NURS-FPX6111 Assessment 1 Course Definition and Alignment Table

NURS-FPX6111 Assessment 1 Course Definition and Alignment Table – Step-by-Step Guide

The first step before starting to write the NURS-FPX6111 Assessment 1 Course Definition and Alignment Table, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment.

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6111 Assessment 1 Course Definition and Alignment Table

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list.

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6111 Assessment 1 Course Definition and Alignment Table

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6111 Assessment 1 Course Definition and Alignment Table

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6111 Assessment 1 Course Definition and Alignment Table

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6111 Assessment 1 Course Definition and Alignment Table

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6111 Assessment 1 Course Definition and Alignment Table

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication.

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6111 Assessment 1 Course Definition and Alignment Table Instructions

Construct a 1-2 page course definition with an accompanying alignment table for a nursing education course using a topic of your choice. Include a 1-2- page memo to a department supervisor that contains a rationale for the assessment and evaluation strategies you plan to use in the course. Have a look at NURS-FPX6111 Assessment 2 Criteria and Rubric Development.

Introduction

Assessing and evaluating program effectiveness requires you to understand the entire alignment of a course, from the way it is presented to potential learners to the final analysis of aggregated data.

Whenever you begin the process of designing a course, it is important to begin with the end in mind. Assessment and evaluation strategies are key elements of the design process.

How will the course fit in with a larger organizational outcome or continuing educational requirement?
What do you want your learners to know or do after they have completed the course?
How will you determine whether your learners have met your learning objectives?

Program outcomes and learning objectives create a framework to help you determine the learning activities and the types of assessment that will best tell you whether your objective has been met.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

What is the difference between assessment and evaluation?
What are the differences between formative and summative evaluations?
How would you address each of the following domains, when designing assessments and evaluations of learner skills and knowledge?
Cognitive.
Psychomotor.
Affective.

You will need the following document for this assessment:

Assessment Formatting Guidelines [DOCX].

Scenario

Imagine that you are a nurse educator in a local organization. You have been asked to create a new course for your nurse education program. You have been given latitude to select both the topic and the nurse population.

Your supervisor would like you to create a course definition document that includes the following elements:

A course title and course description.
The learning objectives.
The related program description and program outcomes.
Alignment of the external standards or regulatory guidelines that pertain to the educational program offering.

This year, the department is asking all nurse educators to pay particular attention to how the evaluation and assessment design of courses help ensure that both learning and program outcomes will be met.

In addition, leadership has recognized the importance of evidenced-based practice and standards of care. To that end, at least one external national nursing standard should be aligned with the objectives for your assignment.

Part One – Course Definition and Alignment Table

Identify a specific health care issue, setting, and learner audience.

Your course definition should consist of the following:

Course description, vision, and rationale.
The course learning objectives.
A description of the program offering.
The program outcomes.

Use a table to show alignment of assessment and evaluation strategies. Include the following in your table:

Examples of assessment and evaluation tasks/assignments.
Alignment of learning objectives to program outcomes.
Alignment of program outcomes to external standards.

You may (but are not required to) use the Course Definition and Alignment Table Template [DOC].

Part Two – Memo to Department Supervisor

Return to the scenario above. Compose a short (1–2 pages) memo to the department supervisor that introduces your course and supports the academic rationale behind your design.

Your memo should contain the following:

A brief description of the specific nurse educational setting
Title of the proposed course.
A researched rationale that explains:
Your assessment of why the course is needed and how the course supports the program offering.
A brief description of the academic reasoning behind your evaluation design strategy.

At least three relevant scholarly sources that support your rationale.
Recommendation for next steps.

Additional Requirements

Follow the Assessment Formatting Guidelines [DOCX]. In addition, your assessment should meet the following requirements:

APA format: Use correct APA style and formatting for the rationale, paying particular attention to citations and references.
References: Include at least three peer-reviewed scholarly resources from the last 5 years.
Length:
Course definition: 1–2 pages (not including cover page and reference list).
Memo to supervisor: 1–2 pages.
Alignment table: No page limit.
Font and font size: Times New Roman, 12 point.

Compile your course definition, memo, and alignment table into one document before submitting.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Apply principles of assessment and evaluation for use in nursing education programs.
Construct a course description that clearly supports the educational program outcomes.
Align learning objectives to program outcomes.
Describe program assessment and evaluation strategies used in a nursing education course.
Competency 4: Evaluate the achievement of learning outcomes.
Align appropriate professional standards and/or regulations to learning objectives in a nursing education course.
Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Correctly format the assessment, citations, and references using APA style.

NURS-FPX6111 Assessment 1 Course Definition and Alignment Table Example

Program Offering

Program Description

Continuing education programs are designed to ensure nurses are up to date with current skills and knowledge in the discipline and continue polishing their skills to meet the dynamic and demanding field. The programs offer a variety of courses across different nursing concepts, ensuring nurses are equipped with the necessary skills and knowledge to provide high-quality care. The continuing education program also incorporates essential nursing skills such as cultural competency for healthcare professionals in behavioral health hospitals or community mental health center settings. For instance, it includes a course providing an in-depth exploration of cultural competency as it relates to addiction and mental health care.

Program Outcomes

The expected program outcomes are that at the end of the continuing education program, learners will:

Generate advanced knowledge of cultural differences, biases, prejudice, and their impact on addiction and mental health care
Improve their ability to recognize cultural factors influencing addiction and mental health
Enhance patient outcomes through culturally tailored interventions
Reduce disparities caused by cultural differences in behavioral health care by fostering inclusive practices
Advocate for cultural sensitivity within their healthcare organizations.

Course Title: Cultural Competency in Addiction and Mental Health Care

Course Description, Vision, and Rationale

The course intends to equip healthcare providers with the knowledge and skills to deliver culturally sensitive care to diverse patient populations, particularly in the addiction and mental health field. It will be offered as a continuing education program for nurses, social workers, and mental health counselors engaged in behavioral health and substance abuse care. The educational setting includes in-person workshops and online modules with interactive case studies.

This six-lesson course focuses on the principles of cultural competency in addiction and mental health care. Learners will examine how cultural beliefs, values, and stigma influence addiction recovery and mental health outcomes. Through case-based learning and practical exercises, learners will develop strategies to provide culturally appropriate care and advocate for inclusivity. However, the course description assumes that the learners are available to attend the course and may not have received formal training in cultural sensitivity, specifically tailored for mental health care and its contribution to iniquities in care following implicit biases and inadequate understanding of cultural influences.

Vision
To empower healthcare providers in the addiction and mental healthcare field with the cultural awareness and skills needed to deliver equitable and effective care to diverse patient populations.

Rationale
According to Cénat (2020), there has been a significant problem in accessing mental health and addiction services for individuals and groups that generally experience culturally-based discrimination. The issue has led to individuals from these groups shying away from seeking mental health care services, hence increasing disparities. Additionally, cultural barriers and biases in addiction and mental health care lead to health disparities and suboptimal patient outcomes (Stubbe, 2020).

Nurses and other healthcare providers in the mental healthcare field play a huge role in addressing the issue through cultural competency skills. Moreover, cultural competency is essential for addressing health disparities in addiction and mental health care. Understanding and integrating patients’ cultural backgrounds into care plans leads to better engagement, adherence, and recovery outcomes.

Course Learning Objectives

By the end of the course, learners will be able to:

Identify and analyze cultural factors that influence addiction and mental health care.
Develop culturally sensitive care plans for individuals with substance use and mental health disorders.
Implement strategies to address and reduce cultural stigma associated with addiction and mental illness.
Evaluate personal biases and their impact on patient care.
Advocate for organizational policies that promote cultural inclusivity in behavioral health care.

Evaluation and Assessment Strategies and Examples

Comprehensive assessment approaches are designed to evaluate student performance and the course’s success in meeting its objectives (Karaman, 2021). The assessment strategies for this course will include formative and summative evaluations. Students will complete an objective assessment comprising multiple-choice questions, participate in discussions during each session, submit an essay over the course of the program, and take a final online assessment.

Additionally, a student feedback evaluation will be conducted to assess the course and identify areas of improvement. Formative assessments will track students’ learning progress, while the essay and final assessment will evaluate their comprehension and ability to apply learned course concepts in practice. Feedback from students and formative assessments will be used to refine the course content, especially since it is newly introduced.

The evaluation examples are as follows:

Multiple choice questions- formative- cognitive

Role-playing, demonstrations, and Essays- developing a culturally sensitive care plan – summative- affective, cognitive, psychomotor

Alignment Tables

Table One: Course Learning Objectives to Assessments and Domains of Learning

Number	Course Learning Objectives	Assessments	Domains of Learning
1	Identify and analyze cultural factors that influence addiction and mental health outcomes	Case study analysis and group discussion of cultural scenarios	Cognitive
2	Develop culturally sensitive care plans tailored to individuals with addiction and mental health disorders.	Design and presentation of a culturally responsive care plan	Cognitive, psychomotor
3	Implement strategies to address and reduce cultural stigma in addiction and mental health settings.	Role-playing exercises demonstrating effective communication with patients from diverse cultural backgrounds.	Psychomotor, affective
4	Evaluate personal biases and their impact on the delivery of care.	Reflective journaling and self-assessment activities.	Affective
5	Advocate for organizational policies that promote inclusivity in behavioral health care.	Group written policy proposal detailing steps to implement cultural inclusivity in a healthcare setting.	Cognitive, affective

Table Two: Course Learning Objectives to Program Outcomes

Number	Course Learning Objectives	Program Outcomes
1	Identify and analyze cultural factors that influence addiction and mental health outcomes.	Program Outcome 2: Improve their ability to recognize cultural factors influencing addiction and mental health.
2	Develop culturally sensitive care plans tailored to individuals with addiction and mental health disorders.	Program Outcome 3: Enhance patient outcomes through culturally tailored interventions.
3	Implement strategies to address and reduce cultural stigma in addiction and mental health settings.	Program Outcome 4: Reduce disparities caused by cultural differences in behavioral health care by fostering inclusive practices.
4	Evaluate personal biases and their impact on the delivery of care.	Program Outcome 1: Generate advanced knowledge of cultural differences, biases, prejudice, and their impact on addiction and mental health care.
5	Advocate for organizational policies that promote inclusivity in behavioral health care.	Program Outcome 5: Advocate for cultural sensitivity within their healthcare organizations.

Table Three: Course Learning Objectives to External Standards

		Course Learning Objectives
		Identify and analyze cultural factors that influence addiction and mental health outcomes.	Develop culturally sensitive care plans tailored to individuals with addiction and mental health disorders.	Implement strategies to address and reduce cultural stigma in addiction and mental health settings.	Evaluate personal biases and their impact on the delivery of care.
Course Learning Objectives to External Standards (example)
American Association of Colleges of Nursing (AACN) Essentials. (AACN.org, n.d.)	Scientific underpinnings for practice- understanding how culture impacts health and care delivery	X		X
	Baccalaureate generalist nursing practice- the ability to reduce stigma and enhance culturally inclusive practice		X	X	X
	Interprofessional partnerships- reflecting on personal biases and learning to collaborate with others	X			X
Psychiatric and Mental Health Nursing Specialty Standards (APNA.org, 2022)	Standard 1: cultural competency	X	X	X	X
	Standard 2: Psychological support		X	X

Reference List

American Association of Colleges of Nursing (AACN). (n.d.). AACN Essentials. Accessed on Nov 22, 2024 https://www.aacnnursing.org/essentials

APNA Position (2022). Scope & Standards of Psychiatric-Mental Health Nursing. Accessed Nov 22, 2024 https://www.apna.org/news/scope-standards-of-psychiatric-mental-health-nursing/

Cénat, J. M. (2020). How to provide anti-racist mental health care. The Lancet Psychiatry, 7(11), 929–931. https://doi.org/10.1016/S2215-0366(20)30309-6

Karaman, P. (2021). The effect of formative assessment practices on student learning: A meta-analysis study. International Journal of Assessment Tools in Education, 8(4), 801–817. https://doi.org/10.21449/ijate.870300

Stubbe D. E. (2020). Practicing Cultural Competence and Cultural Humility in the Care of Diverse Patients. Focus (American Psychiatric Publishing), 18(1), 49–51. https://doi.org/10.1176/appi.focus.20190041