MSN-FP6107 Curriculum Design Development & Evaluation All Assessments Tasks
MSN-FP6107 Curriculum Design Development & Evaluation All Assessments Tasks
MSN-FP6107 Curriculum Design Development & Evaluation
Assessment 1
Curriculum Overview, Framework, and Analysis
Prepare a 5–7 page evaluation and theoretical framework analysis of a nursing curriculum of personal or professional interest.
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 order 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.
Translational research appears to be a tool used to close the gap between evidence-base practice and the clinical delivery of direct nursing care. It is described as a way to improve population health and the delivery system. Translational science looks for ways to implement evidence based practice, so being something entirely different than EBP, it works hand in hand with EBP to improve patient outcomes. Translational research digs in to make a clear understanding of what implementation strategies work, the people they work for and answers the question of why. This body of knowledge, translation science, provides a base for guiding the selection of implementation strategies. (Titler, 2018) The are levels of translational research, T1 developing treatments and interventions, T2 testing the effectiveness of those treatments and interventions and T3 is dissemination and implementation for change. In addition another resource describes 5 phases beginning with T0 through T5. T0 starts with basic research, preclinical. T1 is testing on a small group of humans, T2 and T3 are more trials on an even larger group of humans. T4 is the outcome research / translation to practice and lastly T5 goes out to the population or translation to the community. This type of research seems more hands on and creates positive outcomes to the patients who are in need of direct and immediate care.
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.
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.
MSN-FP6107 Curriculum Design Development & Evaluation
Assessment 2
Course Development and Influencing Factors
Develop a 6–8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.
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 order in which they are presented.
According to Iwasiw and Goldenberg (2015), curriculum development in nursing education is a creative process intended to produce a unified, meaningful curriculum. It is an ongoing activity in nursing education, even in schools of nursing with established curricula (Iwasiw & Goldenberg, 2015, p. 3). This definition of curriculum development can be extended into the education of nurses in facilities other than a school of nursing. Nurses are also educated in clinical facilities and in many arenas providing continuing education units.
Billings and Halstead (2011) explain that many institutions that provide nursing education are reviewing how they can provide education that is consistent with their missions, provide for diversity in education, and be forward-thinking as they prepare for the future, while still maintaining a cost-effective, quality program.
Influencing factors fall into two categories: internal and external factors. External factors examine the larger environments that are outside of the organization. The internal factors influence the curriculum within organization (Keathing, 2014). The educator needs to have an understanding of the internal and external factors influencing curriculuar development.
This assessment provides you with an opportunity to outline the design of a course that will become part of the curriculum you selected and evaluated in the first assessment.
References
Billings, D. M., & Halstead, J. A. (2011). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Saunders Elsevier.
Iwasiw, C. L., & Goldenberg, D. (2015). Curriculum development in nursing education (3rd ed.). Burlington, MA: Jones and Bartlett.
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.
Describe an appropriate course to include in a selected curriculum.
Provide a rationale for adding a course to a selected curriculum.
Suggest a topical outline for a course to be added to a selected curriculum.
Competency 2: Analyze factors that impact the design of a nursing curriculum.
Explain with whom and how faculty members would collaborate when considering a new course within a selected curriculum.
Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.
Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies impact curriculum design.
Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
Explain how the mission, philosophy, and framework of a program and parent institution impact curriculum design.
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.
MSN-FP6107 Curriculum Design Development & Evaluation
Assessment 3
Curriculum Evaluation
Create a 15–20 page curriculum evaluation that incorporates the curriculum analysis and course design you created for Assessments 1 and 2.
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.
Describe how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development.
Competency 2: Analyze factors that impact the design of a nursing curriculum.
List criteria that are important to consider in curriculum evaluation.
Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
Explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.
Explain how and why pilot testing can be used in curriculum evaluation.
Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.
Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.
Provide examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
Apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation.
Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
Also Check Out: MSN-FP6107 Assessment 1 Curriculum Overview, Framework, and Analysis
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.