Developing Aligned Developing Aligned Nursing Curricula: Nursing Curricula: Strategies and ToolsStrategies and ToolsN-OADN Annual ConventionTuesday, November 7, 2006, 10:00 a.m. - 11:15 a.m.

Presented by:Terri Johnson, Learning Design Consultant, WIDS

Today’s Session Today’s Session

Reasons for curriculum alignment Difficulties in alignment Key alignment decisions Tools for alignment Process for alignment Case studies

What is Alignment?What is Alignment?

What I say I’m going to teach, is what I teach, is what I evaluate

Documenting outcomes Linking (mapping) outcomes to standards Developing complete curriculum

documentation

Types of AlignmentTypes of Alignment

Single course Program Statewide

Why Align?Why Align?

Ensure consistency Eliminate content overlap Meet standards (NLN, State) Enhance quality improvement (NCLEX) Articulate (1+1, 2+2) Save money

Difficulties in AlignmentDifficulties in Alignment

What if I’m not doing it right?

Too big a job to tackle! Who owns it? How should it look? I don’t want to teach like

everyone else!

Key DecisionsKey Decisions

1. Hire a competent facilitator for the project

Key DecisionsKey Decisions

1. Hire a competent facilitator for the project

2. Identify what you mean by alignment

Define AlignmentDefine Alignment

Use a

consistent curriculum model,

format

and terminology

WIDS WIDS Software Software ToolsTools

Database helps you organize and reuse curricular components

Links related curricular objects

Offers libraries of reusable elements saving you time and building consistency

Define AlignmentDefine Alignment

Define “above the line” and “below the line” Determine will be aligned and what will be left

up to individual teacher development?

Define high performance.

Establish WHAT learners will learn.

Develop assessment criteria.

Design learning.

WIDS Design Process

ABOVE THE LINE- STANDARDIZED

Align ComponentsAlign ComponentsALIGNED

Program Outcomes Course Titles Prerequisites Credits Course Description Competencies Links to external

standards

NOT ALIGNED Learning activities Assessment tools Textbooks Mode of delivery (face-

to-face, online, etc.)

Key DecisionsKey Decisions

1. Hire a competent facilitator for the project

2. Identify what you mean by alignment

3. Determine the players

AdministratorsAdministrators

Support the process Examine implementation

issues Review cost issues

TeachersTeachers

Entire group (if small ) or a representation

Identify outcomes Plan courses Develop assessment criteria

Key DecisionsKey Decisions

1. Hire a competent facilitator for the project

2. Identify what you mean by alignment

3. Determine the players

4. Allow time for the process

TimeTime

Six days (3 two-day meetings)

Goals for each work session

Time in between for reflection and processing

WIDS ALIGNMENT TOOLSWIDS ALIGNMENT TOOLS

Program Design Learning Design Wizards and Libraries Analyzer

WIDS Learning Design (course)

WIDS Program Design (program)

WIDS Analyzer

WIDS AnalyzerWIDS Analyzer

CoursesOutcomes

Documents where outcomes are addressed

How We Made This How We Made This Happen!Happen!

The Alignment ProcessThe Alignment Process

Alignment ProcessAlignment Process

1. Start with a blank slate

2. Identify Exit Learning Outcomes• NLN Standards• NCLEX Content• MN Nursing Abilities• Program Outcomes

WIDS Program DesignWIDS Program Design• Document Program Information

• Designate External Standards and Exit Learning Outcomes

• Use Libraries

Alignment ProcessAlignment Process

3. Identify general areas of competence.

4. Brainstorm COMPETENCIES for each area Define a competency Use WIDS Health Library Use WIDS Verb Library

Learning Design ModuleLearning Design Module

Verb LibraryVerb Library Write learner outcomes using the Verb Library

Sort by Domain and Level

A Health Care Library with Sample Competencies(Includes sample performance standards for assessment)

Alignment ProcessAlignment Process5. Move Competencies into

logical units of instruction6. Create courses

• Assign credits (3-6 competencies per credit)

• Title Courses• Configure in Semesters

Alignment ProcessAlignment Process7. Link courses/competencies to

external standards and exit learning outcomes

External Standard LibraryExternal Standard Library

Industry Specific Standards

Link competencies to Program Outcomes, Standards and/or College-Wide Outcomes

External

Program-Level

Course-Level

ExampleProfessional Behaviors: Demonstrate accountability for nursing care given be self and/or delegated to others

Use effective communication skills

Make clinical decisions to assure safe and accurate nursing care

Document assessments, cares, and client responses

NLN Standard

Nursing Program Outcome

Nursing Competency

Build Course Outcome MatricesBuild Course Outcome Matrices

CoursesOutcomes

Documents where outcomes are addressed

Alignment ProcessAlignment Process8. Define performance standards

for each competency• Work in groups• Use the WIDS software

A Performance Assessment Task Library

Pre-designed performance assessment tasks--use “as is” or adapt to your needs

1. Document assessments, cares and client responses Linked Program Outcomes

• Use effective communication skills• Make clinical decisions to assure safe and accurate nursing care

Linked NLN Standards

•Professional Behaviors: Demonstrate accountability for nursing care given be self and/or delegated to others

Performance StandardsYou will demonstrate your competence:

•by communicating client assessments, cares and responses through documentation in the clinical setting

Your performance will be successful when:•documentation follows guidelines of the facility•documentation contains correct grammar spelling, punctuation

•documentation is dated and signed•documentation is completed in a timely manner•documentation contains accurate information•documentation differentiates between objective and subjective data

•documentation reflects legal and ethical standards

Alignment ProcessAlignment Process

9. Disseminate curriculum Electronic Easy Access Storage and retrieval

Curriculum Bank - Curriculum Bank - Manage, Disseminate, and Manage, Disseminate, and CollaborateCollaborateCurriculum Bank - Curriculum Bank - Manage, Disseminate, and Manage, Disseminate, and CollaborateCollaborate

Case StudiesCase Studies

Saint Paul College, MNSaint Paul College, MN Recently became a comprehensive college—Many

new instructors, many syllabus variations Unclear about syllabus requirements No common course construction language No common link between course competencies and

external standards (e.g. Practical Nursing) Continually challenged to maintain quality measures

and assessment

ResultsResults

What they did for recent NLNAC visit: Reviewed every nursing course Created all syllabi in WIDS Linked course competencies to Program Outcomes

and NLN Standards Created WIDS Analyzer Matrices and posted

syllabii in the online portfolio http://saintpaulcollege.project.mnscu.edu

Commendation by NLNAC!

Minnesota State Community Minnesota State Community and Technical Collegeand Technical College

New college formed from three technical college campuses and one community college

Three Nursing programs Practical Nursing A.A.S. degree program Practical Nursing diploma program A.S. (ADRN) degree program

Align curriculum across the new college Improve student access to nursing programs

ChallengesChallenges Little desire to change curriculum Minimal interchange between PN faculty,

ADRN faculty, and BSN faculty Difficulty agreeing on new curriculum Write new programs and implement within

18 months

ResultsResults

Wrote course outcomes for PN courses Wrote course outcomes for ADN courses Wrote performance standards for all

outcomes Linked courses to program outcomes and MN

Nursing Abilities Prepared for 1+1 in the future

State Fair College, MOState Fair College, MO Community needed PN’s, but the college

didn’t have resources to offer a separate PN program

Nursing program not competitive; losing students to other programs (ADRN was 114 credits)

ResultsResults Create a seamless1+1 program Move from content based to performance based

curriculum; reducing unnecessary content that was driving credits up

Set the stage for NLN accreditation by linking to NLN Standards

Infuse a new framework Increase student performance on NCLEX exams

WI Technical College WI Technical College SystemSystem

ADN Programs at 16 technical colleges (some also with a PN program)

Different entrance and science requirements Couldn’t transfer between programs Too much rework required for students with

PN’s wanting to become ADNs Desire for online courses

RESULTSRESULTS Created an aligned 1+1 program for all state

technical colleges Same course titles, credits, competencies and

performance standards Aligned—but allow individual teaching differences in

learning activities and materials Met WI Board of Nursing and NLN Standards Four colleges just completed accreditation with

NLNAC—received high marks and commendations for curriculum documentation and approach

Thanks for Joining Me Thanks for Joining Me TodayToday

For more informationjohnsont@wids.org

www.wids.org

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