C920: Essay on Curriculum Design & Development in Nursing Education

C920: Essay on Curriculum Design & Development in Nursing Education

Name

 Western Governors University

C920 Contemporary Curriculum Design and Development in Nursing Education

Prof. Name

Date

C920: Essay on Curriculum Design & Development in Nursing Education

Curriculum Committee

Developing a nursing curriculum requires intentional organization, shared governance, and a foundation in scholarly principles. The Sycamore University College of Nursing example highlights the need for academic institutions to routinely reassess their curricula to remain relevant and aligned with evolving healthcare requirements. The questions raised in this case serve as an analytical framework to guide decisions concerning curriculum structure, committee organization, faculty involvement, and instructional strategies.

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Sycamore University College of Nursing Scenario

The undergraduate nursing curriculum at Sycamore University College of Nursing was originally created over three years and has stayed largely unchanged for almost a decade. Since its implementation, the faculty has changed substantially, with only about one-third of the current educators having been involved in the original curriculum design. Over time, concerns have grown among faculty, administration, and alumni that the curriculum still heavily emphasizes a traditional medical model.

Critics highlight that the curriculum inadequately incorporates essential elements such as community-based nursing, population health, and social determinants of health—domains now central to modern nursing practice. While complete agreement is lacking, there is broad consensus that minor updates would be insufficient, making a full curriculum redesign necessary.

In response, Dr. Isabel Perkins, the College of Nursing’s academic leader, appointed Dr. Lakeisha Williams as chair of the Curriculum Committee to spearhead the redesign. Dr. Williams was selected due to her expertise in curriculum development, interpersonal and organizational skills, and her deep understanding of the institution’s culture. The Curriculum Committee agreed to act as a Steering Committee responsible for coordinating the redesign process, engaging stakeholders, tracking timelines, and ensuring clear communication.

Initial discussions focused on whether curriculum development should be managed by a centralized design team or distributed across multiple specialized committees. The committee also began identifying key stakeholders and establishing an overall timeline. Dr. Williams committed to summarizing these discussions into a structured proposal with clear milestones to present to faculty. These organizational decisions were seen as crucial for launching curriculum development efficiently and effectively.

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Reflection Questions and Responses

What are the pros and cons of different curriculum development structures?

The choice between a centralized design team versus multiple committees involves trade-offs. A single design team promotes consistency, coherence, and unified educational philosophy but may overwhelm a small group and limit widespread faculty ownership. Multiple committees allow for shared governance, distribute workload, and bring diverse expertise but risk fragmentation and misalignment if coordination is poor. A hybrid model—centralized oversight combined with specialized working groups—emerges as the most balanced and effective approach.

What committees are essential for nursing curriculum development and what are their roles?

The table below outlines key committees and their primary responsibilities:

Committee Name	Primary Responsibilities
Curriculum Design Committee	Defines curricular philosophy, program outcomes, and conceptual framework
Course Content Committee	Develops course objectives, content outlines, and sequencing
Assessment and Evaluation Committee	Designs student assessment methods and program evaluation strategies
Faculty Development Committee	Provides faculty training, mentoring, and scholarly support

Committee membership should extend beyond full-time faculty to include clinical partners, alumni, students, and community representatives. This inclusivity ensures curriculum relevance and stakeholder investment.

How can scholarship be promoted during curriculum redesign?

Dr. Williams can emphasize scholarship by treating curriculum development as scholarly inquiry. This involves encouraging evidence-based decisions, fostering collaborative research on teaching and learning, and recognizing curriculum-related work in promotion and tenure evaluations. Embedding systematic evaluation and sharing outcomes further reinforces curriculum development as a scholarly endeavor.

What faculty development activities support curriculum redesign?

Effective redesign requires faculty development such as workshops on curriculum theory, instructional design, assessment techniques, educational technology, and integration of community health principles. Ongoing mentoring, peer review, and interdisciplinary collaboration help sustain faculty engagement and competence throughout the process.

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Instructional Design Models and Frameworks

Model Selection and Application

Instructional design models offer structured methods for developing nursing curricula that accommodate the field’s complexity. The ADDIE model—comprising Analysis, Design, Development, Implementation, and Evaluation—is widely used for its clear, systematic approach and its emphasis on continuous quality improvement. Alternatively, learner-centered models such as Morrison, Ross, and Kemp’s allow for greater flexibility and iterative revision, making them well-suited to dynamic environments where learner needs and context evolve rapidly.

Benefits of Needs Analysis in Nursing Education

Conducting a thorough needs analysis is critical for effective curriculum development. It identifies gaps between current education and practice expectations, ensuring alignment with clinical competencies and workforce requirements. In nursing education, needs analysis also considers student diversity, community health priorities, and available institutional resources. This focused approach helps define targeted learning outcomes, allocate resources efficiently, and improve human performance tailored to nursing roles.

Phases of ADDIE: Strengths and Weaknesses

The ADDIE model’s strengths include its structured sequence, role clarity, and built-in evaluation that supports ongoing refinement. However, its linear approach can hinder responsiveness in fast-changing healthcare and educational settings. Faculty may need to adapt ADDIE phases concurrently to address emerging needs effectively.

Building a Learning Activity Using the Morrison, Ross, and Kemp Model

An instructional challenge was identified in the course “The Role of the BSN Nurse in Promoting Community Health,” particularly regarding students’ competence in community engagement and health promotion. Given the learners’ diverse cultural, educational, and clinical backgrounds, flexible instructional strategies were necessary.

Instructional objectives included analyzing community health needs, developing culturally sensitive interventions, and effectively communicating with community stakeholders. The course content covered epidemiology, social determinants of health, collaborative practice, and evidence-based interventions. The Morrison, Ross, and Kemp model facilitated alignment of objectives, learner characteristics, content, instructional methods, and evaluation in a non-linear and adaptable format.

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Approaching Course Design and Construction

Aligning course concepts, context, and content is achieved through curriculum mapping, which links learning objectives to program outcomes and clinical practice expectations. Mapping tools enable faculty to visualize curricular coherence, identify redundancies, and detect gaps. When discrepancies between course design and curriculum maps occur, structured gap analysis followed by collaborative faculty discussions help resolve conflicts. Ongoing revision and transparent communication are essential to maintaining curricular integrity.

Faculty development activities supporting course creation include training in curriculum mapping, assessment design, instructional technology, and scholarly teaching. Collaboration and mentorship among peers further enhance course quality and consistency.

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Developing for Distance Learning: Cardol College School of Nursing Case

Scenario Summary

Cardol College School of Nursing has a strong history of community-focused education and offers a Bachelor of Science in Nursing program in both traditional and hybrid formats. As web-based technologies become more widespread, faculty opinions about expanding distance learning diverge. Supporters emphasize improved accessibility, alignment with institutional strategies, and preparing students for technology-rich healthcare settings. Opponents worry about reduced interpersonal interactions, challenges in role modeling, and increased faculty workload.

Dr. Grace Ingersmith, the college leader, supports integrating distance learning in ways that align with the university’s mission to increase access while preserving educational quality. She stresses that technology adoption must be pedagogically sound and well-supported.

Reflection Questions and Responses

What motivates faculty to propose more technology-based courses?

Faculty support for technology-based courses often stems from student demand for flexibility, institutional priorities to expand access, and recognition of technology’s role in modern healthcare. Pedagogical innovations and potential efficiencies also contribute.

What questions should the Curriculum Committee consider when reviewing distance learning integration?

Key Review Questions
How does distance learning influence student engagement and outcomes?
What technological and pedagogical support is necessary?
How can interpersonal skills and professional behaviors be modeled online?
What are the resource and workload implications?
How does technology integration align with curriculum goals and community needs?

Technology-enhanced learning offers advantages such as flexibility, broader access, improved digital literacy, and novel instructional approaches. However, drawbacks include decreased face-to-face interaction, faculty resistance, increased preparation time, and potential inequalities in technology access.

Implementing web-based technology across all nursing theory courses is justified when done thoughtfully. Such integration mirrors current practice environments and supports diverse learning preferences. Nevertheless, measures must be in place to preserve relational learning, ensure equitable access, and provide sufficient faculty support.

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References

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

Iwasiw, C., Andrusyszyn, M. A., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Learning.

Obizoba, M. C. (2015). Building a learning activity in nursing education using the Morrison, Ross, and Kemp instructional design model. Nursing Education Perspectives, 36(4), 231–235.

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