basic Organizational and Systems Authority for Quality Care and attention and Patient Safe practices; 3) Scholarship or grant for Evidence-Based Practice; 4) Information Management and Request of Patient treatment Technology; 5) HEALTHCARE Policy, Fund, and Regulatory Surroundings; 6) Interprofessional Communication and Collaboration for Improving Patient Health Effects; 7) Clinical Reduction and Inhabitants Health; 8) Professionalism and Professional Beliefs; and finally, 9) Baccalaureate Generalist Medical Practice. All these Essentials are applicable in the context of the School Of Alabama Capstone University Of Nursing. In a single way or another, the main element elements in the mission/philosophy of the College have encompassed these Necessities. For Essential I (E-I), the College aims to start at the rookie nursing practice to better provide a view as the college student advances into the course. E-2 is achieved through the practice of knowledge-based quality health care techniques, one of the missions of the faculty. Research and experiential practice is inclusive in E-3 an E-4, while E-5 concentrates mainly on the legal and financial scope of the curriculum mission/philosophy statements. E-6 includes the communication and collaboration linking nurses and other health care providers in the quest for providing better plus more widely accepted notions in enhancing healthcare techniques. Remember that one key aspect in the quest/philosophy assertions of the faculty is the use and reinforcement of primary reduction practices to improve the health of the complete inhabitants by judging stopping disease and infirmity at the individual level. The eight Essential, E-8, includes the key elements about the individual involvement and the professional and personal factors that may contribute to the decision-making process. The last Essential, E-9, the outcome is given particular spotlight on the planning of the Baccalaureate-graduate nurse and his/her readiness in the field that she's chosen, as well as the versatility in acknowledging modifications in care with regards to the disease intricacy and the mental and internal capacities of the patients.
Internal Consistency in the Curriculum
Throughout the whole course of reading the developed curriculum of the Capstone University of Medical, the congruency of elements and ideas are highly evident. What better application you can find than the utilization of congruent and constant curriculum? It could be portrayed as written in the First Standard, Program Quality: Quest and Governance of the CCNE's "Proposed Expectations for Accreditation of Baccalaureate and Graduate Medical Programs" (2005). Here is Section I-A to C: "I-A. The quest, goals, and expected effects of the program are written, congruent with those of the mother or father institution, and consistent with professional nursing standards and rules for the prep of nursing experts. I-B. The quest, goals, and expected final results of the program are reviewed periodically and modified, as appropriate, to reveal professional standards and guidelines. I-C. The quest, goals, and expected results of the program are reviewed regularly and revised, as appropriate, to reveal the needs and anticipations of the city of interest. " Therefore, congruency should be achieved as a significant area of the curriculum development process. Moreover, if these conditions are not achieved, the faculty may not have the ability to fulfill its goal as an academic institution in neuro-scientific nursing and providing health care.
Recommendations
The publisher commends the writers of the College or university Of Alabama Capstone College Of Nursing for expanding such a consistent and comprehensive Nursing Curriculum. From the congruency of the quest/philosophy assertions to the lay-out of the targets, the curriculum has adopted the standards establish by the CCNE
Conclusion
For an academic curriculum to be productive, effective and relevant the administrators should be able to follow the requirements and processes place by standard commissions, as well as design user- and student-specific courses and majors to raised make use of the performance of the future nurses. The writer is now totally aware of how a curriculum should be reviewed, the purposes and the benefits associated with reviewing and eventually, the conduction of functions that not only provides an improved understanding of the curriculum but also a wider and clearer perspective on the majors and training offered by the College of Nursing.
