Impacts of Internet Job Search - Term Paper Example

The FIU BSN curriculum is meant to enable the graduates to be competent in the systems of health care that are getting more complex by each day. Through its specific objectives, the curriculum aims at giving graduates a number of abilities. The first one is to work as a professional nurse in general. The second one is working as a responsible and accountable citizen. The other one is participating in evidence-based research, deliveries in health care, leadership, consultation, and education at all the community levels. The last one is recognizing and the same time responding to the developmental need for continuing professionalism (FIU).

To demonstrate its holistic nature, the FIU BSN curriculum framework has a concept of a “globe.” The “globe” is a demonstration of the cohesiveness of the curriculum, its goals, and values. The global model is characterized by levels that run from the bottom to the top of the “globe”. It is also characterized by organizing threads (pervasive and vertical) that start from the base of the “globe” to the top. The base of the “globe”, which is the curriculum starting point, has the behavioral sciences, general education, and biological sciences. From this point the students to the nursing knowledge foundation, basic knowledge in a nursing specialty, and nursing knowledge synthesis as they accomplish their study plans. The levels have seven pervasive threads of organization: cultural competence, Ethics, Process of Decision Making, Globalization, Genomics, Quality and Safety, Technology, and Globalization. The vertical threads of the organization are four: Professional Nursing, Scholarship, and Research, Practice that is Evidence-Based, Systems of Global Health, and Illness/ Health Management (FIU).

Curriculum Design Influences

The influences of the design of the curriculum are the factors that are pervasive in the thread. In broad these include communication and collaboration, Quality and Safety, the process of decision-making, cultural competence, Genomics, Globalization, and Ethics (FIU).

FIU BSN CURRICULUM ANALYSIS

The Commission for Collegiate Nursing Education (CCNE) gives the accreditation standards for nursing programs. The standards are divided into four categories which include: the Governance and Mission; the Resources and institutional commitment, the Teaching and Learning processes and the curriculum; and the Program outcomes assessment and its achievement. Emphasis will be laid on the 3rd standard that deals with the curriculum (CCNE, 2013).

FIU nursing curriculum is developed according to the nursing program goals, mission, and student outcomes (expected). This makes it in line with the accreditation requirements. The FIU curriculum “reflects the professional nursing standards and guidelines and the needs and expectations of the community of interest” (CCNE, 2013). The practices that are in the teaching-learning process are in line with the outcomes expected from the students. The teaching-learning environment as demonstrated in the curriculum promotes student outcomes.

The specific objectives in the FIU curriculum show what is expected from the students so as to succeed. The FIU curriculum is logically structured with the “globe” model making it more understandable. The curriculum lays emphasis on student outcomes; it aims at making the best professional nurses. The FIU curriculum of the nursing program is divided into stages specifying the level of understanding and the tools used in teaching. This makes it effective and efficient as the teaching is tailored to the student level (CCNE, 2013).

Recommendation

• The curriculum should entail the details in reference to when it was revised last and when the next revision will probably be made.
• The curriculum should include details in relation to the nursing, teaching, and learning environment in FIU in terms of its suitability to student outcomes.
• The curriculum should be more detailed with emphasis on specific evaluation methods used, the frequency of evaluation, and the type of evaluation.