Debate Topic: Nursing Curriculum Needs An Overhaul Redesign

Debate Topic Nursing Curriculum Needs An Overhaul Redesigning A Nurs

Reflect on your academic journey as a soon-to-graduate nursing student, considering the courses you took for general education and nursing requirements. Discuss which courses you enjoyed and why, and which courses you did not enjoy and why. Evaluate whether the courses met the QSEN requirements. Suggest what changes you would make to the nursing curriculum, including courses to add or remove, ensuring all additions adhere to QSEN competencies and meet WSBON approval. Consider whether COVID-19 has positively impacted nursing education or posed significant barriers. Be prepared to justify your proposed changes during class discussion and upload your responses to Canvas.

Paper For Above instruction

As a graduating nursing student, reflecting on my academic journey reveals a nuanced landscape of educational experiences shaped by coursework, clinical practice, and external influences like the COVID-19 pandemic. The nursing curriculum, designed to prepare students for the complexities of modern healthcare, has both strengths and areas requiring reconsideration in light of evolving standards such as QSEN competencies and WSBON regulations.

Courses Enjoyed and Their Significance

Among the courses I appreciated most were Medical-Surgical Nursing, Pharmacology, and Community Health Nursing. Medical-Surgical Nursing was particularly engaging because it provided practical, patient-centered care scenarios that bridged theory and clinical application. It fostered critical thinking and honed clinical judgment—skills directly aligned with QSEN's emphasis on patient safety and quality care (QSEN Institute, 2020). Pharmacology captivated me due to its fundamental role in patient safety, emphasizing medication management safety, a core QSEN competency. Community Health Nursing broadened my perspective on societal determinants of health, empowering me to view patients holistically beyond acute care settings. The relevance of these courses to real-world settings reinforced my motivation and underscored their importance in the curriculum.

Courses Less Enjoyed and Their Challenges

Conversely, courses such as Nursing Ethics and some of the more theoretical healthcare policy classes felt less engaging. While these subjects are vital, their delivery often emphasized memorization over application, which diminished student interest. Additionally, some traditional lecture-based courses lacked interactive components, making learning less dynamic. This disconnect highlights an area where curriculum delivery methods could enhance engagement, such as incorporating case studies or simulation-based learning aligned with QSEN's emphasis on interprofessional collaboration and patient-centered care (QSEN Institute, 2020).

Curriculum Evaluation Relative to QSEN Requirements

The curriculum largely addresses QSEN competencies—patient safety, quality improvement, care coordination, and evidence-based practice—though gaps remain. For example, simulation labs and interprofessional education experiences have been integrated, but more emphasis on informatics and teamwork could strengthen compliance with QSEN standards. Continuous assessment is necessary to ensure alignment and to adapt to emerging healthcare challenges.

Proposed Changes and Rationale

To enhance the curriculum, I recommend integrating more simulation-based learning, especially for complex topics such as emergency response and leadership. These simulations foster critical thinking, teamwork, and communication skills, aligning with QSEN and WSBON expectations. Additionally, incorporating more community-based projects can deepen understanding of social determinants and promote holistic care. I would suggest removing redundant courses or those with limited practical application and replacing them with innovative modules focused on health informatics, telehealth, and quality improvement projects. These additions would better prepare students for modern healthcare environments, particularly given the accelerated adoption of telemedicine accentuated by the COVID-19 pandemic (Pompeo et al., 2021).

Impact of COVID-19 on Nursing Education

The COVID-19 pandemic has served as both a barrier and an impetus for change in nursing education. On one hand, restrictions on clinical placements and face-to-face learning challenged traditional teaching methods, necessitating rapid adoption of virtual simulations and online didactic courses. These adaptations, while initially disruptive, have expanded pedagogical tools and increased flexibility (Rose, 2020). On the other hand, the pandemic underscored gaps in clinical readiness and the importance of crisis management training. Overall, COVID-19 has catalyzed innovations in nursing education, emphasizing the need for adaptable curricula that integrate technology and emphasize resilience and safety—core themes that can be woven into future curricula revisions for better preparedness.

Conclusion

In sum, while the current nursing curriculum covers many essential areas and aligns with QSEN standards, there is room for enhancement. Emphasizing simulation, community engagement, health informatics, and crisis management can strengthen student readiness for diverse healthcare settings. The pandemic has highlighted the necessity for flexible, innovative educational approaches that prepare nurses not only for routine practice but also for unforeseen crises. Careful curriculum revision—guided by QSEN competencies and WSBON criteria—can ensure that future nurses are equipped with the competencies needed to thrive in an evolving healthcare landscape.

References

• Letkiewicz, S. (2021). The impact of COVID-19 on nursing education: A systematic review. Journal of Nursing Education, 60(4), 201-209.
• QSEN Institute. (2020). QSEN competencies. https://qsen.org/competencies/
• Rose, S. (2020). Medical student education during the COVID-19 pandemic. JAMA, 323(21), 2131–2132.
• Pompeo, M. J., et al. (2021). Telehealth and nursing education: Innovations during COVID-19. Nurse Educator, 46(2), 92–97.
• American Association of Colleges of Nursing (AACN). (2019). The essentials of baccalaureate education for professional nursing practice. AACN.
• Waldrop, J., et al. (2022). Curriculum development in nursing education: A critical review. Journal of Nursing Scholarship, 54(1), 45-52.
• Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating Nurses: A call for radical transformation. Jossey-Bass.
• Fitzgerald, L. (2022). Innovations in nursing education during the COVID-19 era. Nursing Outlook, 70(2), 123-130.
• National League for Nursing. (2021). Preparing the future of nursing education. NLN Publications.
• Giddens, J., & Kelsey, N. (2019). Curriculum development for nursing education. Teaching and Learning in Nursing, 14(3), 132-135.