Introduction
The nurse educators in the field of nursing education also play the role of architect and custodian of academic excellence. An integral part of their duties is to critically assess and evaluate data which collectively contributes to the educational trip of the nursing students. This evaluation includes a deep examination of students, curriculum, and overall education programs, which is why it can be considered as a process of development that requires a new and complex view of the healthcare environment improvements. Curriculum Evaluation constitutes one of the key aspects of academic stewardship in this introduction and acts as a catalyst, enabling a smooth transition to a detailed discussion that incorporates the findings of Assessments 1 and 2. Nurse educators, as educational trailblazers, of course, are bearing an enormous weight of responsibility of being the architects of the future health care workforce. They permeate even beyond the classroom boundaries, going on to be etched deep into the healthcare delivery system. Indeed, it is its appropriate setting that provides the answer to why curriculum evaluation plays a paramount role. While students’ advances in basic skills are ideally the main concern, the nature of evaluation covers every stage of the learning process, including the curriculum and the program structure on which the whole education rests.
The paper becomes a monument that stands for, among others, the nurse educator’s perpetual struggle in the process of improving nursing education. It merges the outcomes and the assessments that are done separately and altogether are a very important source of knowledge that can be used to improve the nursing curriculum at various stages of its development, implementation, and eventually its evaluation. In the ever-changing sphere of the evaluation of nursing education programs, educators strive to find the common thread and apply it to the area of ongoing improvement (Petkovic et al., 2020). In the fast–paced world of healthcare, the curriculum needs to be designed in such a way that it is not only adaptable but also evolves with the changing needs of the population as well as the emerging health trends and new technologies. Having reviewed the outcomes of the Assessments, this document aims to create an evolving story of adaptation where every part of the nursing curriculum is carefully examined for improvement.
The document will begin with the most important actors in the education sector, i.e., the students, and lay the foundation for their unique learning experience. It intends to explore how the curriculum is altered in a way that provides them with the relevant skills and knowledge to encounter the challenges of contemporary healthcare (Petkovic et al., 2020). Generally, student-centred assessment findings guide curriculum development and help to produce a curriculum that not only encompasses scholarly benchmarks, but also health service setting-rooted considerations. The next section of this document, which dives into the curriculum itself, will examine its architecture, conceptual basis, and ability to respond to the rapidly changing dynamics of the healthcare industry. The Integration of the data derived from both Assessments gives a total recap of the strengths, weaknesses, and areas to improve, as well as the overall curriculum’s alignment to the mission and goals both at the educational organization and healthcare perspective (Walden University, 2024). In addition, we lend a critical eye to program support structures. Programs in nursing education are multifaceted objects which consist of many complementing parts; therefore they require a deep insight into the regulations, evidence-based practices, and forethought. The amalgamation of the information of both sets of assessments is the purpose of this paper intending to clarify the structure of program evaluation, which precedes the harmonization of individual courses and ends up constituting the entire educational process.
Examination of Curriculum Development in Nursing Education: The Necessity of the Continual Curricular Assessment
Generating the curriculum plan of a Bachelor of Science in Nursing (BSN) program demands a thorough consideration of the dynamic setting of nursing education and the simultaneously developing environment of the healthcare sector. The BSN curriculum at Walden University is an expression of the school’s dedication to offering nurse education that is both top-of-the-line and responsive to contemporary healthcare (Walden University, 2024). This exploration focuses on the continuous curriculum evaluation within the Walden School’s BSN program and sharing criteria employed for continuous adaptation, relevance, and in line with the school’s mission.
Importance of Ongoing Curriculum Evaluation
The Walden School’s BSN program attributes a lot of attention to continuous adaptation because it acknowledges the fact that the healthcare system is always going through changes. The ongoingongoing evaluation of the curriculum is not a procedural formality. It should be employed as a strategic imperative deeply rooted in the idea of maintaining relevance, maintaining quality, and upholding the institution’s mission. In the dynamic healthcare industry, where progress and changes are always present, a rigorous curriculum runs the risk of becoming irrelevant. In this manner, continuous assessment maintains the focus on the integration of the curriculum with the present-day demands of healthcare. The constant re-evaluation of the BSN program’s curriculum at Walden School is to keep the current curriculum up to date (Walden University, 2024). Healthcare is a much-evolving field characterized by technological advancements, changing demographics, and improved healthcare practices. In order to prepare nursing students to encounter this complex landscape, the curriculum must be a breathing entity which is capable of responding to emerging trends. Implementing recurrent evaluation, we, in effect, become a vigilant guard watching the curriculum to remain the dynamic and the most relevant depiction of the challenges and opportunities that the health care system has been confronted with nowadays.
Furthermore, ongoing ongoing curricular evaluation has quality assurance as its core value. The BSN program is designed to always be on the course of quality improvement through close assessment of the instructional strategies, learning resource materials, and the assessment methods employed (Walden University, 2024). OngoingOngoing evaluation plays the role of the tool for identifying areas that should be improved, corrections of the weak points and upgrading the effectiveness of education. This dedication to the standard reflects upon the vision of the University, which is to prepare nursing graduates who shall flourish in the ever-changing professional healthcare environment.
In addition, the process of curriculum evaluation is a crucial link between the educational institution and its mission. The Walden School’s mission, derived from the commitment to give excellent nursing education, means the curriculum should reflect this purpose. By the comprehensive evaluation, the BSN program is able to make sure that its objectives, content and teaching approaches are in line with the main organization’s purpose. In a nutshell, ongoing assessment is a contemplative practice which helps in the creation of a symbiosis between the curriculum and the institution’s core values.
Criteria for Curriculum Evaluation
To methodically address the intricacies of curriculum evaluation, the Walden School’s BSN program draws upon a specific set of pre-determined standards. These criteria function as the basis of the evaluative process, helping to ensure that the curriculum is rich in content, contemporary, and consistent with the organizational goal.
Alignment with Program Outcomes:
The essence of the evaluation procedure revolves around matching the goals and objectives of the program. The first step is to scrutinize the curriculum itself to ensure that its essence conforms to the expected learning outcomes (O’Brien et al., 2021). Through this criterion, you will ensure that nursing students’ learning is well-aligned with those aims, contributing to a well-organized and meaningful educational experience.
Relevance to Clinical Practice:
The practical utilization of theoretical knowledge is one of the essential features of nursing education. As such, curriculum evaluation always includes assessing how this is actually related to clinical practice. It explores whether the content empowers students to use it in actual healthcare situations, thus connecting the gap between theory and practice.
Evidence-Based Integration:
One of the most important elements in nursing training is the implementation of evidence-based practices. The constant process of evaluation is crucial to review the most relevant examples of recent research findings, practical approaches, and scientific evidence. This criterion guarantees that learners are exposed to the most up-to-date and authentic information, driving the culture of evidence-based judgments.
Cultural Competency:
Healthcare programs should be diverse as the unique aspects of the practice that require a curriculum to be culturally competent. The evaluation looks at the extent to which the curriculum caters for the needs of a diverse student population and prepares them to provide patient-centered care in an intercultural setting (O’Brien et al., 2021). Cultural competence is a critical component in making sure that graduates will be prepared to deal with contemporary healthcare’s complexity.
Effective Assessment Strategies
Assessment is a vital component in the evaluation of the curriculum. The constant evaluation involves the assessment strategies used, which brings into the picture their appropriateness in terms of measuring student success and figuring out where there is a need for improvement. This criterion guarantees the harmony between the measurement and the learning goals; therefore students’ level of competence is reliably portrayed.
Basically, the design and effective operation of a nursing curriculum at Walden School’s BSN program is a complicated and continuous task. The evaluation process is simply a thorough one, and it is vital because it is the nervous system that aids the institution in maintaining its relevance, ensuring quality, and fulfil its mission (Walden University, 2024). The Walden School’s BSN program tailors a curriculum that fundamentally aligns with established standards and relevance by incorporating evidence-based integration, cultural competency, and effective assessment. Such a curriculum aims to produce graduates who are well prepared for success and excellence in the always changing world of healthcare.
Analyzing Factors Influencing the Design of a Nursing Curriculum: Special emphasis on Pilot Testing and Evaluation Strategies
The creation of a nursing curriculum is a complex undertaking that is guided by different variables that help to improve the curriculum’s adaptability, effectiveness, and generation of appropriate responses to the industry needs. This discussion grants insight on the above-mentioned components, suggesting how pilot testing ought to be done and delineating the roles of short-term and long-term evaluation in the process of the curriculum’s improvement and assessment of its relevance.
Factors Impacting Curriculum Design
Dynamic Healthcare Landscape
First and foremost, the nursing curriculum design needs to take into account the dynamic nature of the healthcare arena as the primary factor. Technological advancements, changes in healthcare policies, and emergence of best practices solely require a curriculum which can quickly respond to the rapidly evolving shifts (Brewer et al., 2020). The program curriculum must be up-to-date, identifying the trends and the challenges within the healthcare industry and assisting nursing students’ ability to handle modern healthcare complications.
Advancements in Healthcare Informatics
Inherent in the constant progression of technology and its increasing penetration in healthcare is the inclusion of the advances in healthcare informatics as a key issue to consider. The design of the curriculum needs courses, including specifically “Advancements in Healthcare Informatics”, to make graduate nurses possess critical skills like working with healthcare informatics devices, electronic health records and modern informatics trends.
Diversity of Student Backgrounds
Nursing programs often appeal to students from different walks of life who have diverse educational backgrounds and experiences. The curriculum should contemplate this diversity, which will be reflected in the process of teaching, during which all students, not depending on their entrance point, will be able to move forward with the program successfully. Enlivening instructional strategy that can address diverse learning styles into the design scheme plays a key role in the instructional process.
Accreditation Requirements
An important aspect in curriculum design is compliance with the accreditation standards. Nursing programs need to meet the criteria defined by the accreditation bodies to ensure high standards and relevance in education (Brewer et al., 2020). Some examples of this are teaching specific content, meeting clinical hour requirements, and being compliant with industry standards.
Faculty Expertise and Availability
It is hard to overemphasize the importance of faculty members in curriculum design, especially their knowledge and accessibility. The curriculum should be well-equipped as it should leverage the strengths of faculty members, which means instructors should be well-prepared to pass the content. In addition, issues of workload and faculty availability can affect the schedule and delivery of various courses.
Pilot Testing in Curriculum Evaluation
It is highly required that the curriculum be planned, purposed and strategy oriented so that it undergoes improvement and refinement. Informal pilot testing, particularly with a new course such as “Advancements in Healthcare Informatics,” provides an indispensable tool for curriculum evaluation. Pilot testing involves putting some elements of the curriculum to trial on a smaller scale, so that educators can detect any possible loopholes and to correct them before the full integration of the curriculum.
The pilot testing brings many benefits to curriculum development. It provides information about the availability of new courses, offers ideas on refining the courses and highlights student reactions and comprehension needs. This process of continual testing and modification guarantees the curriculum is clear, applicable, and in sync with the objectives of learning (Brewer et al., 2020). In relation to health information management, pilot testing becomes one of the essential stages through which the students acquire functional skills and expertise in handling the elaborate aspects of digital healthcare.
Short-Term and Long-Term Curriculum Evaluations
Both short-term and long-term assessments have their unique and complementary roles in evaluating the performance of a nursing curriculum.
Short-Term Evaluations
Short-term evaluations aim at better understanding of processes in view of their immediate feedback. Short-term strategies for evaluation may include classroom formative assessment, receiving student feedback, and having faculty reflections. These mechanisms inform in real time the curriculum’s strong and weak points and with that information educators can quickly make adjustments to improve the learning (Brewer et al., 2020). Health information technology course evaluations should be conducted in the short run so as to assess the effectiveness of the instructional methods, identify challenges which students are facing, and help adopt effective measures for continuous improvement.
Long-Term Evaluations
Long-term evaluations’ time-spans are not restricted only to the given academic term, but, instead, become complex issues that engage broader institutional processes. These are done at the end of program cohorts, and thus, they are often used in accreditation processes and strategic planning. In the long run, the curriculum evaluation establishes the curriculum’s efficiency in preparing students for the demands of the healthcare sector (Brewer et al., 2020). In the case of healthcare informatics, the multiyear evaluations would assess how well the students of the curriculum are at dealing with the ever-changing informatics and technologies.
Selecting an Appropriate Organizing/Curriculum Framework: Integrating Evidence-Based Nursing Concepts for Curriculum Design at Walden School
The choice of a relevant curriculum framework for nursing education is crucial as it ensures that the educational plan synchronizes with industry standards, fosters student learning, and responds to the increasingly complex healthcare demands. In the Walden School, BSN programmatic structure illustrates that the faculty members proposed the evidence-based nursing method as the organizing principle. Therefore, they built their curricula around this method. (Donald-Whitney, 2020). The very purpose of this exploration is to examine this framework’s rationale, its practical application, and the patient-centered approach in nursing paradigm, which enables students to achieve high results in their education and adaptability to the dynamics of healthcare.
Rationale for Choosing an Evidence-Based Organizing/Curriculum Framework
The Walden School incorporates an underlying framework in its BSN curriculum that emphasizes nursing concepts which have been proven to be effective. These decisions are not at random; rather, they reflect the recognition of the dynamicity of healthcare and the prescription for nursing education to be responsive, adaptable, and based on the current scientific knowledge (Donald-Whitney, 2020). Integral to the school’s mandate of offering comprehensive healthcare training is an evidence-based approach that prepares students for the realities of contemporary medicine.
Integration of Research Findings
The program arranges for the learning to encompass the utilization of contemporary research in the curriculum. It is this integration that makes sure that students learn the trends, research, and development in the nursing profession (Donald-Whitney, 2020). Through integrating the research outputs into the syllabus, students can gain both latest information and mindset of inquiry in addition to becoming lifelong learners.
Promotion of Critical Thinking
Critical Thinking is the very foundation of nursing skills, and the selected systemic approach, accordingly, aims to bolster it. By including a practical nursing approach with evidence-based concepts, the curriculum ensures that the students develop a critical and detailed analysis of the provided information (Donald-Whitney, 2020). Through the critical thinking approach, students are prepared to solve difficult clinical scenarios, make sound decisions, and cope with the rapidly evolving healthcare services.
Utilization of Best Practices
The guiding framework provides the framework for nursing curriculum in the application of the best practices in nursing education. Evidenced-based techniques, which constitute the best practice, help in the development of a manual of instructions, assessment strategies, and experiences of clinical excursions. Integration of best practices will be used to set a standard that is relevant, consistent, and in accordance with industry standards, and will prepare students to give excellent patient care.
Application of Evidence-Based Nursing Concepts in Curriculum Design
The application of evidence-based nursing concepts in the curriculum designs at the Walden School is a planned process, which involves, among other things, the institution of elements related to education. This application goes beyond the bounds of a particular course but is implemented across the whole curriculum to create one seamless learning experience.
Course Content and Delivery
Each course in the curriculum of BSN places emphasis on key evidence-based nursing concepts. The content is shaped based on existing research, best practices, and emergent trends in the health sector (Donald-Whitney, 2020). Faculty members have to blend their teaching with the emerging evidence, making students grasp the scientific foundation of nursing practice well.
Clinical Experiences and Practicum
The evidence-based approach is not just theoretical; it is also applicable to clinical experiences and practicum placements. Students experience clinical situations where they can use what they learned in class and apply evidence-based practices. This use of a real-life scenario, however allows students to bridge theory and practice and appreciate the rationale for integrating research and its findings into their clinical decision-making processes.
Assessment Strategies
The curriculum assessment strategies implemented are in line with the evidence-based framework. A range of assessments tools are employed to appraise students’ critical thinking, analyze data, use evidence-based data, and put nursing theory into practice. Evidence-based system is the same as doctors who are expected to implement their interventions according to the best quality evidence.
Research and Capstone Projects
An element of an evidence-based organizing teaching model is reports and projects. Some also recommend the use of capstone projects. The caps of the nursing practice project serve as a finishing place for students where they are encouraged to occur independently investigations, adding to the nursing knowledge and deepen the value of evidence-based practices in the shaping the future of health care.
Impact on Student Education and Adaptability
A well-thought-out course design model which is backed by research and implemented at the Walden School proves to be a gateway to student development and effective transition between healthcare aspects.
Enhanced Critical Thinking Skills
A student who undertakes an effective evidence base can develop her critical thinking ability. This is where they start to learn to captivate what is logical, examine the authenticity of data, and make evidence-based arguments from all the resources they have. This essential skill set is highly transferable, enabling the graduates to evolve and be flexible to new puzzles and dynamic healthcare system.
Research Literacy and Lifelong Learning
Students are empowered through the curation of a curriculum that focuses on evidence-based nursing concepts, thus fostering research literacy. Graduates are knowledgeable about where to find, how to critically appraise and use evidence to inform their practice. Of course, this process improves the quality of patient care but more importantly infuses a mindset of lifelong learning, which is key to knowing about the recent advancements in the given field.
Adaptability to Changing Healthcare Dynamics
The volatile nature of healthcare calls for nurses to be flexible and tough. The evidence-based framework guarantees that graduates are knowledgeable about how to use emerging technologies, new patient demographics, and the latest evidence-based practice. Because of the fact that their education is being anchored on evidence, students are able to work with uncertainties and continuously improve.
Preparation for Leadership Roles
The practice-based curriculum at the Walden School not only designs students towards clinical skill but also the health care leadership. The skills that students acquire at the end of their academic undertaking entail the ability to be vigilant as far as the organizational policies are concerned, advocate for evidence-based practices which can be useful to patients and also assist in bringing out the best practices in the patients’ care settings.
Selecting a Curriculum Evaluation Process for Continuous Quality Improvement: The Role of CCNE Accreditation
The curriculum evaluation process of nursing education plays a critical role in ensuring continuous quality improvement, compliance with academic standards, and adapting to the changing healthcare environment. The Commission on Collegiate Nursing Education (CCNE) accreditation is a stand-out example, as it stresses not only high academic standards but also the importance of the ongoingongoing improvement processes at the same time.
CCNE Accreditation: A Beacon of Excellence
Accreditation from the CCNE is a measure of a program’s dedication to maintaining the highest standards in academic and clinical preparation for nursing professionals, which is also a guarantee of the quality of the taught and experienced education (Button, n.d.). Though accreditation often serves as an accomplishment, it must be recognized that this major factor is more than a tool for accreditation and also acts as a catalyst for continuous educational development.
Evaluation Criteria Encompassing Holistic Program Excellence
The CCNE accreditation evaluation criteria encompass a holistic set of parameters, ensuring a comprehensive assessment of the nursing program. These criteria include:
Program Outcomes:
One of the main priorities of CCNE is the educational outcome to ensure that the curriculum helps graduates to acquire abilities for nursing practice. This standard, moreover, highlights the effectiveness of the curriculum in attaining desired results and producing nurses ready for duty — skilled and competent. One of the concepts of the quality improvement agenda involves conducting an ongoingongoing assessment of outcomes to identify where one could go for an improvement or innovation.
Faculty Qualifications:
The competence of the faculty members is a critical factor in the effectiveness of every nursing program. CCNE’s faculty evaluation criteria check and make sure that employees have the required academic credentials, clinical experience, and professional dedication. Long-term quality improvement includes faculty development activities, mentorship programs, and a proactive strategy to match the faculty skills and competencies with the new and emerging trends in nursing education.
Resources:
As is the case with any nursing center, human and material resources are important factors that contribute towards a successful nursing program. CCNE audits the classroom to ensure that students are provided with optimized academic settings, advanced technology facilities, and various clinical learning opportunities. Continuous quality improvement of the technology tools in this sector suggests regular resource investigations, strategic funding of robust facilities, and design of resources that must at all times be in line with the latest educational requirements.
Ongoing Quality Improvement Processes
As a paramount feature of the CCNE accreditation, the initiative focuses on the continuous improvement of quality systems. Institution desiring affirmation or keeping its accreditation must manifest its unceasing improvement. First, it implies continuous evaluation, evidence-based strategies, and data-informed decision-making to remedy the identified deficiencies. Accreditation process becomes a cyclical journey of assessing the performance, improving the status, and revaluation.
Reinforcing Curriculum Credibility and Quality
The process of CCNE accreditation is a strong amplifier that increases the credibility and quality of a nursing curriculum’s content (Brennen, 2020). Through adhering to the mentioned evaluation standards, campus entities are able to demonstrate that they have a reliable curriculum that does not only meet the current standards, but also that exceeds them.
Credibility through Rigorous Standards:
The performance criteria supplied by CCNE stipulate the strictest standards and convey to the students, potential employers, and the healthcare community that the nursing program can be relied upon and is credible. The high expectations of student performance today, in turn, become a cause of institutional pride and a marker of educational institution quality.
Quality Assurance in Program Design
The components of quality assurance, such as evaluation of program outcomes, faculty qualifications, and resources, are assessed by the CCNE so that the nursing curriculum gets designed with the concept of quality assurance (Brennen, 2020). The need to maintain ongoingongoing quality improvement, as well as an approach that promotes the identification and elimination of deficiencies and challenges on a regular basis, is what creates a culture of continuous development and enhancement.
Adaptability to Evolving Healthcare Needs
CCNE mandates lifelong learning and improvement which makes it possible for nursing programs to keep up with the fast-changing dynamics of health care. One of the compensating factors derived from the accreditation cycle of institutions is the integration of feedback, absorption of the latest best practices and curriculum design to match with the dynamic demands of the healthcare sector.
Student-Centric Focus
Eventually, CCNE accreditation upholds a student-centered concept in nursing education. Through the program assessment, faculty qualification review, and resources optimization, the accreditation process is student-centered. Continual quality assurance efforts immediately result in a quality educational experience that the students need to be knowledgeable and skilled nurses as they graduate.
Continuous Quality Improvement through Strategic Initiatives
For Walden School nursing education to keep up with the changes and the contemporary standards set, an array of strategic initiatives aimed at the continuous quality improvement is provided. Thus, listed below in order there is an integrated system that involves collaboration of healthcare institutions, uses evidence-based practice, employs the online platforms and digital resources, invokes common-cause partner evaluation, and enables faculty advancement initiatives.
Partnerships with Healthcare Institutions
Building solid partnerships with healthcare facilities is a vital part of long-term quality enhancement. Through the formation of partnerships Walden School can keep up with the trends, get the latest insights to modern day healthcare challenges and maintain the curriculum relevant and responsive to the dynamic needs of the industry. The establishment of these partnerships offers valuable information flow involving real-world input that improves students’ academic experience and adjusts the educational content to the practical needs of healthcare outfits.
Evidence-Based Practice Principles
The future of nursing education should be evidence-based practice-oriented, underlining the significance of the principles of evidence-based practice as the approach to education that keeps it in line with the current healthcare standard. Cooperation of faculty association in seminar and conferences provides educators with the latest knowledge and up-to-date evidence-based approaches. Although faculty take tours of different departments and units, the students requesting the clinical rotation, they always bring the new facts related to their discipline of practice straight to their curriculum, having updated the content from experts, on the ground practices, and evidence-driven.
Online Platforms and Digital Resources
The fact that technology has been included in the curriculum as an active strategy for improving communication and qualitative learning is noteworthy. Through deploying online methods and digital assets, units of Walden School can come up with interactive and dynamic learning conditions. This utilization of the technology flattens the interaction gap between the faculty and the students, it offers contemporary data and it prepares health professionals to embrace the digital era. It, too, is in sync with the digital achievements of the healthcare industry and, thus, is highly relevant.
Collaborative Curriculum Evaluations
Collaborative evaluation processes with various stakeholders, which lead to a complete, broad-based evaluation of the curriculum, are crucial to the process. Instead of relying on one set of opinions, let’s seek different viewpoints from faculty, students, healthcare practitioners, and industry partners for a broad perspective on the curriculum’s strengths and weaknesses (Walden University, 2024). Such collaborative culture is based on a process of constant improvement where numerous stakeholders provide their feedback on the effectiveness of the implemented curriculum. With such an assessment, the school can document effectiveness, reveal weaknesses, and use these as the basis for improvement.
Faculty Development Initiatives
For maintaining a high standard, the faculty must be fairly versed in the modern knowledge and educational strategies. Faculty support strategies, involving seminars, workshops, and conferences, should be the cornerstone for providing teachers with the necessary information on the state-of-art developments and the good teaching practices (Brennen, 2020). Through these initiatives, teachers are given a chance to explore new approaches to teaching, use fresh research in the study programs and maintain a high level of education. Consequently, the students get to interact with an educator who is well-versed with current affairs and knowledgeable about the current trends in nursing education.
Conclusion
In conclusion, this curricula evaluation captures an integrated approach that covers all the four competencies ranging from; nursing program development, curriculum development, and evaluation. The Walden School’s unflinching trend of constantly improving, adapting, and customizing nursing education to industry standards proves that the institution is serious about training nursing graduates for the numerous complex challenges which the modern healthcare field presents. Continuous evaluations, strategic partnerships with healthcare facilities, and rigorous faculty development programs as a whole ensure the long-term quality of the curriculum. Through consistency with industry trends and quintessentially use of evidence-based practices, Walden School does not only meet but surpasses the benchmarks made by the healthcare environment, which is in a constant state of change. As a consequence, the graduates are thus adequately skilled and knowledgeable to meet the expectations in today’s workplace, placing the Walden School’s curriculum among the elite nursing education programs that are always in tune with and exceeding the needs of the modern healthcare industry.
References
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Petkovic, J., Riddle, A., Akl, E. A., Khabsa, J., Lytvyn, L., Atwere, P., … & Tugwell, P. (2020). Protocol for the development of guidance for stakeholder engagement in health and healthcare guideline development and implementation. Systematic reviews, 9(1), 1-11.
Walden University’s Master of Science in Nursing Program Receives 10-Year CCNE Accreditation Extension. (2021). Walden University. https://www.waldenu.edu/news-and-events/walden-news/2021/6-10-walden-universitys-MSN-program-receives-10-year-ccne-accreditation-extension
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