28 Dec N584 Curriculum Development, I

N584 Curriculum Development, Implementation and Evalution

Module 1 Assignment

Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the course discussions so far and any insights gained from it.

4. Create your Assignment submission and be sure to cite your sources if needed, use APA style as required, and check your spelling.

Assignment:

With the exception of a few years in the early 1990s, the shortage of nurses to provide care in hospitals has been a chronic problem with intermittent acute exacerbations since the 1930s. What effects at both macro level (e.g. public opinion, social policy) and micro level (e.g. individual schools, courses) has this had on nursing education? Has the net balance of positive and negative effects been beneficial for nursing education? Why?

Debate the wisdom and feasibility of setting the master’s degree as the minimum marker for the professional segment of the nursing continuum. Given the 20/20 hindsight gained from the debacle of the 1965 Position Paper, how would you advise national nursing organizations to go about changing this definition, if it were to be changed?

Analyze how the triangulation of subject, setting, and student characteristics serve to frame curriculum planning and development.

Conduct a literature search on the history and evolution of nursing curricula. Summarize the key aspects of the scholarly article, and speculate on how past and present events will frame the future.

N584 Curriculum Development, Implementation and Evalution

Module 2 Assignment

Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

Assignment:

Critical Thinking Exercises :

Case Study #1: Meadowvale University School of Nursing

Dr. Manuela Lopez is director and professor of Meadowvale University School of Nursing. Enrollment is 550 undergraduate and 85 graduate students. The teaching staff comprises 26 full-time faculty (19 doctorally-prepared, 7 masters-prepared) and 40 part-time faculty (22 masters-prepared, 18 baccalaureate). Approximately 30% of faculty members were hired in the previous 3 years. Dr. Lopez is an active member of the university administrators group, the community health administrators association, and nursing professional organizations. She keeps abreast of changes in nursing, nursing education, and health care. She has excellent relationships with faculty members, university administrators, and clinical and professional colleagues.

The undergraduate curriculum was first implemented 15 years ago. Since then, there have been minor curriculum revisions, but the philosophical approaches, goals, and basic structure of the largely behaviorist curriculum have remained unchanged.

Although faculty have attended workshops and conferences on new and evolving educational paradigms, some are generally comfortable with the present curriculum. Some act more in accordance with a caring, humanistic-educative approach, and others are strong feminists. Some advance ideas of social justice in the courses they teach.

Members of the School of Nursing were shocked when, for the first time, nearly 20% of graduates failed the NCLEX. Those graduates were public in voicing their displeasure with the School. Along with this, there has been informal feedback from a few employers that Meadowvale graduates are having difficulties beyond those experienced by new graduates of other schools. Further, there has been increasing pressure from the university’s central administration to increase the number and size of research grants and the publication rate of faculty. The school is 3 years away from an accreditation review and Dr. Lopez thinks that the time might be right for discussion about curriculum development. She calls a special meeting to discuss the possibility of curriculum development.

1. What factors or influences would propel Meadowvale nursing faculty toward curriculum development? What might be the objections and responses to these?

2. What could be the sources of support for curriculum development? Sources of resistance?

3. How would Dr. Lopez’s initiation of the idea of curriculum development influence faculty members’ decision about whether or not to proceed?

4. What is a suitable timeframe for curriculum revision in light of the reasons for curriculum development and the upcoming accreditation review?

5. How would Dr. Lopez assess faculty members’ acceptance of the need for curriculum development and their readiness to support the process?

Case Study # 2: Rosemount University School of Nursing

Rosemount University School of Nursing has offered baccalaureate and masters programs in nursing for 40 years. Most faculty have kept abreast of current curriculum paradigms and teaching-learning methods in order to deliver the “best” nursing program to qualified students. Faculty development through attendance at occasional in-house meetings or attendance at local, national, or international conferences has been considered important to most of the faculty. However, an ongoing faculty development program was not implemented due to resistance from a few “senior” faculty members.

Recently, Dr. Angela Fabatini, director of the school, attended a national meeting of baccalaureate nursing program deans and directors. One recommendation, among many others developed by the group, was that faculty development include activities intended to facilitate participation in curriculum development.

On returning from the conference, Dr. Fabatini called a faculty meeting. A review of faculty development activities was undertaken. The results revealed a fragmented approach to faculty development, sporadic faculty attendance, and very little attention to the specifics of the curriculum process. Inexperienced faculty members wanted an ongoing faculty development program to assist them in revising the present baccalaureate-nursing program. Two “senior” experienced faculty members voiced their resistance to this activity, claiming that the past practice of ad hoc meetings was satisfactory and that there was no necessity for change, since the program is accredited.

1. What are the strengths and limitations in the present faculty development system?

2. What strategies might be instituted to encourage participation in faculty development?

3. When agreement is reached to undertake faculty development for curriculum change, what would be the goals of this activity? What development activities could be instituted?

4. What responses might be appropriate for those faculty members resisting change?

5. If the Rosemount University faculty decide to proceed with curriculum development, which change theory would be useful, and how could it be used?

N584 Curriculum Development, Implementation and Evalution

Module 3 Assignment

Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussions and the any insights gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

Assignment:

Critical Thinking Exercises :

Case Study #1: Mountainview College Department of Nursing

Mountainview Community College , an associate degree-granting college, is located in a medium-sized metropolitan city of approximately 400,000 inhabitants. Health facilities include four hospitals, several-drop in clinics staffed by physicians and primary health care nurse practitioners; and a visiting nurse service in which all community-based health care except medical care is coordinated. The College provides business, technology, community service, and health science programs to approximately 6500 full and part-time students. Among the programs is a 2-year, associate-degree nursing (ADN) program. Springhaven University is also located in the city and offers a 4-year baccalaureate nursing (BSN) program. In addition to offering the 2-year ADN program, Mountainview College has entered into a collaborative partnership with Springhaven University, to offer the first two years of the BSN program. Springhaven will offer the third and fourth years. There is agreement to develop a new curriculum together. Participants from both institutions and the health community are working collaboratively to develop the new BSN curriculum.

1. Describe matters that the dean of nursing at Springhaven University and the Chair of the nursing department at Mountainview Community College should discuss about leadership of the collaborative curriculum development project.

2. What factors should be considered when deciding on leadership for the collaborative curriculum development process?

3. How might a curriculum leader be selected or appointed? Who should the leader be? Should there be two leaders, one for each institution? Why or why not? How could community nursing leaders contribute to the leadership of the curriculum development enterprise?

4. What should be included in a faculty development program to prepare potential curriculum leaders?

Case Study #2: Montag College Department of Nursing

Old Ivy University College of Nursing offers BSN, BSN completion, MS, and PhD programs. It is located in a large metropolitan city of approximately 2,500,000 inhabitants. Health facilities include twelve hospitals, nurse practitioner clinics, home health services, and drop-in clinics. The university provides graduate and undergraduate programs to 52,000 full-and part-time students in a full range of programs.

The College of Nursing has approximately 1300 students, of whom approximately sixty percent are full-time, and these mainly in the BSN program. The BSN program has been accredited. Although the curriculum content and teaching-learning approaches have been updated periodically, the overall structure of the curriculum and the location of clinical experiences have undergone little change. Most faculty members believe that the curriculum has lost its unity and that it is time to develop a new curriculum with more progressive philosophical approaches and learning experiences.

Most faculty teaching classroom courses in the BSN program have a PhD degree; some have a master’s degree. Some clinical instructors have master’s degrees, although the majority has a BSN. Doctorally-prepared faculty teach in the MS and PhD programs although most without an undergraduate teaching assignment do guest lectures in the BSN program.

Dr. Lumella, the Dean of the College of Nursing, is supportive of the undergraduate faculty’s proposal to design a completely new curriculum. She has appointed Dr. Beverly Eme, an experienced and long-time faculty member, as the curriculum leader. Dr. Eme is a popular choice since she teaches in the BSN program and is highly supportive of faculty colleagues. Dr. Eme begins to plan how to proceed with her colleagues.

1. How can Dr. Eme help the faculty choose a change theory to guide their overall process?

2. What committees could be struck in order to facilitate curriculum development? What purposes would they serve? How should committee members be selected or appointed? Who should the members be?

3. If some of the faculty teaching in the MS and PhD programs are reluctant to participate in undergraduate curriculum development, how could Dr. Lumella and Dr. Eme encourage them to do so?

4. What decision-making approaches would be effective for the curriculum developers?

5. What could be a practical work plan for developing the curriculum? What are the logistical factors associated with joint curriculum planning by faculty members of two institutions?

6. What potential is there for publication arising from curriculum development? How might faculty determine authorship?

7. What resources might be needed for the curriculum work to be achieved?

8. What faculty development activities would be helpful?