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Curricular Analysis Assignment
Tina Campbell BSN, RN
Galen College of Nursing
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Curricular Analysis Assignment
In this paper I will hope to explain my analysis for one of the academic courses of study
for the baccalaureate degree in nursing for Galen College of Nursing. I will explain my findings
through the use of charts in one course offered for their BSN program. I will utilize several
articles and standards to establish my solutions.
Galen College of Nursing (Galen) was founded by Humana Health Institutes, Inc.,
approximately thirty years ago, and has since allowed Galen College of Nursing to be
concentrated solely on the education of the science of nursing. Humana Health Institutes Inc., at
the time of the initiation of Galen College; was one of the leading insurance healthcare providers
and healthcare systems in the united states. In 1989, Galen College of Nursing
offered/established a prelicensure practical/vocational nursing (PN/VN) curriculum in reaction to
a serious nationwide nursing deficiency (Galen College of Nursing, 2021).
There are several accrediting bodies and written articles that help institutes and colleges
of nursing set their standards in nursing curricula for today’s care of complex patients and within
the healthcare industry. Accreditation is a rank of known acknowledgment that a sanctioning
body or organization awards an instructive organization or curriculum that conforms to an
agency’s standards and requirements. These accreditation designations may be voluntary and/or
can be recognized by the government or other organizations. Along with the establishment of the
N.L.N., the Commission for Nursing Education Accreditation (CNEA) is another curricula
certificating organization who also sets principles that promote excellence and quality in nursing
instruction (National League for Nursing, 2016). The Quality and Safety Education for Nurses
(QSEN) Institute is a task force who is in charge of advancing Smart Thinking into academic
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practice settings and for acknowledging competencies for all nurses to demonstrate their
academic proficiencies (Stalter & Jauch, 2019).
I hope with my analysis of the information it will help to explain how one can update or change
one of the academic courses of study for the baccalaureate degree in nursing for Galen College
of Nursing.
Congruency of Nursing Mission/Philosophy with Institutional Statements
This table addresses the conformance between organization declarations, Curricular
objectives/Outcomes, Practiced Values, Nursing Mission proclamations, Philosophy, and
outlines for a course syllabus. These tables include substance, samples, from the BSN course of
Community Health Nursing, designation NSG4210 syllabi. In this class, students are presented a
course of community and public health nursing care from international and diverse perceptions.
The health of families, individuals, communities, and susceptible inhabitants will be discovered.
Themes in this course comprise of the functions and obligations of the community health nurse,
the study of the causes of disease conditions, preventative and promotion of health, preparedness
for disasters management of emergent patient management, advocacy within diverse social
community-based settings (Galen College of Nursing, 2019).
The course philosophy should support the institute’s philosophy and is focused on a
particular field of study (McCoy & Anema, 2018).
Table 1. Congruency of Nursing Mission/Philosophy with Institutional Statements
Institution Mission
Nursing Mission
Common Elements
Driven by a culture
dedicated to expanding
access to nursing
education
Driven by a culture
dedicated to expanding
access to nursing
education
Driven by a culture dedicated
to expanding access to nursing
education
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Prepares diverse learners
to demonstrate excellence
and compassion in
nursing through an
educational approach
Immersed in innovation,
technology, and student
support.
Student Success: Fosters
a culture of academic
quality and individualized
student support,
recognizing the student as
our highest priority.
Engages in systematic,
focused, and ongoing
assessment to
continuously improve
people, programs and
services.
Relationships: builds trust
through collaboration and
action in support of a
healthy and dynamic
organization, healthcare
landscape, and the
community at large.
Stewardship: manages
fiscal, human, and
physical resources to
assure stability and
growth.
Prepares diverse learners
to demonstrate excellence
and compassion in nursing
through an educational
approach
Prepares diverse learners to
demonstrate excellence and
compassion in nursing through
an educational approach
Immersed in innovation,
technology, and student
support.
Immersed in innovation,
technology, and student
support.
Student Success: Fosters a
culture of academic
quality and individualized
student support,
recognizing the student as
our highest priority.
Student Success: Fosters a
culture of academic quality and
individualized student support,
recognizing the student as our
highest priority.
Engages in systematic,
focused, and ongoing
assessment to
continuously improve
people, programs and
services.
Relationships: builds trust
through collaboration and
action in support of a
healthy and dynamic
organization, healthcare
landscape, and the
community at large.
Stewardship: manages
fiscal, human, and
physical resources to
assure stability and
growth.
Engages in systematic, focused,
and ongoing assessment to
continuously improve people,
programs and services.
Relationships: builds trust
through collaboration and
action in support of a healthy
and dynamic organization,
healthcare landscape, and the
community at large.
Stewardship: manages fiscal,
human, and physical resources
to assure stability and growth.
(Galen College of Nursing, 2021).
Congruency of Program Objectives/Outcomes with Nursing Mission, Philosophy, and
Framework
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This table addresses the conformance between organization declarations, Curricular
objectives/Outcomes, Practiced Values, Nursing Mission proclamations, Philosophy, and
outlines for a course syllabus. These tables include substance, samples, from the BSN course of
Community Health Nursing, designation NSG4210 syllabi. A nursing curriculum should engage
in ongoing and methodical appraisal and assessment in accordance with information collection
procedures comparative to institutional and curriculum conclusions. This data collection manners
are utilized to inform evidence-based plan results concerning curricular principles and scholastic
accomplishments. The conclusions made by the curriculum validate an assurance to constant for
an improvement in achieving curricular outcomes. A program’s warrant to constant qualitatively
improvement is evident through the achievement of the following associated quality indicators
(National League for Nursing, 2016).
Table 2. Congruency of Program Objectives/Outcomes with Nursing Mission, Philosophy,
and Framework
Nursing Mission
Driven by a culture
dedicated to expanding
access to nursing
Immersed in
innovation,
technology, and
student support.
Prepares diverse
learners to demonstrate
excellence and
compassion in nursing
through an educational
approach
Nursing Philosophy
HUMAN BEINGS
humans are complex bio-psychosocial-spiritual beings who are
shaped by culture, experiences,
environment, and relationships. We
believe that human beings are free
to think, are inquisitive, continually
learn in order to grow and realize
their full potential, are autonomous,
and are to be valued and respected
as unique individuals.
Organizing Framework
Program Outcomes
Institute of Medicine
PSLO 1: Synthesize
knowledge from the arts
and sciences to form a
foundation for the
practice of professional
nursing.
Nurse of the Future Core
Competencies
AACN Baccalaureate
Education for Nursing
Practice (2008)
National Patient Safety
Goals (NPSGs) / Centers
for Disease Control and
Prevention (CDC) 2007
Isolation Precautions
Quality & Safety
Education for Nurses
(QSEN)
PSLO 2: Provide holistic,
culturally competent care
for individuals, families,
and populations through
health promotion and
disease prevention across
the lifespan and
healthcare continuum.
PSLO 3: Integrate
professional values and
behaviors when
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Competency Outcome
Performance Assessment
(COPA) Model
delivering standardsbased nursing care to
diverse patients and
populations.
Differentiated Essential
Competencies (DECs)
PSLO 4: Develop
(Texas Board of Nursing, leadership skills to
2011)
provide and continuously
improve the delivery of
safe, patient-centered
quality healthcare.
PSLO 5: Incorporate best
practices and the most
current evidence when
using clinical reasoning to
make practice decisions.
PSLO 6: Incorporate the
use of information
systems and technology
in order to communicate,
manage knowledge,
mitigate error, and
support decision-making.
PSLO 7: Integrate
effective communication
and collaboration skills to
improve patient
satisfaction and health
outcomes.
Institute of Medicine
SOCIETY/ENVIRONMENT
Human beings influence and are
influenced by socioeconomic,
Student Success:
cultural, social, geopolitical,
Fosters a culture of
technological, and physical
academic quality and
environments. As such, human
individualized student
beings and society represent
support, recognizing
mutually adaptive relationships that
the student as our
are dynamic and influence the
highest priority.
health and wellbeing of individuals,
families, communities, and
populations.
Nurse of the Future Core
Competencies
AACN Baccalaureate
Education for Nursing
Practice (2008)
National Patient Safety
Goals (NPSGs) / Centers
for Disease Control and
Prevention (CDC) 2007
Isolation Precautions
Quality & Safety
Education for Nurses
(QSEN)
PSLO 1: Synthesize
knowledge from the arts
and sciences to form a
foundation for the
practice of professional
nursing.
PSLO 2: Provide holistic,
culturally competent care
for individuals, families,
and populations through
health promotion and
disease prevention across
the lifespan and
healthcare continuum.
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Competency Outcome
Performance Assessment
(COPA) Model
PSLO 3: Integrate
professional values and
behaviors when
delivering standardsDifferentiated Essential
based nursing care to
Competencies (DECs)
diverse patients and
(Texas Board of Nursing, populations.
2011)
PSLO 4: Develop
leadership skills to
provide and continuously
improve the delivery of
safe, patient-centered
quality healthcare.
PSLO 5: Incorporate best
practices and the most
current evidence when
using clinical reasoning to
make practice decisions.
PSLO 6: Incorporate the
use of information
systems and technology
in order to communicate,
manage knowledge,
mitigate error, and
support decision-making.
PSLO 7: Integrate
effective communication
and collaboration skills to
improve patient
satisfaction and health
outcomes.
HEALTH/HEALTHCARE: health
is a complex concept that
incorporates physical, emotional,
social, spiritual, and mental
wellbeing and is influenced by an
Engages in systematic,
individual’s environment, culture,
focused, and ongoing
and personal practices. Health and
assessment to
individually defined to reflect each
continuously improve
person’s ability to meet life goals
people, programs and
and capacity to adapt to life’s
services.
stressors and challenges. Health can
be promoted, stressors maintained,
or regained through individual
efforts and/or in collaboration with
health care providers.
Institute of Medicine
Nurse of the Future Core
Competencies
AACN Baccalaureate
Education for Nursing
Practice (2008)
National Patient Safety
Goals (NPSGs) / Centers
for Disease Control and
Prevention (CDC) 2007
Isolation Precautions
PSLO 1: Synthesize
knowledge from the arts
and sciences to form a
foundation for the
practice of professional
nursing.
PSLO 2: Provide holistic,
culturally competent care
for individuals, families,
and populations through
health promotion and
disease prevention across
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Quality & Safety
Education for Nurses
(QSEN)
Competency Outcome
Performance Assessment
(COPA) Model
the lifespan and
healthcare continuum.
PSLO 3: Integrate
professional values and
behaviors when
delivering standardsbased nursing care to
diverse patients and
populations.
Differentiated Essential
Competencies (DECs)
(Texas Board of Nursing, PSLO 4: Develop
2011)
leadership skills to
provide and continuously
improve the delivery of
safe, patient-centered
quality healthcare.
PSLO 5: Incorporate best
practices and the most
current evidence when
using clinical reasoning to
make practice decisions.
PSLO 6: Incorporate the
use of information
systems and technology
in order to communicate,
manage knowledge,
mitigate error, and
support decision-making.
PSLO 7: Integrate
effective communication
and collaboration skills to
improve patient
satisfaction and health
outcomes.
Relationships: builds
trust through
collaboration and
action in support of a
healthy and dynamic
organization,
healthcare landscape,
and the community at
large.
HEALTH/HEALTHCARE:
Healthcare is a complex system
designed to help individuals,
families, communities, and global
populations manage illness, reduce
healthcare disparities, and achieve a
desired level of wellness. It is a
basic human right and requires the
collaboration of interdisciplinary
teams to ensure that holistic,
culturally relevant care is provided
to all individuals and communities
to reduce health disparities and
meet the needs of particularly
vulnerable populations worldwide.
Institute of Medicine
Nurse of the Future Core
Competencies
AACN Baccalaureate
Education for Nursing
Practice (2008)
National Patient Safety
Goals (NPSGs) / Centers
for Disease Control and
Prevention (CDC) 2007
Isolation Precautions
PSLO 1: Synthesize
knowledge from the arts
and sciences to form a
foundation for the
practice of professional
nursing.
PSLO 2: Provide holistic,
culturally competent care
for individuals, families,
and populations through
health promotion and
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Quality & Safety
Education for Nurses
(QSEN)
disease prevention across
the lifespan and
healthcare continuum.
Competency Outcome
Performance Assessment
(COPA) Model
PSLO 3: Integrate
professional values and
behaviors when
delivering standardsDifferentiated Essential
based nursing care to
Competencies (DECs)
diverse patients and
(Texas Board of Nursing, populations.
2011)
PSLO 4: Develop
leadership skills to
provide and continuously
improve the delivery of
safe, patient-centered
quality healthcare.
PSLO 5: Incorporate best
practices and the most
current evidence when
using clinical reasoning to
make practice decisions.
PSLO 6: Incorporate the
use of information
systems and technology
in order to communicate,
manage knowledge,
mitigate error, and
support decision-making.
PSLO 7: Integrate
effective communication
and collaboration skills to
improve patient
satisfaction and health
outcomes.
(Galen College of Nursing, 2019).
Congruency of the Nursing Mission, Philosophy, and Framework with Professional
Standards
According to this table Galen College of Nursing has a total of seven program objectives
for this course. Galen College (2019), states in this syllabus as “Program objectives that are to
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synthesize knowledge from the arts and sciences to form a foundation for the practice of
professional nursing. Provide holistic, culturally competent care for individuals, families, and
populations through health promotion and disease prevention across the lifespan and healthcare
continuum. Integrate professional values and behaviors when delivering standards-based nursing
care to diverse patients and populations. Develop leadership skills to provide and continuously
improve the delivery of safe, patient-centered quality healthcare. Incorporate best practices and
the most current evidence when using clinical reasoning to make practice decisions. Incorporate
the use of information systems and technology in order to communicate, manage knowledge,
mitigate error, and support decision-making. Integrate effective communication and
collaboration skills to improve patient satisfaction and health outcomes.”
Teaching staff should ensure accountability of the course curricula and be certain that it is
current, empirical, and adaptable. Built upon a foundation of professional standards, the curricula
must be kept modern to reflect community and societal needs, and nursing and health care
trends. The input of communities of interest is solicited regularly to inform curricular decisionmaking and revisions and maintain the relevance of the program (National League for Nursing,
2016).
Within the table there are also standards for the essentials of baccalaureate education for
professional nursing practice documents. This written article functions to change baccalaureate
nursing instruction by specifying many education programs essentials and helps outline a
baccalaureate nursing course. These essential components adopt the major interested parties’
commendations and revolutionary material such as the IOM’s recommendations for the core
knowledge required of all healthcare professionals.
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The Essentials of Baccalaureate Education outlines the educational framework for
colleges for the preparation of licensed nurses. These outlines apply to all pre-licensure and RN
completion programs, whether the degree is Baccalaureate or graduate entry. There are nine
essentials:
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice A firm
base in liberal education delivers the cornerstone for the practice and education of nurses,
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety: Knowledge and skills in leadership, quality improvement, and patient
safety are essential to offer great quality health care,
Essential III: Scholarship for Evidence Based Practice: Professional nursing practice
is supported in the transformation of current evidence into one’s practice,
Essential IV: Information Management and Application of Patient Care
Technology: Knowledge and skills in information management and patient care
technology are analytical in the delivery of quality patient care,
Essential V: Health Care Policy, Finance, and Regulatory Environments:
Healthcare policies, including financial and regulatory, directly and indirectly effect the
nature and functioning of the healthcare system and thereby are significant reflections in
expert nursing practice,
Essential VI: Interprofessional Communication and Collaboration for Improving
Patient Health Outcomes: Communication and collaboration amongst healthcare
professionals are analytical to providing extraordinary quality and safe patient care,
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Essential VII: Clinical Prevention and Population Health: Health promotion and
disease deterrence at the individual and population levels are needed to improve
population health and are essential factors of baccalaureate generalist nursing practice,
Essential VIII: Professionalism and Professional Values: Professionalism and the
characteristic standards of altruism, autonomy, human dignity, integrity, and social
justice are fundamental to the nursing field of study,
Essential IX: Baccalaureate Generalist Nursing Practice: The baccalaureate-graduate
nurse is prepared to practice with patients, including individuals, families, groups,
communities, and populations across the lifespan and across the continuous process of
healthcare situations. The baccalaureate graduate recognizes and regards the differences
of care, the augmented complexity, and the improved use of healthcare resources
essential in caring for patients (American Association of Colleges of Nursing, 2008).
Table 3. Congruency of the Nursing Mission, Philosophy, and Framework with
Professional Standards
Nursing Mission Nursing Philosophy
Organizing
Framework
Professional
Standards
Understand
information
management and the
impact upon patient
outcomes.
Employ a variety of
patient care
technologies
Demonstrate
effectiveness in
telecommunication
technologies
CSLO1 Appraise
contemporary
problems in a
community and
nursing roles and
responsibilities
(PSLO 1,5,7)
CSLO5 Analyze data
to draw inferences
and conclusions
regarding a
community’s health
status. (PSLO 6)
HUMAN BEINGS
Driven by a
culture dedicated
to expanding
access to nursing
Immersed in
innovation,
technology, and
student support.
Prepares diverse
learners to
demonstrate
excellence and
compassion in
nursing through
humans are complex biopsycho-social-spiritual beings
who are shaped by culture,
experiences, environment,
and relationships. We believe
that human beings are free to
think, are inquisitive,
continually learn in order to
grow and realize their full
potential, are autonomous,
and are to be valued and
respected as unique
individuals.
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an educational
approach
Apply decision
making tools to
support safe practice
Use CIS systems to
document
interventions and
improve patient
outcomes
Maintain ethical
standards related to
data and patient rights
Participate in
evaluation of
information systems
SOCIETY/ENVIRONMENT
Human beings influence and Understand
information
are influenced by
Student Success:
management and the
socioeconomic, cultural,
Fosters a culture
impact upon patient
social, geopolitical,
of academic
technological, and physical outcomes.
quality and
Employ a variety of
environments. As such,
individualized
patient care
human beings and society
student support,
represent mutually adaptive technologies
recognizing the
relationships that are dynamic Demonstrate
student as our
and influence the health and effectiveness in
highest priority.
telecommunication
wellbeing of individuals,
technologies
families, communities, and
Apply decision
populations.
making tools to
support safe practice
Use CIS systems to
document
Essential IV:
Information
Management and
Application of Patient
Care Technology
Essential VI:
Interprofessional
Communication and
Collaboration for
Improving Patient
Health Care
Outcomes
Essential VII: Clinical
Prevention and
Population Health
Essential VIII:
Professionalism and
Professional Values
Essential IX:
Baccalaureate
Generalist Nursing
Practice
CSLO1 - Appraise
contemporary
problems in a
community and
nursing roles and
responsibilities
(PSLO 1,5,7)
CSLO5 - Analyze
data to draw
inferences and
conclusions regarding
a community’s health
status. (PSLO 6)
Essential IV:
Information
Management and
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interventions and
improve patient
outcomes
Maintain ethical
standards related to
data and patient rights
Participate in
evaluation of
information systems
Engages in
systematic,
focused, and
ongoing
assessment to
continuously
improve people,
programs and
services.
HEALTH/HEALTHCARE: Understand
health is a complex concept information
that incorporates physical,
management and the
emotional, social, spiritual, impact upon patient
and mental wellbeing and is outcomes.
influenced by an individual’s Employ a variety of
environment, culture, and
patient care
personal practices. Health and technologies
individually defined to reflect Demonstrate
each person’s ability to meet effectiveness in
life goals and capacity to
telecommunication
adapt to life’s stressors and technologies
challenges. Health can be
Apply decision
promoted, stressors
making tools to
maintained, or regained
support safe practice
through individual efforts
Use CIS systems to
and/or in collaboration with document
health care providers.
interventions and
improve patient
outcomes
Application of Patient
Care Technology
Essential VI:
Interprofessional
Communication and
Collaboration for
Improving Patient
Health Care
Outcomes
Essential VII: Clinical
Prevention and
Population Health
Essential VIII:
Professionalism and
Professional Values
Essential IX:
Baccalaureate
Generalist Nursing
Practice
CSLO1Appraise
contemporary
problems in a
community and
nursing roles and
responsibilities
(PSLO 1,5,7)
CSLO5 Analyze data
to draw inferences
and conclusions
regarding a
community’s health
status. (PSLO 6)
Essential IV:
Information
Management and
Application of Patient
Care Technology
Essential VI:
Interprofessional
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Maintain ethical
standards related to
data and patient rights
Participate in
evaluation of
information systems
Relationships:
builds trust
through
HEALTH/HEALTHCARE:
collaboration and
action in support Healthcare is a complex
of a healthy and system designed to help
dynamic
individuals, families,
organization,
communities, and global
healthcare
populations manage illness,
landscape, and the reduce healthcare disparities,
community at
and achieve a desired level of
large.
wellness. It is a basic human
right and requires the
collaboration of
interdisciplinary teams to
ensure that holistic, culturally
relevant care is provided to
all individuals and
communities to reduce health
disparities and meet the needs
of particularly vulnerable
populations worldwide.
Understand
information
management and the
impact upon patient
outcomes.
Employ a variety of
patient care
technologies
Demonstrate
effectiveness in
telecommunication
technologies
Apply decision
making tools to
support safe practice
Use CIS systems to
document
interventions and
improve patient
outcomes
Maintain ethical
standards related to
data and patient rights
Communication and
Collaboration for
Improving Patient
Health Care
Outcomes
Essential VII: Clinical
Prevention and
Population Health
Essential VIII:
Professionalism and
Professional Values
Essential IX:
Baccalaureate
Generalist Nursing
Practice
CSLO1 Appraise
contemporary
problems in a
community and
nursing roles and
responsibilities
(PSLO 1,5,7)
CSLO5 Analyze data
to draw inferences
and conclusions
regarding a
community’s health
status. (PSLO 6)
Essential IV:
Information
Management and
Application of Patient
Care Technology
Essential VI:
Interprofessional
Communication and
Collaboration for
Improving Patient
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Participate in
evaluation of
information systems
Health Care
Outcomes
Essential VII: Clinical
Prevention and
Population Health
Essential VIII:
Professionalism and
Professional Values
Essential IX:
Baccalaureate
Generalist Nursing
Practice
(Galen College of Nursing, 2019).
Internal Consistency within the Curriculum
During the entire development of reviewing this syllabus for the baccalaureate program
for the Galen College of Nursing, conformity of essentials and concepts are favorably apparent.
It was also apparent that the presentation this was a consistent and compatible course. It could be
represented as generated in the First Standard, Program Quality: Mission and Governance of the
Commission on Collegiate Nursing Education’s Standards for Accreditation of Baccalaureate
and Graduate Nursing Programs (2005). I-A: The mission, goals, and projected outcomes of the
program are written, compatible with those of the parent institution, and consistent with
professional nursing standards and guidelines for the preparation of nursing professionals, I-B:
The mission, goals, and projected outcomes of the program are evaluated periodically and
reviewed, as appropriate, to reflect professional standards and standards. I-C: The mission, goals,
and expected outcomes of the program are reviewed periodically and revised, as appropriate, to
replicate the necessities and expectancies of the community of interest. Therefore, conformity
should be achieved as a key part of the curriculum development process. Moreover, if these
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criteria are not achieved, the college might not be able to satisfy its determination as an academic
establishment in the study of nursing and in the provision of health care (Commission on
Collegiate Nursing Education, 2018).
Table 4. Internal Consistency within the Curriculum
Nursing
Mission
Nursing Philosophy
Driven by a
culture
HUMAN BEINGS
dedicated to
expanding
humans are complex bioaccess to
psycho-social-spiritual
nursing
beings who are shaped by
Immersed in
culture, experiences,
innovation,
environment, and
technology,
relationships. We believe
and student that human beings are free
support.
to think, are inquisitive,
Prepares
continually learn in order to
diverse learners grow and realize their full
to demonstrate potential, are autonomous,
excellence and and are to be valued and
compassion in
respected as unique
nursing through
individuals.
an educational
approach
Professional
Standards
Course
Lesson Plan
Syllabus
Course Student Course Student
Learning
Learning
Outcomes
Outcomes
CSLO1 (CSLOs):
(CSLOs):
Appraise
1. Appraise
1. Appraise
contemporary contemporary contemporary
problems in a
problems in a problems in a
community and community and community and
nursing roles and nursing roles nursing roles
responsibilities
and
and
(PSLO 1,5,7) responsibilities. responsibilities.
CSLO5 - Analyze 2. Differentiate 2. Differentiate
data to draw
primary,
primary,
inferences and secondary and secondary and
conclusions
tertiary
tertiary
regarding a
prevention in prevention in
community’s
the context of the context of
health status.
community
community
(PSLO 6)
health.
health.
3. Distinguish 3. Distinguish
Essential IV:
between the
between the
Information
personal,
personal,
Management and
social,
social,
Application of economic, and economic, and
Patient Care
environmental environmental
Technology
determinants determinants
Essential VI:
that influence that influence
Interprofessional
the health
the health
Communication
status of
status of
and Collaboration individuals,
individuals,
for Improving
families,
families,
Patient Health
groups,
groups,
Care Outcomes communities, communities,
Essential VII: and vulnerable and vulnerable
Clinical
populations.
populations.
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Prevention and
Population Health
Essential VIII:
Professionalism
and Professional
Values
Essential IX:
Baccalaureate
Generalist
Nursing Practice
Engages in
systematic,
focused, and
ongoing
assessment to
continuously
improve
people,
programs and
services.
CSLO1 Appraise
HEALTH/HEALTHCARE: contemporary
health is a complex concept problems in a
that incorporates physical, community and
emotional, social, spiritual, nursing roles and
and mental wellbeing and is responsibilities
(PSLO 1,5,7)
influenced by an
individual’s environment, CSLO5 - Analyze
data to draw
culture, and personal
inferences and
practices. Health and
conclusions
individually defined to
reflect each person’s ability regarding a
community’s
to meet life goals and
capacity to adapt to life’s health status.
(PSLO 6)
stressors and challenges.
Health can be promoted,
stressors maintained, or
regained through individual
efforts and/or in
collaboration with health
care providers.
Essential IV:
Information
Management and
Application of
Patient Care
Technology
Essential VI:
Interprofessional
Communication
and Collaboration
4. Analyze
beliefs, values,
attitudes and
practices that
influence the
health within
communities.
5. Analyze data
to draw
inferences and
conclusions
regarding a
community’s
health status.
4. Analyze
beliefs, values,
attitudes and
practices that
influence the
health within
communities.
5. Analyze data
to draw
inferences and
conclusions
regarding a
community’s
health status.
Course
Course
Student
Student
Learning
Learning
Outcomes
Outcomes
(CSLOs):
(CSLOs):
1. Appraise
1. Appraise
contemporary contemporary
problems in a problems in a
community and community and
nursing roles nursing roles
and
and
responsibilities. responsibilities.
2. Differentiate 2. Differentiate
primary,
primary,
secondary and secondary and
tertiary
tertiary
prevention in prevention in
the context of the context of
community
community
health.
health.
3. Distinguish 3. Distinguish
between the
between the
personal,
personal,
social,
social,
economic, and economic, and
environmental environmental
determinants determinants
that influence that influence
19
for Improving
the health
Patient Health
status of
Care Outcomes individuals,
Essential VII:
families,
Clinical
groups,
Prevention and
communities,
Population Health and vulnerable
Essential VIII:
populations.
Professionalism 4. Analyze
and Professional beliefs, values,
Values
attitudes and
Essential IX:
practices that
Baccalaureate
influence the
Generalist
health within
Nursing Practice communities.
5. Analyze data
to draw
inferences and
conclusions
regarding a
community’s
health status.
Relationships:
builds trust
through
collaboration
and action in
support of a
healthy and
dynamic
organization,
healthcare
landscape, and
the community
at large.
HEALTH/HEALTHCARE:
Healthcare is a complex
system designed to help
individuals, families,
communities, and global
populations manage illness,
reduce healthcare
disparities, and achieve a
desired level of wellness. It
is a basic human right and
requires the collaboration
of interdisciplinary teams
to ensure that holistic,
culturally relevant care is
provided to all individuals
and communities to reduce
health disparities and meet
the needs of particularly
vulnerable populations
worldwide.
the health
status of
individuals,
families,
groups,
communities,
and vulnerable
populations.
4. Analyze
beliefs, values,
attitudes and
practices that
influence the
health within
communities.
5. Analyze data
to draw
inferences and
conclusions
regarding a
community’s
health status.
Course
Course
Student
Student
CSLO1 Learning
Learning
Appraise
Outcomes
Outcomes
contemporary
(CSLOs):
(CSLOs):
problems in a
1. Appraise
1. Appraise
community and contemporary contemporary
nursing roles and problems in a problems in a
responsibilities community and community and
(PSLO 1,5,7)
nursing roles nursing roles
CSLO5 - Analyze and
and
data to draw
responsibilities. responsibilities.
inferences and
2. Differentiate 2. Differentiate
conclusions
primary,
primary,
regarding a
secondary and secondary and
community’s
tertiary
tertiary
health status.
prevention in prevention in
(PSLO 6)
the context of the context of
community
community
Essential IV::
health.
health.
Information
20
Management and 3. Distinguish
Application of
between the
Patient Care
personal,
Technology
social,
Essential VI:
economic, and
Interprofessional environmental
Communication determinants
and Collaboration that influence
for Improving
the health
Patient Health
status of
Care Outcomes individuals,
Essential VII:
families,
Clinical
groups,
Prevention and
communities,
Population Health and vulnerable
Essential VIII:
populations.
Professionalism 4. Analyze
and Professional beliefs, values,
Values
attitudes and
Essential IX:
practices that
Baccalaureate
influence the
Generalist
health within
Nursing Practice communities.
5. Analyze data
to draw
inferences and
conclusions
regarding a
community’s
health status.
3. Distinguish
between the
personal,
social,
economic, and
environmental
determinants
that influence
the health
status of
individuals,
families,
groups,
communities,
and vulnerable
populations.
4. Analyze
beliefs, values,
attitudes and
practices that
influence the
health within
communities.
5. Analyze data
to draw
inferences and
conclusions
regarding a
community’s
health status.
(Galen College of Nursing, 2019).
Recommendations & Conclusion
This reporter of this paper appreciates the creators of this syllabus for the Galen College
of Nursing in establishing a coherent and inclusive curriculum. Outlined from a conformity of
21
the mission/philosophy statements to help the individually designed objectives, this curriculum
follows the standards set by the Commission on Collegiate Nursing Education.
In relation to an educational course to be efficient, appropriate and pertinent the teaching
staff would be capable to follow the needs and procedures set by standard athorities, as well as
design user- and student-specific courses and majors to better utilize the performance of the
future nurses. The reporter is now completely cognizant of how curricula should be appraised,
the determinations and the aids of examining and in conclusion, the transmissions of procedures
that not only requires an improved awareness of this curricula but in a wider and richer
perception on the degreed studies and classes that are offered by Galen College of Nursing.
22
References