NURS-FPX6107 places students at the level of the curriculum developer, not just the classroom teacher — requiring the kind of systemic, program-level thinking that academic nurse educators need when designing or revising nursing programs. The three assessments walk the full curriculum development arc: from analyzing an existing curriculum's framework and philosophical foundations, through the practical factors that shape course development, to the processes used to evaluate whether a curriculum is achieving its intended outcomes. Each assessment requires engagement with accreditation standards, nursing education scholarship, and evidence-based curriculum design principles. This guide explains what each deliverable requires and how expert support for NURS-FPX6107 helps you produce rigorous curriculum analysis and design work.
Course Overview
Students assess, design, implement, evaluate, and revise nursing curricula — demonstrating understanding of curriculum frameworks by developing curricula that reflect professional nursing standards, contemporary healthcare trends, and expected student outcomes. Students also explore the evaluation process used to assess curriculum design and identify accreditation and regulatory requirements that impact nursing curricula. The course is foundational for students planning careers as academic nurse educators.
Key Assessments
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1Curriculum Overview, Framework, and Analysis
Requires selecting a real or realistic nursing program curriculum and conducting a comprehensive analysis of its organizing framework and philosophical foundations — examining the conceptual model or framework underlying the curriculum design, how it reflects professional nursing standards (AACN Essentials, NLN outcomes), and how well the framework is operationalized throughout the program. This is a systems-level analysis, not a course-by-course description.
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2Course Development and Influencing Factors
Examines the internal and external factors that shape nursing curriculum development — including institutional mission, accreditation requirements (ACEN, CCNE), healthcare workforce needs, community demographics, faculty expertise, student population characteristics, and regulatory mandates. Students must demonstrate how these factors translate into specific curriculum design decisions with supporting evidence.
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3Curriculum Evaluation
Designs or analyzes a systematic approach to evaluating the effectiveness of a nursing curriculum — addressing both formative and summative evaluation methods, selecting appropriate evaluation models (Stufflebeam's CIPP model, Kirkpatrick, Tyler rationale-based evaluation), and proposing how evaluation data would be used to inform curriculum revision and accreditation reporting.
How We Help With NURS-FPX6107
- Identifying an appropriate nursing curriculum to analyze in Assessment 1 and conducting a framework analysis at the program level, not just describing individual courses
- Connecting internal and external influencing factors in Assessment 2 to specific, evidence-based curriculum design decisions — not just listing factors but showing how they shape design choices
- Selecting and applying an appropriate curriculum evaluation model for Assessment 3 with clear rationale for the model choice
- Integrating ACEN, CCNE, and AACN Essentials standards appropriately across all three assessments
- APA 7 formatting and scholarly source integration including nursing education and curriculum evaluation literature
Common Challenges in This Course
Assessment 1 is where most students struggle most — analyzing a curriculum at the framework level requires understanding what a conceptual framework actually is (not just a list of nursing theories), how it organizes and connects curriculum elements, and how it aligns with professional standards. Students who write a course-by-course description instead of a framework analysis miss the essential requirement. Assessment 3 is challenging because curriculum evaluation is a specialized field with its own models and methods — students who apply general research evaluation approaches rather than curriculum-specific models (CIPP, Tyler) often score poorly on model application criteria.
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NURS-FPX6107 FAQ
A conceptual framework is the organizing structure that guides what is included in a curriculum, how content is sequenced, and how program outcomes are connected to each other and to professional standards. Common examples include the AACN Essentials framework, caring science models, and specific nursing theory frameworks. The framework is not a list of topics — it is the philosophical and theoretical architecture of the entire program.
Most rubrics allow analysis of a real publicly available nursing program (BSN, MSN, or LPN-to-RN) or a realistic constructed program. Using a real program (e.g., a specific university's BSN program that publishes curriculum information) is typically stronger because it allows genuine analysis rather than hypothetical description.
ACEN (Accreditation Commission for Education in Nursing), CCNE (Commission on Collegiate Nursing Education), and AACN Essentials are the primary standards. For practical nursing programs, ACEN's standards apply most directly. CCNE and the 2021 AACN Essentials apply to BSN and graduate programs.
Stufflebeam's CIPP model (Context, Input, Process, Product) is the most comprehensive and widely used in nursing education. Tyler's objectives-based model and Kirkpatrick's four-level model are also acceptable. The choice must be justified based on its fit with the curriculum type and evaluation purpose.
Both address curriculum design and evaluation in nursing education, but they are distinct courses within different tracks or program sequences. NURS-FPX6108 (Curriculum Overview: Design, Develop and Evaluate) has a somewhat broader scope and may have different assessment structures. Students are typically assigned one or the other based on their specific MSN program track.