Comprehensive Historical Overview of the Organizing Design and Theoretical Framework

Comprehensive Historical Overview of the Organizing Design and Theoretical Framework

The nursing process has a rich historical background that dates back to the early 1950s. It was first proposed by Lydia Hall, a prominent nurse theorist, as a response to the need for a systematic approach to nursing care. Hall believed that nurses should follow a structured process to identify patient needs, plan and implement interventions, and evaluate the effectiveness of their care. Moreover, the nursing process widely adopt and integrate into nursing education and practice. Its systematic and patient-centered approach aligns with the core principles of professional nursing and has become an essential component of nursing curricula worldwide (Mudd et al., 2020).

The nursing process is characterize by its holistic nature, taking into account the physical, emotional, social, and spiritual aspects of patient care. It also emphasizes the importance of evidence-based practice, encouraging nurses to base their interventions on the best available evidence. In the context of the BSN program, the historical significance of the nursing process is particularly relevant as it continues to serve as a guiding framework for nursing education, preparing students to provide comprehensive and evidence-based care to diverse patient populations (Wong & Kowitlawakul, 2020).

Description of Major Concepts and their Application in the Curriculum

The major concepts of the nursing process encompass assessment, diagnosis, planning, implementation, and evaluation. These concepts are interrelated and form the foundation of the curriculum (Chang et al., 2021; Cooke et al., 2019).

Assessment:

Assessment involves gathering comprehensive patient data to identify health needs, risks, and strengths. In the BSN program, students learn various assessment techniques and develop skills in conducting physical assessments, performing health histories, and utilizing assessment tools (Chang et al., 2021).

Diagnosis:

Diagnosis entails the analysis and identification of actual or potential health problems. Through coursework and clinical experiences, BSN students learn to critically analyze assessment data, formulate nursing diagnosis, and prioritize healthcare needs (Cooke et al., 2019).

Planning:

Planning involves the development of individualized care plans based on the identified diagnoses and patient goals. Students in the program learn how to set realistic and measurable goals, select appropriate interventions, and collaborate with the healthcare team and patients to develop comprehensive care plans (Chang et al., 2021).

Implementation:

Implementation focuses on executing the planned nursing interventions. BSN students acquire the knowledge and skills necessary to deliver safe and effective nursing care, including administering medications, performing procedures, and providing patient education (Cooke et al., 2019).

Evaluation:

Evaluation involves the assessment of the effectiveness of the nursing interventions and the achievement of patient goals. Students learn to evaluate patient responses to interventions, modify care plans as needed, and ensure ongoing quality improvement (Chang et al., 2021).

Conclusion

In conclusion, the BSN curriculum at Capella University aligns well with the established professional standards, and the theoretical framework set by the American Association of Colleges of Nursing. Through a commitment to continuous evolution, keeping pace with advances in healthcare and nursing education, this program truly aims to prepare nursing students for the rigors of the profession in the modern healthcare landscape.

References

American Association of Colleges of Nursing. (n.d.). Home. https://www.aacnnursing.org/ 

Capella University. (n.d.). Bachelor’s RN-to-BSN Completion. Capella University. https://www.capella.edu/online-degrees/bachelors-rn-to-bsn-completion/