The organizing framework is created to direct the nursing curriculum and contribute to the optimal learning process of students. It is traditionally developed in agreement with the mission and philosophy proclaimed by Nursing University. Thus, it involves the learning community that empowers evidence-based decisions and confidence development of both medical students and healthcare professionals that are mentioned in the mission statement of the educational institution. Also, the mission of the University implies the support of equity and diversity in health care, which is expected to be integral to nursing students.
Moreover, the framework considers such crucial aspects of mission as medical service, teaching, and scholarship, which are crucial to both nursing education and practice. As for the philosophy, its basic principles are the significance of continuing education or lifelong learning as well as collaboration. The current framework is based on the transformational approach, which involves such variables as environment, strategy, core process, structure, systems, culture, results, and leadership (The Center for Organizational Design, 2015). This framework implies flexibility that is meaningful for nursing education. Finally, the initiative is considered an important feature for nursing in any field.
The organizing framework of the Pre-licensure BSN program at Nursing University is consistent with the mission and philosophy of the University. It utilizes a transformational model adapted from business context to the needs of a nursing educational institution. The combination of the variables that are mentioned contributes to the development of the program structure. The framework organization includes three steps of nursing education such as baccalaureate education, master’s education, and doctoral education. These steps represent sequencing in learning and reflect prioritizing of knowledge.
Thus, baccalaureate education provides students with basic knowledge and skills needed for practice and professional growth. In turn, the master’s program is a step forward that allows mastering in the nursing profession and prepares nurses for advanced practice. Finally, doctoral education implies all of the crucial components of nursing education, such as practice, scholarship, and teaching.
The organizing framework includes such crucial components as health, person, environment, and nursing. Health is expected to be “perceived by the patient and empowered by nursing and technology” while the person is usually a patient (Francis, 2017, para. 23). In turn, nursing is treated as a caring science, and the environment is that of technology. These concepts are integral to the framework and are considered in the nursing curriculum.
A graduate nurse is expected to possess certain qualities and be able to perform diverse roles integral to the nursing profession. Traditionally, program outcomes depend on the curriculum of every educational institution that can vary (Bouchard, Brown, & Swan, 2017). The program is supposed to have certain outcomes for the institution that reflect changes in technology and demographics, are consistent with the University philosophy, outline the expectations from graduates as well as from diverse organizations and agencies. For this framework, there will be eight major outcomes that result from all learning and instruction included in the program.
First of all, graduate nurses are expected to provide high-quality patient-focused care in accordance with the patient’s condition, qualities, beliefs, and needs within any healthcare network or medicinal services organization. Secondly, nurses should follow the Code of Ethics for Nurses” developed by the American Nurses Association, which implies the demonstration of ethics and attention to human rights in the nursing profession (Epstein & Turner, 2015).
As a component of ethical and professional behavior, a nurse should be responsible and accountable for diverse guidelines in the field. A graduate nurse is supposed to contribute to following the safety measures. Thus, the related outcome is to be able to identify possible risks or dangers both for patients or the network and be able to mitigate them. Another outcome that involves safety is the ability of a nurse to maintain and enhance wellbeing and protection care as well as to follow the instruction necessary for the network.
Since technology is integral to any field of activity, a graduate nurse is expected to be able to use it both in learning and in professional activity to empower knowledge as well as improve patient outcomes. Thus, commitment to innovations in healthcare is a part of the professional nursing activity. Also, technology can be applied to support clinical thinking in making clinical decisions. One more outcome is related to the ability to use information that is necessary for reasoning and critical thinking, which are important to nursing care both inside and outside the network.
Since the program philosophy implies that education is a lifelong process, graduate nurses should be able to provide self-education and be aware of medical research advancements that can have a positive impact on patients and nursing practice on the whole. Also, this outcome implies the ability to conduct research as a part of professional activity. Finally, in accordance with the mission of the University that describes the qualities typical of graduate nurses, they are expected to make confident evidence-based decisions grounded in their knowledge and experience. On the whole, the mentioned outcomes demonstrate basic demands to a graduate nurse.
Peer Collaboration Influence
Peer collaboration is crucial for the final organizing framework and program outcomes since nursing education is a complex process that involves diverse stakeholders, which have an impact on learning outcomes. Considering the fact that the organizing framework has a direct influence on the curriculum, its development demanded the participation of both practicing nurses and nursing theorists to bring theory and practice together in the educational program with the proper balance.
Also, previous nurse graduates or alumni were invited to collaborate because they can analyze the drawbacks of the previous framework that had a negative impact on their adaptation to professional practice. Finally, community representatives were involved in peer collaboration to inform about the needs of the community that can influence the organizing framework for nursing education. Peer discussion allowed creating the framework that empowers the preparation of professional nurses able to provide high-quality care.
Rationale and Reflection
The developed organizing framework is a reflection of contemporary demands to professional nurses and their preparation. The identified outcomes of the program imply alterations in demographics and technology and are related to the program philosophy as well as incorporate expectations for graduates from faculty and outside organizations. The creation of the framework became possible due to the joint effort of peers, which discussed diverse aspects of nursing education and modeled the statements and outcomes of the program.
Although team effort for this task is complicated because of many stakeholders involved, peer participation empowered the development of the organizing framework with the consideration of all the aspects crucial for nursing professional practice. The suggested organizing framework can be applied in the Nursing University to improve the educational process and contribute to the preparation of professional nurses.
Bouchard, M., Brown, D., & Swan, B. A. (2017). Creating a new educational paradigm to prepare nurses for the 21st century. Journal of Nursing Education and Practice, 7(10), 27-37.
The Center for Organizational Design. (2015). Organizational design framework-the transformational model. Web.
Epstein, B., & Turner, M. (2015). The nursing code of ethics: Its value, its history. The Online Journal of Issues in Nursing. Web.
Francis, I. (2017). Nursing informatics and the metaparadigms of nursing. Online Journal of Nursing Informatics, 21(1), 8-10. Web.