Curriculum Design, Development, and Evaluation Essay

Curriculum Design, Development, and Evaluation Essay

Today’s curriculum designers face a higher bar since they must produce a course of study that fulfills not only the requirements of any number of relevant authorities but also the needs of the end users. Students should be able to effectively absorb new information, process it, and apply it to making informed judgments and performing necessary tasks at the bedside as they provide care for patients, and this can only be achieved through a well-designed curriculum (Wang et al., 2021). In the early stages of any profession, one faces a number of tests and learning opportunities. When a student nurse becomes a new graduate nurse, they enter a period of rapid professional growth. To help during this difficult period, healthcare systems are recruiting recently graduated nurses to participate in a residency program for nurses. To further their knowledge, freshly licensed nurses can participate in this program. Extensive investigation and coordination amongst healthcare professionals are needed to add an educational course for this kind of program. All new courses offered have to be up to snuff academically and professionally.

In addition, nurse educators should always consider their students’ immediate and future needs while evaluating the effectiveness of the lessons they teach (Wang et al., 2021). Examining the educational objectives, making suggestions for improving the curriculum, and evaluating the structure and methodology used all play a part in this evaluation of a nurse residency program. The nursing residency program’s mission is to boost employee loyalty, lower turnover rates, and enhance healthcare quality on a national scale. This paper aims to analyze curriculum design, development, and evaluation.



Nursing Residency Program

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Most individuals take a significant professional leap after graduating from nursing school. Medical professionals choose to follow various career options and areas of focus outside of the hospital. Many hospitals and clinics have residency programs for new nurses to ease their way into the workforce. Students transitioning into the nursing profession often find this to be a trying time. Newly qualified nurses can ease into their careers with the help of a residency program that offers continuing education (Perron et al., 2019). Examining the educational objectives, making suggestions for improving the curriculum, and evaluating the structure and methodology used all play a part in this evaluation of a nurse residency program.

The Intended Learner Population

The nursing residency program targets new graduate nurses. The residency program for nurses is completed within a healthcare facility. This system covers four distinct medical facilities, each with its own unique set of fields. Nursing graduates work in such areas as medical-surgical care, oncology, psychiatry, the operating theatre, the emergency department, and gynecology and delivery. The newly licensed RNs have graduated and are less than six months into their careers. These nurses are put to work immediately in a hospital ward, after which they will have twelve weeks of training. Nurses will also spend the next nine months in a training program, including orientation and clinical rotations. This initiative is necessary to aid the healthcare sector in training and to keep recent nursing graduates (Wildermuth et al., 2020). Monthly classes covering different topics and skills help facilitate the journey from learner to a healthcare professional. These classes help recent nursing grads feel more comfortable in their practice responsibilities. The program’s goals are to reduce turnover rates in the nursing field, boost leadership abilities, and improve decision-making processes. Developing a residency program for nurses should be based on the same evidence-based principles that underpin nursing itself. Learning from the successes and failures of previous residency programs and organizations might help guide future decisions. The program should consistently prioritize the review of credible, quantifiable evidence so that you can adjust the residency as needed.

Mission Statement and Course Descriptions

The mission of this program is to help recently graduated RNs become productive members of society by fostering their potential in the areas of education, efficiency, competence, and career development (Wolford et al., 2019). A new topic will be covered each month in this course. The program coordinator, in consultation with clinical educators, decides curriculum topics. Normal topics include role-playing a code-blue situation, learning how to start an Intravenous and use a pump, and discussing legal issues in nursing. Covid-19 standards, safety practices, care, and multidisciplinary partnerships are other topics that have been addressed in light of current demand. The nurses in this initiative are expected to deliver an improved skill plan at the end of the program, comprised of evidence-based learning and small group discussions (Perron et al., 2019). Those who have finished their nursing residency program express optimism about the programs and express high esteem for the opportunities they were given (Rosenfeld & Glassman). It is crucial that NGNs have a rewarding and satisfying experience as they adjust to their new position. Around the one-year point, according to research conducted by Bratt and Felzer (2019), employees report the highest levels of job satisfaction.

Professional Standards, Guidelines, and Competencies

The Nurse Residency Program meets the criteria for a Professional Transition Program as established by the ANCC. The criteria, procedures, and competencies needed by the nursing profession are all laid out for the residency program. The American Nurses Credentialing Center establishes these worldwide requirements for residency programs that prepare RNs and APRNs for professional practice (ANCC, 2020). Nurses in this system are instructed to provide care based on the needs of their patients. To help new nurses learn about the value they bring to care delivery, the program facilitates their communication with leaders in the field. Nurses can think about a patient’s needs from various angles thanks to training in interdisciplinary teamwork and cross-departmental teams. Nurses need to learn several ways to interact to better comprehend patients’ dignity, individual needs, and priorities.

Modules centered on evidence-based practice are used to consolidate and direct education in the nursing residency program. When the nursing staff fully grasp the concept of evidence-based practice, they will be able to incorporate it into their clinical work effectively. In the course of their enhancement program, they will use various data sources to collect evidence. By sharing the results of their research, their classmates will have the opportunity to assess whether any modifications to current procedures are warranted (Wildermuth et al., 2020). It also enables the program coordinator to collaborate with the department’s instructors in pairing newly qualified nurses with a mentor for the duration of their training.  These mentors serve as a primary source of information for newly qualified nurses, but they are also able to provide information on supplementary resources. The student nurse can benefit from this partnership by receiving constructive criticism from her mentor, considering this information as they plan for their professional growth.


Nurse residencies are established in nearly half of all national hospitals, however; requirements and regulations for standardized programs have only recently emerged. While a lack of standardization leads to autonomy and license for creative interpretation, it also creates significant variation which questions the validity and generalizability of their reported outcomes. There are currently two accrediting organizations, ANCC (accredits RN residencies, RN fellowships, and Advanced Practice Registered Nurse (APRN) fellowships) and the Commission on Collegiate Nursing Education (CCNE) (accredits postbaccalaureate nurse residencies) (ANCC, 2020). Both programs recommend that a nurse residency program run for a minimum of 6 months and develop individualized curriculum to progressively build knowledge and skill (core competencies) based on management and delivery of high-quality patient care and development in their professional role as nurses.

Learning Outcomes

The program coordinator developed the residency program curriculum in consultation with the department nurse trainers. In order for newly licensed nurses to be able to create objectives, it is crucial that the decided-upon information is effectively communicated. Learner objectives must be put into action if the priorities of the specified material and courses are to be communicated to students (Chant & Westendorf, 2019). These results serve as both a guide to the program’s structure and a benchmark by which its success may be measured. Upon completion of the residency program, newly licensed nurses will be able to recognize important players in the patient care team and use appropriate communication skills while interacting with them. Patient-centered care is displayed through the utilization of interdisciplinary team capabilities through the provision of course-related education.

A key component of the curriculum is the instruction of effective methods of communication for use by newly licensed nurses in their interactions with other healthcare team members. After finishing their training, new nurses will be able to successfully demonstrate their skill in presenting an evidence-based practice project and understand how to implement their plan (Wildermuth et al., 2020). This result is a direct result of nursing education that emphasizes the use of evidence-based practice. The newly graduated nurses study the application of evidence-based initiatives in healthcare and do independent studies on potential areas for enhancement. The new graduate nurse and their mentor will work together over the training time to incorporate input into practice and grow professionally. An experienced nurse can serve as a mentor to a recent nursing grad. As a result, the new graduate nurse is able to maintain contact with an experienced nurse on the same unit long after the formal orientation has ended.

Clinical configuration, which focuses on the novice nurse’s education in a hospital context, and introduction to professional curriculum, which emphasizes the nurse’s professional growth, knowledge, and abilities, are the two main components of most residency programs. Bonding, introspection, negotiating team, performance, evidence-based training, and conflict management are the cornerstones of a residency program. Both the Council on Collegiate Nursing Education (CCNE) and the American Nurses Credentialing Center (ANCC) offer accreditation for residency programs (ANCC). Currently, there is a lack of accreditation for residency programs, which enables for a wide range of formats, syllabi, and outcomes. Elements of residency programs, including as leadership training, access to professional services, and peer mentoring, may supplement the more intensive clinical orientation program.

Recommendation For Process Updates

Every healthcare program eventually reaches a crossroads wherein crucial decisions about what data to use moving forward must be made. Although the current curriculum needs to be adapted to new teaching methods, adherence to professional norms and the institution’s framework is essential. Using the Ottawa Model for Nursing Curriculum Renewal will facilitate an organic relationship between the nursing residency program’s curriculum renewal, institutional variables, and internal and external drivers (Jager et al., 2020). Nursing schools can use the Ottawa Model to pinpoint internal and external factors contributing to the revitalization process. Expenditures and manpower, existing collaborations and partnerships, intellectual freedom, internal program assessment, and organizational changes are all examples of internal variables that institutions must consider. These elements usually have something to do with the program’s surroundings (Jager et al., 2020).

Regulation, practice standards, program certification, national healthcare adjustments, demographic shifts, and evolving patient needs are all examples of exogenous forces that might spur revitalization. The program moves into a planning phase as a result of these considerations, during which time faculty interest is gauged, groups are established to set objectives and a timeframe, and a theoretical basis for transformation is developed. The panel will define its goals and priorities during this phase, as well as evaluate the current program and make any necessary adjustments, secure permission for such adjustments, and put them into effect. The curriculum’s efficacy in producing the targeted results and its influence on both the internal and external environments are evaluated during this final, non-definitive phase of the process (Jager et al., 2020). With the implementation of the Ottawa Model, the nursing residency program will be able to maintain a dynamic educational framework. The nurse residency program can place emphasis on the ways in which advanced degrees in nursing can improve the quality of care provided to patients, the nursing workforce, and the healthcare system organizing design and theoretical framework.

Organizational Design and Framework

Work-integrated education as a theoretical framework was used to provide the basis for the nurse residency program. The work-integrated approach allows students to apply what they have learned in the classroom to real-world situations by drawing on their skills. As a result of using this resource, newly graduated nurses can study in both the classroom and in their respective clinical settings. The nursing profession has evolved over time to focus more on individual patients (Berndtsson et al., 2020). Rising multiethnic and elderly populations have increased pressure on the nursing workforce. Increases in the cost of providing care, the number of people needing healthcare, the sophistication of that care, and the number of people expecting to pay for it all have put pressure on healthcare systems. As a result of this change, patients now have the status of engaged clientele in the healthcare industry. There has been an increase and encouragement of patient participation. Because of this, patients are seeing a greater number of doctors and nurses who work together to ease the transition from the hospital to home.

Nurses now have more authority to make determinations and instruct patients’ loved ones. The growing responsibilities of nurses underscore the importance of nursing education that focuses on preparing students to work in today’s healthcare systems (Berndtsson et al., 2020). Work-based learning integration is a common strategy for responding to this need. Using this notion, academic study can be applied directly to the business world. It integrates educational activities with work placement, giving students multiple opportunities to demonstrate what they have learned. As a result of work-integrated learning’s use in nursing school, newly licensed nurses are more competent and well-prepared. This idea enables the recent graduate to start building experience right away, to keep asking questions as they learn, and to receive constructive criticism on their work. Nurses are encouraged to use professional judgment by focusing on the reasons behind their actions (Berndtsson et al., 2020).

Overview of the History of Nursing Residency Program

A standardized nurse residency program for preparing bachelor’s degree nurses for the workforce was developed in 2000 via a collaboration between the American Association of Colleges of Nursing and the University Health System Association. In 2002, the first cohort of nurses in the Nurse Residency Program were trained at six locations around the United States. Before this, there were no standardized nurse training programs. The residency was designed after the program’s designers read extensively on the topic of first jobs for recent college grads and came to the conclusion that such individuals required at least one year of work experience to boost their chances of success. Individuals in the program get together once a month to talk about their progress and hear from a guest speaker, such a pain specialist. The residents also work on a patient care improvement initiative based on the best available scientific information.

Work-integrated education is utilized in this teaching program during the initial year of patient care and throughout any required orientation. In order to better serve patients, nurses are given the opportunity to broaden their understanding of nursing practices and theory through the nursing program. The nurses are able to practice their skills in a controlled setting where they can ask questions and act out scenarios. In addition, during their time with a seasoned mentor in the profession, the participants’ classroom learning is integrated with what they have learned on the job (Berndtsson et al., 2020). This means there will always be an experienced nurse on the floor for the new graduates to consult with and learn from. This program includes a skills inventory to help nurses connect classroom learning and real-world experience. Nurses can then use this body of information in their work.

In nursing, formation entails more than just teaching social skills. The process of becoming a nurse entails formation, which is the cultivation of nursing-specific thinking and behavior patterns. Nursing, like the clergy, the technical and medical fields, and even medicine, requires extensive training and education. Formation happens when students gain knowledge, skillful capabilities, and insights into the conceptions of the good that are important to nursing practice. Cultivation of a method of seeing, of drawing on one’s store of information and one’s expertise, of being and doing in one’s everyday life and the world. Transitioning into the position of RN is a lengthy process that encompasses all the ideas taught in the NRP curriculum.

Course Addition and Its Rationale

The curriculum is tailored to the specific requirements of recent RN graduates. The Nurse Residency Program is expanding to include a seminar on caring for patients admitted with COVID-19 diagnosis. More than two years into the pandemic, no treatment can eliminate the virus completely (Feng et al., 2022). The burden of managing patients with this disease necessitates this course, as it contributes to the high turnover rate among newly employed nurses. Emotional exhaustion, frustration, and the fact that most nurses are also responsible for caring for their own families and maintaining a work-life balance all contributed significantly to the burden Covid-19 placed on the nursing profession. Many nursing residency programs were reformed after Covid-19 (Feng et al., 2022). This was in response to the increased workloads experienced by both institutions and health professionals. Incorporating Covid-19 into the curriculum would be best during the program’s start. With the wide spread of the pandemic, the incorporation of the subject into the curriculum before the students start the program is important.

The Nurse Residency Program is designed to help new graduate nurses adjust to their new roles as registered nurses during their first year. Registered nurses can gain useful perspective and information from this training that can improve their ability to care for patients diagnosed with covid-19. Since nursing care for a covid-19 patient is notoriously challenging, this can also be a great source of comfort for the nurses involved. Including this course within the nurse residency program would ensure that graduates have the knowledge and skills to provide compassionate care consistent with the institution’s purpose, sense of direction, and principles. The nursing program reflects the organization’s goal and values attributable to ICARE (Chesak et al., 2021). Comprehensive medical services of the best quality in an environment of professional care, fairness, and acceptance are extended equally to everyone, irrespective of their financial ability. Curriculum design is influenced by the program’s and primary institution’s aims, philosophies, and underlying frameworks and hence must align with those goals. The organization’s outcomes can only be realized if the education offered is consistent with the organization’s stated goals and guiding principles.

Topical Outline

The Nurse Residency Program has a subject outline that serves as a syllabus for the various classes covered throughout the year. The program’s executive committee must authorize a new topic proposed for inclusion in the program. The ultimate approval comes from the program coordinator, who also oversees nursing education for the entire health network. The conference agenda will cover topics such as caring for a patient with Covid-19, discussing nurses’ past experiences, and learning how to combat emotional exhaustion and burnout. The nurse can provide competent and confident treatment to a patient with Covid-19 by completing the relevant curriculum.

Week Module content Learners’ activities Modules outcomes
3 Providing care to a covid 19 patient         i.            Definition of COVID 19

ii.            Risk factors for COVID 19

iii.            Symptoms of COVID 19

iv.            Medical and nursing management of COVID 19

v.            Providing supportive care to the patient and the family members

        i.            The new graduate will have a full understanding of the admission process for a COVID-19 Patient

ii.            The nurse will be able to provide comprehensive medical and nursing care while identifying the priority nursing care plan for the patient.

iii.            The nurse will have an understanding of the complication of COVID-19 and be able to identify them.



To be accepted and maintained, any course or curriculum must incorporate interprofessional collaboration. The involvement and dedication of many groups are necessary to achieve positive outcomes for students. The state’s approval is required for progress. Good communication will be enhanced during interprofessional cooperation meetings if educators’ and undergraduates’ levels of interest and potential engagement are evaluated (Berndtsson et al., 2020). Nursing Education designed the residency program, so their approval is necessary for the cultural training component. This increases the likelihood that the program will be adopted. Every nurse manager should aim to lead an actively involved group of employees who come up with novel strategies to improve morale in the workplace (Karam et al., 2018). The success of the course requires participation from the administration. Therefore, it is the responsibility of the accounting team to fund the speakers’ travel expenses. The department has allocated funds to cover this expense. Collaboration across different divisions, such as nursing, accounting, and finance, is crucial. Having people give their thoughts on the program is crucial. Time is squandered unnecessarily when employees are not motivated to work together and are not held to any standards of performance. An organization’s bottom line will suffer for every minute wasted on ineffective communication. The effect on morale and teamwork was negative. Duplicate efforts, which in turn lead to lower productivity and wasted resources, are inevitable in a disjointed and fragmented work environment.

Internal Factor

An institution’s curriculum is influenced by various internal factors (Smith, 2021). They consist of the purpose, ambition, and the organization’s principles, in addition to their effect on the curriculum. The nursing residency program curriculum, as well as the appraisal of each NRP team, is the responsibility of the educators, and they are responsible for determining whether or not any adjustments are required to enhance the training given to the newly graduated nurses. The staff and instructors of the nursing residency program are members of the management team, along with the executive sponsor, oversight committee, Head of Nursing Curriculum, and Clinical Nurse Manager (Feng et al., 2022). In addition, internal changing forces can benefit the organization; these forces are often intertwined with external ones but are substantial enough to be studied individually. Internal change agents are those that come from within an organization and have something to do with how things work on the inside. Examples of internal factors include low output, dissatisfaction, disagreement, or the launch of a novel mission or new leadership.

External Factors

The term “external factors” refers to conditions that are wider in scope and lie beyond the organizations. The newly graduated registered nurses make up the group of stakeholders. The Nurse Residency Program addresses the requirements of newly licensed registered nurses in the USA. The program evaluation assessment is conducted after every program to determine how successful the training was. Vzient Incorporation, the American Association of Colleges of Nursing (AACN), the National Council of State boards of Nursing, and the National League of Nursing are the organizations that award certification. These certifying agencies impact the curriculum design because they evaluate the usefulness of each of the 12 workshops, as well as the usefulness of the initiative as a whole across the country (Smith, 2021).

Additionally, these agencies supervise employee turnover rates and job satisfaction levels within the nursing field. For the program to continue, it is vitally crucial that the certifying agencies maintain their financial support. Financing is distributed to a hundred community-based shareholders, Fifty urban organizations and divisions, and three hundred corporate donors each year. This particular initiative is one of those getting financing. Without the aid of the state’s leadership, the nursing residency program would never have gotten off the ground.

Mission, Philosophy, and Framework of The Program

The nursing residency program is designed to help new RNs strengthen their management, productivity, safety, and career development skills as they make the leap from undergraduate to working nurse (Smith, 2021). All of the nurse residency program courses are intended to help achieve this goal. This goal is connected to the larger mission of the hospital, which is to treat all patients with respect, honesty, and top-notch medical care. As with care delivery, the goals of the nurse residency program are to engage their new graduating nurses with compassion, incorporate a holistic approach to teaching, and provide training opportunities of the highest caliber. The nursing residency program was established by implementing the pedagogical framework’s Work-Integrated learning strategy. Work-Integrated approaches help students apply what they have learned in the classroom to real-world situations by giving them opportunities to gain practical experience in and out of the classroom (Berndtsson et al., 2020). The training provides academic knowledge in a hospital environment and opportunities to obtain technical experience through simulation and supervision from senior practitioners. The graduates are provided with various tools for conducting in-depth research and incorporating constructive criticism into their future practices.

Collaboration Of Internal and External Stakeholders

Internal and external stakeholders need to work together to construct a new approach. Collecting this data has shown the importance of developing a new curriculum.   There are internal and external factors impacting the data. The financial resources available to a nursing program are crucial. In turn, this could lead to more turnover, worsening the shortage of nurses. Access to care and patient safety are just two of the many global healthcare concerns that have a bearing on rules and regulations. Laws and regulations need to change when new developments in healthcare access, safety concerns, and the roles and duties of regulatory bodies are made explicit (Wright & Scardaville., 2021). The nursing curriculum must also evolve to keep up with the ever-evolving nature of these guidelines and laws. This may increase the burden on teachers to make curricular changes, and this new strategy is necessary due to the wide variety of employees and residents in the area. There is potential for community people, professionals, and teachers to work together to develop the most comprehensive program for identifying cultural incompetence and teaching about diverse inclusivity (Feng et al., 2022).  A local expert will review the programs with participants before the actual meetings.

Importance of Ongoing Curriculum Evaluation

It is crucial for nursing educators to conduct program, curriculum, and student evaluations. Evidence-based curricula and the dissemination of best practices to incoming graduate students are two outcomes that may follow from a thorough review. Conducting curriculum assessments at any stage of the curriculum refreshment process is crucial. Student motivation can be boosted and learning outcomes improved with the help of effective assessment. The analysis phase informs program managers of the curriculum’s merits and shortcomings. By identifying and eliminating learning roadblocks, assessment benefits both students and teachers (Rafii et al., 2019). The ability to grasp newly presented material is greatly enhanced by a formative assessment that is carried out in conjunction with the learning experience.

Long-term gains from instruction are revealed through summative assessment. They are necessary for students to not only learn the subject but also put it to use in meaningful ways. Non-evaluation can lead to subpar nursing treatment and unprofessional shortcomings. Without some kind of formal assessment, newly qualified nurses would not be able to get the hands-on experience they need to succeed in courses like the one designed to avoid Hospital-acquired pressure ulcers (HAPI) (Rafii et al., 2019). This inspires new grads to get out there and start making a difference in the clinic and inspires professors to have faith in their capabilities.

The process of evaluating the curriculum is crucial to making improvements to it. Given its importance to the continuation and sustainability of the curriculum or syllabus, it should be practical and methodical. Learning programs can be evaluated and assessed to determine how well they meet the needs of their students and if they are meeting any regulatory standards already in place (Hong & Yoon, 2021). The effectiveness and value of a curriculum can be gauged, and any necessary adjustments made through program assessment, which is utilized as a quality improvement metric by the plan’s creators and other vital stakeholders.

The outcomes of the course for the students and the people they will eventually care for, as well as their advancement towards targets, resource utilization, results attained, and repercussions of the scheme, can all be gleaned from continuous monitoring of the program. This method facilitates the early detection of problems and enhancement prospects. Metrics and goals can be tracked continuously with the use of multiple tools. Evaluating a curriculum is crucial because it helps us know whether the goals of the program were reached and whether the training had a beneficial effect on patient outcomes (Hong & Yoon, 2021). The public’s trust can be maintained, new approaches to program delivery may be tried, and students can be tested on a regular basis if the program is continually assessed and compared to the necessary laws and regulations.

Criteria that are Important to Consider in Curriculum Evaluation

The aspects of a curriculum can be evaluated using a predetermined set of criteria. The criteria will determine curriculum changes and implementation when data is collected and publicly posted with internal stakeholders, such as instructors and learners. The criteria used in an appraisal might come from anyone. The parent organization conducts its evaluations to ensure that its programs are effective and that its teachers provide their students with the best possible education (Berndtsson et al., 2020). The external evaluator of the curriculum includes the nursing board and Commission on Collegiate Nursing Education

Curriculum evaluation is commonly performed when thinking about things like the curriculum’s quality, usefulness, future prospects, and whether or not it needs to be changed (Hsiao-Ying et al., 2019). One common measure of a program’s quality is its usefulness and efficiency for the entire project. One way to do this is to evaluate the curriculum’s requirements and specifications with those of the institution. The curriculum ought to serve as a proactive reflection of the organization’s values. The institution’s value will suffer if courses are not up to par with these requirements. The curriculum needs to be assessed for how well it aligns with the institution’s guiding principles and requirements and with the most up-to-date best practices.

Reviewing the relevant literature can help ensure that you are using the most recent and best techniques (Hsiao-Ying et al., 2019). The curriculum must also be appropriate for the students that will be enrolled. The curriculum will be analyzed to ensure it supports the institution’s objectives. Objectives may not be achieved if they are not coherent with the content being covered in the classroom. The program then needs to be reevaluated and revised as a result of the shift in practice and objectives. Curriculum evaluation should also think about grades, benchmarks, and intended outcomes. In order to gauge the usefulness of the presented material, several applications use grading. A student’s grade greatly aids insight into the instant applicability of educational material.

Nonetheless, letter grades do not help with the long-term retention of information. Courses can gauge how well they are doing if they are up to par with established criteria, and how they stack up against the competition with the use of reference assessments (Hsiao-Ying et al., 2019). Motivation learners to reach for academic greatness is possible by taking part in reference assessments. By working together and comparing notes with other schools, we can learn from each other and make our programs stronger as a whole. In contrast, the eligibility requirements for some other professional training opportunities, such as nursing residencies, might not be expressed as a fixed numerical value. The evaluation of syllabuses in light of present-day organizational aims may face challenges posed by anticipated results. Student learning results within the context of the selected topic and method of instruction are crucial (Berndtsson et al., 2020). Quantifiable criteria, such as learners’ demonstration of a learned ability, are used to determine whether or not these goals are being reached. They either have this ability, or they do not.

Utilization-oriented assessment concepts emphasize gathering information useful for decision-making. Utilization, practicability, appropriateness, and precision are the theoretical standards used in this method. The goal of the utility criterion is to ensure that an evaluation will meet the demands of its intended audience in terms of the data they require (Zhang & Fan, 2020). By using the viability criterion, you may rest assured that your assessment will be honest, useful, diplomatic, and cautious. Propriety standards guarantee that all participants’ rights are protected and that the evaluation process is conducted in accordance with all applicable laws and ethical principles. The purpose of the accuracy requirement is to guarantee that the data collected during the assessment is sufficient to judge the program’s value or effectiveness.

Method-focused assessment concepts centered on using students’ conduct as a substitute for the success of a school’s overall mission. They were thinking about things like the program’s efficacy, which they defined as “an investigation of another direction or a strategy regarding individual and financial cost,” and its effectiveness, which they defined as “an investigation of another manner or a method in aspects of a program’s achievement,” and its process, which they defined as “an investigation of how and why a curriculum accomplishes in a particular manner” (Zhang & Fan, 2020).

There are nine elements of empowerment that instructors should incorporate into every performance appraisal, according to one of the more recent evaluation theories proposed by Wandersman. The first rule is always to be looking for ways to evaluate and better your program. Principles 2 and 3 emphasize the importance of including relevant parties in the assessment process, from setting objectives to carrying out research to making use of findings. Outcomes will be more valuable and significant if stakeholders are actively involved (Zhang & Fan, 2020). Fourth, the review process should be open to and reflective of the views of all relevant parties, reflecting the values of democracy.

The sixth guiding concept is empowerment at the time data is being gathered to make decisions. Usefulness, practicability, appropriateness, and precision are the theoretical benchmarks by which this method assesses proposals. The goal of the utility criterion is to ensure that an evaluation will meet the demands of its intended audience in terms of the data they require. By using the feasibility criterion, you may rest assured that your evaluation will be honest, useful, diplomatic, and cautious. Propriety standards guarantee that all stakeholders’ rights are protected and that the evaluation process is conducted in accordance with all applicable laws and ethical principles (Wolford et al., 2019). The evaluation’s data must be technically sufficient for making decisions about the program’s value or efficacy, which is what the accuracy requirement is meant to guarantee.

Integrating considerations of social relevance and social fairness into the assessment process constitutes the fifth principle of empowerment. The sixth principle promotes collaboration between the institution and the community at large to safeguard everyone’s best interests. The importance of using procedures supported by evidence is emphasized in the 7th principle. The 8th principle stresses the importance of competent and experienced evaluators on the theory that higher levels of expertise will lead to more reliable results (Coleman-Ferreira et al., 2019). Curriculum and learning are at the center of this concept; thus, the assessment is seen as the means through which the curriculum will undergo change. The ninth tenet states categorically that everyone who has any hand in the assessment must take responsibility for their conduct.

The nursing residency program was developed as a year-round educational opportunity for perinatal nurses with extensive clinical experience in a hospital setting. This curriculum aims to provide students with an effective and useful education to meet their own goals. Student learning, development, and improvement in mindset, morality, and reasoning will all be enhanced. Instruction is focused on helping students achieve their goals. Despite the teacher’s best efforts to help their students succeed, it is ultimately up to the students themselves to make the necessary academic progress (Coleman-Ferreira et al., 2019). It was created when the facility’s frontline workers and senior executive team discovered training gaps. Using an online survey tool called Survey Monkey, nurses indicated their own CEU requirements and topic preferences.

Pilot Testing

For a training program to be effective, both the instructors and the trainees must come into it with relevant subject-matter expertise. It is a well-organized syllabus that will help students (and teachers) succeed throughout the duration of the course. In order to ensure the efficacy of the program, pilot assessments are an essential quality control approach (Lowe et al., 2019). Based on the pilot study’s findings, revisions can be made to the next iteration of the curriculum to improve the learning environment, including the program’s information, the scheduling and flow of the training program, the resources, and the distribution approaches. Pilot testing needs both time and funds to check out the program, evaluate the input, and suggest changes.

An impartial third-party examiner at the pilot testing offers valuable information regarding the sessions’ effectiveness and student engagement. During the pilot testing, having an “Assessment Checklist” can help inform the examiner of what to watch for (Lowe et al., 2019). Setting up a routine of reports between an examiner and a faculty member can facilitate open and helpful dialogue on observations. In light of the results of the pilot study, the syllabus may undergo revisions such as the adjustment of the session and written materials, the modification and advancement of the instructor summary, the creation of novel strategies and techniques, the adjustment of the language proficiency, and the adjustment of the duration of the curriculum. It may be suggested that you perform a further round of pilot testing on the curriculum if significant changes have been made to the curriculum.

New institutions and professional aims can inspire changes and modifications to the curriculum. Newly introduced classes should adhere to these norms. Doing a pilot test is one technique to see if the program or curriculum is adequate from an educational, administrative, and competent viewpoint. When assessing an existing or proposed curriculum, pilot testing might be helpful. Several approaches exist for conducting a pilot study for pedagogical reasons. Teachers can share the lesson plans with other teachers. This can be used as a check on the data provided as well as a means of informing professors about what they should cover in their classes. Evaluating a program’s effectiveness can also be performed within a pilot study of a healthcare network (Wang et al., 2021). Medical instructors might be used as a test group for the program. This is useful for determining if the program is well-rounded. The nurse residency program’s curriculum can undergo preliminary testing in this method. Assisting with the linking of content in the HAPI prevention program can be clinical instructors’ input after taking the course themselves. However, pilot testing has some drawbacks, including additional manpower and material resources (Lowe et al., 2019). To pilot test effectively, it would be necessary to have both the critical care nurse’s input and access to appropriate simulation resources.


Short-Term and Long-Term Curriculum Evaluations

The curriculum’s short-term and long-term objectives can benefit greatly from process-oriented evaluations. A formative assessment is conducted to make program adjustments that will have the most immediate impact (Berndtsson et al., 2020). Based on students’ responses, teachers can improve future sessions. The summative evaluation aims to enhance the curriculum as a whole (Berndtsson et al., 2020). This occurs after learners have mastered the content covered throughout the course of study and are ready to apply what they have learned. Measuring and evaluating curricula requires both formative and summative assessments. Short- and long-term assessments are useful but most effective when used jointly to drive process enhancement. One cannot fully understand the curriculum’s efficacy without testing it in both the short and long terms. There will be no way to gauge the effectiveness of a program if no assessments are submitted. As a result, there may be insufficient proof that the process has been enhanced.

The goal of the HAPI prevention program is to provide newly licensed nurses with the knowledge and skills necessary to use the Braden Scale in clinical assessment and to tailor their care based on the client’s score (Huang et al., 2021). This quick assessment can be done while in the simulation. The instructor and the critical care nurse will work together to assess the material’s usefulness in actual practice. The inability of newly graduated nurses to include remedies in the practical component would provide evidence for educators to reevaluate the program.

Instructors will know that their student nurses have recalled learning content and are ready for the mentoring phase if they see that the new grads can successfully apply remedies to the simulation. Newly licensed nurses will have the opportunity to include the mitigation of pressure ulcers in their practice after completing this course. The mentoring phase will begin as soon as the training concludes. The prevention initiatives must place a higher value on the associated nursing professionals. Strategies will help at-risk individuals, and skin protection will be a top priority for nurses. A clinical instructor can aid in evaluating a program’s efficacy if experienced nurses have concerns about the lack of suitable and safe practices (Huang et al., 2021). The stakeholders might provide their own comments if they are made aware of this prioritization. Program directors can then gauge their lessons’ impact on the operational unit.

After four months, clinical instructors will notice an increase in pressure ulcer prevention and multidisciplinary support in the department as a result of the HAPI program. After the initial evaluation phase has concluded, this program’s mentoring component will kick in to offer the new graduate feedback. Given its proximity to the conclusion of the course, coaches should have ample time to observe learners’ comprehension, field questions about it, and offer suggestions for improvements (Berndtsson et al., 2020). If the training is effective, the department’s efforts to prevent pressure ulcers will rise throughout this time. The patient’s skin will profit from the recent grad’s work and several specialists’ teamwork. If no progress has been made or the number of pressure injuries has increased, the course content can be reviewed and revised. Experts from many fields can provide their observations as part of the criticism for multidisciplinary support.

The Lean approach of quality enhancement in educational settings can be used to capitalize on possibilities found in both short-term and long-term assessments. With the help of the swift performance improvement cycle of Plan-Do-Check-Act, the Lean approach is capable of producing highly effective and high-quality results. The planning stage focuses on developing an approach that will enable the most desirable results. The “do” phase is when new remedies are introduced, and information is gathered to evaluate the procedure and its results. The Verify phase involves comparing the most up-to-date data with the initial assumption of enhancement. In the cycle’s third and final stage, called “acting,” all learnings are assessed to see if they can be standardized based on the results or if another PDCA cycle is required to make additional adjustments.

Evidence-Based Nursing Concepts, Theories, and Best Practices

Creating new curricula is a team effort that necessitates a thorough literature review. Evidence-based nursing is used to develop policies and guide education at the medical center. Many resources are used to compile recent studies for inclusion in the evaluation. The American Nurses Credentialing Center serves as a framework for the ideas, philosophies, and benchmarks taught in the residency program for nurses. Educating new graduate nurses with evidence-based principles is in the best interest of medical organizations because it increases the likelihood of better educational, administrative, and patient-centered results (Lancia et al., 2019). Evaluation, investigation, and clinical knowledge in the books all contribute to the usefulness of evidence. Due to the ever-changing nature of guidelines and requirements, regular assessments of the most current evidence-based nursing practices are essential.

The curriculum for preventing HAPIs is based on nursing practice that has been shown to be effective. It has been established that the Braden Scale is the gold standard for evaluating a patient’s potential for harm. This scale is discussed, along with its relationship to treatments supported by evidence. These measures are consistent with corporate objectives and are informed by present guiding principles. Simulation experiences are the gold standard for providing a risk-free, controlled setting in which students can practice implementing solutions. Newly minted nurses benefit from peer mentoring to ease the transition into the healthcare setting, understand their new responsibilities, and close the knowledge gap between classroom and practice (Hong & Yoon, 2021). Evidence-based nursing is best for bolstering nurse residency programs and ensuring ongoing assessment.

The importance of concepts and best practices cannot be overstated when it comes to creating curriculum content and the methods teachers use to communicate that content. Patients can rest easier knowing that their care will improve thanks to clinicians who are well-versed in Evidence-based research and who use that knowledge to improve health outcomes (Berndtsson et al., 2020). The curriculum must prioritize the education of these skills to learners if it is to satisfy the needs of practitioners in the future. To be effective, a curriculum based on EBP must include specific goals, outputs, materials, and tasks for students to do in order to fully internalize and benefit from the practice. It is crucial to consider the growth in students’ research techniques, statistics, and informatics skills while planning for a course of study that emphasizes evidence-based practice. In order to effectively integrate evidence-based practice concepts into the nursing course and clinical practicum, both teachers and learners must acquire the necessary knowledge and abilities.

In recognition of the multidisciplinary nature of their work, nurse educators should engage in transformative studies and incorporate evidence-based practices from the fields of classroom instruction, psychology, and other healthcare fields into the nursing curriculum. Teachers tailor their instruction methods to each student’s unique needs by drawing on their accumulated knowledge of how to best work with a wide range of students, the most successful methods of instruction when they are available, and their own expert judgment (Berndtsson et al., 2020). Nursing residency program meetings will no longer be presented in their traditional face-to-face conference-held format with separate group meetings. Rather, they will be delivered online through cutting-edge web-based presentation tools like Microsoft’s Teams meeting in considering current healthcare concerns and the requirement of social distancing. All attendees will have access to PowerPoint slides and a video of the program for review. Given that this is an experimental adaptation of a classroom-based course into an internet one, instructors’ and students’ feedback on the curriculum will be extremely useful.


This post-graduate nursing education program has been recognized as a “Professional Traineeship” by the American Nurses Credentialing Center (ANCC). A set of professional norms, principles, and competencies are required for this accreditation (Chant & Westendorf, 2019). The ANCC establishes these criteria for the graduation of new graduate nurses into professional nurses depending on the evidence-based nursing profession. Patient-centered treatment, evidence-based nursing, and the employment of instructors as a method of education and development are all requirements. Course material and the program’s impact on the care provided by newly licensed nurses are used to make this assessment. The deployment of cross-disciplinary collaboration activities demonstrates the value of holistic nursing care to recent graduates.

Nurses’ education is focused entirely on enhancing the quality of care they provide for their clients (Chant & Westendorf, 2019). Courses are taught or co-taught by members of various areas. Wound care nurses, therapists, and dietitians are all examples of how patient-centered, holistic care can improve health outcomes. As was previously said, the nurse residency program can benefit from the requirements and guidelines established by evidence-based nursing. Professional nurses develop an understanding of what constitutes “evidence-based nursing care” and how to use this concept in their daily work. Discussion and examples of literature reviews are provided. The nurses can demonstrate the entire process of completing an evidence-based project, from planning to execution to assessment. Including preceptors for new graduate training is another requirement for certification (Wolford et al., 2019). The new graduate nurses are paired with a preceptor on their unit through a coordinated effort between the program director and the unit-based clinical educators.

There is a dedicated class to train the preceptors to ensure they do well. In this session, preceptors learn best practices for mentoring students toward professional competence. This provides for standardized educational resources. The instructors serve as mentors for the incoming RNs. Instructors serve as educators who provide clinical experience for newly licensed nurses (Hong & Yoon, 2021). They have the knowledge to respond to the new nurses’ inquiries and offer constructive criticism of their practices. The instructor and recent grad then work together to analyze the evaluations and formulate improvement strategies.


Those who have recently completed their nursing degrees can benefit from the nurse residency program. The way new grad RNs handle their growing responsibilities in patient care often determines the kind of RNs they become. The institution’s mission is to supply patients with risk-free and highly efficient professional nursing care. A nurse residency program was developed to provide assistance to recent nursing school graduates in achieving this goal. The new nursing graduates benefit from various learning and professional development options made available through this program. For the sake of both the residency program and its incoming class of nurses, it is essential that a new class be added to the residency’s required curriculum. The Ottawa Model for Curriculum Reform can be utilized to facilitate this certification process. The organization can reap the benefits of implementing a HAPI preventive training program with this framework.

Evaluation is necessary to know if the program is productive. Pilot studies might be conducted with clinical educators to ensure the curriculum can be used by residents in a wide range of specialties. Time and money are needed to make this happen physically. In order to provide a complete view of the program’s efficacy, it is assessed both immediate and long term. Teachers may get quick information on whether or not their students are retaining lessons thanks to formative assessments. Thanks to summative assessments, students can see how their knowledge was used in the real world. The ANCC’s standards and accreditation help ensure that rules and standards are met. Adding a new course to the nurse residency program requires coordination among other disciplines and subsequent evaluation to ascertain the course’s value. Teachers and students alike benefit greatly from a system of constant evaluation that ensures the curriculum is evolving and improving.



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Nurse educators are responsible for many areas of evaluation, including students, curriculum, and program evaluation. Additionally, they have a responsibility to the internal and external stakeholders when it comes to the evaluation process. There are two types of evaluation: summative and formative evaluation. Formative evaluation takes place during the learning process (Billings & Halstead, 2019). Summative evaluation refers to the outcomes of the learning when the learning environment has ended (Billings & Halstead, 2019.)


Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing: A guide for faculty (6th ed.). Saunders Elsevier.

You will use the work you completed for Assessments 1 and 2 as parts of this assessment. Combine Assessments 1 and 2, and add a section about curriculum evaluation. The evaluation you create should flow smoothly as one cohesive document. When combining the previous assessments, make revisions based on feedback you received from faculty.


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.

Who should perform curriculum evaluation: individual faculty, a curriculum committee, or full faculty?

When should curriculum evaluation be done: each semester, each academic year, at the end of a program cohort, or prior to accreditation visits?

How can a curriculum be revised to ensure that program outcomes are met without compromising the whole curriculum?

How can a curriculum be revised to reflect changes in society, nursing, health care delivery, health care needs, educational practice, learner diversity, and emerging technology when curriculum revision entails a lengthy process involving state regulations and accreditation standards?


Consider curriculum evaluation and address the following:

Explain the importance of ongoing curriculum evaluation, why it is important, and for whom it is important.

List criteria that are important to consider in curriculum evaluation.

Explain how and why pilot testing can be used in curriculum evaluation.

Provide examples of both short-term and long-term curriculum evaluations for process improvement, and explain why both types are necessary to curriculum development.

Describe how to apply evidence-based nursing concepts, theories, and best practices to improve curriculum development.

Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.

For example, a school of nursing might be accredited by CCNE or ACEN, whereas a hospital staff development program might be accredited by JCAHO, HFAP, or others.

Additional Requirements

To achieve a successful project experience and outcome, you are expected to meet the following requirements:

Written communication: Written communication is free from errors that detract from the overall message.

APA formatting: Resources and citations are formatted according to current APA style and formatting.

Number of resources: Cite a minimum of five resources that are not included in the resource activities for this assessment.

Length of evaluation: 15-20 typed double-spaced pages, excluding the title page and the reference page.

Appendix: Included appropriate material from Assessments 1 and 2. The appendix will not be included in the page count.

Font and font size: Times New Roman, 12 point.


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