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Running head: UF UNDERGRADUATE NURSING CURRICULUM REVISION 1
UF Undergraduate Nursing Program Curriculum Revision
Anna Gilson, Colleague 1, & Colleague 2
University of South Florida
November 22, 2011
UF UNDERGRADUATE NURSING CURRICULUM REVISION2
Revision of Curriculum Plan for UF Undergraduate Nursing Program
Curriculum development continues to evolve with the constant changes in demographics
and the external and internal factors that persuade the nursing curricula. According to Keating
(2011) in nursing education, “curriculum development is a means to arrange, employ and assess
learning opportunities”. Philosophies and theories help build nursing curricula, which are
generally structured to incorporate the philosophy/theory by considering the nature of
knowledge, how students learn it, and what teaching approach will best impart it (Keating,
2011). As one continues to read this paper, it explores the external and internal factors that
affect the development of a curriculum. The paper identifies The University of Florida’s College
of Nursing (UF CON) prerequisites and nursing courses as well as the author’s revisions to the
program plan of study classes with rationales, course descriptions, and course
outcomes/objectives.
Potential Internal/External Factors
Nurse educators work in an academic or health care setting where there are programs for
education of students or staff development. Staff, students, faculty, administrators, alumni and
consumers (those that benefit from the services of graduates) impact original curriculum
development and curriculum revision. Whether initiating a new curriculum or revising an old
program, curriculum developers must look at external and internal factors and calculates their
impact on the changes to the program (Keating, 2011). External factors are those that originate
outside of the school and have the ability to affect the curriculum. Some external factors are
demographic, characteristics of the academic setting, health care and culture needs, need for the
program, financial support, regulations and accreditation requirements. The internal factors are
UF UNDERGRADUATE NURSING CURRICULUM REVISION3
those that originate within the institution such as the organizational structure, mission, purpose,
philosophy and goals of the part institution, and the infrastructure of the institution.
Demography is the systemic study of human populations and primarily addresses their
growth, size and infrastructure. Curriculum developers should obtain demographic data, which
has a significant influence in health care delivery and nursing education due to the knowledge of
who lives in the area of the program and whom they will be serving (Keating, 2011). As of 2010
the U.S. Census Bureau reports that Gainesville population is 124,354, 64.9 % are white, and
23% are African American (U.S. Census Bureau, 2011). Eighty-seven percent of the population
have graduated high school during 2000-2005, and 41.5% have a bachelor’s degree or higher.
8.3% are over the age of 65 while 13.4% are between the ages of 5 and 18 (U.S. Census Bureau,
2011). The developers need to know about the people who are and will be clients of the health
care system; then the curriculum can be aligned with the attributes of the residents of the health
care delivery system for the best possible care. Identifying potential students helps faculty
establish a curriculum that is geared towards the learner (Keating, 2011).
The characteristics of the academic setting are other external factors that play a part in
curriculum development. Surrounding institutions play a role in the impact of nursing programs
and curriculum development. These surrounding institutions give an idea of competitors for
recruiting potential students, staff and facility (Keating, 2011). Considering the types of
programs that are available, allows developers to note any gaps that might be present in the
future of the programs, and any potential competition that may arise. The UF CON has the
oldest baccalaureate and graduate programs in the state of Florida (UF CON, 2011). Santa Fe
Community College is located in the vicinity of UF CON, and offers a nursing degree program
(Santa Fe Community College, 2011). However this program is for an Associate of Science
UF UNDERGRADUATE NURSING CURRICULUM REVISION4
Degree (ASD), no Baccalaureate Degree is offered. Some benchmarks that can be used to
compare characteristics of the academic setting are passing rates of NCLEX, costs of the
program, admission process, retention rates, accreditation status, and graduate employment rates.
Schools of nursing provide nurses to care for the population. When assessing the health
care system, it is important to locate the major health care providers, types of organizations and
their financial basis within a populace (Keating, 2011). The University of Florida’s CON (2011)
states that, “health care delivery networks associated with UF provide access to an integrated
system of community hospitals and clinics, including statewide home health care, a major
veterans' health system and the Shands Healthcare system.” A nurse’s education is highly
important to the health care system and the care of clients. When a nurse graduates from nursing
school, schools of nursing assume that the nurse will remain in the region they graduated from;
however, nursing is a mobile profession and nurses can relocate to different regions all over the
world. The velocity of the Florida nurse shortage accelerates even faster than the national
shortage as baby boomers relocate to Florida for retirement. Therefore, having an overview of
the health care problems in a certain region will help with curriculum development and
redevelopment of the curriculum.
Another external factor that plays a role in curriculum development is the actual need for
the program of study or graduates from that program into that region. Some of the following
questions will help determine this. Are there several schools of nursing in this region already?
Is there a nursing shortage in this region? What are the employer’s projections for future nurses
needed for their facility (Keating, 2011)? As previously stated, Santa Fe Community College is
the closest college offering nursing degrees; however, they only offer ASD (Santa Fe
Community College, 2011). Based on this projection, by the year 2020, 43 of every 100 nursing
UF UNDERGRADUATE NURSING CURRICULUM REVISION5
positions in Florida will remain vacant. Florida is ranked 15 among the states with the greatest
projected nursing shortage in the nation by the year 2020 (Florida Center for Nursing, 2011).
This data collected can be used to determine the number of graduates needed now and in the
future, as well as the level of education necessary to provide care allowing for curriculum
development or curriculum revision (Keating, 2011).
Critical to the development of a curriculum is the availability of financial resources to
support the program allowing it to be self-sufficient (Keating, 2011). This is the responsibility of
the administrators of a program of study; however, it is critical as well for the curriculum
developers to have an understanding of the financial support for their program during their
curriculum development. The University of Florida’s CON (2011) receives funding from a
number of sources including the National Institute for Nursing Research, the National Science
Foundation, the John A. Hartford Foundation, and the Health Resources and Services
Administration. During the curriculum revisions, if developers identify a need for new income
they also must identify possible resources to support the income. Fees, tuition, state support,
private contributions, grants, scholarships, and endorsements are all vital knowledge to have
during curriculum development (Keating, 2011).
The last external factors to consider in curriculum development or revision are the
regulations, and accreditation requirements for schools of nursing. State regulations regarding
schools of nursing need to be reviewed during curriculum development or revision for any recent
changes or changes that will be happening in the future that could alter curriculum development
(Keating, 2011). Accreditation provides the standards of nursing curricula and provides program
quality; however, national accreditation is not required for nursing schools. There are two
accrediting agencies: The National League of Nursing Accrediting Commission (NLNAC) and
UF UNDERGRADUATE NURSING CURRICULUM REVISION6
The Commission on Collegiate Nursing Education (CCNE) (Keating, 2011). UF CON is not
accredited by the NLNAC. According to the UF CON (2011), the baccalaureate program is
currently being evaluated by the Commission on Collegiate Nursing Education (CCNE) for re-
accreditation.
The first internal factor, that affects curriculum development, pertains to the
organizational structure of the parent institution. The actual physical campus and buildings of
the institution set the scene for the school of nursing within the parent institution. When looking
at the history of a campus in regards to the growth and the role that the school of nursing plays in
the campus is important to know when developing a curriculum. Is the school of nursing the
main component of the institution, or is it only a smaller school within the larger institution?
The College of Nursing has a history of pioneering leadership in nursing education, having
offered Florida's first nurse practitioner programs, and first PhD in Nursing Science program (UF
CON, 2011). The CON is a large school located within the parent institution of UF. This
information is important in relation to the curriculum development in distinguishing a chain of
commands for communication (Keating, 2011).
As stated by Keating (2011), “The mission/vision and purpose, philosophy, and goals of
the parent institution determine the character of the nursing program.” High level education
nursing schools focus their curriculum development off of the parent institution’s mission/vision,
philosophy, and goals. The focus of the institution’s strategic plan centers around three main
points: education, service, and scholarship/research (Keating, 2011). When UF CON developed
their curriculum or redesigns their curriculum paying close attention to the parent institutions,
UF, strategic plan is important. The University of Florida’s strategic plan will state the
long/short term goals, objectives, time-lines, and critical outcomes that give rise to the priorities.
UF UNDERGRADUATE NURSING CURRICULUM REVISION7
The strategic plan will also give UF CON recommendations for their curriculum development or
redevelopment.
The structure of the educational institution and the school of nursing come together to
create the infrastructure, an internal factor that affects curriculum development. The
infrastructure is the foundation of the educational program and has human and physical resources
as well as support to teaching and learning. At the core of the curriculum development, and the
most important resource to the institution is human resources. Curriculum development is highly
related to the interactions among people, the students and faculty of a given institution. Faculty
are key in the internal development of curriculum as they are the ones that know what works, and
what does not work with a curriculum. Students are also very important to the infrastructure of
curriculum development, without learners there would not be a need for the curriculum (Keating,
2011). The University of Florida CON “aspires to be a model of excellence, recognized
nationally and internationally, for innovative education, dynamic programs of research, and
creative approaches to practice....committed to preparing nurses for leadership as clinicians,
scientists and educators who reflect and care for a diverse society; foster interdisciplinary
collaboration; and improve the health of individuals, families and communities” (UF CON,
2011).
Existing UF Prerequisites
Course Title Credits
Physical or Biological Science (BSC, CHM, or PHY prefix) 3
Social and Behavioral Science (PSY, SOP or SYG prefix) 3
EDF 3110 Human Growth and Development (recommended) 3
UF UNDERGRADUATE NURSING CURRICULUM REVISION8
Or
DEP 3053 Developmental Psychology (prerequisite PSY 2012)
STA 2023 Introduction to Statistics 1 3
APK 2100C Applied Human Anatomy with Laboratory 4
MCB 2000 and 2000L Microbiology (3) and Microbiology Laboratory (1) 4
APK 2105C Applied Human Physiology with Laboratory 4
HUN 2201 Fundamentals of Human Nutrition 3
Total 27
Total Prerequisite Course Credits 27
Each student must complete the university core course requirements prior to graduation.
These courses include: Composition 3 credits (6000 word total), Mathematics 6 credits,
Diversity 3 credits, Humanities 3 credits, International 3 credits, Physical and Biological
Sciences 9 credits, and Social and Behavioral Sciences 9 credits, Elective 24 credits
60
Existing UF Undergraduate Nursing Courses
Course Title Credits
First Semester of Nursing Courses
AGR 4932 Introduction to Genetics and Genomics 2
NUR 3069C Communication and Health Assessment 3
UF UNDERGRADUATE NURSING CURRICULUM REVISION9
NUR 3129 Comprehensive Pathophysiology for Nursing 3
NUR 3138 Systems of Care 1: Wellness Promotion and Illness Prevention 3
NUR 3138L Clinical Practice 1: Wellness Promotion and Illness Prevention 3
NUR 3825 Introduction to the Profession of Nursing 2
Total 16
Second Semester of Nursing Courses
NUR 3145 Pharmacology for Nursing 3
NUR 3169 Inquiry and Evidence in Professional Nursing Practice 3
NUR 3638 Population Focused Care 2
NUR 3738 Systems of Care 2: Restoration of Wellness 4
NUR 3738L Clinical Practice 2: Restoration of Wellness 4
Total 16
Third Semester of Nursing Courses
NUR 3826 Legal and Ethical Issues in Nursing 2
NUR 4739 Systems Care 3: Restoration of Wellness 4
NUR 4739L Clinical Practice 3: Restoration of Wellness 4
NUR 4837 Healthcare Policy, Finance and Regulatory Environments 2
UF UNDERGRADUATE NURSING CURRICULUM REVISION10
Elective 3
Total 15
Fourth Semester of Nursing Courses
NUR 4748 Systems of Care 4: Multi-system Care 4
NUR 4748: Clinical Practice 4: Multi-system Care 4
NUR 4829 Leadership and Management in Nursing 2
NUR 4944L Transition to Professional Practice 4
Total 14
Total Credits for Undergraduate Nursing Courses 61
Total Credits for Graduation 121
Proposed Revisions and Rationale for Pre-requisite Courses
There is justification behind decisions made for curriculum based on the state board of
nursing, National League for Nursing Accrediting Commission (NLNAC) and Commission on
Collegiate Nursing Education (CCNE) standards. This portion of the paper describes why certain
courses maintained their positions in the revised curriculum and why certain courses were
moved, taken out or made elective choices for students.
UF UNDERGRADUATE NURSING CURRICULUM REVISION11
The first Essential listed in the CCNE’s The Essentials of Baccalaureate Education for
Professional Nursing Practice (2008) states that all professional nurses must have a strong
liberal education. The University of Florida College of Nursing follows the guidelines set forth
by the University of Florida in its Undergraduate requirements for general education. The
requirements include 3 composition credits, 9 humanities credits, 6 mathematics credits (3
credits must be approved mathematics courses), 9 physical and biological science credits, and 8
social and behavioral science credits, for a total of 36 credit hours. Many courses meet more than
one general education requirement. Included within these 36 credit hours; students must
complete 3 international credits and 3 diversity credits (University of Florida Office of
Undergraduate Affairs, n.d.). The University of Florida guidelines are more stringent than those
of the Southern Association of Colleges and Schools which only require one course each in the
categories of humanities/fine arts, social/behavioral sciences, and natural science/mathematics
(Southern Association of Colleges and Schools Commission on Colleges, 2009).
We chose to combine general psychology and principles of sociology into one course,
Basic Principles of Psychology and Sociology (NUR 2021), specifically for nursing students. We
feel this will fulfill the information pre-requisite requirements for these topics and provide
increased opportunities for students to take other elective courses, broadening their knowledge
base overall. Both subjects include theories deemed useful in the understanding of the overall
human experiences seen in nursing and helps fulfill Essential I in the AACN guidelines
(American Association of Colleges of Nursing, 2008). The only problem we foresee with this
recommendation is in convincing all nursing programs in the state to confer with the
recommendation in order to maintain an articulation agreement between schools. The articulation
agreement is an agreement between all public universities in the Florida system to decrease the
UF UNDERGRADUATE NURSING CURRICULUM REVISION12
amount of repeat courses a transfer student must take by accepting similar courses between
institutions through the maintenance of the Statewide Course Number System (Florida
Department of Education, 2010).
We chose both Biological Sciences: Cells, Organisms and Genetics (BSC 2007) and
Basic Chemistry and Applications 1 (CHM 1030) as pre-requisite courses for nursing school
because they give a basic understanding of the underlying principles and theories on the science
of the world around us. In order to understand Anatomy and Physiology and then later
Pathophysiology, a basic understanding of biology and chemistry is necessary (Atkins, 2009).
Applied Human Anatomy with Laboratory (APK 2100C), Applied Human Physiology with
Laboratory (APK 2105C), Microbiology and Microbiology Laboratory (MCB2000/MCB200L),
and Fundamentals of Human Nutrition (HUN 2201) are also courses we felt needed to be kept,
as part of the pre-requisite curriculum, to build upon learning in the chemistry and biology
courses. These courses are again important to the science of nursing. They allow for the learning
of the basic principles of how the body functions normally which can later prove as a foundation
for Pathophysiology and the explanation of the abnormal functioning of the body (Atkins, 2009).
The Statistics course maintained its position as part of the curriculum. The course fulfills the
mathematical requirement set forth by the University of Florida (University of Florida
Admissions, n.d.) as well as to provide the mathematical basis behind the methods of research
(Altman, 1991).
Students will still be given a choice between either EDF 2110 (Human Growth and
Development) or DEP 3053 (Developmental Psychology) (University of Florida Admissions,
n.d.). Although with the combination of the General Psychology (PSY 2012) course and
Principles of Sociology (SYG 2000) Course for nursing students, the pre-requisite of PSY 2012
UF UNDERGRADUATE NURSING CURRICULUM REVISION13
for DEP 3053 would give the students less choice for elective because they would now have to
take PSY 2012 and SYG 2000 to meet all requirements. This is one reason taking EDF 2110
remains a strong suggestion over DEP 3053.
Health and Medical Terminology (HSC 3537) and Introduction to the Profession of
Nursing (NUR 3825) have both been added to the pre-requisite list to give students greater
opportunity to learn the basics of nursing knowledge before entering nursing school and these
changes will also allow students more choices in their courses once in nursing school. HSC 3537
will provide students with an opportunity to learn medical jargon used throughout nursing school
and later in their professional career. A basic understanding of this language will aid in future
nursing courses. We feel moving NUR 3825 will allow students the opportunity to experience
future expectations, by the nursing faculty, once in nursing school. Taking this course as a pre-
requisite to nursing school will give these students an added opportunity to decide if this is a
profession they wish to continue pursuing (Leininger & McFarland, 2006).
Proposed Revisions and Rationale for Undergraduate Nursing Courses
We chose to place Introduction to Genetics and Genomics (AGR 4932) as an elective
because students receive a basic understanding of genetics in BSC 2007. This is a topic we feel
integration of this topic throughout various courses allows for a greater understanding of genetics
and genomics. Women’s, Infant’s, and Children’s Health: Conceptual Basis and co-requisite
clinical course (NUR 4465 and NUR 4465L) are also elective courses for students who wish to
learn about these specialty nursing fields. We felt that since nursing students are adult learners
giving them choices within their education program would benefit them (Keating, 2011).
We selected to keep Communication and Health Assessment (NUR 3069C) (Derrico,
Curtis, Kelley, Reed, Walker, Brimeyer, Popovich, Stephen & Young, 2011a) in the current
UF UNDERGRADUATE NURSING CURRICULUM REVISION14
curricula due to the importance of a proper assessment to the science of nursing which will aid
students in clinical experiences as required by the AACN (2008). This course also provides
knowledge and practice for inter/intraprofessional communication and collaboration with its
additional skills lab portion (UF Undergrad catalog, 2011). Team building and interprofessional
collaboration skills are both found as components of Essential VI (AACN, 2008). This course
also promotes therapeutic communication and allows students to begin to develop abilities to
provide culturally competent care (Derrico, et al, 2011a).
Comprehensive Pathophysiology for Nursing (NUR 3129) and Pharmacology (NUR
3145) courses retained their position in the curriculum because they serve as the basis of the
underlying principles for nurses and other health care professionals. Learning the basics of
disease and disruptions of normal body functions across the lifespan as well as their causes, i.e.
stress-related maladaptations, environment, and genetics. A firm basis for the treatments of these
diseases and disorders are also important to the student’s instruction and will assist in their
continued learning in the clinical setting. Both biological and chemical science courses are
necessary for success in these courses (Delaware State University College of Nursing Faculty,
n.d.).
Inquiry and Evidence in Professional Nursing (NUR 3169) is an essential course for a
Baccalaureate of Nursing program. It fulfills the requirements set forth by AACN (2008) in their
Essential III which states students must gain “a basic understanding of how evidence is
developed including the research process, clinical judgment, interprofessional perspectives, and
patient preference as applied to practice” (AACN, 2008).
Systems of Care 1: Wellness Promotion and Illness Prevention (NUR 3138) and Clinical
Practice 1: Wellness Promotion and Illness Prevention (NUR 3138L) allow students to begin to
UF UNDERGRADUATE NURSING CURRICULUM REVISION15
integrate beginning concepts of wellness promotion and disease, injury and disability prevention
across the lifespan. These courses begin to touch on the subjects of primary, secondary and
tertiary prevention techniques. The clinical/lab course allows students the opportunity to apply
the concepts learned in the didactic course to the clinical setting and with real patient populations
(Richard, Kelley & Curtis, 2011), while also fulfilling the clinical requirements set forth by the
AACN (2008) for developing proficiency in nursing skills. Systems of Care 2: Restoration of
Wellness (NUR 3738), Clinical Practice 2: Restoration of Wellness (NUR 3738L), Systems of
Care 3: Restoration of Wellness (NUR 4739), and Clinical Practice 3: Restoration of Wellness
(NUR 4739L) expands upon learning from previous Systems of Care courses. NUR 4739 allows
students to take this knowledge and use it to develop care plans for various patient populations
(Derrico, Kelley, Knapp, Popovich & Snider, 2011b). In Systems of Care 4: Multi-System Care
(NUR 4748) and Clinical Practice 4: Multi-System Care (NUR 4748L) students learn to evaluate
patients who have alterations in multiple body systems. Students learn to prioritize as well as
learn how to care for a patient nearing the end of life transition (Sutton, Pena-Logan & Snider,
2011).
Healthcare Policy, Finance and Regulatory Environments (NUR 4837) and Legal and
Ethical Issues in Nursing (NUR 3826) fulfill the requirements set forth by the AACN (2008)
Essential number V. This Essential stresses the importance of knowledge about how healthcare
financing and organization, which includes insurance, legislation, and socio-cultural aspects of
care. This course should also show students how healthcare policies affect access, equity and
affordability of care as well as social justice issues (AACN, 2008). Population Focused Care
(NUR 3638) also fulfills requirements set forth by the AACN and covers Essential number VII.
Essential number VII focuses on spiritually and culturally competent care. Population Focused
UF UNDERGRADUATE NURSING CURRICULUM REVISION16
Care stresses the use of care plans individualized to specific populations, and families, as well as
the assessment of personal risk factors (AACN, 2008). Leadership and Management in Nursing
(NUR 4829) focuses on AACN Essential II. This essential focuses on leadership skills and helps
students incorporate those skills and concepts into their patient care. This course aids students in
communication skills, delegation skills, collaborating with interprofessional teams, care
coordination and developing strategies for conflict resolution (AACN, 2008).
Revised UF Prerequisites
Required Prerequisites
Course Title Credits
BSC 2007 Biological Sciences: Cells, Organisms and Genetics 3
CHM 1030 Basic Chemistry Concepts and Applications 1 3
NUR 2021 Basic Principles of Psychology and Sociology (for pre-nursing students
only)
3
EDF 3110 Human Growth and Development (recommended)
Or
DEP 3053 Developmental Psychology (prerequisite PSY 2012)
3
STA 2023 Introduction to Statistics 1 3
APK 2100C Applied Human Anatomy with Laboratory 4
APK 2105C Applied Human Physiology with Laboratory 4
MCB 2000 and 2000L Microbiology (3) and 4
UF UNDERGRADUATE NURSING CURRICULUM REVISION17
Microbiology Laboratory (1)
NUR 3825 Introduction to the Profession of Nursing (for pre-nursing students only) 2
HUN 2201 Fundamentals of Human Nutrition 3
HSC 3537 Health and Medical Terminology 3
Total 39
Total Prerequisite Course Credits 39
Each student must complete the university core course requirements prior to graduation.
These courses include: Composition 3 credits (6000 word total), Mathematics 6 credits,
Diversity 3 credits, Humanities 3 credits, International 3 credits, Physical and Biological
Sciences 9 credits, and Social and Behavioral Sciences 9 credits, Elective 24 credits
60
Revised UF Undergraduate Nursing Courses
Course Title Credits
First Semester of Nursing Courses
NUR 3069C Communication and Health Assessment 3
NUR 3129 Comprehensive Pathophysiology for Nursing 3
NUR 3138 Systems of Care 1: Wellness Promotion and Illness Prevention 3
NUR 3138L Clinical Practice 1: Wellness Promotion and Illness Prevention 3
UF UNDERGRADUATE NURSING CURRICULUM REVISION18
NUR 3169 Inquiry and Evidence in Professional Nursing Practice 2
Total 14
Second Semester of Nursing Courses
NUR 3145 Pharmacology for Nursing 3
NUR 3826 Legal and Ethical Issues in Nursing 2
NUR 3638 Population Focused Care 2
NUR 3738 Systems of Care 2: Restoration of Wellness 4
NUR 3738L Clinical Practice 2: Restoration of Wellness 4
Total 15
Third Semester of Nursing Courses
NUR 4739 Systems Care 3: Restoration of Wellness 4
NUR 4739L Clinical Practice 3: Restoration of Wellness 4
Elective (ex. NUR 4465 Women’s, Infant’s and Children’s Health: Conceptual Bases,
co-req NUR 4465L)
4
Elective (ex. NUR 4465L Women’s, Infant’s and Children’s Health: Conceptual Bases,
co-req NUR 4465)
4
Above electives can be moved around as long as the course chosen does not have a co-
requisite but your academic advisor must approve this prior to enrollment so that other
UF UNDERGRADUATE NURSING CURRICULUM REVISION19
classes can be moved around.
Total 16
Fourth Semester of Nursing Courses
NUR 4748 Systems of Care 4: Multi-system Care 4
NUR 4748: Clinical Practice 4: Multi-system Care 4
NUR 4837 Healthcare Policy, Finance and Regulatory Environments 2
NUR 4829 Leadership and Management in Nursing 2
NUR 4944L Transition to Professional Practice 4
Total 16
Total nursing course credits may vary depending on student choice of elective courses.
Total Credits for Undergraduate Nursing Courses 61
Total Credits for Graduation 120
.
Course Descriptions/Objectives/Outcomes
Introduction to Professional Nursing (NUR 3825)
Course Description - Introduction to Professional Nursing is designed to introduce students to
the fundamental issues faced as a professional nurse. The philosophy of the college of nursing
and framework are introduced and explained as part of the foundation of the bachelor program.
A large emphasis is placed on the professional values in relation to the students’ professional
development.
UF UNDERGRADUATE NURSING CURRICULUM REVISION20
Course Objectives – Upon completion of this course, the student will be able to:
1. Discuss the role expectations and competencies in relation to educational preparation of the
professional nurse.
2. Evaluate the basic legal and ethical issues of the professional nurse.
3. Differentiate between the professional nurse role and the role of others in the healthcare
system.
Fundamentals of Human Nutrition (HUN 2201)
Course Description – Fundamentals of Human Nutrition is designed to introduce the nutrient and
food energy needs of the human biological system throughout the life cycle. This course will also
provide an understanding of the properties, functions, requirements, interrelationships and
metabolism of nutrients with in the human body. In addition, this course provides students the
knowledge base to analyze and plan nutritional interventions for personal use and professional
use.
Course Objectives – Upon completion of this course, the student will be able to:
1. Utilize the knowledge gained to assess the nutritional needs of healthy individuals throughout
the life cycle.
2. Describe the relationship between nutrition, exercise, weight management, and disease
prevention/health promotion.
3. Assess personal diet to make appropriate healthy modifications.
Pharmacology for Nursing (NUR 3145)
Course Description – Pharmacology of Nursing begins the student’s education on the concepts of
pharmacology and therapeutic treatments while establishing a knowledge base that applies to
patient care and education of medications. Principles of action, uses, side effects, and client
UF UNDERGRADUATE NURSING CURRICULUM REVISION21
education are discussed to encourage the student’s understanding of medications in the clinical
setting. Certain drug information is discussed with regards to nursing assessment, diagnosis,
monitoring, interventions, education and evaluation of safe and effective drug therapies.
Course Objectives – Upon completion of this course, the student will be able to:
1. Utilize the nursing process and the five rights of medication administration to assess
appropriate or inappropriate responses to medication therapy.
2. Utilize basic knowledge to complete the nursing responsibilities needed to deliver safe patient
care while meeting the pharmacological needs of the patient.
3. Utilize patient education resources designed to meet the health care needs of the individual.
4. Discuss the expectations of therapy and degree of symptom relief that can be anticipated.
5. Evaluate the individual’s response to the medication prescribed.
Conclusion
During curriculum development or redesign faculty often experience feelings that range
from anticipation to resistance as the curriculum is being developed or revised (Iwasiw,
Goldenberg & Andrusyszyn, 2005). As technology progresses so does the need for change to
educational programs at the university level. If a nursing program is to undergo a redesign, then a
needs assessment evaluation is to be completed to see what areas show the need for updates
(Keating, 2011). Nurse undergraduate programs strive to improve nursing programs by updating
current material to new, advanced materials and ensuring changes are made as per the AACN,
CCNE, and NLNAC rules and regulations. Along with adhering to certain rules and regulations
of government and states agencies, external and internal factors are taken in to account to make
sure there is a need and desire for improvements to the nursing programs. Numerous
people/groups have a large impact on the outcomes of the curriculum redesign, including
UF UNDERGRADUATE NURSING CURRICULUM REVISION22
students, faculty, administrators, staff, alumni and the consumers (Keating, 2011). All programs
whether it is a nursing program, biology program, chemical engineering program, or medical
program have to undergo some type of redesign so as to better improve student and community
outcomes.
UF UNDERGRADUATE NURSING CURRICULUM REVISION23
Reference
Altman, O.G. (1991). Practical statistics for medical research. Chapman & Hall/ CRC
American Association of Colleges of Nursing. (2008). The essentials of baccalaureate
education for professional nursing practice. Retrieved from
http://www.aacn.nche.edu/education-resources/BaccEssentials08.pdf
Atkins, R. (2009). Getting the most for nursing school. Sudbury, MA: Jones and Bartlett
Publishers, LLC
Delaware State University College of Nursing Faculty. (n.d.). Nursing course descriptions.
Retrieved from http://www.desu.edu/nursing-course-descriptions.
Derrico, D. J., et al. (2011a). Course syllabus – health assessment and
communication (NUR 3069C). Retrieved from
http://www.nursing.ufl.edu/currentStudents/current_students_syllabi_fall11.shtml
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