A nursing curriculum of personal or professional interest

Assessment 1 Instructions: Curriculum overview, framework and analysis

 

 

Prepare a 5-7 page evaluation and theoretical framework analysis of a nursing curriculum of personal or professional interest.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the in which they are presented.
The nurse educator role is a dynamic, challenging, yet rewarding career choice for which many nurses have developed a passion. This course provides you with an opportunity to assess, design, implement, evaluate, and revise nursing curricula. Because health care knowledge and technology are expanding, these elements must be considered when a curriculum is built for today’s learner.
In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also need to examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.
According to Iwasiw and Goldenberg (2015), curriculum design involves not only configuring courses within a program, but also deciding how those courses will be sequenced and establishing a relationship between the courses. Also, the mission, values, philosophy, and goals of the institution influence the curriculum design of the nursing program. These relationships are articulated through the strategic goals and plan, and should be clearly identifiable within the curriculum.
In addition, many institutions identify a theory or set of theories that form a theoretical foundation for their curriculum. In today’s nursing education, it is often found that the theories used as a conceptual framework are not necessarily limited to nursing theories. Theory has been borrowed from education, sociology, and psychology to form a foundation for nursing curriculum. The main point is for the institution to validate that the theory they are using for their conceptual foundation is consistent with the mission, values, and philosophy of the institution and the nursing unit.
Reference
Iwasiw, C. L., & Goldenberg, D. (2015). Curriculum development in nursing education (3rd ed.). Jones and Bartlett.

• In Assessment 2, you will design a course to be included in the curriculum selected in this assessment.
• In Assessment 3, you will examine the evaluation process used to evaluate the curriculum selected for this assessment.

        Preparation
As a practicing nurse, you have been asked to present an evaluation of a nursing curriculum to a nursing leadership team at your place of employment. They are seeking input on coursework recommendations for CEU fulfillment. The curriculum you select should be of interest to you either personally or professionally.
In this assessment, you will select a nursing curriculum either from an academic setting, such as a school of nursing, or a clinical setting, such as a hospital staff development program. If you are currently teaching, you may wish to use the curriculum from your school or workplace. If you are not currently teaching, you may want to consider using the curriculum from your undergraduate program. If neither is an option, you are encouraged to look for a nursing curriculum you can use as a model for your assessments. One choice might be an orientation curriculum for a clinical facility.
You will evaluate the selected nursing curriculum in detail and describe the organizing design or theoretical framework on which your selected curriculum is based. You will also examine how this design or framework is demonstrated in the curriculum. Possible organizing designs or frameworks include simple-to-complex, stages of illness, nursing conceptual framework, concept-based, outcomes based, competency-based, interdisciplinary, and others.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• How do the mission, values, philosophy, and goals of an institution inform the development of a nursing curriculum?
• In your experience, what types of curriculum designs commonly used to develop nursing curricula?
• What characteristics of the intended audience for a nursing curriculum should inform development of the curriculum?
• What is the difference between curriculum design and a theoretical framework for a nursing program? Should both be identified?

Requirements
Your overview and analysis of the curriculum should fulfill the following:

• Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
• Provide the mission statement and course descriptions for all courses in a selected curriculum.
• Describe the established professional standards, guidelines, and competencies incorporated in the program.
• Describe the student learning outcomes of a selected nursing program.
• Recommend a process to update health care knowledge in a selected nursing curriculum.
• Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
• Provide an overview of the history of a selected organizing design and theoretical framework or model.
• Describe the major concepts of a selected organizing design and theoretical framework or model.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.
Additional Requirements

• References: Include references from at least three peer-reviewed journal articles, cited in proper APA format.
• Length of analysis: The analysis should be 5–7 pages in length, not including the title page and the reference page, and it must follow proper APA style and formatting.
• Appendix: You may use an appendix for appropriate material, such as individual course descriptions. The appendix will not be included in the page count for the analysis.
• Font and font size: Times New Roman, 12 point.

Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Examine the development of a curriculum for a nursing program.
• Identify an appropriate nursing curriculum, the intended learner population, and why it is needed.
• Describe the student learning outcomes of a selected nursing program.
• Competency 2: Analyze factors that impact the design of a nursing curriculum.
• Provide the mission statement and course descriptions for all courses in a selected curriculum.
• Describe the established professional standards, guidelines, and competencies incorporated in a selected nursing program.
• Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
• Explain how an organizing design and theoretical framework or model is demonstrated within a selected nursing curriculum.
• Provide an overview of the history of a selected organizing design and theoretical framework or model.
• Describe the major concepts of a selected organizing design and theoretical framework or model.
• Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.
• Recommend a process to update health care knowledge in a selected nursing curriculum.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education.
• Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.

 

 

Curriculum Overview, Framework, and Analysis

Introduction

 

The role of a nurse educator involves teaching nursing students and providing practical and updated information and research regarding nurse education. Nurse educators are also responsible for designing, implementing, and evaluating educational programs for nursing students.

In this activity, you will explore the factors that can have an impact on curriculum design and modification. You will also examine how to select a framework for curriculum design.

 

Mary Jane was just hired at the local university as a tenure-track faculty member to teach nursing theory. She wants to update the nursing theory course she received from the last instructor.

 

 

What is an appropriate first step before updating an individual course?

a   Make a completely new syllabus-you should not use the previous professor’s work.
Feedback:
Not quite. The content and objectives need to remain consistent.

b   Learn about the entire curriculum before she makes individual course changes.
Feedback:
Yes. Courses work in conjunction with one another. It’s important not to just change one course without understanding how it impacts the entire curriculum.

c   Decide what assignments she wants to take out of the course-there are too many!
Feedback:
Not quite. It is important to understand the big picture before making changes.

d   Check with the administration team of the university to see if updating courses is part of her job.
Feedback:
Not quite. Updating a course is usually part of an instructor’s role.

e   Sends out forms to collect feedback from new graduates regarding the course updates.
Feedback:
Not quite. Recent graduates are typically not asked about course design because they do not have sufficient experience.

Your answer is b.

The correct answer is b.

 

Shauna has begun her fall advising of nursing students. One of the students is experiencing a financial hardship and wants to take one of her senior-level nursing courses over the summer prior to her junior year so she can finish school earlier and start working.

 

 

What information is important to consider and convey when planning with the student?

a   Changing the course should not matter if all of the courses are completed.
Feedback:
Not quite. This doesn’t address the issue of course sequence.

b   Courses cannot be taken out of because the content and concepts build as the students progress through the program.
Feedback:
Yes. You would not have sufficient knowledge to complete a senior level course prior to your junior year.

c   Research scholarships that the student is eligible for.
Feedback:
Not quite. This doesn’t address the issue of course sequence.

d   Decide what course is it and see if the local community college offers it; this could save the student money.
Feedback:
Not quite. This doesn’t address the issue of course sequence.

e   Research the student’s family background and home community.
Feedback:
Not quite. This doesn’t address the issue of course sequence.

Your answer is d.

The correct answer is b.

 

Marc is sitting in on one of the monthly faculty meetings for the university where he teaches in the nursing department. The task for the next 8 months is to redesign the nursing curriculum. The first step is choosing a nursing theory to serve as the framework of the curriculum.

 

 

Which of the following is a nursing theory?

a   Innovation Diffusion Theory.
Feedback:
Not quite. This is a social science theory by Tarde.

b   Theory of Planner Behavior.
Feedback:
Not quite. This is a social science theory by Azjen.

c   Novice to Expert.
Feedback:
Yes. This is Patricia Benner’s theory.

d   Cognitive Appraisal Theory.
Feedback:
Not quite. This is a psychological science theory.

e   Schachter-Singer Theory.
Feedback:
Not quite. This is a psychological science theory.

Your answer is c.

The correct answer is c.

 

Marc now needs to educate himself on the established standards of the nursing curriculum.

 

 

Which of the following resources should Marc refer to in to learn more about nursing education standards?

a   American Nurses Association.
Feedback:
Not quite. The ANA does not have standards for nursing education.

b   National League for Nursing.
Feedback:
Yes. The NLN has standards for nursing education.

c   Sigma Theta Tau.
Feedback:
Not quite. Sigma Theta Tau does not have standards for nursing education.

d   Facial-Feedback Theory.
Feedback:
Not quite. This is a psychological science theory and is not relevant for understanding nursing education standards.

e   American Society of Peri Anesthesia Nurses.
Feedback:
Not quite. The ASPAN does not have standards for nursing education.

Your answer is a.

The correct answer is b.

 

Tanya is reading about nursing curriculum and understands that each course fulfills specific parts of the big picture in nursing education. She wants to know what underpins the entire curriculum.

 

 

What term is Tanya referring to?

a   Freshman-level courses.
Feedback:
Not quite. Although these fit into the big picture, they do not serve as the base.

b   Framework.
Feedback:
Yes. The framework serves as the baseline for the entire curriculum.

c   Doctoral-level courses.
Feedback:
Not quite. Although these fit into the big picture, they do not serve as the base.

d   Senior-level courses.
Feedback:
Not quite. Although these fit into the big picture, they do not serve as the base.

e   Sophomore-level courses.
Feedback:
Not quite. Although these fit into the big picture, they do not serve as the base.

Your answer is b.

The correct answer is b.

 

Well done! You have completed the activity.

Understanding the role of nurse educators is necessary as it helps nurse educators advance their careers and professional growth. It also allows them to act as change agents and create a positive impact in their workplace.

To understand more about the evolution of nursing education, check out the following source:

Faison, K. (2012). Nursing education: A historical overview. JOCEPS: The Journal of Chi Eta Phi Sorority.

 

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The Nursing Masters (MSN) Research Library Guide can help direct your research.

These resources address various aspects of nursing curriculum:

• Oermann, M. H. (Ed.) (2013). Teaching in nursing and role of the educator. Springer Publishing Company.
• Chapter 15, “Evidence-Based Teaching in Nursing.”
• Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). Springer Publishing Company.
• Chapter 5, “Using Contextual Curriculum Design with Taxonomies to Promote Critical Thinking.”
• Chapter 7, “Internal Frame Factors.”
• Chapter 9, “The Components of the Curriculum.”

These resources review different curriculum models and theoretical frameworks:

• Lisko, S. A., & O’Dell, V. (2010). Integration of theory and practice: Experiential learning theory and nursing education. Nursing Education Perspectives, 31(2), 106–108.
• Payne, L. K. (2015). Intuitive decision making as the culmination of continuing education: A theoretical framework. The Journal of Continuing Education in Nursing, 46(7), 326–332.
• Kaylor, S. K. (2014). Preventing information overload: Cognitive load theory as an instructional framework for teaching pharmacology. Journal of Nursing Education, 53(2), 108–111.
• MacIntyre, J., & McInnis-Perry, G. (2014). Evaluating and transforming nursing curriculum: Using a modified curriculum model to enhance gerontological content. Perspectives, 37(2), 15–22.
• Mosley, C. M., & Taylor, B. J. (2017). Integration of health literacy content into nursing curriculum utilizing the health literacy expanded model. Teaching and Learning in Nursing, 12(2), 109–116.
• Close, L., Gorski, M. S., Sroczynski, M., Farmer, P., & Wortock, J. (2015). Shared curriculum model: A promising practice for education transformation. Journal of Nursing Education, 54(12), 677–682.

This resource addresses quality and safety science in nursing education:

• Sherwood, G. (2011). Integrating quality and safety science in nursing education and practice. Journal of Research in Nursing, 16(3), 226–240.