Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Program Effectiveness Presentation Introduction This presentation introduces a newly developed nursing education course designed to strengthen students’ competence in performing intramuscular (IM) injections safely and accurately. The course is intended to build both theoretical understanding and practical clinical skills, ultimately improving patient safety and contributing to higher standards of healthcare delivery. Assessment and Evaluation What is assessment and why is it important? Assessment refers to a structured and systematic process used to determine whether a program, course, or intervention is achieving its intended outcomes. It involves gathering and interpreting evidence to evaluate performance against set objectives and to guide continuous improvement in educational and organizational settings. In addition, evaluation helps determine program effectiveness, ensures optimal use of resources, and strengthens quality improvement initiatives in healthcare education (Öz & Ordu, 2021). In the IM injection course, assessment is focused on multiple domains that collectively reflect student learning and clinical preparedness. Assessment Focus Description Student competency Determines whether students can safely and correctly perform IM injections using standard clinical procedures. Instructional strategies Reviews the effectiveness of teaching methods used to deliver course content. Learning outcome alignment Examines how well course objectives align with broader program goals. Healthcare impact Evaluates the influence of improved student performance on patient safety and care quality. Purpose of the Evaluation What is the aim of this evaluation? The central aim is to establish a structured approach for determining how effectively the IM injection course improves student knowledge, technical ability, and clinical judgment. The evaluation also explores whether the course addresses gaps in injection-related competencies. Key objectives include: Philosophical Approaches in Evaluation Which philosophical approaches guide program evaluation? Different philosophical perspectives inform how educational evaluations are conducted, each contributing a unique lens for understanding program effectiveness. Approach Description Inclusive approach Engages both learners and evaluators in identifying areas for improvement. Judgment-based approach Compares program quality against established benchmarks (Borgmann et al., 2020). Objectives-based approach Links measurable outcomes directly to course and program goals. Research-driven approach Uses validated instruments to ensure reliable and accurate findings. Service-oriented approach Focuses on improving student learning experiences through continuous feedback. Evidence-Based Evaluation Research supports integrating multiple evaluation perspectives in nursing education. According to Shaha and Grace (2023), structured evaluation strengthens alignment between competency development and professional nursing standards, particularly in skill acquisition and clinical reasoning. Overall, combining these approaches enhances the educational quality of the IM injection course and strengthens patient care outcomes. Program Evaluation Process How should the course evaluation be conducted? A structured evaluation model ensures systematic analysis of program effectiveness. The process is divided into four sequential phases (Tomas et al., 2024). Phase Description Planning Defines goals, scope, and timing while ensuring alignment with course objectives. Execution Applies formative and summative assessments throughout the course (Lajane et al., 2020). Termination Interprets collected data to identify strengths and improvement areas. Communication Shares findings with academic staff and decision-makers to guide revisions (De Brún et al., 2022). The use of mixed methods and impartial evaluation further enhances the validity and credibility of results (Xu et al., 2024). Limitations of the Evaluation Process Several challenges may influence the effectiveness of the evaluation: Standardized protocols and faculty training can help reduce these limitations. Evaluation Framework: CIPP Model Which evaluation framework is suitable for the IM injection course? The CIPP (Context, Input, Process, Product) model provides a structured method for assessing educational programs comprehensively (Zhang et al., 2024). CIPP Component Focus Context Identifies learning gaps and the need to reduce IM injection errors. Input Reviews teaching materials, resources, and instructional design. Process Monitors implementation and incorporates student feedback during delivery. Product Measures overall effectiveness using performance outcomes and clinical indicators. Limitations of the CIPP Model Despite its usefulness, the model has certain constraints: Program Improvement Strategies Continuous improvement depends on ongoing data collection and interpretation. Combining quantitative and qualitative methods provides a more complete understanding of student learning and performance (Forster et al., 2020; Smith et al., 2023). Data Type Purpose Quantitative Measures knowledge scores, skill performance, and survey results. Qualitative Explores student experiences, challenges, and applied clinical understanding. Integrating both approaches allows educators to refine instructional methods, improve competency outcomes, and strengthen patient safety outcomes (Zhang et al., 2024). Uncertainty and Knowledge Gaps Key areas requiring further investigation include: Addressing these gaps will strengthen the long-term effectiveness of the course (Forster et al., 2020). Conclusion Systematic evaluation of the IM injection course is essential to ensure nursing students develop safe and effective clinical skills. A structured assessment process supported by multiple evaluation models enables continuous curriculum improvement. By addressing existing gaps and refining instructional methods, the program can enhance student competence, improve patient outcomes, and reduce clinical errors associated with improper injection practices. References Borgmann, L., Cantrell, M. A., & Mariani, B. (2020). Nurse educators’ guide to clinical judgment: A review of conceptualization, measurement, and development. Nursing Education Perspectives, 41(4), 215–221. https://doi.org/10.1097/01.nep.0000000000000669 De Brún, A., Rogers, L., Drury, A., & Gilmore, B. (2022). Evaluation of a formative peer assessment in research methods teaching using an online platform: A mixed methods pre-post study. Nurse Education Today, 108, 105166. https://doi.org/10.1016/j.nedt.2021.105166 Forster, A. H., et al. (2020). Safety, tolerability, and immunogenicity of influenza vaccination with a high-density microarray patch: Results from a randomized controlled phase I trial. Medicine, 17(3), e1003024. https://doi.org/10.1371/journal.pmed.1003024 NURS FPX 6111 Assessment 4 Program Effectiveness Presentation Lajane, H., Gouifrane, R., Qaisar, R., Chemsi, G., & Radid, M. (2020). Perceptions, practices, and challenges of formative assessment in initial nursing education. The Open Nursing Journal, 14(1), 180. http://dx.doi.org/10.2174/1874434602014010180 Öz, G. Ö., & Ordu, Y. (2021). The effects of web-based education and Kahoot usage in evaluating IM injection knowledge and skills. Nurse Education Today, 103, 104910. https://doi.org/10.1016/j.nedt.2021.104910 Shaha, M., & Grace, P. J. (2023). Competency frameworks, nursing perspectives, and interdisciplinary collaborations for good patient care. Nursing Philosophy, 24, e12402. https://doi.org/10.1111/nup.12402 NURS FPX 6111 Assessment 4 Program Effectiveness Presentation Smith, R. M., Gray, J. E., & Homer, C. S. E. (2023). Common content, delivery modes and outcomes in nursing faculty development programs. Nurse Education in

Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Introduction Unsafe intramuscular (IM) injection practices are strongly associated with avoidable clinical complications, which may increase patient morbidity and, in severe cases, mortality (Şimşek et al., 2024). Considering that nurses administer large volumes of IM injections globally, strong procedural competence is essential to ensure patient safety and therapeutic effectiveness. Accordingly, integrating a structured IM injection training module into nursing curricula—preferably during junior or senior academic years—is recommended. Such structured preparation strengthens clinical performance, reduces adverse outcomes, and contributes to lowering overall healthcare expenditure linked to injection-related complications. Objectives The proposed IM injection course is designed to equip nursing students with both theoretical understanding and procedural competence in safe intramuscular medication administration. Key learning components include: IM injection administration is a fundamental nursing responsibility requiring precision, pharmacological awareness, and procedural safety to minimize complications and ensure optimal outcomes (Lau, 2024). Assumptions The evaluation of the course is based on several foundational assumptions regarding learners, educators, and assessment design. Assumption Explanation Student Awareness Students can realistically evaluate their own knowledge and skill level Competence Development Progress in skill reflects both cognitive understanding and clinical attitude Instructor Effort Learning quality depends significantly on instructor expertise and engagement Course Goals Clearly defined outcomes enable valid and meaningful evaluation Evidence-Based Application Knowledge acquired is expected to translate into safer clinical practice and reduced complications (Tomas et al., 2024) Findings Incorrect IM injection techniques can significantly compromise drug effectiveness and lead to preventable adverse outcomes. Common complications include pain, tissue bruising, infection, and nerve injury. In rare but serious cases, improper technique may result in paralysis. The sciatic nerve is particularly at risk during gluteal injections, and injury can lead to neuropathy or permanent functional impairment, sometimes requiring surgical intervention. Although global incidence has declined due to improved training, these complications remain clinically important and largely preventable (Taylor et al., 2024). Criteria for the Evaluation of Format The evaluation framework is designed to ensure that assessment of IM injection competence is structured, practical, and evidence-based. Criterion Description Comprehensiveness Includes all essential domains such as anatomy, equipment selection, and evidence-based procedures Practicality Can be implemented effectively in classroom and clinical laboratory environments Validity Accurately measures student knowledge and procedural competence Reliability Produces consistent results across different students and educational settings This structure enhances learner engagement, supports efficient completion of assessments, and ensures timely feedback. Its adaptable design allows implementation across varied educational contexts, while continuous feedback loops strengthen both student learning and patient safety outcomes. Recommendations Current evidence highlights the importance of updating nursing knowledge in IM injection practices, as outdated techniques are still commonly used in clinical settings (Lau, 2024). Continuous professional development is essential for maintaining safe practice standards. Key recommendations include: Assessment Strategies Evaluation of IM injection competency should incorporate both formative and summative assessment approaches to ensure balanced skill development. Assessment Type Examples Purpose Formative Quizzes, peer feedback, instructor observation Provides ongoing feedback and supports progressive skill improvement Summative Practical demonstrations, written examinations Assesses overall knowledge of anatomy, technique, and complication management Formative assessments are essential for continuous improvement, while summative evaluations provide a comprehensive measure of theoretical understanding and clinical competence (Lajane et al., 2020). Ensuring Validity and Reliability in Course Evaluation Methods A robust evaluation system must ensure both validity and reliability in measuring student performance. Reliability:Likert-scale instruments are commonly used to assess consistency between course objectives and student performance outcomes. High response consistency indicates reliable measurement tools (Xu et al., 2024). Validity:Validity ensures that assessment tools measure intended competencies. Structured methods such as the Objective Structured Clinical Examination (OSCE) provide standardized evaluation across cognitive, psychomotor, and affective domains (Chabrera et al., 2023). To strengthen reliability: These strategies collectively improve the accuracy and usability of evaluation data in IM injection education. Conclusions Mastery of IM injection techniques is a critical competency for nurses, encompassing accurate needle selection, medication knowledge, and prevention of complications. Integrating structured, evidence-based training into advanced nursing education significantly improves clinical preparedness. Simulation-based learning combined with theoretical instruction enhances confidence and ensures safe clinical practice (Coskun & Sendir, 2022). Ultimately, this integrated approach reduces injection-related complications, improves therapeutic outcomes, strengthens patient safety, and decreases overall healthcare costs. References Chabrera, C., Diago, E., & Curell, L. (2023). Development, validity and reliability of objective structured clinical examination in nursing students. SAGE Open Nursing, 9, 23779608231207217. https://doi.org/10.1177/23779608231207217 Coskun, E. Y., & Sendir, M. (2022). Effectiveness of computer-based and hybrid simulation in teaching intramuscular medication administration. International Journal of Caring Sciences, 15(2), 1565–1575. NURS FPX 6111 Assessment 3 Course Evaluation Template Kiliç, M., Meteris, Ç., & Kartal, B. (2023). The effect of an evidence-based intramuscular injection practice training on intern students’ knowledge, opinion and injection site preferences: Semi-experimental study. International Journal of Innovation and Applied Studies, 39(2), 546–555. Lajane, H., Gouifrane, R., Qaisar, R., Chemsi, G., & Radid, M. (2020). Perceptions, practices, and challenges of formative assessment in initial nursing education. The Open Nursing Journal, 14(1), 180. http://dx.doi.org/10.2174/1874434602014010180 NURS FPX 6111 Assessment 3 Course Evaluation Template Lau, R. (2024). Choosing wisely: Needle length and gauge considerations for intramuscular and subcutaneous injections. Australian Journal of Advanced Nursing, 41(3), 40–49. Şimşek, A. K., Okuroğlu, G., Çaylı, N., & Şule, A. E. (2024). The effect of structured education on nurses’ ventrogluteal injection knowledge and skills. Clinical and Experimental Health Sciences, 14(1), 107–113. https://doi.org/10.33808/clinexphealthsci.1215219 Taylor, M., Falkenstein, C., Finn, R., Nang, T., & Mathangi, R. G. (2024). Anatomical ignorance resulting in iatrogenic causes of human morbidity. Cureus, 16(3), e56480. https://doi.org/10.7759/cureus.56480 Tomas, N., Italo, M., Eva, B., & Veronica, L. (2024). Assessment during clinical education among nursing students using two different assessment instruments. BMC Medical Education, 24(1), 852. https://doi.org/10.1186/s12909-024-05771-x NURS FPX 6111 Assessment 3 Course Evaluation Template Xu, K., Tong, H., Zhang, C., Qiu, F., & Liu, Y. (2024). Psychometric evaluation of the Chinese version of the nursing student contributions to clinical settings scale. BMC Nursing, 23(1), 720. https://doi.org/10.1186/s12912-024-02398-7

Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Part One – Assessment Description and Rationale Assessment Description The selected evaluation method for assessing nursing students’ competencies is a case-based scenario analysis. In this approach, students are provided with comprehensive clinical case studies that require them to apply theoretical knowledge in conjunction with clinical reasoning and decision-making abilities. Each case typically includes patient history, presenting symptoms, and diagnostic findings. Students are expected to interpret this information and develop appropriate nursing interventions. This form of assessment closely replicates real clinical environments, enabling learners to transition from theoretical understanding to applied practice. It also strengthens cognitive abilities such as analysis, synthesis, and evaluation, which are essential for safe and effective nursing care (O’Flaherty & Costabile, 2020). Type of Assessment Tool The formal assessment tool used is a written case analysis. Students are required to examine detailed patient scenarios and construct structured nursing care plans based on clinical evidence. Key functions of this tool include: The written format also allows instructors to provide detailed formative feedback, which strengthens reflective learning and clinical reasoning development (Chen et al., 2020). Supporting Rationale Alignment with Learning Objectives The case-based assessment primarily targets the cognitive learning domain, with emphasis on advanced intellectual skills such as analysis, evaluation, and synthesis. It is designed to strengthen nursing students’ ability to make informed clinical decisions, which is a core requirement for professional practice (Marcomini et al., 2021). Real-World Application This assessment strategy simulates authentic healthcare environments by placing students in realistic patient-care scenarios. It enables learners to: Such exposure strengthens readiness for real clinical practice and improves adaptability in dynamic healthcare settings (Clemett & Raleigh, 2021). Assessment Validity To ensure content validity, both the case scenarios and evaluation tools are reviewed by nursing educators and subject matter experts. This process ensures that the assessment accurately reflects professional nursing competencies and aligns with intended learning outcomes (Prediger et al., 2020). Pilot Testing for Refinement A pilot implementation is conducted with a selected group of students to evaluate the effectiveness of the assessment design. Feedback from both students and faculty is used to refine case clarity, structure, and applicability. This iterative improvement process enhances the overall quality and usability of the assessment tool (Conn et al., 2020). Reliability through Grading Criteria Reliability is ensured through the use of a standardized grading rubric. The rubric provides explicit performance indicators, ensuring consistent evaluation across different assessors. This structured approach improves fairness, transparency, and reproducibility in student assessment (Shabani & Panahi, 2020). Part Two – Grading Rubric NURS FPX 6111 Assessment 2 Criteria and Rubric Development Rubric Table (Performance Domains) Criteria/Domain Non-performance Basic Proficient Distinguished Patient-Centered Care Approach Fails to prioritize patient needs and lacks patient-centered focus. Demonstrates limited understanding with inconsistent application. Consistently applies patient-centered care appropriately. Delivers highly individualized, empathetic, and comprehensive care. Interdisciplinary Collaboration in Patient Care Does not engage effectively with healthcare team. Minimal participation in team discussions. Actively contributes to interdisciplinary teamwork. Leads collaboration and enhances team-based patient outcomes. Critical Analysis of Patient Preferences Ignores patient values and preferences. Limited integration of patient preferences. Adequately integrates patient preferences into care planning. Deeply and insightfully integrates patient values into all decisions. Effective Patient Communication Communication is unclear and ineffective. Basic communication with noticeable gaps. Clear and empathetic communication with minor errors. Highly professional, clear, and consistently empathetic communication. Adaptability in Tailoring Care to Patient Needs Resistant to modifying care plans. Limited flexibility in adapting care. Effectively adapts care to patient condition changes. Highly responsive and proactive in adjusting care strategies. Writing: Clarity, Grammar, & Transition Frequent grammatical and structural errors. Some errors but maintains basic academic structure. Clear writing with minor grammatical issues. Exceptionally clear, structured, and professional writing. Patient-Centered Documentation Inaccurate or inconsistent documentation. Partially meets documentation standards. Mostly accurate with minor documentation errors. Fully accurate, complete, and patient-centered documentation. Question-Based Interpretation of Rubric (Applied Understanding) Patient-Centered Care Approach Question: How effectively does the student prioritize patient needs?Answer: Performance ranges from failure to prioritize patient needs at the lowest level to consistently delivering comprehensive, empathetic, and individualized care at the highest level. Interdisciplinary Collaboration Question: How well does the student collaborate with healthcare professionals?Answer: The student may show no collaboration at all, limited participation, active engagement, or leadership in interdisciplinary teamwork depending on performance level. Critical Analysis of Patient Preferences Question: How are patient values incorporated into care planning?Answer: Integration ranges from complete disregard of patient preferences to advanced, insightful incorporation into every aspect of care delivery. Effective Patient Communication Question: How clear and effective is the student’s communication with patients?Answer: Communication may vary from unclear and ineffective to highly professional, empathetic, and consistently precise. Adaptability in Care Planning Question: How well does the student adjust care plans according to patient needs?Answer: Performance ranges from rigid and unresponsive approaches to highly adaptive and proactive care modifications. Writing Quality and Structure Question: How strong is the student’s academic writing ability?Answer: Writing quality ranges from frequent errors and poor structure to polished, professional, and seamless academic communication. Documentation Standards Question: How accurately does the student document patient care?Answer: Documentation quality varies from inconsistent and incomplete records to fully accurate, standardized, and patient-centered documentation. References Chen, F.-Q., Leng, Y.-F., Ge, J.-F., Wang, D.-W., Li, C., Chen, B., & Sun, Z.-L. (2020). Effectiveness of virtual reality in nursing education: Meta-analysis. Journal of Medical Internet Research, 22(9). https://doi.org/10.2196/18290 Clemett, V. J., & Raleigh, M. (2021). The validity and reliability of clinical judgement and decision-making skills assessment in nursing: A systematic literature review. Nurse Education Today, 102, 104885. https://doi.org/10.1016/j.nedt.2021.104885 NURS FPX 6111 Assessment 2 Criteria and Rubric Development Conn, C. A., Bohan, K. J., Pieper, S. L., & Musumeci, M. (2020). Validity inquiry process: Practical guidance for examining performance assessments and building a validity argument. Studies in Educational Evaluation, 65, 100843. https://doi.org/10.1016/j.stueduc.2020.100843 Marcomini, I., Terzoni, S., & Destrebecq, A. (2021). Fostering nursing students’ clinical reasoning: A QSEN-based teaching strategy. Teaching and Learning in Nursing, 16. https://doi.org/10.1016/j.teln.2021.07.003 O’Flaherty, J., & Costabile, M. (2020). Using a science simulation-based learning tool to develop students’ active learning, self-confidence, and critical thinking in academic writing. Nurse Education in Practice,

Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Course Definition and Alignment Table The Pediatric Nursing Ethics in Clinical Practice course is structured to prepare registered nurses to effectively manage ethical complexities commonly encountered in pediatric healthcare environments. The curriculum integrates interactive lectures, clinical case analyses, and simulation-based learning to strengthen applied ethical judgment in practice. Emphasis is placed on evidence-informed care and alignment with professional ethical standards, particularly the American Nurses Association (ANA) Code of Ethics (American Nurses Association, 2023). In addition to strengthening clinical decision-making, the course supports ongoing professional development by promoting reflective and ethically grounded nursing practice in pediatric settings. Course Description Supporting Educational Program Outcomes This course is designed to build both theoretical understanding and applied competency in pediatric nursing ethics. It focuses on core ethical principles—autonomy, beneficence, nonmaleficence, and justice—and their application in clinical decision-making scenarios involving children and families. Learners are guided through structured ethical reasoning processes, legal considerations in pediatric care, and advocacy responsibilities within interdisciplinary healthcare teams. The course further supports self-reflection on personal values and professional accountability, enabling nurses to respond effectively to ethically challenging situations while maintaining high standards of patient safety and care quality. The growing complexity of pediatric healthcare delivery necessitates strong ethical competence, and this course addresses that need by preparing nurses to function as ethical practitioners and advocates in real-world clinical environments. Educational Program Outcomes Outcome Description Ethical Decision-Making Apply ethical frameworks to pediatric cases to resolve moral conflicts and ensure patient-centered care. Advocacy for Pediatric Patients Protect and promote the rights and welfare of children and families within healthcare systems. Collaboration and Teamwork Engage effectively with interdisciplinary teams to enhance communication and care coordination. Reflective Practice Use structured reflection to improve ethical awareness, decision-making, and professional growth. Assumptions This course assumes that learners already possess foundational nursing knowledge and an understanding of basic ethical concepts (Haddad & Geiger, 2023). It also presumes prior exposure to pediatric clinical environments, which supports contextual interpretation of ethical challenges. Additionally, learners are expected to understand relevant legal and regulatory frameworks that govern nursing practice. Alignment of Learning Objectives to Program Outcomes The learning objectives are intentionally structured to align with program outcomes by integrating ethical theory with clinical application. Ethical analysis and decision-making frameworks directly strengthen clinical judgment and patient-centered care. Advocacy and reflective practice enhance professional accountability and long-term development. Learning Objectives Program Outcomes Analyze ethical dilemmas using principles such as autonomy and justice Strengthen ethical decision-making competencies in pediatric nursing Apply ethical decision-making frameworks in clinical scenarios Improve patient outcomes through ethically informed care Advocate for pediatric patients and collaborate with families and teams Ensure adherence to professional standards and ethical guidelines Reflect on personal and professional values in clinical practice Promote continuous professional development and ethical growth Integrate legal and regulatory frameworks into practice Support compliance with healthcare laws and ethical standards Assessment of Alignment Quality The alignment between learning objectives and program outcomes is strong and coherent. Ethical reasoning and structured decision-making activities reinforce clinical competency and patient-centered care. Advocacy and reflective practice components contribute to professional growth and regulatory compliance. Collectively, these elements ensure that ethical principles are consistently embedded within pediatric nursing practice (Hockenberry et al., 2021). Course Evaluation Approaches Course effectiveness is assessed through a combination of formative, summative, and reflective evaluation methods designed to measure both learning progress and curriculum impact. Formative Evaluation Methods NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Summative Evaluation Methods Feedback IntegrationContinuous feedback from instructors and peers is used to improve learner performance and strengthen ethical competence over time. Evaluation Strategies Course evaluation also includes broader program-level review mechanisms to ensure continuous improvement. Evaluation Area Purpose Course Evaluation Surveys Assess clarity, relevance, and instructional effectiveness Learner Performance Tracking Monitor engagement, participation, and academic achievement Program Outcome Review Ensure alignment with ethical standards and pediatric nursing competencies Knowledge Gaps and Unknowns Several limitations must be considered in evaluating course effectiveness. Learner variability in prior knowledge may influence comprehension of ethical frameworks. Additionally, measuring real-world application of ethical reasoning remains challenging. The long-term impact on professional ethical behavior also requires further study. Finally, the effectiveness of simulation technologies and digital learning tools must be continuously evaluated to ensure accessibility and educational value. Alignment of Professional Standards to Learning Objectives This course aligns with key professional frameworks, including the ANA Code of Ethics, Pediatric Advanced Life Support (PALS) guidelines, and Joint Commission standards to ensure safe and ethical pediatric nursing practice. Learning Objectives External Standards Analyze ethical principles in pediatric care ANA Code of Ethics (beneficence, justice, nonmaleficence) Apply ethical decision-making frameworks Joint Commission patient safety standards Advocate for pediatric patients ANA ethical guidance on vulnerable populations Engage in reflective practice PALS guidelines promoting continuous learning Regular curriculum review and stakeholder feedback ensure sustained alignment with evolving professional standards. Part Two – Memo to Department Supervisor To: Department SupervisorFrom: Nurse EducatorDate: January 8, 2025Subject: Proposal for Pediatric Nursing Ethics in Clinical Practice Course This memo proposes the implementation of a specialized course titled Pediatric Nursing Ethics in Clinical Practice aimed at strengthening ethical decision-making among pediatric nursing professionals. The course addresses key ethical challenges such as informed consent, patient autonomy, and end-of-life care within pediatric settings. The need for this course is supported by increasing complexity in pediatric healthcare and documented evidence that nurses often experience uncertainty when managing ethical dilemmas involving vulnerable populations (Schulz et al., 2023). The proposed curriculum will enhance nurses’ ability to deliver ethically sound, patient-centered care while adhering to the ANA Code of Ethics and PALS guidelines. Assessment Framework NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Next Steps Approval is requested for resource allocation, curriculum finalization, and the establishment of an interdisciplinary review committee to support implementation. Thank you for your consideration. Sincerely,Nurse Educator References American Nurses Association. (2023). Why ethics in nursing matters: Ethical principles in nursing. https://www.nursingworld.org/content-hub/resources/workplace/why-ethics-in-nursing-matters/ Haddad, L. M., & Geiger, R. A. (2023). Nursing ethical considerations. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK526054/ Hockenberry, M. J., Wilson, D., & Rodgers, C. C.