C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education

C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education

Student Name

Western Governors University 

C946 Nursing Education Field Experience

Prof. Name

Date

C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education

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

Graduates must be adept at creating inclusive and supportive learning environments that enhance student engagement and achievement across a variety of academic contexts. These environments should foster targeted cognitive, affective, and psychomotor learning outcomes, emphasizing the importance of adaptability to accommodate diverse student populations. The capability to design and deliver instruction that respects different learning styles and cultural backgrounds is essential for effective facilitation (Competency 7058.1.1).

How should graduates approach assessment and evaluation strategies?

Graduates are expected to integrate current educational theories, principles, and best practices to design assessments that accurately reflect student learning outcomes. This involves aligning evaluation tools with teaching methods to ensure that assessments are fair, comprehensive, and meaningful across diverse educational settings. Such alignment enhances the validity and reliability of student progress measurement (Competency 7058.1.2).

What is expected regarding curriculum design and development?

Graduates hold the responsibility to craft learning objectives and curricula that are consistent with program goals and supported by evidence-based practices. Their design work should produce well-organized and coherent educational experiences that promote deep learning and professional competence. Adherence to recognized academic and professional standards is fundamental to this role (Competency 7058.1.3).

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

Ongoing professional growth is a vital competency, requiring graduates to develop and implement individualized professional development plans. These plans should focus on keeping pace with evolving educational methodologies and clinical advances, thereby sustaining the relevance and effectiveness of nurse educators in their academic roles (Competency 7058.1.4).

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

Graduates are envisioned as transformative leaders and change agents who actively contribute to the advancement of nursing education and practice. Beyond teaching, they engage in scholarship and service activities that promote innovation, ethical leadership, and the progression of the profession (Competency 7058.1.5).

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Introduction

This culminating course assignment involves identifying a specific gap or unmet need within nursing education or clinical practice experience (CPE). The identified gap will guide the development of a new educational module designed for integration into an existing course within a virtual academic institution.

The proposal must specify the institution, the type of nursing program (e.g., associate’s or baccalaureate degree), and the course where the new module will be embedded. The primary goal is to critically assess deficiencies in current curricula and to propose an evidence-based module to address them effectively.

This task highlights the pivotal role of academic nurse educators in enhancing professional development through curricular innovation and refinement.

To support this development, students will utilize the “Indirect Care Experience Checklist” and the “Curriculum Proposal Template.” Four virtual academic institutions and their respective course syllabi are available for selection. The template guides a systematic proposal creation process.

The curriculum design follows the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Part 1 focuses on the introduction, literature review, and the first three ADDIE phases, with the entire proposal spanning up to 60 pages and Part 1 capped at 40 pages (excluding title page).

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Requirements

Requirement	Details
Format	Use the provided “Curriculum Proposal Template”
Page limit	Part 1: Maximum 40 pages, excluding title page
Content	Introduction (max 200 words), Literature Review, ADDIE phases (Analysis, Design, Development)
Source Usage	Minimum 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	Acceptable formats: .docx, .pdf, .ppt (no cloud links unless specified)
Prerequisites	Must have passed NOA1 and CCP4 before submitting Part 1

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Curriculum Proposal Part 1 Sections and Guiding Questions

What should the Introduction section include?

The Introduction must:

• Clearly identify the curriculum gap or educational need.

• Describe the proposed module designed to fill this gap.

• Specify the selected institution, nursing program type, and the course for module integration.

• Present the theoretical framework underpinning the proposal.

• Provide a concise overview of the proposal’s purpose and structure, including an explanation of how the ADDIE model supports curriculum development.

How is the Literature Review section structured?

The Literature Review consists of two components:

1. Literature Review Summary Table

This table summarizes six peer-reviewed articles from the last five years, highlighting their key findings and relevance to the proposed curriculum module.

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

2. Synthesis of Findings

This narrative section synthesizes the similarities, differences, and contradictions within the reviewed literature, providing a rationale for the proposed module based on the collective evidence.

What is the purpose of the ADDIE Model introduction?

The ADDIE Model introduction explains the five iterative phases—Analysis, Design, Development, Implementation, and Evaluation—and their essential roles in a structured, systematic curriculum development process. Each phase contributes to creating an educational module aligned with learner needs and institutional objectives.

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ADDIE Model Phases Explained

What does the Analysis Phase require?

The Analysis Phase requires a detailed description of the virtual academic environment, including:

• Program level (e.g., Associate Degree in Nursing [ADN], Bachelor of Science in Nursing [BSN])

• Learner characteristics such as prior knowledge and skills

• The learning environment and instructional delivery mode (e.g., fully online, hybrid)

Additionally, the following tasks must be completed:

• Curriculum Need-Gap Analysis Table (Table 2): This table contrasts the existing curriculum with the desired outcomes to identify specific gaps and propose solutions.

• Force Field Analysis Diagram (Figure 1): This diagram identifies internal and external factors that may support 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 explain at least three facilitating and three hindering forces, alongside strategies to leverage or mitigate these influences.

What should the Design Phase include?

The Design Phase involves:

• Revising and finalizing the course syllabus (Appendix A)

• Analyzing the course description with a focus on student engagement methods, implications for future nursing practice, and necessary adaptations to incorporate the new module

• Reviewing course objectives and learning outcomes to ensure they are clear, measurable, and aligned with overall course goals

• Classifying objectives according to Bloom’s taxonomy domains: cognitive, affective, and psychomotor

• Explaining how grading policies support the achievement of learning outcomes

What are the expectations for the Development Phase?

In the Development Phase, students must:

• Create the proposed module in detail (Appendix B)

• Describe the steps undertaken during module development

• Explain how teaching strategies and learning resources align with relevant educational theories

• Develop a scenario-based learning activity that encourages skill acquisition and reflective practice

• Complete assessments (Appendix C), including:

  • One formative assessment with instructions and answer key

  • One summative assessment (objective or performance-based) with clear guidelines, criteria, and a scoring rubric

• Discuss the formative assessment’s function in monitoring student progress and providing feedback

• Analyze the summative assessment’s validity and usefulness, including suggestions for instructional improvement

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Professional Communication and Source Citation

All materials must maintain a professional tone and comply with APA style for citations and references. All sources must be cited within the text and listed in a references section at the end.

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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.