N 584 The Role of Curriculum Committee in Design Process
N 584 The Role of Curriculum Committee in Design Process
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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.
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Assignment:
Critical Thinking Exercises :
Topic 1 DQ 1
What would spirituality be according to your own worldview? How do you believe that your conception of spirituality would influence the way in which you care for patients?
Spirituality is a broad concept with different perspectives from diverse people. Spirituality is important in human life, as it is considered both a motivating and harmonizing force. Further, spirituality is a difficult and multidimensional part of individuals’ life as an inner belief system. According to Polat and Ozdemir (2022), spirituality is an aspect of humanity that includes how people seek and express their meaning and purpose, and the way individuals experience connectedness to self, the moment, nature, others, and the sacred. Further, spirituality can be described as a set of beliefs that bring liveliness and meaning to the actions of life (Dewi & Hamzah, 2019). This indicates that spirituality is a significant dimension of people’s quality of life. Following the various descriptions of spirituality, spirituality can be described as seeking and expressing a meaningful connection with something greater than oneself, and a purpose of one’s existence to experience inner peace, love, hope, support, and comfort.
As nurses strive to provide holistic care to patients, spirituality influences nurses to address the spiritual needs of the patients. With spirituality being a key component in health and healing, spirituality influences nurses to lessen patients’ anxieties, provide hope, and empower patients to achieve inner peace by providing appropriate coping mechanisms and counseling during stressful situations. Nurses apply spiritual care to address patients’ needs of the spirit when they experience disease, fears, concerns, and sorrow (Polat & Ozdemir, 2022). Further spirituality influences nurses to provide therapeutic approaches that are based on compassionate relationships (Polat & Ozdemir, 2022). Spirituality allows nurses to care for the human spirit by developing caring and safe relationships and interconnectedness with patients to support spiritual well-being and health. Thus, spirituality is essential in nursing care.
References
Dewi, D. S & Hamzah, H. B. (2019). The relationship between spirituality, quality of life, and resilience. Advances in Social Science, Education and Humanities Research, 349, 145-147.
Polat, H. T. & Ozdemir, A. A (2022). Relationship between compassion and spiritual care among nurses in Turkey. Journal of Religion and Health, 61, 1894-1905. https://doi.org/10.1007/s10943-021-01287-6.
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.
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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 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?
Also Read: N 584 Additional Recommended Resources in Public Health