N 584 Module 5: Curriculum and Course Development

N 584 Module 5: Curriculum and Course Development
Start by reading and following these instructions:
You are responsible for minimally at least 3 posts for each question in your discussion boards; your initial post and reply to two of your classmates. Your initial post(s) should be your response to the questions posed in the discussion question. You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing. The discussion board is never a place to use text language or emoticons. You will also be asked to respond to your classmates. This is designed to enhance the academic discussion around the topic. It is all right to disagree with something posted by another, however your responses should always be thoughtful and respectful and reflect your opinions professionally.
Discussion Question:
Please respond to ONE of the following prompts:
Debate the issue of having a theoretical framework from nursing serve as the organizing framework of a curriculum. Discuss the pros and cons, and defend your position of the matter.
OR
Debate the differences and value of the PhD versus the DNP for the profession and the future of nursing.
OR
What changes must occur in undergraduate nursing curriculum to 1) meet the demands of the health care system; and 2) better prepare graduates for transition to graduate-level nursing education?
When you are ready for the discussion, do the following:
Click on the discussion link above.
Start your answer by clicking “Start a New Thread” button with the title of your answer and the body of text following the guidance above.
To properly post your answer, please click on the “Post” button.
After posting your contribution, you must read what others have posted, reply to at least two of those posts, and respond (when appropriate) to those you have responded to you.
To reply to a classmate’s post:
Click on the title of another student’s post.
Click “Reply to Thread” and type your response to the student.
Click the “Post” button to post your reply.
Module 5: Assignment
Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.
Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussions and any insights gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
Critical Thinking Exercises :
Case Study #1: McLanahan University
McLanahan University is an accredited university of approximately 28,000 full-time and 12,000 part-time students, offering baccalaureate, masters, and doctoral programs. It is located in a multicultural city of 1,200,000 inhabitants. There are five acute care hospitals, one of which is a 375-bed magnet hospital. Other health care facilities in the city include three chronic and long-term care agencies, numerous nursing homes, eight home health care agencies, a public health unit, physicians’ and nurse practitioners’ offices, and walk-in clinics.
Dr. Seranous Koupouyro is the director of The McLanahan School of Nursing, which comprises 10 masters-prepared and 11 doctorally-prepared full-time nursing faculty. Faculty have been meeting for four months to redesign the BSN curriculum. Part-time faculty have
N 584 Module 5 Curriculum and Course Development
been regularly invited to join the curriculum work, but their involvement has been slight. The goal is to implement the revised curriculum in 18 months for a class of 125 students.
The Total Faculty group endorsed the existing humanistic-caring, feminist philosophical approaches. Core curriculum concepts, key professional abilities, and principal teaching-learning approaches were identified and the curriculum nucleus endorsed.
The curriculum committee has developed the outcome statements, and after these were approved, they formulated the level competencies. The outcome statements address the provision of evidence-based nursing care in accordance with regulatory standards, effective communication and management, ethical and cultural competence, and advocacy to enhance social justice. The faculty are now ready to consider the curriculum design.
How should the curriculum committee proceed with the work yet to be done?
What should the curriculum committee consider next?
What resources would assist the committee in its curriculum design process?
What should be included in the curriculum design?
How will the curriculum nucleus influence the curriculum design?
How could nursing and non-nursing courses be determined?
What policies should be taken into account for the curriculum design?
Case Study #2: Philmore College
Situated in a small, non-industrial town, Philmore College was originally a “hilltop” college established in 1818 as a school for boys and later, for boys and girls. The school has evolved into a 4-year, privately endowed, non-sectarian, post-secondary institution. Since the 1960’s, programs leading to baccalaureate degrees in psychosocial and physical sciences have been offered. A decision has been made to offer a 12-month accelerated BSN program in response to the nursing shortage and the demand by applicants with prior degrees. This program will be additional to the upper division BSN degree that is currently offered.
The 9 master’s-prepared and 4 PhD full-time nursing faculty have combined nursing practice and teaching experience ranging from 4–18 years. The director, Dr. Agnes Philmore, a direct descendant of the founder, joined Philmore College in 1996. All nursing faculty, including the director, engage in classroom and clinical teaching. The practice experiences for the upper division BSN students are offered in one local 200-bed community hospital, a 224-bed tertiary care hospital in a neighboring city, and a 76-bed long-term and residential care facility. Students also have community nursing experience, which is coordinated and supervised by a primary care nurse practitioner with an adjunct faculty appointment. Approximately 85 students graduate annually and have been consistently successful in the licensure examinations and in obtaining employment.
The director, faculty, several students, and a local nurse practitioner, who comprise the curriculum committee, have been meeting to design the 12-month program. The curriculum nucleus has been determined and the curriculum outcomes written. The principal teaching-learning approaches are focused on active and constructed learning. Courses for the discipline-specific, accelerated 182-month program have been identified. The committee is ready to begin course design.
What parameters must the curriculum committee consider when designing the courses?
In what way will a commitment to active learning influence course design?
Which components should be included in the courses?
What classroom and clinical experiences could be incorporated into the courses?
What would sample clinical and classroom courses look like for this accelerated baccalaureate-nursing program?
N 584 Module 5: Curriculum and Course Development
Curriculum and Course Development
Module 5 focuses first of curriculum design, including terminology, program type, structure, delivery, and models. General and health professional education designs, organizing strategies for nursing curricula and patterns for nursing course sequencing follow. The curriculum design sequence is discussed, including the phases of iterative discussion, generation of design ideas, and critique. Special distinctions are highlighted between undergraduate, graduate, and doctoral curriculum development. The second focus of Module 5 is on the design of individual courses. Approaches to course design, descriptions of course components, and design parameters are thoroughly discussed. The process of course design is detailed, followed by ideas about designing individual classes and possible activities for faculty development
Time Requirements:
The amount of time required to complete assignments in this module is approximately 17 to 20 hours.
Objectives:
After completing this module, students should be able to:
Analyze factors important in curriculum design decisions
Compare and contrast selected models of curriculum design
Differentiate curriculum development activities among the various types of nursing educational programs and levels
Assess human and financial implications of curriculum design
Evaluate faculty development activities pertinent to curriculum and course design
Differentiate among approaches to course design
Consider parameters influencing course design
Learning Materials:
Billings, D. M. & J. A. Halstead. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis: Saunders. (Chapters 8 and 9)
Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. (Chapters 9 and 10)
Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. (Chapters 7, 8, 9, 10, 11, and 12)
PowerPoint:
(Iwasiw): Curriculum Design
(Iwasiw): Course Design
Summary:
The curriculum design is the configuration of the program of studies. The design must be congruent with the institutional and school’s mission and purpose, and with the faculty’s values and beliefs. It should be directed and oriented to student learning, and it should reflect the curriculum nucleus, outcomes, and context of nursing, Curriculum developers should have a clear sense of purpose and commitment to completing the task of design. This module described the use of curriculum frameworks for the purpose of conceptualizing and organizing the delivery of the knowledge, values, beliefs, and skills necessary for professional nursing practice. Various factors that shape the process of curriculum development were discussed. Because curriculum development begins with the need to conceptualize the discipline of nursing, a discussion of organizing frameworks was presented. This module also focused on historical factors that have affected the design of nursing curricula and ended with a discussion of outcomes and competencies and how they are related to faculty’s conceptualization of the discipline. The unique aspects of undergraduate, graduate, and doctoral nursing programs were highlighted.
As a secondary focus, course design was presented. Course components were described and course design parameters detailed. Several approaches to course design were included. Attention was given to the process of course design, and ideas were presented for the design of individual classes. The intent is that courses incorporate the principal teaching-learning approaches, reflect the philosophical foundations, and are structured to facilitate learner achievement of course competencies, which will contribute to their accomplishment of intended curriculum outcomes.

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