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The University of Texas at Tyler College of Nursing

Nurs 5327 Curriculum Development in Nursing Education

TEMPLATE for PROGRAM CRITIQUE

Student Name: LaTonya Ruiz
Date submitted: August 2, 2015
Add your discussion within this template
Focus: Use these instructions to critique the UT Tyler Nursing Undergraduate Program.
Resources Oermann, 2015, Chapters 13 and 14
I. MISSION STATEMENT AND GOALS (In the same UT Tyler document) 20%
Compare the College of Nursing's statements and the university's mission and goals statements.
UTTs mission statement: https://www.uttyler.edu/president/missionstatement.php
The mission of the College of Nursing and the parent institution, UT Tyler express similar commitments
to an expectation of excellence in teaching, research, artistic performances and professional public service
provided by its faculty, staff, and its students. This strongly correlates with, According to AACU, mission
statements and visions should embrace four critical learning outcomes, including knowledge of human cultures
and the physical and natural world, intellectual and practical skills, personal and social responsibility, and
integrative learning (Oermann, 2015, p.263). It is strongly evident that both entities are committed to
excellence for its faculty and students. Both the mission of the College of Nursing and University of Texas at
Tyler are uniform in their mission and goal statements.
II. Philosophy 20%
Within the next section, Philosophy, discuss the characteristics of BSN graduates, the population served,
graduate behaviors, and nursing education standards.
The concepts of professional preparedness, responsibility and accountability are mentioned in the
Philosophy. Oermann (2015) explains that, In schools of nursing, central theories and concepts can include
facultys beliefs about teaching and learning, social justice, diversity, health and illness, professional values,
etc (p. 263). The commitment of the program to the BSN graduates to develop these professional values is
invaluable to their success in their career as graduates and in the nursing profession. The inclusion of health
promotion, health care policy, organization and finance in the setting of a continually changing health care
environment will develop better practitioners of health care. The end result of improved decision-making skills
will positively impact patient care through positive outcomes. By developing and integrating these concepts into
clinical practice, the nursing profession can impact direct patient care that we involved in individually and as a
profession.
III. Conceptual Framework 20%
Choose one area from the Nursing Paradigm.
The meta paradigm concepts are: Patient, Nursing, Health, and Environment. Pervasive
concepts are the concepts that must be in all courses in all levels to some degree. Pervasive concepts include the
human caring process, evidence based practice, critical thinking process, and holism.
An organizational framework serves as an outline on which to build the goals, objectives, courses or
sessions, and content into a plan for delivering the program (Oermann, 2015, p.264). The concepts of Nursing
and the critical thinking process exist synergistically. As practitioners, we must strive to improve problemsolving skills and be able to adapt to different situations while maintaining the ability to incorporate the best
practice outcomes relevant to the profession of nursing. A combination of knowledge and skills based on
research and not on tradition is necessary and required. By continually developing improved skills in response
to the unpredictable needs of todays health care, we can demonstrate critical thinking in the nursing profession.
Summer 2014 Adapted and Used with permission form J. McVey, PhD, RN

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IV. GRADUATE OUTCOMES FOR BSN PROGRAM. 20%
1. Integrates health promotion, maintenance, restoration, and disease prevention at the individual and
population level to reduce risks improve health outcomes. (provider of care- G)
This learning outcome is well supported through the emphasis on evidence-based practice. In the BSN
program, the philosophy of nursing coincides with, Health promotion, risk reduction, and disease management
are the focus of the care provided. Students are introduced and continually exposed to concepts and situations
that required critical thinking skills that will enable them to provide proven quality based outcomes.
2. Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments.
This learning outcome is not well supported because in present day, just a basic knowledge of the above
concepts is not enough to fully comprehend how these topics impact nursing practice. Accountability in
regards to finance, regulatory accrediting bodies and healthcare policy is of the upmost importance. Chassin
et al., (2010) assert that, Measuring the quality of health care and using those measurements to promote
improvements in the delivery of care, to influence payment for services, and to increase transparency are
now commonplace (683). More education regarding these criterion are necessary for students to be able to
understand the impact it has in clinical practice.
V. SUMMARY OF CRITIQUE and Reference List 20%
Discuss the overall assessment of the program, including the areas assessed as in mission statement and goals,
philosophy and subcomponents, conceptual framework, and graduate outcomes and how those support the
overarching program goals.
The overall assessment of this program is positive. This program provides students with a great
opportunity for learning. The learning outcomes are relevant and realistic and afford the BSN degree that will
reflect the qualities of critical thinking, accountability, and professional responsibility that is necessary in
todays health care. Nursing is a profession where it is not only necessary to become an expert at your craft, but
one must also understand the imperceptible components that affect the patient and the care that we provide. By
understanding these aspects, we can provide holistic nursing to every patient.
References:
Chassin, M., Loeb, J., Schmaltz, S. & Wachter, R. (2010). Accountability measures- using measurement to
promote quality improvement. The New England Journal of Medicine 363 (7), 683-688.
Oermann, M.H. (2015). Teaching in nursing and role of the educator: The complete guide to best practice in
teaching, evaluation, and curriculm development. New York: Springer Publishing Company.

Summer 2014 Adapted and Used with permission form J. McVey, PhD, RN