C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education

C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education

Name

 Western Governors University

C946 Nursing Education Field Experience

Prof. Name

Date

C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education

Competencies

What competencies should graduates demonstrate in facilitating learning in diverse academic settings?

Graduates are expected to adeptly cultivate inclusive learning environments that promote student engagement and success across a variety of academic contexts. These environments must effectively support targeted cognitive, affective, and psychomotor learning outcomes, with particular emphasis on adaptability to the diverse needs of learners. Facilitators should be capable of designing and delivering instruction that considers multiple learning styles, cultural backgrounds, and educational experiences to optimize learning (Competency 7058.1.1). The ability to customize teaching strategies and foster equity in educational opportunities is essential for effective facilitation.

How should graduates approach assessment and evaluation strategies?

Graduates must integrate modern theories, concepts, and principles in crafting assessment tools that precisely measure student learning outcomes. The alignment of assessment strategies with instructional methods is critical, ensuring that evaluations are fair, valid, reliable, and comprehensive in capturing student progress across different learning environments (Competency 7058.1.2). This competency requires educators to use diverse assessment formats that reflect authentic learning and provide meaningful feedback.

What is expected regarding curriculum design and development?

Graduates bear the responsibility for designing coherent curricula and learning objectives that align with overarching program outcomes while reflecting current evidence-based practices. Curriculum design should ensure structured, progressive educational experiences that facilitate both theoretical understanding and professional competency development. These designs must adhere to recognized professional standards and academic requirements, supporting learners’ holistic growth (Competency 7058.1.3).

How does systematic self-evaluation and professional development relate to the nurse educator role?

Graduates are expected to engage in ongoing, personalized professional development tailored to their roles as nurse educators. This includes continual self-assessment and reflection to identify growth areas and keep abreast of evolving educational methodologies and clinical knowledge. This proactive approach enhances teaching effectiveness and ensures relevance in the rapidly changing healthcare and academic landscape (Competency 7058.1.4).

What roles do scholarship, service, and leadership play in nursing education?

Nurse educators serve as transformative leaders and agents of change within nursing education and practice. Their roles extend beyond teaching to include active engagement in scholarship, service, and leadership initiatives that drive innovation, uphold ethical standards, and promote professional development. These contributions help shape the future direction of nursing education, fostering a culture of continuous improvement and excellence (Competency 7058.1.5).

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Introduction

The culminating task in this course involves identifying a distinct gap or deficiency in nursing education or clinical practice experience (CPE). This identified gap will form the foundation for the development of a novel educational module intended for integration into a selected course within a virtual academic institution.

The curriculum proposal must clearly specify the institution (college or university), the nursing program level (such as associate’s or baccalaureate degree), and the specific course that will incorporate the new module. The main goal is to critically analyze existing shortcomings in nursing curricula and to propose a targeted module that effectively addresses these needs.

This task highlights the pivotal role of academic nurse educators in advancing professional development through thoughtful curriculum design and enhancement. It requires students to utilize tools such as the “Indirect Care Experience Checklist” and the “Curriculum Proposal Template.” Students will select from four virtual academic institutions and corresponding course syllabi to frame their proposals.

The curriculum development process is guided by the ADDIE model, which comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. Part 1 of the proposal focuses on the introduction, literature review, and the initial ADDIE phases—Analysis, Design, and Development. The complete proposal may extend up to 60 pages, while Part 1 is limited to 40 pages, excluding the title page.

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Requirements

Requirement	Details
Format	Use the provided “Curriculum Proposal Template”
Page Limit	Part 1: Maximum of 40 pages (excluding the title page)
Content	Introduction (max 200 words), Literature Review, and ADDIE phases (Analysis, Design, Development)
Source Usage	Minimum of six peer-reviewed articles published within the last five years for the literature review
Assessment	Completion of “Indirect Care Experience Checklist” and “Curriculum Proposal Template”
Submission Format	Accepted formats: .docx, .pdf, .ppt; no cloud links unless explicitly instructed
Prerequisites	Must have passed NOA1 and CCP4 before submitting Part 1

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Curriculum Proposal Part 1 Sections and Questions

What should the Introduction section include?

The Introduction must clearly identify the curriculum gap or educational need being addressed. It should provide a description of the proposed educational module designed to fill this gap. Details about the selected institution, nursing program type, and the course for module integration must be included. Additionally, the Introduction should present the theoretical framework underpinning the proposal. A brief overview of the proposal’s purpose and structure is required, explaining how the ADDIE model serves as a framework guiding the curriculum development process.

How is the Literature Review section structured?

The Literature Review section consists of two main parts:

1. Literature Review Summary Table
   This table organizes and summarizes six recent peer-reviewed articles (published within the last five years) that provide scholarly support for the curriculum topic. It captures the key findings of each article and explains their relevance to the proposed module.

Article #	Author(s)	Year	Key Findings	Relevance to Module Proposal
1	[Author]	[Year]	[Summary of main findings]	[How findings support module]
2	[Author]	[Year]	[Summary of main findings]	[How findings support module]
…	…	…	…	…

2. Synthesis of Findings
   This narrative part critically analyzes the similarities, differences, and contradictions across the literature. It highlights how the collective evidence supports the need for the proposed curriculum module, demonstrating its justification and potential impact.

What is the purpose of the ADDIE Model introduction?

The introduction to the ADDIE model describes the five iterative phases of curriculum development: Analysis, Design, Development, Implementation, and Evaluation. This section explains how these phases form a systematic framework for creating educational modules that are aligned with learners’ needs and institutional objectives. It underscores the importance of each phase in ensuring the module’s effectiveness and sustainability.

What does the Analysis Phase require?

The Analysis phase involves an in-depth description of the virtual academic environment, covering:

• Program level (e.g., Associate Degree in Nursing [ADN], Bachelor of Science in Nursing [BSN])
• Learner characteristics, including prior knowledge, skills, and learning preferences
• Details of the instructional delivery method (e.g., fully online, hybrid)

This phase also requires:

• Completion of the Curriculum Need-Gap Analysis Table (Table 2)
• A comparative analysis of the current curriculum versus the ideal curriculum state, highlighting gaps and proposing solutions
• An examination of internal and external organizational factors influencing curriculum adoption
• Completion of a Force Field Analysis diagram (Figure 1) identifying forces that facilitate or hinder implementation

Factor Type	Description	Impact on Proposal
Internal Support	Faculty expertise, institutional resources	Facilitates adoption
Internal Limitation	Resistance to change, budget constraints	Limits adoption
External Support	Accreditation standards, professional norms	Facilitates adoption
External Limitation	Regulatory requirements, technology issues	Limits adoption

The proposal should elaborate on three facilitating forces and three hindering forces, discussing strategies to leverage or mitigate these influences.

What should the Design Phase include?

The Design phase entails revising and finalizing the course syllabus (Appendix A). It involves a critical analysis of the course description focusing on:

• Student engagement methods
• Relevance and implications for future nursing practice
• Necessary adjustments for smooth integration of the new module

Additionally, this phase requires reviewing course objectives and student learning outcomes to ensure they are clear, measurable, and aligned with course goals. These outcomes should be classified according to Bloom’s taxonomy domains: cognitive, affective, and psychomotor. The design must also explain how grading policies support achievement of these objectives.

What are the expectations for the Development Phase?

In the Development phase, the proposed course module is created and detailed (Appendix B). This includes:

• A description of steps taken to develop the module
• Explanation of alignment between teaching strategies, learning resources, and educational theories
• Development of a context-based scenario learning activity that encourages skill acquisition and reflective practice

Assessments are also designed in this phase (Appendix C), which include:

• One formative assessment with instructions and an answer key
• One summative assessment (objective or performance-based) with clear guidelines, criteria, and scoring rubric

The formative assessment’s role in monitoring student progress and providing timely feedback is discussed, along with an analysis of the summative assessment’s relevance. Strategies for data analysis and recommendations for improving instruction based on assessment results should be included.

Professional Communication and Source Citation

All components of the curriculum proposal must maintain a professional tone and adhere strictly to APA style guidelines for in-text citations and the reference list. Accurate and consistent citation enhances credibility and academic integrity.

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.

Smith, J., & Doe, A. (2022). Innovations in nursing education: Addressing curriculum gaps. Journal of Nursing Education, 61(4), 210-220.

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