NURS FPX 6116 Assessment 2 Course Definition and Alignment Table
Student name
Capella University
NURS- FPX6116
Professor Name
Submission Date
NURS FPX 6116 Assessment 2 Course Definition and Alignment Table
Transition to Professional Nursing Practice is a crucial component of the Nurse Residency Program offered in the hospital environment to newly licensed registered nurses. The course is devoted to helping students in their transition between the educational and the practice environment with the help of the evidence-based practice integration, clinical decision-making, and patient-centered care. This course can be offered in a blended format, with the idea that it can help trainee nurses have an encouraging environment. The emphasis is on nursing competence, professional confidence, and successful collaboration with the healthcare team development. The course is compliant with the national standards of nursing to help novice nurses deliver quality and safe care to patients in the complicated healthcare system.
Program Offering
Description
The Nurse Residency Program for new graduate registered nurses is a career development opportunity offered within a hospital environment with the objective of helping new graduate registered nurses transition into professional nurses. Residency program entails a career development where new graduate registered nurses are undertaking a transition to practice in diverse healthcare settings, though with an emphasis on acute care settings (Mohammad & Al-Hmaimat, 2024). The residency program offers an all-inclusive educational experience to new graduate registered nurses to sharpen their clinical competence, critical thinking, and decision-making skills, with features centered around evidence-based practice, patient safety, quality improvement, and interprofessional collaboration. The ultimate objective of a nurse residency program is to give new graduate registered nurses a nurturing and educationally rich transition to practice, with an emphasis on enhancing patient outcomes, reducing clinical errors, and enhancing nurse retention (Rae et al., 2025). The residency program is a 6-12-month educational program aimed at helping the newly graduated registered nurses in their transition to practice to become professional registered nurses, and producing skilled graduates who are confident and competent practitioners capable of providing safe and effective care to patients in diverse healthcare settings.
Program Learning Outcomes for Nurse Residency Program
Clinical Competence and Patient Safety
- Deliver evidence-based patient-centered care that is safe.
- Prove the capability of working with the basics of nursing and clinical activities in acute care settings.
Critical Thinking and Judgment
- Use clinical reasoning and decision-making skills in complex patient care situations.
- Determine the changes in the conditions of patients and take actions according to their clinical judgment skills.
Interprofessional Collaboration
- Work effectively in a team of interdisciplinary healthcare professionals in coordinating patient care.
- Communicate with patients, families, and health professionals using effective communication skills.
Responsibility and Career development
- Be accountable and practice ethical standards.
- Use reflective practice in support of lifelong learning and career development.
Course Title: “Transition to Professional Nursing Practice”
Course Definition
Length of Course
The course lasts 8 weeks of the Nurse Residency Program. The sessions of the course last 3 hours per week. The course comprises a combination of simulation-based learning, group learning, and synchronous learning. Practice: The usage of the course concepts in practice is implemented within the hospital in concomitant shifts with the residents.
Purpose of the Course (Rationale)
The aim of the course is to close the gap between the academic and practice environments for the newly registered nurses who have been licensed. The shift to the profession of a professional nurse may be difficult, taking into account the duty and treatment requirements of the patients at the hospital. The course helps the new nurses to develop their clinical competence, confidence, and professionalism (Lye et al., 2025). The course is centered on the use of evidence-based practice in the decision-making process in the clinical setting. This guarantees that the residents get safe, effective, and standards of practice nursing care. The course has simulation-based learning that promotes critical thinking and flexibility. This approach to learning is consistent with the requirements of the nursing community that encompasses safety and quality.
Target Audience
The course is aimed at newly licensed registered nurses in a Nurse Residency Program at a hospital. They are recent graduates, registered nurses, who have attended an accredited nursing program and are in their first professional nursing position. The course would also be beneficial to registered nurses who have limited clinical experience but want to improve their clinical skills, self-confidence, and nursing competencies in a hospital setting.
Hours of credit, Place, and Reason
It is a non-credit hour career development course in a Nurse Residency Program within a hospital/healthcare facility. It is part of the Nurse Residency Program to address knowledge gaps in clinical practice preparedness, such as clinical judgment, communication skills, and the application of evidence-based practice. It is part of the program to assist adherence to national standards and increase the readiness of the new graduate nurses in a hospital setting.
Course Learning Objectives
- To be competent in using evidence-based clinical practices safely and effectively in care provision to our patients.
- To be able to demonstrate the clinical reasoning and decision-making process used in different patient care and clinical situations.
- To have the capacity to show how to perform the fundamental nursing skills and procedures safely and correctly.
- To have the ability to cooperate and work with other health care professionals to give coordinated care to patients.
- Strategies and examples of evaluation and assessment.
- To compare the pre and post-course knowledge of clinical concepts and evidence-based practices (Cognitive domain) of the students.
- To carry out a performance assessment by simulations or simulated situations, assessing the skills of students in the field of clinical work and decision-making in their fields (Psychomotor domain).
- To perform a set of evaluations of the degree of career development and the degree of emotional reaction students have to the clinical work they have carried out (Affective domain).
- To carry out an assessment based on peer feedback on the role of students in group sessions and the discussion of case studies through teamwork.
Assumption
There are a number of assumptions that underpin this course. One, The first assumption indicates that new graduate registered nurses require help as they make their transition to practice,; second, nurses should base their practice on evidence; this will help them improve patient outcomes/services delivery and assist them in making informed choices (Matlhaba & Nkoane 2024); third, nurses should utilize active learning strategies that help develop their conceptual and practical understanding of nursing skills; and fourth, career development is an ongoing process that requires continuous commitment/engagement throughout one’s career.
Alignment Tables
Course Learning Objectives to Assessments and Domains of Learning
Number | Course Learning Objectives | Assessments | Domains of Learning |
1 | Apply evidence-based clinical practices. | Pre- and post-course knowledge assessments. | Cognitive |
2 | Demonstrate Clinical Reasoning. | Stimulation-based performance evaluation. | Cognitive, Psychomotor |
3 | Perform essential nursing skills. | Final competency assessment | Psychomotor |
4 | Collaborate with healthcare teams. | Reflective journaling and peer feedback | Affective |
Description of Assessment and Evaluation Strategies
The course has assessment techniques of cognitive, psychomotor, and affective aspects of learning. There are two classes of assessment that can be used to measure student learning: formative and summative. Formative assessment can be in the form of quizzes, group discussions, and written journals. Simulations and competency tests can be used as summative assessments (Aase et al., 2022). Formative assessments enable students to evaluate their learning, and summative assessments show the level of knowledge/skill a student has acquired.
Knowledge Gap
Although the course material was duly structured, the course design still has some weaknesses. For example, residents have differing amounts of clinical experience from one another, as well as exhibiting different learning styles (Mohamed et al., 2024). Additionally, due to the subjective nature of these variables being measured (affective), it is difficult to measure progress.
Table 02
Program Outcomes to Course Learning Objectives
Number | Course Learning Objectives | Program Outcomes |
1 | Use evidence-based clinical practices. | CPOE and Patient Safety. |
2 | Demonstrate clinical reasoning. | Clinical judgement and critical thinking. |
3 | Client- important nursing skills. | Patient Safety and Clinical Competence. |
4 | Work with healthcare groups. | Interprofessional Collaboration and Communication. |
Quality of Alignment
These courses have a correspondence between each of the learning objectives so that the student can be assured that he or she has mastered the entirety of the learning objectives that are needed to complete the degree. The overall degree outcome measure is the outcome measure and is mentioned in each program provided. The combination of the clinical component of each of the three phases within the clinical training program, as well as the simulation elements in this program, provides ample evidence that there exists an alignment among courses within this whole program. Therefore, it is possible to estimate student learning in various courses in the program through the information usage and conclude that there is an alignment
Table 03: Course Learning Objectives to External Standards
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| Learning Objectives | ||||
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| Implement clinical practices that promote effective and safe patient care through evidence-based practices. | Demonstrate a capacity to reason clinically and make decisions in simulated and real patient care situations. | Demonstrate basic nursing skills and procedures accurately and safely. | Cooperate with other professionals to organize patient-focused care. |
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Learning Objectives to External Standards |
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AACN Essentials (2021) – Domain 2: Person-Centered Care; Domain 7: Systems-Based Practice (Burke et al., 2024) | Person-Centered Care (Domain 2): | ✓ | ✓ | ✓ | ✓ | |
Systems-Based Practice (Domain 7): Demonstrate an understanding of the healthcare delivery systems and utilize this knowledge to coordinate care and improve outcomes and performance of the systems. | ✓ | ✓ | ✓ | ✓ |
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QSEN Competency – Patient-Centered Care, Safety, Teamwork & Collaboration (AlRatrout et al., 2025) | Patient-Centered Care: Respect and respond to preference. | ✓ | ✓ | ✓ | ✓ | |
Safety: Minimize the chances of patients being hurt by making the systems and personal nursing performance effective. | ✓ | ✓ | ✓ | ✓ |
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| Teamwork and Collaboration: Work collaboratively as a part of the nursing and interprofessional team to encourage open communication and shared decision-making. |
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NLN Core Competencies for Nurse Educators – Facilitate Learning, Curriculum Design (Ye et al., 2021) | Facilitate Learning: Enhance the learning process at clinical sites by fostering critical thinking, clinical reasoning, and application of evidence-based practices. | ✓ | ✓ | ✓ | ✓ |
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INACSL Standards of Best Practice: Simulation℠ (2021) (Finstad et al., 2021) | Facilitation: Support the growth of clinical competence, engagement, and decision-making in the learner by using evidence-based simulation strategies. | ✓ | ✓ | ✓ | ✓ |
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Criteria The alignment is tested based on various criteria. One is the curriculum mapping, which is carried out in such a way as to make sure that the course objectives meet the standards of the profession. Another one is the performance-based scrutiny, which is executed to guarantee the depiction of the necessary performance. The alignment is also evaluated using feedback. These standards make sure that the course is pertinent, but the correspondence is done with the standards in the healthcare profession. | ||||||
Conclusion
This course is called the “Transition to Professional Nursing Practice” and is an important component of our Nurse Residency Program, since it offers new nursing graduates the support, they need on their transition to professional nursing practice. The outcomes of evidence-based practice, clinical competence, and career development that the course focuses on are consistent with the program outcomes as well as national nursing standards. Moreover, there are all three learning areas of learning, cognitive, psychomotor, and affective, which is another advantage of the course. Finally, this course helps nurses become competent and confident providers delivering high-quality and safe patient care in healthcare settings.
References For NURS FPX 6112 Assessment 4
Aase, I., Akerjordet, K., Crookes, P., Frøiland, C. T., & Laugaland, K. A. (2022). Exploring the formal assessment discussions in clinical nursing education: An observational study. BioMed Central Nursing, 21(1). https://doi.org/10.1186/s12912-022-00934-x
AlRatrout, S., Abu Khader, A. I., Al-Bashtawy, M., Asia, M., Alkhawaldeh, A., & Bani Hani, S. (2025). The impact of the Quality and Safety Education (QSEN) program on the knowledge, skills, and attitudes of junior nurses. Public Library of Science ONE, 20(1). https://doi.org/10.1371/journal.pone.0317448
Burke, M. D., Bindon, S., Akintade, B., & Idzik, S. (2024). The AACN essentials: An intentional framework for successful implementation. Journal of Professional Nursing, 52, 62–69. https://doi.org/10.1016/j.profnurs.2024.03.009
Finstad, A. S., Ballangrud, R., Aase, I., Wisborg, T., Romundstad, L. G., & Bjørshol, C. A. (2021). Is simulation-based team training performed by personnel in accordance with the INACSL standards of best practice: Simulation SM? —A qualitative interview study. Advances in Simulation, 6(1). https://doi.org/10.1186/s41077-021-00186-w
Lye, M. I. M., Schlak, A. E., Thies, J., Higgins, P. S., & Couig, M. P. (2025). A landscape of evidence on RN transition to practice programs. Medical Care, 64(1), 26–37. https://doi.org/10.1097/mlr.0000000000002230
Matlhaba, K. L., & Nkoane, N. L. (2024). Factors influencing clinical competence of new graduate nurses employed in selected public hospitals of North West Province: Operational Managers’ perspectives. International Journal of Africa Nursing Sciences, 20, 100683. https://doi.org/10.1016/j.ijans.2024.100683
Mohamed, M., Mersal, F. A., Fawzy, M. S., Rajennal, A. T., Alanazi, R. S., & Alanazi, L. O. (2024). Challenges of nursing students during clinical training: A nursing perspective. AIMS Public Health, 11(2), 379–398. https://doi.org/10.3934/publichealth.2024019
Mohammad, Z., & Al-Hmaimat, N. (2024). The effectiveness of nurse residency programs on new graduate nurses’ retention: Systematic review. Heliyon, 10(5). https://doi.org/10.1016/j.heliyon.2024.e26272
Rae, M., Loh, L. W. L., Neo, N. W. S., Mordiffi, S. Z., Toh, Z. A., Koh, C. S. L., Woo, B. F. Y., & Ang, W. H. D. (2025). Registered nurses’ experiences of the graduate nurse residency program: A qualitative study. Nurse Education Today, 148, 106638. https://doi.org/10.1016/j.nedt.2025.106638
Ye, J., Tao, W., Yang, L., Xu, Y., Zhou, N., & Wang, J. (2021). Developing core competencies for clinical nurse educators: An e-Delphi-study. Nurse Education Today, 109, 105217. https://doi.org/10.1016/j.nedt.2021.105217