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Running head: UF UNDERGRADUATE NURSING CURRICULUM REVISION 1

UF Undergraduate Nursing Program Curriculum Revision

Anna Gilson, Colleague 1, & Colleague 2

University of South Florida

November 22, 2011

UF UNDERGRADUATE NURSING CURRICULUM REVISION2

Revision of Curriculum Plan for UF Undergraduate Nursing Program

Curriculum development continues to evolve with the constant changes in demographics

and the external and internal factors that persuade the nursing curricula. According to Keating

(2011) in nursing education, “curriculum development is a means to arrange, employ and assess

learning opportunities”. Philosophies and theories help build nursing curricula, which are

generally structured to incorporate the philosophy/theory by considering the nature of

knowledge, how students learn it, and what teaching approach will best impart it (Keating,

2011). As one continues to read this paper, it explores the external and internal factors that

affect the development of a curriculum. The paper identifies The University of Florida’s College

of Nursing (UF CON) prerequisites and nursing courses as well as the author’s revisions to the

program plan of study classes with rationales, course descriptions, and course

outcomes/objectives.

Potential Internal/External Factors

Nurse educators work in an academic or health care setting where there are programs for

education of students or staff development. Staff, students, faculty, administrators, alumni and

consumers (those that benefit from the services of graduates) impact original curriculum

development and curriculum revision. Whether initiating a new curriculum or revising an old

program, curriculum developers must look at external and internal factors and calculates their

impact on the changes to the program (Keating, 2011). External factors are those that originate

outside of the school and have the ability to affect the curriculum. Some external factors are

demographic, characteristics of the academic setting, health care and culture needs, need for the

program, financial support, regulations and accreditation requirements. The internal factors are


those that originate within the institution such as the organizational structure, mission, purpose,

philosophy and goals of the part institution, and the infrastructure of the institution.

Demography is the systemic study of human populations and primarily addresses their

growth, size and infrastructure. Curriculum developers should obtain demographic data, which

has a significant influence in health care delivery and nursing education due to the knowledge of

who lives in the area of the program and whom they will be serving (Keating, 2011). As of 2010

the U.S. Census Bureau reports that Gainesville population is 124,354, 64.9 % are white, and

23% are African American (U.S. Census Bureau, 2011). Eighty-seven percent of the population

have graduated high school during 2000-2005, and 41.5% have a bachelor’s degree or higher.

8.3% are over the age of 65 while 13.4% are between the ages of 5 and 18 (U.S. Census Bureau,

2011). The developers need to know about the people who are and will be clients of the health

care system; then the curriculum can be aligned with the attributes of the residents of the health

care delivery system for the best possible care. Identifying potential students helps faculty

establish a curriculum that is geared towards the learner (Keating, 2011).

The characteristics of the academic setting are other external factors that play a part in

curriculum development. Surrounding institutions play a role in the impact of nursing programs

and curriculum development. These surrounding institutions give an idea of competitors for

recruiting potential students, staff and facility (Keating, 2011). Considering the types of

programs that are available, allows developers to note any gaps that might be present in the

future of the programs, and any potential competition that may arise. The UF CON has the

oldest baccalaureate and graduate programs in the state of Florida (UF CON, 2011). Santa Fe

Community College is located in the vicinity of UF CON, and offers a nursing degree program

(Santa Fe Community College, 2011). However this program is for an Associate of Science


Degree (ASD), no Baccalaureate Degree is offered. Some benchmarks that can be used to

compare characteristics of the academic setting are passing rates of NCLEX, costs of the

program, admission process, retention rates, accreditation status, and graduate employment rates.

Schools of nursing provide nurses to care for the population. When assessing the health

care system, it is important to locate the major health care providers, types of organizations and

their financial basis within a populace (Keating, 2011). The University of Florida’s CON (2011)

states that, “health care delivery networks associated with UF provide access to an integrated

system of community hospitals and clinics, including statewide home health care, a major

veterans' health system and the Shands Healthcare system.” A nurse’s education is highly

important to the health care system and the care of clients. When a nurse graduates from nursing

school, schools of nursing assume that the nurse will remain in the region they graduated from;

however, nursing is a mobile profession and nurses can relocate to different regions all over the

world. The velocity of the Florida nurse shortage accelerates even faster than the national

shortage as baby boomers relocate to Florida for retirement. Therefore, having an overview of

the health care problems in a certain region will help with curriculum development and

redevelopment of the curriculum.

Another external factor that plays a role in curriculum development is the actual need for

the program of study or graduates from that program into that region. Some of the following

questions will help determine this. Are there several schools of nursing in this region already?

Is there a nursing shortage in this region? What are the employer’s projections for future nurses

needed for their facility (Keating, 2011)? As previously stated, Santa Fe Community College is

the closest college offering nursing degrees; however, they only offer ASD (Santa Fe

Community College, 2011). Based on this projection, by the year 2020, 43 of every 100 nursing


positions in Florida will remain vacant. Florida is ranked 15 among the states with the greatest

projected nursing shortage in the nation by the year 2020 (Florida Center for Nursing, 2011).

This data collected can be used to determine the number of graduates needed now and in the

future, as well as the level of education necessary to provide care allowing for curriculum

development or curriculum revision (Keating, 2011).

Critical to the development of a curriculum is the availability of financial resources to

support the program allowing it to be self-sufficient (Keating, 2011). This is the responsibility of

the administrators of a program of study; however, it is critical as well for the curriculum

developers to have an understanding of the financial support for their program during their

curriculum development. The University of Florida’s CON (2011) receives funding from a

number of sources including the National Institute for Nursing Research, the National Science

Foundation, the John A. Hartford Foundation, and the Health Resources and Services

Administration. During the curriculum revisions, if developers identify a need for new income

they also must identify possible resources to support the income. Fees, tuition, state support,

private contributions, grants, scholarships, and endorsements are all vital knowledge to have

during curriculum development (Keating, 2011).

The last external factors to consider in curriculum development or revision are the

regulations, and accreditation requirements for schools of nursing. State regulations regarding

schools of nursing need to be reviewed during curriculum development or revision for any recent

changes or changes that will be happening in the future that could alter curriculum development

(Keating, 2011). Accreditation provides the standards of nursing curricula and provides program

quality; however, national accreditation is not required for nursing schools. There are two

accrediting agencies: The National League of Nursing Accrediting Commission (NLNAC) and


The Commission on Collegiate Nursing Education (CCNE) (Keating, 2011). UF CON is not

accredited by the NLNAC. According to the UF CON (2011), the baccalaureate program is

currently being evaluated by the Commission on Collegiate Nursing Education (CCNE) for re-

accreditation.

The first internal factor, that affects curriculum development, pertains to the

organizational structure of the parent institution. The actual physical campus and buildings of

the institution set the scene for the school of nursing within the parent institution. When looking

at the history of a campus in regards to the growth and the role that the school of nursing plays in

the campus is important to know when developing a curriculum. Is the school of nursing the

main component of the institution, or is it only a smaller school within the larger institution?

The College of Nursing has a history of pioneering leadership in nursing education, having

offered Florida's first nurse practitioner programs, and first PhD in Nursing Science program (UF

CON, 2011). The CON is a large school located within the parent institution of UF. This

information is important in relation to the curriculum development in distinguishing a chain of

commands for communication (Keating, 2011).

As stated by Keating (2011), “The mission/vision and purpose, philosophy, and goals of

the parent institution determine the character of the nursing program.” High level education

nursing schools focus their curriculum development off of the parent institution’s mission/vision,

philosophy, and goals. The focus of the institution’s strategic plan centers around three main

points: education, service, and scholarship/research (Keating, 2011). When UF CON developed

their curriculum or redesigns their curriculum paying close attention to the parent institutions,

UF, strategic plan is important. The University of Florida’s strategic plan will state the

long/short term goals, objectives, time-lines, and critical outcomes that give rise to the priorities.


The strategic plan will also give UF CON recommendations for their curriculum development or

redevelopment.

The structure of the educational institution and the school of nursing come together to

create the infrastructure, an internal factor that affects curriculum development. The

infrastructure is the foundation of the educational program and has human and physical resources

as well as support to teaching and learning. At the core of the curriculum development, and the

most important resource to the institution is human resources. Curriculum development is highly

related to the interactions among people, the students and faculty of a given institution. Faculty

are key in the internal development of curriculum as they are the ones that know what works, and

what does not work with a curriculum. Students are also very important to the infrastructure of

curriculum development, without learners there would not be a need for the curriculum (Keating,

2011). The University of Florida CON “aspires to be a model of excellence, recognized

nationally and internationally, for innovative education, dynamic programs of research, and

creative approaches to practice....committed to preparing nurses for leadership as clinicians,

scientists and educators who reflect and care for a diverse society; foster interdisciplinary

collaboration; and improve the health of individuals, families and communities” (UF CON,

2011).

Existing UF Prerequisites

Course Title Credits

Physical or Biological Science (BSC, CHM, or PHY prefix) 3

Social and Behavioral Science (PSY, SOP or SYG prefix) 3

EDF 3110 Human Growth and Development (recommended) 3


Or

DEP 3053 Developmental Psychology (prerequisite PSY 2012)

STA 2023 Introduction to Statistics 1 3

APK 2100C Applied Human Anatomy with Laboratory 4

MCB 2000 and 2000L Microbiology (3) and Microbiology Laboratory (1) 4

APK 2105C Applied Human Physiology with Laboratory 4

HUN 2201 Fundamentals of Human Nutrition 3

Total 27

Total Prerequisite Course Credits 27

Each student must complete the university core course requirements prior to graduation.

These courses include: Composition 3 credits (6000 word total), Mathematics 6 credits,

Diversity 3 credits, Humanities 3 credits, International 3 credits, Physical and Biological

Sciences 9 credits, and Social and Behavioral Sciences 9 credits, Elective 24 credits

60

Existing UF Undergraduate Nursing Courses


First Semester of Nursing Courses

AGR 4932 Introduction to Genetics and Genomics 2

NUR 3069C Communication and Health Assessment 3


NUR 3129 Comprehensive Pathophysiology for Nursing 3

NUR 3138 Systems of Care 1: Wellness Promotion and Illness Prevention 3

NUR 3138L Clinical Practice 1: Wellness Promotion and Illness Prevention 3

NUR 3825 Introduction to the Profession of Nursing 2

Total 16

Second Semester of Nursing Courses

NUR 3145 Pharmacology for Nursing 3

NUR 3169 Inquiry and Evidence in Professional Nursing Practice 3

NUR 3638 Population Focused Care 2

NUR 3738 Systems of Care 2: Restoration of Wellness 4

NUR 3738L Clinical Practice 2: Restoration of Wellness 4

Total 16

Third Semester of Nursing Courses

NUR 3826 Legal and Ethical Issues in Nursing 2

NUR 4739 Systems Care 3: Restoration of Wellness 4


NUR 4837 Healthcare Policy, Finance and Regulatory Environments 2


Elective 3

Total 15

Fourth Semester of Nursing Courses

NUR 4748 Systems of Care 4: Multi-system Care 4

NUR 4748: Clinical Practice 4: Multi-system Care 4

NUR 4829 Leadership and Management in Nursing 2

NUR 4944L Transition to Professional Practice 4

Total 14

Total Credits for Undergraduate Nursing Courses 61

Total Credits for Graduation 121

Proposed Revisions and Rationale for Pre-requisite Courses

There is justification behind decisions made for curriculum based on the state board of

nursing, National League for Nursing Accrediting Commission (NLNAC) and Commission on

Collegiate Nursing Education (CCNE) standards. This portion of the paper describes why certain

courses maintained their positions in the revised curriculum and why certain courses were

moved, taken out or made elective choices for students.


The first Essential listed in the CCNE’s The Essentials of Baccalaureate Education for

Professional Nursing Practice (2008) states that all professional nurses must have a strong

liberal education. The University of Florida College of Nursing follows the guidelines set forth

by the University of Florida in its Undergraduate requirements for general education. The

requirements include 3 composition credits, 9 humanities credits, 6 mathematics credits (3

credits must be approved mathematics courses), 9 physical and biological science credits, and 8

social and behavioral science credits, for a total of 36 credit hours. Many courses meet more than

one general education requirement. Included within these 36 credit hours; students must

complete 3 international credits and 3 diversity credits (University of Florida Office of

Undergraduate Affairs, n.d.). The University of Florida guidelines are more stringent than those

of the Southern Association of Colleges and Schools which only require one course each in the

categories of humanities/fine arts, social/behavioral sciences, and natural science/mathematics

(Southern Association of Colleges and Schools Commission on Colleges, 2009).

We chose to combine general psychology and principles of sociology into one course,

Basic Principles of Psychology and Sociology (NUR 2021), specifically for nursing students. We

feel this will fulfill the information pre-requisite requirements for these topics and provide

increased opportunities for students to take other elective courses, broadening their knowledge

base overall. Both subjects include theories deemed useful in the understanding of the overall

human experiences seen in nursing and helps fulfill Essential I in the AACN guidelines

(American Association of Colleges of Nursing, 2008). The only problem we foresee with this

recommendation is in convincing all nursing programs in the state to confer with the

recommendation in order to maintain an articulation agreement between schools. The articulation

agreement is an agreement between all public universities in the Florida system to decrease the


amount of repeat courses a transfer student must take by accepting similar courses between

institutions through the maintenance of the Statewide Course Number System (Florida

Department of Education, 2010).

We chose both Biological Sciences: Cells, Organisms and Genetics (BSC 2007) and

Basic Chemistry and Applications 1 (CHM 1030) as pre-requisite courses for nursing school

because they give a basic understanding of the underlying principles and theories on the science

of the world around us. In order to understand Anatomy and Physiology and then later

Pathophysiology, a basic understanding of biology and chemistry is necessary (Atkins, 2009).

Applied Human Anatomy with Laboratory (APK 2100C), Applied Human Physiology with

Laboratory (APK 2105C), Microbiology and Microbiology Laboratory (MCB2000/MCB200L),

and Fundamentals of Human Nutrition (HUN 2201) are also courses we felt needed to be kept,

as part of the pre-requisite curriculum, to build upon learning in the chemistry and biology

courses. These courses are again important to the science of nursing. They allow for the learning

of the basic principles of how the body functions normally which can later prove as a foundation

for Pathophysiology and the explanation of the abnormal functioning of the body (Atkins, 2009).

The Statistics course maintained its position as part of the curriculum. The course fulfills the

mathematical requirement set forth by the University of Florida (University of Florida

Admissions, n.d.) as well as to provide the mathematical basis behind the methods of research

(Altman, 1991).

Students will still be given a choice between either EDF 2110 (Human Growth and

Development) or DEP 3053 (Developmental Psychology) (University of Florida Admissions,

n.d.). Although with the combination of the General Psychology (PSY 2012) course and

Principles of Sociology (SYG 2000) Course for nursing students, the pre-requisite of PSY 2012


for DEP 3053 would give the students less choice for elective because they would now have to

take PSY 2012 and SYG 2000 to meet all requirements. This is one reason taking EDF 2110

remains a strong suggestion over DEP 3053.

Health and Medical Terminology (HSC 3537) and Introduction to the Profession of

Nursing (NUR 3825) have both been added to the pre-requisite list to give students greater

opportunity to learn the basics of nursing knowledge before entering nursing school and these

changes will also allow students more choices in their courses once in nursing school. HSC 3537

will provide students with an opportunity to learn medical jargon used throughout nursing school

and later in their professional career. A basic understanding of this language will aid in future

nursing courses. We feel moving NUR 3825 will allow students the opportunity to experience

future expectations, by the nursing faculty, once in nursing school. Taking this course as a pre-

requisite to nursing school will give these students an added opportunity to decide if this is a

profession they wish to continue pursuing (Leininger & McFarland, 2006).

Proposed Revisions and Rationale for Undergraduate Nursing Courses

We chose to place Introduction to Genetics and Genomics (AGR 4932) as an elective

because students receive a basic understanding of genetics in BSC 2007. This is a topic we feel

integration of this topic throughout various courses allows for a greater understanding of genetics

and genomics. Women’s, Infant’s, and Children’s Health: Conceptual Basis and co-requisite

clinical course (NUR 4465 and NUR 4465L) are also elective courses for students who wish to

learn about these specialty nursing fields. We felt that since nursing students are adult learners

giving them choices within their education program would benefit them (Keating, 2011).

We selected to keep Communication and Health Assessment (NUR 3069C) (Derrico,

Curtis, Kelley, Reed, Walker, Brimeyer, Popovich, Stephen & Young, 2011a) in the current


curricula due to the importance of a proper assessment to the science of nursing which will aid

students in clinical experiences as required by the AACN (2008). This course also provides

knowledge and practice for inter/intraprofessional communication and collaboration with its

additional skills lab portion (UF Undergrad catalog, 2011). Team building and interprofessional

collaboration skills are both found as components of Essential VI (AACN, 2008). This course

also promotes therapeutic communication and allows students to begin to develop abilities to

provide culturally competent care (Derrico, et al, 2011a).

Comprehensive Pathophysiology for Nursing (NUR 3129) and Pharmacology (NUR

3145) courses retained their position in the curriculum because they serve as the basis of the

underlying principles for nurses and other health care professionals. Learning the basics of

disease and disruptions of normal body functions across the lifespan as well as their causes, i.e.

stress-related maladaptations, environment, and genetics. A firm basis for the treatments of these

diseases and disorders are also important to the student’s instruction and will assist in their

continued learning in the clinical setting. Both biological and chemical science courses are

necessary for success in these courses (Delaware State University College of Nursing Faculty,

n.d.).

Inquiry and Evidence in Professional Nursing (NUR 3169) is an essential course for a

Baccalaureate of Nursing program. It fulfills the requirements set forth by AACN (2008) in their

Essential III which states students must gain “a basic understanding of how evidence is

developed including the research process, clinical judgment, interprofessional perspectives, and

patient preference as applied to practice” (AACN, 2008).

Systems of Care 1: Wellness Promotion and Illness Prevention (NUR 3138) and Clinical

Practice 1: Wellness Promotion and Illness Prevention (NUR 3138L) allow students to begin to


integrate beginning concepts of wellness promotion and disease, injury and disability prevention

across the lifespan. These courses begin to touch on the subjects of primary, secondary and

tertiary prevention techniques. The clinical/lab course allows students the opportunity to apply

the concepts learned in the didactic course to the clinical setting and with real patient populations

(Richard, Kelley & Curtis, 2011), while also fulfilling the clinical requirements set forth by the

AACN (2008) for developing proficiency in nursing skills. Systems of Care 2: Restoration of

Wellness (NUR 3738), Clinical Practice 2: Restoration of Wellness (NUR 3738L), Systems of

Care 3: Restoration of Wellness (NUR 4739), and Clinical Practice 3: Restoration of Wellness

(NUR 4739L) expands upon learning from previous Systems of Care courses. NUR 4739 allows

students to take this knowledge and use it to develop care plans for various patient populations

(Derrico, Kelley, Knapp, Popovich & Snider, 2011b). In Systems of Care 4: Multi-System Care

(NUR 4748) and Clinical Practice 4: Multi-System Care (NUR 4748L) students learn to evaluate

patients who have alterations in multiple body systems. Students learn to prioritize as well as

learn how to care for a patient nearing the end of life transition (Sutton, Pena-Logan & Snider,

2011).

Healthcare Policy, Finance and Regulatory Environments (NUR 4837) and Legal and

Ethical Issues in Nursing (NUR 3826) fulfill the requirements set forth by the AACN (2008)

Essential number V. This Essential stresses the importance of knowledge about how healthcare

financing and organization, which includes insurance, legislation, and socio-cultural aspects of

care. This course should also show students how healthcare policies affect access, equity and

affordability of care as well as social justice issues (AACN, 2008). Population Focused Care

(NUR 3638) also fulfills requirements set forth by the AACN and covers Essential number VII.

Essential number VII focuses on spiritually and culturally competent care. Population Focused


Care stresses the use of care plans individualized to specific populations, and families, as well as

the assessment of personal risk factors (AACN, 2008). Leadership and Management in Nursing

(NUR 4829) focuses on AACN Essential II. This essential focuses on leadership skills and helps

students incorporate those skills and concepts into their patient care. This course aids students in

communication skills, delegation skills, collaborating with interprofessional teams, care

coordination and developing strategies for conflict resolution (AACN, 2008).

Revised UF Prerequisites

Required Prerequisites


BSC 2007 Biological Sciences: Cells, Organisms and Genetics 3

CHM 1030 Basic Chemistry Concepts and Applications 1 3

NUR 2021 Basic Principles of Psychology and Sociology (for pre-nursing students

only)

3

EDF 3110 Human Growth and Development (recommended)

Or

DEP 3053 Developmental Psychology (prerequisite PSY 2012)

3

STA 2023 Introduction to Statistics 1 3

APK 2100C Applied Human Anatomy with Laboratory 4

APK 2105C Applied Human Physiology with Laboratory 4

MCB 2000 and 2000L Microbiology (3) and 4


Microbiology Laboratory (1)

NUR 3825 Introduction to the Profession of Nursing (for pre-nursing students only) 2

HUN 2201 Fundamentals of Human Nutrition 3

HSC 3537 Health and Medical Terminology 3

Total 39

Total Prerequisite Course Credits 39

Each student must complete the university core course requirements prior to graduation.

These courses include: Composition 3 credits (6000 word total), Mathematics 6 credits,

Diversity 3 credits, Humanities 3 credits, International 3 credits, Physical and Biological

Sciences 9 credits, and Social and Behavioral Sciences 9 credits, Elective 24 credits

60

Revised UF Undergraduate Nursing Courses


First Semester of Nursing Courses

NUR 3069C Communication and Health Assessment 3

NUR 3129 Comprehensive Pathophysiology for Nursing 3

NUR 3138 Systems of Care 1: Wellness Promotion and Illness Prevention 3

NUR 3138L Clinical Practice 1: Wellness Promotion and Illness Prevention 3


NUR 3169 Inquiry and Evidence in Professional Nursing Practice 2

Total 14

Second Semester of Nursing Courses

NUR 3145 Pharmacology for Nursing 3

NUR 3826 Legal and Ethical Issues in Nursing 2

NUR 3638 Population Focused Care 2

NUR 3738 Systems of Care 2: Restoration of Wellness 4


Total 15

Third Semester of Nursing Courses

NUR 4739 Systems Care 3: Restoration of Wellness 4


Elective (ex. NUR 4465 Women’s, Infant’s and Children’s Health: Conceptual Bases,

co-req NUR 4465L)

4

Elective (ex. NUR 4465L Women’s, Infant’s and Children’s Health: Conceptual Bases,

co-req NUR 4465)

4

Above electives can be moved around as long as the course chosen does not have a co-

requisite but your academic advisor must approve this prior to enrollment so that other


classes can be moved around.

Total 16

Fourth Semester of Nursing Courses

NUR 4748 Systems of Care 4: Multi-system Care 4

NUR 4748: Clinical Practice 4: Multi-system Care 4

NUR 4837 Healthcare Policy, Finance and Regulatory Environments 2

NUR 4829 Leadership and Management in Nursing 2

NUR 4944L Transition to Professional Practice 4

Total 16

Total nursing course credits may vary depending on student choice of elective courses.

Total Credits for Undergraduate Nursing Courses 61

Total Credits for Graduation 120

.

Course Descriptions/Objectives/Outcomes

Introduction to Professional Nursing (NUR 3825)

Course Description - Introduction to Professional Nursing is designed to introduce students to

the fundamental issues faced as a professional nurse. The philosophy of the college of nursing

and framework are introduced and explained as part of the foundation of the bachelor program.

A large emphasis is placed on the professional values in relation to the students’ professional

development.


Course Objectives – Upon completion of this course, the student will be able to:

1. Discuss the role expectations and competencies in relation to educational preparation of the

professional nurse.

2. Evaluate the basic legal and ethical issues of the professional nurse.

3. Differentiate between the professional nurse role and the role of others in the healthcare

system.

Fundamentals of Human Nutrition (HUN 2201)

Course Description – Fundamentals of Human Nutrition is designed to introduce the nutrient and

food energy needs of the human biological system throughout the life cycle. This course will also

provide an understanding of the properties, functions, requirements, interrelationships and

metabolism of nutrients with in the human body. In addition, this course provides students the

knowledge base to analyze and plan nutritional interventions for personal use and professional

use.


1. Utilize the knowledge gained to assess the nutritional needs of healthy individuals throughout

the life cycle.

2. Describe the relationship between nutrition, exercise, weight management, and disease

prevention/health promotion.

3. Assess personal diet to make appropriate healthy modifications.

Pharmacology for Nursing (NUR 3145)

Course Description – Pharmacology of Nursing begins the student’s education on the concepts of

pharmacology and therapeutic treatments while establishing a knowledge base that applies to

patient care and education of medications. Principles of action, uses, side effects, and client


education are discussed to encourage the student’s understanding of medications in the clinical

setting. Certain drug information is discussed with regards to nursing assessment, diagnosis,

monitoring, interventions, education and evaluation of safe and effective drug therapies.


1. Utilize the nursing process and the five rights of medication administration to assess

appropriate or inappropriate responses to medication therapy.

2. Utilize basic knowledge to complete the nursing responsibilities needed to deliver safe patient

care while meeting the pharmacological needs of the patient.

3. Utilize patient education resources designed to meet the health care needs of the individual.

4. Discuss the expectations of therapy and degree of symptom relief that can be anticipated.

5. Evaluate the individual’s response to the medication prescribed.

Conclusion

During curriculum development or redesign faculty often experience feelings that range

from anticipation to resistance as the curriculum is being developed or revised (Iwasiw,

Goldenberg & Andrusyszyn, 2005). As technology progresses so does the need for change to

educational programs at the university level. If a nursing program is to undergo a redesign, then a

needs assessment evaluation is to be completed to see what areas show the need for updates

(Keating, 2011). Nurse undergraduate programs strive to improve nursing programs by updating

current material to new, advanced materials and ensuring changes are made as per the AACN,

CCNE, and NLNAC rules and regulations. Along with adhering to certain rules and regulations

of government and states agencies, external and internal factors are taken in to account to make

sure there is a need and desire for improvements to the nursing programs. Numerous

people/groups have a large impact on the outcomes of the curriculum redesign, including


students, faculty, administrators, staff, alumni and the consumers (Keating, 2011). All programs

whether it is a nursing program, biology program, chemical engineering program, or medical

program have to undergo some type of redesign so as to better improve student and community

outcomes.


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Retrieved from http://gened.aa.ufl.edu/univ-req.aspx.

U.S. Census Bureau. (2011). State and county quick facts: Gainesville. Retrieved from

http://gened.aa.ufl.edu/univ-req.aspx



http://quickfacts.census.gov/qfd/states/12/1225175.html

agilsonnursingportfolio.weebly.com · web viewanna gilson, colleague 1, & colleague 2....

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