NURS FPX 6111 Assessment 4 Program Effectiveness Presentation
Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Program Effectiveness Presentation — Slide 1 This presentation introduces a newly developed nursing education course aimed at strengthening nursing students’ competency in the safe and effective administration of intramuscular (IM) injections. The course is designed to improve clinical precision, reduce medication administration errors, and enhance patient safety outcomes through structured skill development and evidence-based instruction. Slide 2 — Concept of Assessment and Evaluation Assessment refers to a systematic and structured process used to measure the effectiveness, quality, and outcomes of a program or educational intervention. It involves collecting and analyzing data to determine whether predefined goals and learning objectives have been achieved, while also identifying areas requiring improvement in organizational or educational performance. Evaluation plays a critical role in validating program effectiveness, ensuring optimal use of resources, and supporting continuous quality improvement (Öz & Ordu, 2021). In the context of the IM injection course, evaluation focuses on multiple dimensions, including: Slide 3 — Purpose of the Presentation The primary aim is to present a structured framework for assessing the effectiveness of the newly introduced IM injection course within the nursing curriculum. This evaluation seeks to determine whether the course: Ultimately, the evaluation process ensures that the course contributes to evidence-based nursing education, improves patient care quality, and strengthens clinical readiness among nursing students. Slide 4 — Philosophical Approaches to Evaluation Evaluation in nursing education is guided by several philosophical perspectives that define how effectiveness is interpreted and measured. Overview of Key Approaches Approach Focus Key Characteristics Participatory/Constructivist Stakeholder involvement Encourages collaboration between evaluators and learners in identifying improvements Judgment-Based Approach Program merit Measures performance against predefined standards and benchmarks (Borgmann et al., 2020) Objectives-Based Approach Learning outcomes Ensures alignment between course objectives and measurable competencies Research-Oriented Approach Evidence validity Uses scientific methods to ensure reliability and accuracy of findings Service-Oriented Approach Learner development Focuses on continuous improvement of student learning experiences These approaches collectively ensure that evaluation is comprehensive, balanced, and aligned with nursing competency development. Slide 5 — Evidence Supporting Philosophical Approaches Current literature supports the integration of multiple evaluation philosophies in nursing education. Shaha and Grace (2023) emphasize that effective evaluation must connect curriculum outcomes with professional nursing competencies, ensuring the development of clinical judgment, technical skills, and ethical reasoning. Research indicates: A combined approach provides a more robust and holistic evaluation framework, improving both educational quality and patient care outcomes. Slide 6 — Program Evaluation Process Stepwise Evaluation Framework Phase Description Key Activities Planning Define objectives Identify evaluation goals such as skill improvement and error reduction (Tomas et al., 2024) Implementation Data collection Conduct formative and summative assessments (Lajane et al., 2020) Analysis/Termination Interpret results Identify strengths, weaknesses, and performance gaps Communication Reporting outcomes Share findings with faculty and curriculum committees (De Brún et al., 2022) The evaluation should be conducted at multiple time points during the academic cycle to capture both progress and final outcomes. Mixed methods (qualitative and quantitative) enhance the accuracy and depth of findings (Xu et al., 2024). Slide 7 — Limitations of the Evaluation Process Although structured, the evaluation process has inherent limitations: NURS FPX 6111 Assessment 4 Program Effectiveness Presentation Addressing these limitations requires standardized evaluation protocols, consistent rubrics, and ongoing faculty development to ensure reliability and fairness. Slide 8 — Evaluation Design: CIPP Model The CIPP (Context, Input, Process, Product) model provides a comprehensive framework for evaluating educational programs such as the IM injection course. NURS FPX 6111 Assessment 4 Program Effectiveness Presentation CIPP Framework Overview Component Focus Application in IM Injection Course Context Needs assessment Identifies skill gaps in IM injection competency Input Resources and planning Evaluates teaching tools, simulation equipment, and faculty expertise Process Implementation monitoring Tracks teaching effectiveness through feedback and observation Product Outcomes evaluation Measures student performance and clinical competence (Zhang et al., 2024) This model supports continuous improvement by integrating feedback at every stage of course delivery. Slide 9 — Limitations of the CIPP Model Despite its strengths, the CIPP model has several limitations: These limitations highlight the need for complementary evaluation methods to strengthen validity. Slide 10 — Program Improvement Through Data Analysis Continuous improvement of the IM injection course depends on systematic data analysis from multiple sources, including tests, surveys, interviews, observations, and focus groups (Forster et al., 2020). Data Types and Contributions Data Type Purpose Contribution Quantitative Scores, surveys Measures performance and learning outcomes Qualitative Interviews, feedback Explores experiences, challenges, and perceptions A mixed-methods approach ensures a comprehensive understanding of both performance outcomes and learner experiences (Smith et al., 2023). This integrated strategy enhances curriculum refinement and supports evidence-based improvements in teaching practices. Slide 11 — Uncertainty and Knowledge Gaps Several key gaps remain in understanding the full effectiveness of the IM injection course: Addressing these gaps is essential for refining instructional strategies and improving curriculum design. Slide 12 — Conclusion The evaluation of the IM injection course is essential for ensuring that nursing students develop safe, accurate, and effective clinical injection skills. A structured evaluation framework supports continuous improvement by integrating feedback, performance data, and evidence-based analysis. By addressing identified gaps and refining instructional strategies, the course enhances nursing competency, improves patient safety, and contributes to more efficient healthcare delivery systems. 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. 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).
NURS FPX 6111 Assessment 3 Course Evaluation Template
Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Introduction Unsafe injection practices remain a significant contributor to preventable clinical complications, often increasing both patient morbidity and mortality rates (Şimşek et al., 2024). Intramuscular (IM) injections are among the most frequently performed nursing procedures globally, requiring a high level of technical competence and theoretical knowledge to ensure patient safety. In response to this need, the development of a structured IM injection training course for junior or senior nursing students is proposed. Strengthening competency in injection administration is expected to reduce adverse patient outcomes while also decreasing healthcare costs associated with injection-related complications. Objectives The proposed IM injection course is designed to build comprehensive competence in safe injection administration through both theoretical instruction and practical application. The course integrates anatomy, pharmacological considerations, and evidence-based clinical practice to ensure well-rounded learning. Nursing students will also develop procedural confidence through simulated and peer-based practice. Core learning components include: Practical learning will involve the use of clinical manikins and supervised peer demonstrations to strengthen anatomical accuracy and technique. This aligns with the expectation that nurses must demonstrate advanced knowledge of medication administration, equipment selection, and complication prevention (Lau, 2024). NURS FPX 6111 Assessment 3 Course Evaluation Template IM Injection Course Components Overview Component Description Learning Method Anatomy of injection sites Identification of safe muscle sites and landmarks Simulation + peer practice Needle selection Matching gauge and length to patient characteristics Lecture + case-based learning Medication administration Common IM drugs and their clinical use Theory sessions Injection technique Step-by-step evidence-based procedure Demonstration + lab practice Complication management Prevention and early recognition of adverse effects Scenario-based learning Assumptions The evaluation framework assumes that nursing students provide accurate and reflective responses regarding their learning experiences and skill development. It further assumes that students are capable of self-assessing their competence in IM injection procedures, which strengthens the credibility of assessment outcomes. Additionally, it is assumed that instructional quality is directly influenced by educator engagement, teaching strategies, and curriculum structure. Clear learning objectives and measurable outcomes are essential to ensure consistency and validity in student evaluation processes (Tomas et al., 2024). The course is also based on the assumption that applying evidence-based practices will directly improve clinical safety and reduce complications associated with IM injections. Findings Evidence suggests that incorrect IM injection techniques significantly reduce medication effectiveness and increase the risk of adverse outcomes. Poor injection practices may lead to complications such as pain, localized inflammation, hematoma formation, nerve injury, muscle trauma, and infection. In severe cases, improper needle placement may result in vascular or nerve damage, potentially causing long-term disability. The sciatic nerve is particularly vulnerable during gluteal injections, and injury to this nerve may lead to outcomes ranging from temporary neuropathy to permanent paralysis requiring surgical intervention. Although the incidence of such complications has decreased due to improved training, they remain a preventable cause of patient harm worldwide (Taylor et al., 2024). Criteria for The Evaluation of Format The evaluation design is guided by four primary standards: comprehensiveness, practicality, validity, and reliability (Tomas et al., 2024). These criteria ensure that the assessment system accurately measures both theoretical understanding and clinical performance. Evaluation Criteria Summary Criterion Purpose Application in Course Comprehensiveness Ensures full coverage of learning outcomes Includes anatomy, technique, and pharmacology Practicality Ensures feasibility in academic settings Uses lab-based and classroom assessments Validity Measures intended learning competencies Aligns tests with course objectives Reliability Ensures consistent results across learners Standardized evaluation tools and rubrics This structured evaluation approach ensures that students are assessed holistically, covering cognitive, psychomotor, and affective domains. It also supports continuous improvement of teaching strategies and learning outcomes. Recommendations Nursing students and practicing nurses must remain updated with current evidence-based practices in IM injection techniques. Despite advancements in clinical guidelines, outdated practices are still observed in some healthcare settings, which can negatively affect patient safety (Lau, 2024). Evidence emphasizes the importance of integrating research-based knowledge into clinical practice to improve care quality and safety (Kiliç et al., 2023). Therefore, the course should continuously reinforce: Improved training is expected to enhance medication effectiveness, reduce adverse events, and lower healthcare costs associated with preventable complications. NURS FPX 6111 Assessment 3 Course Evaluation Template Assessment Strategies An effective evaluation framework for the IM injection course should incorporate both formative and summative assessment methods to measure ongoing progress and final competency. Formative assessment strategies include: These strategies provide continuous feedback and improve student learning outcomes (Lajane et al., 2020). Summative assessment strategies include: This dual approach ensures that both theoretical knowledge and clinical competence are thoroughly assessed. Ensuring Validity and Reliability in Course Evaluation Methods The evaluation system is designed to maintain strong validity and reliability. Validity ensures that assessment tools accurately measure IM injection competency, while reliability ensures consistent results across different learners and settings. The Likert scale is used to measure student perceptions of learning outcomes and course effectiveness, helping quantify satisfaction and skill development (Xu et al., 2024). Additionally, structured clinical assessments such as the Objective Structured Clinical Examination (OSCE) provide standardized evaluation of practical skills and ensure content validity across psychomotor and cognitive domains (Chabrera et al., 2023). To improve reliability, assessment instructions must be clear and standardized, and qualitative feedback mechanisms should be included to complement quantitative data. However, potential limitations such as cultural bias and subjective interpretation of Likert scale items must be acknowledged. These limitations can be minimized through anonymity, clear guidance, and standardized evaluation rubrics. Conclusions A structured IM injection training program is essential for developing safe and competent nursing practice. Nurses must possess a strong understanding of anatomy, medication requirements, appropriate needle selection, and potential complications to ensure safe administration. By integrating evidence-based instruction with hands-on clinical training, nursing students can develop the confidence and technical proficiency required for safe practice. As noted by Coskun and Sendir (2022), simulation-based learning enhances student confidence and contributes to safer medication administration in clinical environments. Overall, the implementation of this course is expected to improve patient
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
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 assessment strategy applied in nursing education is a case-based scenario analysis designed to evaluate students’ clinical competence at a cognitive level. In this approach, learners are presented with complex and realistic patient situations that require in-depth interpretation. Students are expected to synthesize theoretical knowledge, apply critical thinking, and demonstrate sound clinical decision-making while working through the case. This method closely mirrors real healthcare environments, enabling learners to connect academic learning with practical nursing responsibilities (O’Flaherty & Costabile, 2020). Type of Assessment Tool The selected assessment tool is a structured written case analysis. Each case includes detailed patient information such as medical history, presenting symptoms, and diagnostic findings. Students are required to critically examine the data, determine priority nursing issues, and develop an appropriate care plan. This written format enables educators to comprehensively evaluate reasoning ability, clinical judgment, and the application of nursing theory in practice (Chen et al., 2020). Supporting Rationale Alignment with Learning Objectives The case-based assessment directly supports higher cognitive learning outcomes, particularly analysis, evaluation, and synthesis. It is intentionally designed to strengthen clinical reasoning and decision-making abilities, which are essential competencies in professional nursing practice (Marcomini et al., 2021). Real-World Application This assessment replicates authentic clinical situations, allowing students to experience decision-making challenges similar to those in healthcare settings. By engaging with these scenarios, learners can effectively bridge the gap between theoretical instruction and clinical application, improving readiness for real patient care environments (Clemett & Raleigh, 2021). NURS FPX 6111 Assessment 2 Criteria and Rubric Development Assessment Validity Ensuring validity is a key priority in the development of this assessment. The case scenarios and evaluation criteria will be reviewed by experienced nursing educators and subject matter experts. Their input ensures that the assessment accurately measures the intended cognitive skills and aligns with professional nursing standards (Prediger et al., 2020). Pilot Testing for Improvement A pilot implementation will be conducted with a selected group of students prior to full deployment. This stage helps identify potential limitations in clarity, structure, or difficulty level. Feedback collected from both students and academic experts will be used to refine and improve the assessment tool, ensuring fairness and effectiveness (Conn et al., 2020). Reliability through Structured Rubric Consistency in grading is maintained through the use of a clearly defined rubric (see Part Two). The rubric establishes standardized performance expectations, reducing subjectivity and ensuring that all student submissions are assessed fairly and uniformly across evaluators (Shabani & Panahi, 2020). Part Two – Grading Rubric Reframed Rubric Table Criteria / Domain Non-Performance Basic Proficient Distinguished Patient-Centered Care Approach Fails to prioritize patient needs and demonstrates limited understanding of patient-centered care principles. Shows partial understanding but inconsistent application of patient-centered care. Consistently integrates patient-centered care principles into clinical decision-making. Demonstrates exceptional commitment to patient-centered care with comprehensive and individualized planning. Interdisciplinary Collaboration in Patient Care Does not engage with the healthcare team in care planning or decision-making. Participates minimally in team discussions with limited contribution to patient care outcomes. Actively collaborates with healthcare professionals to support coordinated care delivery. Provides leadership in interdisciplinary collaboration, enhancing overall patient outcomes. Critical Analysis of Patient Preferences Shows little to no understanding of patient values and preferences. Recognizes patient preferences but lacks depth in analysis and application. Effectively evaluates and incorporates patient preferences into care planning. Demonstrates advanced insight into patient values, integrating them seamlessly into holistic care. Effective Patient Communication Communication is unclear, inconsistent, and lacks therapeutic engagement. Communication is generally understandable but contains noticeable errors or gaps. Communicates clearly and empathetically with minor inconsistencies. Demonstrates consistently clear, structured, and highly empathetic communication. Adaptability in Tailoring Care to Patient Needs Resistant to modifying care plans based on patient condition changes. Shows limited flexibility when adapting care strategies. Adapts care plans appropriately based on evolving patient needs. Highly responsive and flexible in adjusting care to optimize patient outcomes. Writing: Clarity, Grammar & Transition Writing lacks clarity and contains frequent grammatical errors. Writing is understandable but includes multiple grammatical issues. Writing is clear and mostly accurate with minor errors and good flow. Writing is highly polished, academically strong, and logically structured. Adherence to Patient-Centered Documentation Does not follow required documentation standards consistently. Partially follows documentation standards with frequent inconsistencies. Generally adheres to documentation requirements with minor errors. Fully complies with patient-centered documentation standards with high accuracy. 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, 47, 102839. https://doi.org/10.1016/j.nepr.2020.102839 NURS FPX 6111 Assessment 2 Criteria and Rubric Development Prediger, S., Schick, K., Fincke, F., Fürstenberg, S., Oubaid, V., Kadmon, M., Berberat, P. O., & Harendza, S. (2020). Validation of a competence-based assessment of medical students’ performance in the physician’s role. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-019-1919-x Shabani, E. A., & Panahi, J. (2020). Examining consistency among different rubrics for assessing writing. Language Testing in Asia, 10(1). https://doi.org/10.1186/s40468-020-00111-4
NURS FPX 6111 Assessment 1 Course Definition and Alignment Table
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 strengthen registered nurses’ ability to manage ethical complexities within pediatric healthcare environments. It integrates interactive instructional methods such as lectures, simulation-based learning, and case discussions to support the development of sound ethical judgment and strong patient advocacy skills. The curriculum is grounded in evidence-based nursing practice and is aligned with recognized professional standards, including the American Nurses Association (ANA) Code of Ethics (ANA, 2023). Overall, the course is designed to foster continuous professional development and ensure the delivery of safe, compassionate, and ethically responsible pediatric nursing care. Course Description and Educational Program Alignment Course Title: Pediatric Nursing Ethics in Clinical Practice This course prepares registered nurses to apply ethical reasoning effectively within pediatric clinical settings. It emphasizes the application of core ethical principles—autonomy, beneficence, nonmaleficence, and justice—within real-world healthcare scenarios. Learners are guided through structured ethical decision-making processes that help them manage conflicts and dilemmas commonly encountered in pediatric care. In addition, the course addresses legal responsibilities, advocacy for pediatric patients, and critical self-reflection on personal and professional values. The overarching goal is to develop nurses who can function as ethical leaders, ensuring that pediatric patients receive equitable, safe, and high-quality care. The course also reinforces compliance with national nursing standards and highlights the importance of integrating ethical awareness into everyday clinical practice. This approach is particularly important given the increasing complexity and vulnerability of pediatric patient populations. Educational Program Outcomes The course supports the following program-level outcomes: Assumptions Underlying the Course The course design assumes that learners already possess foundational nursing knowledge and a basic understanding of ethical principles in healthcare practice (Haddad & Geiger, 2023). It also presumes prior or concurrent clinical exposure to pediatric settings, enabling learners to contextualize ethical issues effectively. Furthermore, it is assumed that learners are familiar with general legal and regulatory frameworks governing nursing practice. These assumptions ensure that participants can engage meaningfully with advanced ethical content without requiring introductory instruction in core nursing concepts. Alignment of Learning Objectives to Program Outcomes Learning Objectives and Program Outcomes Mapping Learning Objectives Program Outcomes Identify and critically evaluate ethical dilemmas in pediatric nursing using principles such as autonomy, beneficence, and justice. Strengthen ethical decision-making competencies in pediatric nursing practice. Apply structured ethical decision-making models in pediatric clinical scenarios. Improve patient outcomes through ethical, patient-centered care delivery. Advocate for the rights and best interests of pediatric patients in collaboration with families and healthcare teams. Ensure adherence to national ethical and professional nursing standards. Reflect on personal values and professional responsibilities to enhance ethical decision-making. Promote continuous professional development through reflective learning. Integrate legal and regulatory requirements into pediatric nursing practice. Support compliance with healthcare laws and national nursing guidelines. Evaluation of Alignment Quality There is a strong and consistent alignment between the learning objectives and the intended program outcomes. Each learning objective directly supports at least one program outcome, ensuring coherence between instructional design and expected competencies. For instance, the ability to analyze ethical dilemmas and apply decision-making frameworks directly strengthens clinical judgment and improves patient outcomes. Similarly, advocacy-related objectives reinforce compliance with professional standards while promoting patient-centered care. Reflective practice objectives enhance long-term professional development by encouraging self-evaluation and continuous learning. Additionally, integration of legal frameworks ensures that nurses operate within ethical and regulatory boundaries. Collectively, these alignments ensure that the course prepares nurses to manage real-world ethical challenges effectively (Hockenberry et al., 2021). Course Evaluation Approaches The evaluation strategy is designed to measure both learner performance and overall course effectiveness. It incorporates multiple assessment methods to ensure comprehensive evaluation of knowledge, skills, and ethical reasoning. Assessment Strategies Evaluation Strategies Knowledge Gaps and Uncertainties Several gaps may influence course effectiveness. These include variability in learners’ prior ethical knowledge, which may affect comprehension of advanced concepts. Another challenge is measuring how effectively ethical decision-making skills transfer into real clinical practice. Additional uncertainties include long-term impacts of reflective practice on professional growth and the accessibility and effectiveness of simulation technologies used for training. Addressing these gaps will be essential for refining assessment strategies and improving educational outcomes. Alignment of Professional Standards to Learning Objectives The course is aligned with key professional frameworks to ensure ethical and regulatory compliance. These include the ANA Code of Ethics, Pediatric Advanced Life Support (PALS) guidelines, and Joint Commission standards. These standards emphasize patient safety, ethical responsibility, and advocacy for vulnerable populations. For example, the ANA Code of Ethics strongly supports nurse advocacy for children, while Joint Commission standards reinforce ethical decision-making in clinical care (Aboelmagd, 2022). Standards Alignment Table Learning Objectives External Professional Standards Identify and analyze ethical principles in pediatric nursing practice. ANA Code of Ethics: Emphasizes beneficence, nonmaleficence, and justice. Apply ethical decision-making frameworks in pediatric care scenarios. Joint Commission Standards: Prioritize patient safety and ethical clinical decisions. Advocate for pediatric patients’ rights and family-centered care. ANA Code of Ethics: Supports advocacy for vulnerable populations. Engage in reflective practice for ethical improvement. PALS Guidelines: Encourage continuous learning and reflective improvement. Criteria for Evaluating Alignment Alignment will be continuously assessed through curriculum reviews and evaluation of student performance in case-based and simulation assessments. Feedback from stakeholders, including faculty and clinical supervisors, will also be incorporated. Reflective journals and clinical evaluations will serve as additional indicators of how effectively students apply ethical principles in practice. These measures ensure that the course remains aligned with evolving professional standards and healthcare expectations. Memo to Department Supervisor To: Department Supervisor From: Nurse Educator Date: January 8, 2025 Subject: Proposal for Pediatric Nursing Ethics in Clinical Practice Course I propose the introduction of a new course titled Pediatric Nursing Ethics in Clinical Practice, designed to strengthen ethical decision-making skills among pediatric nurses. This course addresses critical issues such as informed consent, patient autonomy, and end-of-life decision-making in pediatric care. The target audience includes registered nurses working in pediatric environments who require enhanced competence in ethical reasoning and clinical judgment. Given