NR524 Curriculum Development All Weeks Discussion

NR524 Curriculum Development

Week 1 Discussion

In this course, you will have the opportunity to work with your peers as you develop different components of a curriculum. You will be asked to choose one of three groups to participate in peer collaboration. The three groups are the following.

An Associate degree program in a community college

A prelicensure BSN program in a public university

A hospital staff development department in a Magnet Hospital

Instructions on how to join the groups can be found here: Joining a Peer Discussion Group (Links to an external site.)

Advanced practice nurses play a critical role in policy advocacy. They influence policy formation and implementation. They become part of the advocacy process in diverse ways. According to Hajizadeh et al. (2021), when elaborating on health policies, there must be a motivation for nurses to participate in health policy-making processes. For example, advanced practice nurses can influence their experiences on policies, laws, and regulations that govern the healthcare system. Thus, they know the critical procedures to utilize when pushing for some regulations and the techniques that fail to work. Advanced practice nurses are expected to identify the issues deliberately and work with other decision-makers to advance health care policies. They should understand the levels of power and resource allocation that impact policymaking procedures (Hajizadeh et al., 2021). Resource availability is a critical part of policymaking. Thus, advanced practice nurses need to advocate for the allocation of sufficient resources to support policy passage and implementation.

Please view the presentation on How to Collaborate with Peers prior to posting in the peer collaboration area.

Please note there is a specific grading rubric for the peer collaboration area.

In this first week, you will begin to develop a Mission Statement for the program you have chosen. Write your Mission Statement and post it in the peer collaboration area. Then read and provide a substantive critique to two classmates on their mission. For the academic programs (ADN and BSN), please use the Chamberlain University Mission Statement (Chamberlain Mission Statement: To educate, empower, and embolden diverse healthcare professionals who advance the health of people, families, communities, and nations) as the mission statement of the parent organization.

For the hospital-based program, please use the mission statement from your current work setting as the mission statement of the parent organization.

Please post the parent institution mission statement, followed by your individual mission statement, in the peer collaboration area.

NR524 Curriculum Development

Week 2 Discussion

A. Pre-licensure BSN program at a public university

This week, you will continue to refine your Mission Statement in one of the three scenarios you chose in Week 1. Place your revised Mission Statement in the peer collaboration area and then provide a critique to two classmates.

NR524 Curriculum Development

Week 3 Discussion

A. Pre-licensure BSN program at a public university

This week in the peer collaboration area, you will begin to identify and define the concepts that you would include in the framework for your program. Define each of the four required concepts that you would include in an organizing framework for your program – person, nursing, health, and environment. Feel free to add an additional concept. Describe the relationship between and among the concepts.

NR524 Curriculum Development

Week 4 Discussion

A. Pre-licensure BSN program at a public university

This week in the peer collaboration area, you will develop program outcomes for your school or the staff development department.

For the academic programs, you will base the program outcomes on either the AACN Essentials of Baccalaureate Education OR the NLN Competencies for graduates of Associate Degree Programs.

NLN Competencies for graduates of Associate Degree Programs (2010)

Human Flourishing: Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings

Nursing Judgment: Makes judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context

Professional Identity: Implement one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context

Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities

AACN Essentials of Baccalaureate Education

http://www.aacnnursing.org/Education-Resources/AACN-Essentials (Links to an external site.))

Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice

Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety

Essential III: Scholarship for Evidence-Based Practice

Essential IV: Information Management and Application of Patient Care Technology

Essential V: Health Care Policy, Finance, and Regulatory Environments

Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes

Essential VII: Clinical Prevention and Population Health

Essential VIII: Professionalism and Professional Values

Essential IX: Baccalaureate Generalist Nursing Practice

For the hospital-based program, you will develop program outcomes based on the 2020 Joint Commission Hospital National Patient Safety Goals (Links to an external site.)

Identify patients correctly.

Improve staff communication.

Use medicines safely.

Use alarms safely.

Prevent infection.

Identify patient safety risks.

Prevent mistakes in surgery.

NR524 Curriculum Development

Week 5 Discussion

Academic Nurse Educators:

This week, you will begin to develop the courses in your nursing or education program. Use the template in the Curriculum and Syllabus Guidelines and Rubric Preview the documentdocument to develop your curriculum plan.

Academic Educators (ASN and BSN programs):

Review either the Florida Board of Nursing or the California Board of Nursing requirements. Model your curriculum plan from the requirements of one of these two states. Include the name of the state and the link to the website.

Pre-Licensure Curriculum and Syllabus Guidelines (Links to an external site.)

Associate Degree Curriculum and Syllabus Guidelines (Links to an external site.)

Florida State Board of Nursing: https://floridasnursing.gov/licensing/practical-and-registered-nurse-education-program/ (Links to an external site.)

California State Board of Nursing: § 1426. Required Curriculum. 16 CA ADC § 1426

BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS

http://carules.elaws.us/code/t.16_d.14_art3_sec.1426 (Links to an external site.)

Professional Development Specialists:

This week, you will begin to develop courses for your clinical facility hospital orientation. Use the template provided in the Hospital Orientation RequirementsPreview the document document to develop your curriculum plan.

Model the following hospital orientation guidelines found in the Hospital Orientation Requirements document above to develop your curriculum.

NR524 Curriculum Development

Week 6 Discussion

Systematic Evaluation Plan

This discussion has two options: one for the academic nurse educator and the other for the nursing professional development specialist. Please respond to the appropriate discussion for your chosen role.

Academic Nurse Educator

Your school is getting closer to the reaccreditation visit, and you are hearing a lot about the systematic evaluation plan. What are the components of the systematic evaluation plan? How is it used to assure that the needs of the school’s stakeholders are met? Why should faculty be involved in its development?

Nursing Professional Development Specialist

Your facility is preparing for Magnet Designation. What are the components of the Magnet program? How are they used to assure that the needs of the facility’s stakeholders are met? Why should nursing professional development specialists be involved in its development?

NR524 Curriculum Development

Week 7 Discussion

Nursing Trends

Nursing is constantly changing. In the next 5 years, what are two trends in nursing or healthcare that will influence changes in an undergraduate or staff development curriculum at your facility?

NR524 Curriculum Development

Week 8 Discussion

Reflection

Now that you have completed this course, how will you use the concepts in this course to identify, guide, and evaluate the final MSN Practicum Project and your future growth?

Role of Nurse Educator and Curriculum Development

Introduction

Nursing as a profession has a central role in healthcare. Nursing is constantly expanding and professionals in this field are challenged to continue its education. The National League for Nursing (NLN) advocates for nursing education as well as advancing the overall scope of nursing (National League for Nursing, 2020). The focus of nursing is to promote patient care through evidence-based practice. The roles of registered nurses vary with their areas of exercise. This paper describes various aspects of the role of a nurse educator and the internal and external influences driving curriculum development.

The Role of a Nurse Educator in Curriculum Development

According to the National League for Nursing (2020), nurse educators are charged with the responsibility of formulating program outcomes and designing a curriculum that is in line with the current healthcare trends. A well-designed curriculum will eventually prepare graduates to perform their duties effectively in their respective areas. Furthermore, certified nurse educators keep revising the curriculum and making necessary updates to produce graduates that can meet their current needs of patients, families, and communities. Therefore, curriculum development has neither beginning nor end because it requires continuous revision and modification to be effective (National League for Nursing, 2020). Other responsibilities of nurse educators in curriculum development include purposeful gathering of data and analysis regarding concepts of education required to instill the knowledge in the minds of the student.

How The Nurse Educator Role Changes in Different Settings

A nurse educator can work in a variety of environments such as classrooms, clinical, bedside or simulation. Interestingly, the role of nurse educator may change depending on the environment where he/she is assigned to work (Herrman, 2019). Nurse educators in a hospital environment such as clinical and bedside help promote professional role development and growth along the continuum, for instance, from nursing novice to expert. They help nurses in developing and maintaining their competencies and advancing their nursing practice. In a clinical setting, they help nurses improve their competencies in patient examination, drug administration, and others. In the bedside environment, nurse educators teach competency skills such as cleanliness of the patient and the environment, drug administration and compassion, honesty, respect and others (Herrman, 2019). Furthermore, in simulation, they act as learning facilitators, mentors, and change agents. They create cost and time effective education using innovative teaching methods and technology.

Nurse educators in a classroom setting may teach diploma programs within a hospital setting, ADN programs through a college, or BSN programs through an accredited university. These nurse educators also teach refresher courses for nurses re-entering the field after giving themselves a break for quite a while (Herrman, 2019). The tasks of nurse educators include developing curriculum, advertising nursing programs, conducting research, monitoring, writing grant proposals, disseminating information through publications, participating in the institution’s programs or committees, and others. These educators provide students with the technical skills that they need to be successful in their nursing careers.

How Nursing Education Theories Influence the Nurse Educator Role

Learning theories are primary guide for nursing educational systems planning in the classroom and clinical training. Over the past years, searchers and educational theorists have developed theories explaining how students acquire knowledge. These have influenced the nurse educator’s role in one way or the other to ensure effective learning (Presti, 2016). They have enabled nurse educators to be creators of an effective learning environment and to improve the efficiency of the education system. These theories are classified into three groups such as behaviorism, cognitive, and constructivism. For example, behaviorism suggests that learners experience can impact their behavior and eventually their performance in class and clinical setting (Presti, 2016). Under this theory, educators can use positive reinforcement strategies such as giving awards to top students to motivate them and improve their performance.

Cognitive theorists, on the other hand, believe that learning is a targeted internal process that focuses on thinking, understanding organizing, and consciousness. With these theories, nurse educators equip students with questioning and problem-solving skills (Presti, 2016). These skills help the students to explore and process information to enable them to learn effectively. For instance, before the educator teaches about a topic, he/she might ask the students to explain whatever comes in their mind. Students may go and explore the topic before the teacher begins providing explanations.

Explain What the Curriculum Is and Summarize the Curriculum Design Process

Curriculum can be defined as the lessons and academic content taught in a school, college, or university. In most cases, teachers are charged with the role of developing their own curricula which are revised and updated after several years (Alsubaie, 2016). Curriculum may also entail academic requirements of a school such as a capstone project and credit that students must achieve to pass. Curriculum design involves six steps. The first step is establishing the principles and purpose of the curriculum that reflect the school’s values, context, pedagogy, and needs. The second step involves developing pupil entitlement and should show the school intends to enrich its curriculum with educational visits, extra-curricular activities and specific entitlements (Alsubaie, 2016).

Step three includes developing the content of the curriculum. This step shows what school should cover and how it covers them. Step four is the teaching narrative, which is planning the delivery of the designed curriculum. The teaching narrative should be vibrant and cohesive (Alsubaie, 2016). It creates a medium-term plan that can be used as a starting point for shorter-term plans. The fifth step involves identifying the resources needed to execute the curriculum. These resources include human resources, practical equipment, and teaching resources. Step six includes evaluation and review. A school must identify the best strategies it will use to review the curriculum.

Internal and External Influences on Curriculum Development

Curriculum development faces both internal and external forces that might hinder its implementation. Curriculum committees is an internal factor that impacts the design of a curriculum. The curriculum committee only accepts the design they are satisfied with, otherwise, the curriculum hits a dead end. The organizational process is the second internal factor influencing curriculum design (Nicholls & Nicholls, 2018). The curriculum design must support and be in line with the flow of activities within the organization. For instance, the school of nursing must design a curriculum that synchronizes with the university program. The third internal factor is the review body and the institutional policies. The body ensures that all curriculum programs designed at the learning institutions meet the set standards and requirements.

The first external factor is the learning institution’s stakeholders. The external stakeholders such as donors and private partners among others may have ideologies on how the curriculum should be designed. Another external factor that may influence curriculum design is regulatory and accrediting agencies (Nicholls & Nicholls, 2018). The curriculum developer will be faced with many challenges when seeking accreditation from these agencies. The third external factor is the funding of the program that will greatly affect the curriculum development. It may be rejected if the college or university lacks the necessary resources to implement the curriculum.

Conclusion

Nurse educators are charged with the responsibility of formulating program outcomes and designing a curriculum that is in line with the current healthcare trends. Curriculum development faces both internal and external forces that might hinder its implementation. Nurse educators work in various places such as classroom, clinical, and bedside settings. They use nursing education theories to guide learning in nursing schools.

References

Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in Curriculum Development. Journal of Education and Practice, 7(9), 106-107. https://files.eric.ed.gov/fulltext/EJ1095725.pdf

Herrman, J. W. (2019). Creative teaching strategies for the nurse educator. Philadelphia: FA Davis.

Nicholls, A., & Nicholls, S. H. (2018). Developing a curriculum: A practical guide. London: Routledge.

National League for Nursing. (2020). Voice of Nursing Education: Nurse Educator Core Competency. Washington D.C: National League for Nursing.

Presti, C. R. (2016). The flipped learning approach in nursing education: A literature review. Journal of Nursing Education, 55(5), 252-257. 10.3928/01484834-20160414-03

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item	Points	Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8)	375	37.5%
Shared Governance Model Paper (Week 3)	200	20%
Management of Power Paper (Week 5)	200	20%
Executive Summary (Week 7)	225	22.5%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.