Organizing Framework and Program Outcomes RN-BSN


As conceptualized in the theories of nursing, self-care, and persons, the organizing framework is a tool that purposely reflects the necessary training and expected outcomes of students who enroll in the RN-BSN program (Campeau, 2015). A brief synopsis of the domains where the framework has been applied reflects outcomes that are consistent with the key defining elements, which include the mission and philosophy of the nursing program.

Organizing framework

The organizing framework is conceptualized in the taxonomy of core components that are defined by health, nursing, person, and the environment which qualify the framework as appropriate for those aspiring to undertake a RN to BSN program in the North Eastern University (Campeau, 2015). Campeau (2015) attributes the core competency of the nursing curriculum with an optimisation objective of the learning outcomes based on the definite attributes of the manager, provider, and teacher who are the constituent members and advocates of the RN-BSN graduate program. Here, nursing themes emerge and crystalize into six elements that constitute the nursing process that is echoed in the five process steps of “assessment, analysis, planning, implementation, and evaluation” (McEwen, White, Pullis, & Krawtz, 2014). Critical thinking is conceptualized as a fundamental component of the self-regulatory framework and purposeful thinking that is facilitated by the communication component that promotes learning and collaboration in the nursing profession. Dinh, Lord, Gardner, WMeuser, Liden, and Hu (2014) factor into the nursing theme the attributes of cultural diversity and human development as qualifying factors for one to be admitted into the nursing profession to perform the roles of good quality care and safe provision of nursing services to the patient.


By embedding different elements into the organizing framework from the external universe, the potential life space of individuals get characterised in the political, cultural, educational, healthcare, and economic systems within which the system functions. Health evolves in the organizing framework by encompassing the coexistence of wellness and illness of individuals (Campeau, 2015). That enables one to optimize his/her capacity based on the wellness or chronic illness that revitalizes or impedes one’s capacity to work effectively depending on one’s condition. The role of a nurse in the framework is to use a definite process to promote the wellness of a person in terms of the prevention of illness or injury and diseases by diagnosing the patient to alleviate the suffering. A person is defined as a holistic intellectual, social, self-knowing, psychological, intuitive, rational, and biological being.

The nurse acquires knowledge following a sequence of steps that consist of the acquisition of practical knowledge and skills to conduct the physical examination on the patient using the basic techniques of inspection, palpation, percussion, and auscultation to discover their illness (Campeau, 2015). This is reflected in the head to toe system that leads the nurse to a logical organization of the acquisition of physical data to use in the diagnostic process based on the description of the patient’s problems. Here, the nurse demonstrates his/her competence in developing and writing the nursing diagnosis to act on.

Develop program outcomes

Implementing the organizing framework provides exceptional elements that depict outcomes in the following description based on the mission statement of the university as defined in the RN to BSN program.

Mission and philosophy of the program

The philosophy of the RN to BSN program is to provide students with knowledge and professional skills and integrating them into the nursing profession based on a theory led and evidence based knowledge acquisition and practice (Campeau, 2015). Nursing practices are based on nursing standards, patient safety, the environment, and cultural diversity. Here, the vision statement that flows from the mission statement reflects a description of highly successful and well trained experts in their areas of specialisation who could be employed to work happily in the profession. The key elements reflected in the organizing framework are reflected as the outcomes of the professional training in nursing, which include:

  1. Ensuring that the detailed nursing program philosophy of RN-BSN is aligned with the core concepts that define the education in nursing and the organizing framework.
  2. Demonstrate a multifaceted capability of the nursing education defined within the tenets of the professional standards, theory, knowledge, and professional practice. Here, evidence based practice, disease and injury prevention, and the ability to practice different roles of practitioner, educator, and leader should be embedded within the skills and knowledge of the nurse.
  3. Demonstrate the competency to use information systems in the professional practice of promoting efficiency in health care and to offer professional advice and good quality nursing care.
  4. Be able to promote holistic care of the patients through the empowerment of families and communities in the nurse’s domain of knowledge.
  5. Demonstrate professional competence in partnership with interdisciplinary clients, teams, and families.
  6. Ability to communicate effectively and to make clinical judgments besides the ability to develop professional identity and practice within the ethical and legal framework.
  7. Critical thinking, reasoning, nursing judgment, use of informatics, leadership qualities, and caring should define the attributes of the graduate nurse.

Program outcomes

  1. Graduation rate of over 70% should be achieved.
  2. Over 80% of the students should pass the exam in the first attempt
  3. 90% of the graduates should be employable
  4. High percentage of satisfaction rates

Expectations defined by professional organizations

Compliance with the ANA code of ethics should be demonstrated in nursing through the primary commitments, respect for humanity, ability to promote, protect, and advocate for the rights of the patient as defined in the nursing professional code of ethics and conduct and compliance with other professional bodies. That is embedded in the nurse’s primary commitment to the patient and demonstration of compliance with the A code for nursing students.

Table 1 shows the academic details that prospective students should use to evaluate the core courses in the program and prospects of credit transfer that are prescribed in the program policies.

Name of nursing courses, a brief explanation of course description and credit for the course

Table 1.

Number of Transfer Credits:
First Year First Semester Second Semester
NURN 4201 – Information Technology: Applications in Health Care (2 credits) NURN 4203 – Leadership in Nursing Practice (2 credits)
NURN 4100 – Aging and Health (3 credits) (I0) NURN 4440* – Community Health Nursing (6 credits)
NURN 4201 – Information Technology: Applications in Health Care (2 credits) NURN 4450* – Design and Coordination of Care for Nurses (6 credits) (WI)
Total Credits = 14 Total Credits = 14 Total Credits for Year =28
Second Year First Semester Second Semester
NURN 4900 – Research in Nursing Practice (5 credits) NR-447: RN Collaborative Healthcare – 4 Credits (Theory 4)
NURN 3104 – Issues in Cultural Health (6 credit) NR-443: RN Community Health Nursing— 4 Credits (Theory 4)*
Total Credits = 11 Total Credits = 8 Total Credits for Year =19
Total Credits for Program = 47


Campeau, A. (2015). Why paramedics require “theories-of-practice”. Australasian Journal of Paramedicine, 6(2).

Dinh, J. E., Lord, R. G., Gardner, W. L., Meuser, J. D., Liden, R. C., & Hu, J. (2014). Leadership theory and research in the new millennium: Current theoretical trends and changing perspectives. The Leadership Quarterly, 25(1), 36-62.

Hoeve, Y. T., Jansen, G., & Roodbol, P. (2014). The nursing profession: public image, self‐concept and professional identity. A discussion paper. Journal of advanced nursing, 70(2), 295-309.

McEwen, M., White, M. J., Pullis, B. R., & Krawtz, S. (2014). Essential content in RN-BSN programs. Journal of Professional Nursing, 30(4), 333-340.