C920: Essay on Curriculum Design & Development in Nursing Education

C920: Essay on Curriculum Design & Development in Nursing Education

Student Name

Western Governors University

C920 Contemporary Curriculum Design and Development in Nursing Education

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Date

C920 – Contemporary Curriculum Design and Development in Nursing Education

Curriculum Committee

The Sycamore University College of Nursing case explores key considerations for organizing curriculum development. The questions provided serve as a framework for analyzing the situation and guiding curriculum development initiatives in diverse settings.

Sycamore University College of Nursing Scenario

The nursing curriculum at Sycamore University was originally developed over a three-year period and has been in use for nearly a decade. Notably, only one-third of the current faculty were involved in the initial development process. Recently, faculty members, administrators, and alumni have agreed that the existing four-year nursing curriculum requires a complete overhaul rather than minor adjustments. Many faculty members criticize the curriculum’s reliance on a traditional medical model, which they argue fails to adequately incorporate community nursing concepts and determinants of health, which are crucial in contemporary nursing education. Although not unanimous, there is a general consensus that after ten years, it is time to develop a new curriculum.

Dr. Isabel Perkins, the school leader, appointed Dr. Lakeisha Williams—chair of the Curriculum Committee—to lead this endeavor. Dr. Perkins trusts Dr. Williams due to her expertise in curriculum design, interpersonal skills, organizational capabilities, and deep understanding of the university context. Upon convening the Curriculum Committee, they decided that the committee would function as a Steering Committee responsible for coordinating, overseeing, and supporting faculty and stakeholder engagement; monitoring progress; and facilitating communication related to the curriculum development.

The committee debated whether a single design team should create all curriculum elements, leaving course details to faculty, or if multiple committees with distinct responsibilities would be more effective. They also began identifying key stakeholders and a general timeline for the process. Dr. Williams committed to synthesizing these ideas into a comprehensive plan with deadlines to present at an upcoming faculty meeting. The committee agreed that organizational decisions made at this meeting would enable the rapid commencement of curriculum development activities.

Dr. Williams recognizes the importance of helping committees define their work clearly and establishing critical timelines. She also plans to emphasize communication among the working groups and consider inviting key stakeholders to the organizing meeting.

Reflection Questions and Responses

Question	Response
1. What are the advantages and disadvantages of the two curriculum structures considered?	The single design team model promotes consistency and coherence in curriculum elements, ensuring unified direction. However, it may overwhelm a small group and limit broad faculty input. The multiple committees model encourages diverse perspectives and workload distribution but risks fragmentation and inconsistent integration. A hybrid approach combining central oversight with delegated tasks might balance these pros and cons effectively.
2. What committees could facilitate curriculum development, and what would their roles be?	Proposed committees could include: Curriculum Design Team (oversees curriculum framework), Content Development Committee (develops specific course content), Assessment Committee (designs evaluation methods), and Faculty Development Committee (organizes training and support). Membership should include faculty experts, clinical practitioners, alumni, students, and possibly community representatives to ensure relevance and engagement.
3. How can Dr. Williams promote scholarship as integral to curriculum work?	Dr. Williams can highlight evidence-based practices, encourage faculty research on curriculum effectiveness, facilitate collaborative scholarship projects, and integrate scholarly inquiry into curriculum review. Promoting a culture where curriculum development is viewed as a scholarly activity can motivate faculty to contribute research and innovations that improve educational outcomes.
4. What faculty development activities would support curriculum development?	Workshops on curriculum design principles, training in instructional technology, sessions on contemporary nursing theories, collaborative team-building exercises, and seminars on integrating community health and social determinants of health would be valuable. Ongoing mentoring and peer review can also enhance faculty readiness and engagement.

Instructional Design Models and Frameworks

Model Selection and Application

When selecting instructional design models for nursing curriculum development, it is useful to consider models that offer flexibility and iterative feedback. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) is widely appreciated for its systematic approach and clarity in process phases. Other models like Morrison, Ross, and Kemp focus on learner-centered design and allow for adaptation during implementation.

Benefits of Needs Analysis in Nursing Education

A thorough needs analysis helps identify gaps in students’ knowledge and skills, aligns curriculum content with real-world clinical demands, and ensures human performance improvement tailored to nursing contexts. For example, understanding student diversity and community health challenges informs targeted learning outcomes and resource allocation.

Phases of ADDIE: Strengths and Weaknesses

• Analysis: Identifies learning needs and context.

• Design: Plans objectives, content, and assessments.

• Development: Creates materials and resources.

• Implementation: Delivers the instruction.

• Evaluation: Measures effectiveness and informs revisions.

Strengths of ADDIE include its structured process and focus on evaluation. However, it can be rigid and linear, potentially limiting responsiveness to emergent needs during curriculum delivery.

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

Instructional Problem: Designing a learning activity for the course “The Role of the BSN Nurse in Promoting Community Health” that addresses community engagement and health promotion strategies.

Learner Characteristics: Diverse backgrounds, varying clinical experiences, and different levels of familiarity with community health concepts.

Instructional Objectives: Students will analyze community health needs, develop culturally sensitive health promotion plans, and demonstrate effective communication strategies.

Content and Task Analysis: Includes epidemiology of community health issues, determinants of health, intervention strategies, and collaborative approaches with community stakeholders.

Approaching Course Design and Construction

Question	Response
1. How can course concepts, context, and content be aligned?	By mapping learning objectives to curriculum goals and clinical practice realities, ensuring content reflects relevant theories, skills, and community needs within the appropriate educational context. Curriculum mapping tools can visualize these relationships.
2. What strategy should be used if the course design conflicts with curriculum maps?	Conduct a gap analysis to identify discrepancies, involve faculty in revision discussions, and iteratively realign course components with overall curriculum objectives. Open communication and flexibility are key to resolving mismatches.
3. What faculty development activities are useful for course creation?	Training on curriculum mapping, instructional design principles, assessment development, and use of educational technologies. Peer collaboration and mentorship can further support effective course design.

Developing for Distance Learning: Cardol College School of Nursing Case

Scenario Summary

Cardol College has a long-standing tradition of community-responsive nursing education, offering a BSN program through hybrid and traditional formats, with some courses utilizing web technologies. Faculty opinions are divided regarding increased adoption of distance learning. Advocates emphasize improved accessibility and modern relevance, while opponents worry about loss of interpersonal connection, role modeling, and faculty workload. The college leader, Dr. Grace Ingersmith, supports alignment with the university’s strategic plan to enhance program access and stresses thoughtful integration of technology with pedagogy.

Reflection Questions and Responses

Question	Response
1. What factors might have motivated faculty to propose more technology-based courses?	Increasing student demand for flexible learning, institutional strategic priorities, potential to reach wider audiences, and the need to prepare students for technology-rich healthcare environments likely influenced proponents. Faculty workload considerations and innovations in pedagogy may also play roles.
2. What questions should the Curriculum Committee ask during their review?	– How does distance learning impact student engagement and learning outcomes?

• What support is needed for faculty and students in technology use?

• How can interpersonal skills be effectively modeled online?

• What are the resource implications?

• How will the integration align with curriculum goals and community needs? |
  | 3. What are advantages and disadvantages of increasing technology-based learning? | Advantages: Flexibility, increased access, development of digital competencies, and potential for innovative pedagogies. Disadvantages: Risk of reduced interpersonal interaction, faculty resistance, increased preparation time, and potential equity issues for students with limited technology access. |
  | 4. Is it sound to require all nursing theory courses to include web-based technology? Why? | Yes, because integrating technology reflects modern healthcare environments, enhances student digital literacy, and supports diverse learning modalities. However, it must be implemented thoughtfully to preserve interpersonal learning and ensure equitable access. |

References

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.