C920 Developing Course Elements

C920 Developing Course Elements

Name

 Western Governors University

C920 Contemporary Curriculum Design and Development in Nursing Education

Prof. Name

Date

C920 Developing Course Elements

ADDIE Instructional Design Model

What is the ADDIE instructional design model, and how is it applied in course development?

The ADDIE instructional design model is a widely recognized framework used to create educational courses in a systematic and organized manner. The acronym ADDIE stands for five critical stages: Analysis, Design, Development, Implementation, and Evaluation (Western Governors University, 2023). Together, these phases guide educators through a comprehensive process that ensures courses are thoughtfully planned, effectively executed, and continuously improved.

For example, when developing the initial module on communicable diseases, the process began with the analysis phase. This step involved a detailed examination of the subject matter to clarify the learning objectives and design the visual flow of the content. The analysis phase set the foundational goals and structural blueprint for the module. Following this, the design phase outlined the instructional framework, selecting the teaching strategies and educational materials most suitable for the learners’ needs. During the development phase, the actual course materials and learning activities were created, ensuring alignment between objectives and student engagement strategies.

The implementation phase involved delivering the finalized module to students, paying attention to accessibility and user experience. Finally, the evaluation phase is intended to assess the effectiveness of the course, measuring how well learning objectives were met and identifying opportunities for refinement in future iterations.

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Challenges Unique to the Online Learning Environment

What challenges do students and educators face in online learning environments, and how can these be addressed?

Online learning environments offer great flexibility but also present several unique obstacles. One significant challenge is internet connectivity. Unstable connections can interrupt live lectures or online assessments, potentially leading to abrupt test terminations and unfair impacts on student outcomes. Additionally, students may miss deadlines, such as for participation in discussion forums, due to inconsistent access.

Another hurdle is the varying levels of technological literacy among students. This issue is particularly pronounced for older nursing students who may struggle with navigating digital platforms, accessing assessments, or locating course materials.

These barriers can hinder students from fully meeting the course objectives and learning outcomes. To mitigate these difficulties, educators can implement several strategies as summarized below:

Challenge	Potential Solutions
Internet Connectivity	Schedule multiple live sessions for important activities so students can attend at least one.
Technological Literacy	Provide detailed, step-by-step instructions for platform use and offer support especially early on.

Additionally, maintaining open and empathetic communication about these challenges helps build trust between students and instructors. This environment encourages students to seek help proactively, which supports successful learning outcomes.

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Established Learning Theory

Which learning theory underpins the second module, and how is it integrated?

The second module’s primary learning outcomes are grounded in Cognitive Learning Theory, which focuses on the mental processes involved in knowledge acquisition and understanding. Unlike passive memorization, this theory emphasizes active learner engagement with the material (Billings & Halstead, 2020).

Within this module, students are asked to explain health promotion concepts and understand the role community health nurses play in supporting these initiatives. One effective method aligned with this theory involves encouraging students to express what they have learned using their own words. Such reflective activities deepen comprehension and improve long-term retention.

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Adapting Learning Theory to the Online Environment

How is Cognitive Learning Theory adapted for online teaching?

To effectively implement Cognitive Learning Theory in an online setting, students engage in interactive case studies coupled with reflective questions tied to learning outcomes. This approach connects theoretical concepts to practical, real-world situations, helping learners develop critical situational analysis skills necessary for clinical nursing practice (Billings & Halstead, 2020).

By incorporating reflective tasks within a virtual learning platform, students are encouraged to think critically and engage deeply with the content, fostering meaningful cognitive growth in an online classroom.

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Learning Resources

What types of learning resources support the modules, and what is their educational significance?

Four distinct learning resources have been carefully selected to enhance student learning, each contributing in unique ways to the educational experience. These resources vary in format and pedagogical value, aiming to increase engagement and support knowledge acquisition:

Resource Type	Description & Relevance	Educational Value
Textbook Chapter	Offers comprehensive theoretical background foundational to the course.	Establishes a solid understanding of key concepts.
Scholarly Article	Presents current research on communicable diseases and nursing practice.	Encourages critical evaluation and awareness of recent advances.
Video (Carmichael, 2021)	Features a public health nurse discussing health promotion in practice.	Provides real-world perspectives, enhancing practical understanding.
Chart (American Academy of Pediatrics, 2020)	Displays a colorful immunization schedule outlining vaccine timing and benefits.	Simplifies complex information visually, aiding comprehension of preventive health measures.

Among these, the video and chart are particularly effective at linking theory with practical application visually and contextually. This connection helps students better grasp complicated topics such as vaccination schedules and health promotion strategies.

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Skill Development through Learning Activities

What learning activities support skill development, and how do they foster higher-order thinking?

A key learning activity involves an online discussion board where students respond to reflective questions based on clinical scenarios. This activity requires students to not only provide their perspectives but also interact with peers’ contributions, promoting collaborative learning.

Discussion boards facilitate the integration of both content-specific knowledge and metacognitive skills — awareness and regulation of one’s own thinking (Billings & Halstead, 2020). They encourage learners to analyze, synthesize, and articulate ideas, supporting the development of critical thinking.

Research indicates that discussion boards effectively engage students by promoting debate, sharing diverse viewpoints, and improving written communication skills (Scott & Turrise, 2021). These benefits align closely with the course’s goals of applying knowledge in practical contexts and fostering analytical skills.

Designed with inclusivity in mind, this activity supports diverse learning styles and perspectives. Its online nature allows broad accessibility, while the reflective questions prompt deeper thinking and reinforce course objectives.

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Feedback

How is feedback collected to improve the course?

Feedback is essential for ongoing course enhancement. To ensure honest and constructive input, an anonymous electronic survey will be administered at the course’s conclusion, allowing students to provide candid evaluations without concern for repercussions.

In addition, verbal feedback will be gathered at the start and midpoint of the course to capture student expectations and monitor experiences in real time.

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Continuous Improvement Plan

What strategies are used to continuously improve the course?

Effective nurse educators engage in an ongoing cycle of course refinement. This begins by incorporating past feedback and student expectations during the planning phase to better align course content with learning goals.

Throughout the course, continuous feedback informs timely adjustments to content clarity, assignment design, and support mechanisms to enhance student comprehension. After course completion, survey results are analyzed to guide future revisions, ensuring the course remains relevant, effective, and responsive to learner needs.

This iterative process guarantees the curriculum evolves dynamically, maintaining high educational standards and maximizing student success.

References

American Academy of Pediatrics. (2020). Pediatric vaccines: A clinical decision support chart. https://doi.org/10.1542/9781610024648

Billings, D. M., & Halstead, J. A. (Eds.). (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Carmichael, C. [Claire Carmichael]. (2021, July 3). Health promotion in nursing [Video]. YouTube. https://www.youtube.com/watch?v=kI1-a2GVOt4

Scott, M., & Turrise, S. (2021). Student perspectives: Discussion boards as learning strategies in online accelerated nursing courses. Journal of Nursing Education, 60(7), 419-421. https://doi.org/10.3928/01484834-20210616-12

Western Governors University. (2023). Contemporary curriculum design and development in nursing education. Acrobatiq. https://lrps.wgu.edu/provision/32996777

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