"Associate Degree Nursing Program at Highline Community College" is an engrossing example of a paper on care. This paper critically analyzes the Associate Degree Nursing Program offered at Highline Community College. The program has effectively established and embraced the essential components of the curriculum. Right from the mission statement, a precise Roadmap is presented that ensures the production of novice practitioners (DeChow & National League for Nursing. 1980). The mission provides integrative communication and critical thinking to help the practitioners provide holistic care for arranging the populace needs. If there is an essential component missing, identify which one? The program proactively outlines the conceptual framework that guides their practitioners to produce a standard service upon the program completion.
Indeed, the program describes further the nursing philosophy that is the central element of the nursing program. The program describes the outcomes and the behavior conduct that facilitates the achievement of these outcomes. Further, the program precisely understands the need for such central elements as critical thinking, diversity, and safe practice that ensure that the program products are qualified to provide quality service after the completion of the program.
Further, the program rests on the effective communication that guides the satisfactory nursing process culminating in higher levels of nursing professionalism. What is the evidence that the program outcomes flow from the program philosophy and mission statements? There is precise evidence that the program outcomes flow from the program philosophy and mission statement as reflected by the conceptual framework and the organization that the program has embraced. Particularly, program outcomes are anchored on the mission statements which then empty into the student learning outcome domain as reflected in the conceptual framework and the organization.
However, the mission statement is the bedrock from which the program philosophy is derived. Therefore, this is clear evidence that the program outcomes flow from the program philosophy and mission statement as indicated by the arrow originating from the mission statement to nursing program outcomes through to the student learning outcome domains. What is the evidence that each course outcome contributes to the achievement of the program outcomes? There is unmistakable evidence that individual course outcome facilitates the achievement of the program outcomes. The student learning outcome domains present this evidence.
For example, individual learning objectives per domain are recognized per course with the progressive increase in complexity with the subsequent quarters of the coursework. Therefore, this clearly depicts that each course outcome contributes to the achievement of the program outcomes. Taking an individual course as an example, describe to what extent the course description, course outcomes, class outcomes, and clinical outcomes fit together The individual course offered at the Highline College selected for evaluation is professional-Technical Core Courses particularly, NURS 103 (Nursing III: Acute Care). The acute care course has an integrative framework that brings together the course description, course outcome, class outcome, and clinical outcome.
Acute care needs urgent and emergency proficiency. Therefore, the learners must make critical decisions by prioritizing and attending to acute patients' particular needs. Further, the practitioner must showcase proficiency in psychomotor skills (Haase & Haase, 1990). This can only be met once the course of the outcome of being a proactive and proficient nurse practitioner is met. Taking an individual course as an example, describe how the learning activities, teaching, and evaluation methods address the type and level of learner in that course On the other hand, the acute care course rests on an interdependent framework of its learning activities, teaching, and methods of evolution.
Such elements are essential in describing the type and level of a learner. For example, the course requires the learner to adhere to the scope of professional practices (National League for Nursing at al. 2000). Evaluation of the progress of the course help suggests effective learning and teaching activities such as simulation that are central to the achievement of better nurse practitioners.
DeChow, G. H., & National League for Nursing. (1980). Curriculum design for associate degree nursing programs: Factors in program direction. New York: National League for Nursing.
Haase, P. T., & Haase, P. T. (1990). The origins and rise of associate degree nursing education. New York: National League for Nursing.
National League for Nursing., Coxwell, G., Gillerman, H., & National Organization of Associate Degree Nursing. (2000). Educational competencies for graduates of associate degree nursing programs. Sudbury, Mass: Jones and Bartlett.