Nursing 364 2012 - loyno.edu

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Loyola University New Orleans

College of Nursing and Health—School of Nursing

Nursing 979 Curriculum Design and Evaluation

Course Syllabus – Spring, 2108

FACULTY: Jeannie Harper, PhD, RN

Office Location: Stallings Hall, Room 212-E

Phone: (225) 933-8609

E-mail: [email protected]

Office Hours: Wednesdays from 9:00 am-12:00 pm and by appointment

Class Meeting Location & Time: Online

Course Web site address:

Library Learning Commons Desk # - (504) 864-7111

School of Nursing Librarian # - (504) 864-7119

I. COURSE DESCRIPTION

This course introduces students to information and content related to curriculum development, design, implementation, and evaluation in nursing education. Current trends in nursing and higher education and accreditation are discussed. The role of the nurse educator and the dynamic relationship between the practice setting, education and nursing theory, educational pedagogy, research, and curriculum development is examined. Best practices and guidelines for the integration of quality improvement and safety education are analyzed and applied to curriculum development.

II. COURSE GOALS, OBJECTIVES & OUTCOMES

Upon completion of the course, the student will be able to:

1. Analyze and apply selected theories and concepts in education and nursing for

their applicability to curriculum design

2. Conduct a needs and market assessment to support the development of a

program curriculum

3. Identify a conceptual framework for a nursing education curriculum, which

demonstrates a synthesis of education, nursing, and nursing education theories

4. Design a nursing curriculum based on selected theories, educational concepts and

guidelines, best practices, and selected accreditation standards

5. Demonstrate integration of best practices related to quality improvement and

safety education in nursing curriculum

6. Develop an assessment plan to evaluate the effectiveness of a nursing curriculum

Expected student learning outcomes are consistent with program outcomes.

III. PLACEMENT IN THE CURRICULUM

Completion of Nursing 970

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IV. TIME ALLOCATION 3 credit hours

V. TEACHING STRATEGIES

Online lecture, discussion, student papers and presentations.

VI. COURSE EVALUATIONS Student input is highly valued at the University, College, and School of Nursing. Program improvements are often generated by student feedback. Students are expected to complete evaluations of all courses at the end of every semester or when directed. Faculty values student input into the course and technology. Course evaluation is one mechanism for providing input to faculty and administration regarding the student learning experience. All evaluation data are reviewed by faculty and administration and serve to inform faculty regarding course and program refinements.

VII. EVALUATION METHODS Grading Scale

93 - 100 = A 87 - 89 = B+ 77 - 79 = C+ 66 - 69 = D+

90 - 92 = A- 83 - 86 = B 73 - 76 = C 60 - 65 = D

80 - 82 = B- 70 - 72 = C- < 60 = F

Assignments

A. Grade Distribution

Discussion Board (12 total @ 2.5% each) 30%

Curriculum Design Assignment Part 1 – Program Type and Assessment Part 2 – Curriculum Development Part 3 – Evaluation

45% Total 15% 15% 15%

PP Presentation 10%

Observation of a Curriculum Committee 10%

Final Reflection 5%

Total 100%

B. Guidelines for Discussion Board Post and Participation (30%)

The online community of learners creates their own unique environment for learning.

This is where evidence of learning most often occurs. Please visit the following Web

address for “Netiquette” guidelines. http://www.albion.com/netiquette/corerules.html

Discussion Board participation is expected (e.g., posting comments, and reading, thinking about, and responding to comments posted by others.). The ability to discuss reasonably, in agreement or disagreement with the comment posted, is a hallmark of a professional. Weekly discussion boards are already posted that relate to the module topic(s). Timely participation is essential, as it generates thought and additional discussion among peers. Please see Discussion Board grading rubric for specific guidelines, expectations and point spread. Note that discussion

http://www.albion.com/netiquette/corerules.html



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boards require the same attention APA and avoiding plagiarism as any other form of professional writing.

Once you have posted your response to the discussion board, respond to at least one classmate on a different day to extend the discussion. Include resources to help support your points.

Ensure that your responses include constructive feedback and generate critical thinking and further discussion among peers.

Primary Post due: Wednesday 11:59 PM CST

Responses due: Friday 11:59 PM CST

Guidelines for Curriculum Development Project

Throughout this course, you will be applying the knowledge learned to develop a nursing curriculum.

This assignment will be in three parts, each with separate due dates. A professional presentation of your

final project will be posted on a Google Shared Drive, and Powerpoint presentation will be posted in

Blackboard.

Part 1: Type of Program, Assessment, Mission, and Philosophy

Should be 5-6 pages, excluding title page, references or appendix.

1. Introduction: Provide a background and overview of curriculum design, and include a clearly stated purpose of your paper. 2. Type of Program: Identify the type of program that you will develop (ASN or BSN; online vs. traditional classroom, etc…). Is this a private or public university? Is it religious or secular, and how will this be incorporated? 3. Needs Assessment (external and internal frame factors): Discuss the process of developing an internal and external needs assessment. What are the findings, and how are they significant? Address how these findings impact and justify the proposed curriculum. 4. Mission of the Parent Organization and School of Nursing: Identify the Mission of the parent organization of your School of Nursing, then generate a Mission for your School of Nursing 5. Philosophy of the School of Nursing: Write a philosophy for your SON curriculum. Address the key concepts that must be in a philosophy. Discuss how your curricula will define the metaparadigm. Be sure that the Mission and type of program (private vs. public or religious vs. secular) is considered in your philosophy. Also consider which conceptual model(s) and/or theory will guide your curriculum. Part 2: Curriculum Development

Should be 6-8 pages, excluding title pages and references, and appendix.

1. Based on your needs assessment completed in Part 1 of the curriculum, discuss the characteristics of

the students in your program.

2. Discuss the qualifications of the faculty that will lead the program. Be sure to address the faculty role

in curriculum development as well.

3. Write at least five program objectives for your school of nursing.

4. Considering your type of program, what course prerequisites must be required (English, biology,

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statistics, history, philosophy, etc…).

5. Considering your type of program, identify required nursing courses in the curriculum. Discuss

leveling of required nursing courses, and provide a rationale for the course placement. For example, an

Introduction to Nursing course might be either a prerequisite or as a foundation/level 1 course.

6. Select one course in your program, and develop at least three or four objectives. Be sure that the

verbs used are appropriate for the course level, and that the objectives are SMART.

Part 3: Evaluation

Should be 5-7 pages, excluding title page, references and appendix.

1. Identify the evaluation model that will be used in your curriculum design, providing a rationale for the

choice.

2. Identify the accrediting body for your SON, and justify your selection.

3. Discuss the regulating body for your SON, and address the impact that this regulating body will have

on program evaluation and revision.

4. Discuss how technology will be integrated into your curriculum.

Minimal Acceptable Grade

The minimum acceptable grade in a graduate course taken at Loyola is a B (83%). Any student

receiving a grade of F in any theory (non-practicum) course will be dismissed from the program.

No course can be repeated more than once. Only courses specific to an individual’s track are

calculated for the GPA. A student whose cumulative grade point average falls below 3.0 will be

placed on academic probation for one semester. A student on academic probation has one

semester (fall, spring or summer semester) to remove the academic deficiency. If the deficiency

is not removed in the allotted time, the student will not be allowed to continue in the program.

Please insert appropriate program’s minimum grade policy

VIII. REQUIRED TEXTBOOKS

• Keating, S. (2017). Curriculum development and evaluation in nursing education (4th ed.). New

York: Springer Publishing (ISBN-13: 978-0826174413; ISBN-10: 0826174418

• Utley, R. (2011). Theory and research for academic nurse educators: Application to practice.

Sudbury, MA: Jones and Bartlett Publishers (ISBN-13: 978-0763774134; ISBN-10:

0763774138)

• American Psychological Association. (2010). Publication manual of the American psychological Association (6th ed). Washington D.C.: American Psychological Association (ISBN-10: 1433950618; ISBN-13: 978-1433805615) –

RECOMMENDED TEXTBOOK:

• Billings, D.M. & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier. (ISBN-13: 978-0323290548; ISBN-10: 032329054X)

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Applicable Additional Materials or Course Fees

Please Indicate Practicum Fee or N/A Here

IX. TOPICAL OUTLINE

Week 1

• Overview of Nursing Education: History, Curriculum Development

o History of Nursing Education

o Curriculum Development Process

o Role of Faculty in Curriculum Development

Week 2

• Learning Theories, Educational Taxonomies, and Critical Thinking

o Learning Theories Applied to Curriculum Development

o Philosophical Models Applied to Curriculum Development

o Curriculum Design and Critical Thinking

Week 3

• Steps in the Curriculum Process

• Needs Assessment and Financial Support for Curriculum Development

o External Frame Factors

o Internal Frame Factors

o Financial Support and Budget Management for Curriculum Development

and Revision

Week 4

• Nursing Philosophies Applied to Curriculum Development

• Theoretical & Conceptual Frameworks & Curriculum Models

o Curriculum Model

o Discipline Model or Nursing Theorist Model

• Curriculum Development Applied to Nursing Education

o Components of the Curriculum

o Curriculum Planning for Associate Degree Nursing Programs

o Curriculum Planning for Baccalaureate Nursing Programs

o Curriculum Planning for Master’s Nursing Programs

o Curriculum Planning for Doctor of Nursing Practice Programs

o Curriculum Planning for PhD and Other Research Focused Doctoral

Nursing Programs

Week 5

• Faculty and Student Qualifications

• Program Goals, Objectives & Outcomes

o Level Objectives

o Baccalaureate Outcomes of the AACN & NLN

o Changing or Revising the Curriculum

o Change Theories

o Planning Learning within the Curriculum

o Role of the Curriculum Committee

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Week 6

• Hiring of Faculty

• Impact of Faculty and Students on Curriculum Design

• Responsibilities of Faculty and Student in Curriculum Development

Weeks 7, 8

• Leveling of Courses in Curriculum

• Placement of Courses in Curriculum

Week 9

• Curriculum Evaluation

o Theoretical Models Used for Evaluation

o Curriculum Models Used for Curriculum Evaluation and Revision

o Process for Making Curriculum Revisions

o Process for Development of New Curriculum

Week 10

• Program Evaluation and Accreditation

o Significance of Program Evaluation and Accreditation

o Accrediting Agencies

o Accreditation Process

o Accreditation versus Regulation in Schools of Nursing

Week 11

• Technology

o Curriculum Considerations for Online Courses

o Technological Considerations for Schools of Nursing course development

o Learning Managements Systems (BlackBoard, Moodle, etc)

Week 12

• Trends in Curriculum Development

o Hybrid courses

o Accelerated curricula

o Online programs

o Blend programs

Week 13

• Curriculum Development and Evaluation in Staff Development

o Process for Curricula Development in Staff Development

Week 14

• Ethical and Legal Issues in Curriculum Development

o Violence in the Nursing Curriculum

o Mentor Support for Faculty

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o Professional organizations

o Lifelong learning

o Professional opportunities

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Template Updated 11.27.17

COURSE POLICIES

Attendance Policy

The following are College of Graduate and Professional Studies and School of Nursing policies:

1. In online courses, students are expected to log-in to the course during the first week of the course. Students risk being dropped from a course if they have not logged in during this time.

2. Attendance policy statements are minimum standards. Faculty have the right to exceed those standards and establish grade adjustments as warranted.

3. Participation in all Blackboard assignments and activities is required of all enrolled students.

Participation in all Blackboard assignments and activities is required of all enrolled students.

Policy Regarding Course Assignments

Each course assignment is due to faculty by the designated date and time listed in course materials (e.g., in syllabus, schedule of classes, modules, announcements), and is expected to be submitted to the appropriate location that is provided (e.g., submission through assignment link, discussion board, or elsewhere). Faculty have the responsibility to provide assignment deadline date, time, and location for submission. Any extension of a due date is at the discretion of faculty. If a student requests an extension, negotiation with faculty for the extension must be completed before the posted deadline for the assignment. Any late assignment, if accepted by faculty, may be penalized in points deduction at the discretion of faculty. APA style 6th edition and format is required for all formal papers.

Policy Regarding the Return of Student Work

All students have the right to receive copies of their graded work. And Faculty are required to grade and return student work in a timely manner. Blackboard software is used in all courses. Faculty provide information within their course Blackboard sites (e.g., syllabus, etc.) regarding requirements for submission of projects and assignments. Most faculty require assignment submission through Blackboard, and faculty return assignments through Blackboard as well. However, there will be some variation among faculty and within the courses.

Writing Help for Graduate Students

Writing is a process, and one way for you to engage in that process is by having someone provide constructive feedback for you to consider as you revise. Through the Student Success Center/Writing Across the Curriculum, online professional writing consultation is available for all registered Loyola graduate students. Tutors are trained to help you clarify and shape your ideas, but they do not simply edit papers or check for content errors. The goal of a tutoring session is to help make you a better writer no matter your skill level or where you are in the writing process.

To work with a tutor, submit your paper, including the assignment, to the Student Success Center website at http://www.loyno.edu/success/graduate-online-tutoring. Please allow 3 full business days for tutor responses.

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Examination Policy

All examinations in the School of Nursing shall be monitored by Examity™. You can find a guide on using Examity™ here, [http://css.loyno.edu/sites/css.loyno.edu/files/Examity Student Guide.pdf] and a video tutorial here [http://www.youtube.com/watch?v=bySuGwSnP88&feature=youtu.be]. For courses that include examinations, a student who has a legitimate reason (such as illness) for missing a scheduled examination should (if at all possible) notify the faculty of her/his absence prior to the scheduled examination. Make-up examinations will be allowed for legitimate absences from scheduled examinations, but the form and scheduling of these examinations will be at the discretion of the faculty. Enter Your Policy on Missed Examinations. If you have no examinations, indicate that here.

Student Input into Governance

The School of Nursing acknowledges the importance of obtaining student input and offering students an active role. To facilitate the process of obtaining input, faculty will announce through e-mail the issues for which student input is requested. All students are expected to submit course evaluations at the appointed time during each semester. In addition, all students are encouraged to provide input to faculty, the program coordinator, and the Director by a variety of means including appointments, e-mail, telephone, written suggestions, etc. All student input is thoughtfully considered and faculty make every attempt to provide appropriate responses to student suggestions. Each program track’s cohort will elect a student representative who is asked to “attend” (in person or by phone) the program track committee meetings. Student representatives are non-voting members of the committee.

Academic Honor Code

The Academic Honor Code of Loyola University New Orleans represents the University community’s commitment to the highest intellectual and ethical standards of honesty, integrity, fairness and justice. Violations of the Academic Honor Code include but are not limited to cheating, lying, false citations, falsified data, falsification of academic records, plagiarism, participation in any form of unauthorized collaboration, misuse or misrepresentation of academic work or the academic work of others in any manner, misuse of electronic material, and violation of academic property laws. A student in doubt about whether a particular course of conduct might violate the University’s Academic Honor Code should consult with the course instructor before engaging in that conduct.

Office of Disability Services

Students needing academic accommodations for a disability must first be registered with the

Office of Disability Services (ODS) to verify the disability and to establish eligibility for

accommodations. If you perceive disability-related barriers in a course, please let the ODS know

immediately. ODS welcomes your feedback that will assist in improving the usability and

experience for all students. Loyola is committed to offering classes that are inclusive in their

design. ODS contact information is as follows: Marquette Hall, Room 112, 504-865-2990 (front

office), [email protected].

http://css.loyno.edu/sites/css.loyno.edu/files/Examity%20Student%20Guide.pdf

http://www.youtube.com/watch?v=bySuGwSnP88&feature=youtu.be

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Emergency Plan

At times, ordinary university operations are interrupted as a result of tropical storms, hurricanes, or other emergencies that require evacuation or suspension of on-campus activities. To prepare for such emergencies, all students will do the following during the first week of classes:

1. Practice signing on for each course through Blackboard.

2. Provide regular and alternative e-mail address and phone contact information to each instructor.

In the event of an interruption to our course due to the result of an emergency requiring an evacuation or suspension of campus activities, students will:

3. Pack textbooks, assignments, syllabi and any other needed materials for each course ad bring during an evacuation/suspension

4. Keep up with course work during the evacuation/suspension as specified on course syllabi and on-line Blackboard courses.

5. Complete any reading and/or writing assignments given by professors before emergency began.

Assuming a power source is available....

6. Log on to university Web site within 48 hours of an evacuation/suspension.

7. Monitor the main university site (www.loyno.edu) for general information.

8. Log on to each course through Blackboard or e-mail within 48 hours of an evacuation/suspension to receive further information regarding contacting course instructors for assignments, etc.

9. Complete Blackboard and/or other online assignments posted by professors (students are required to turn in assignments on time during the evacuation/suspension period and once the university campus has reopened.)

10. Contact professors during an evacuation/suspension (or as soon as classes resume on campus) to explain any emergency circumstances that may have prevented them from completing expected work.

Further information about student responsibilities in emergencies is available on the Academic Affairs web site: http://academicaffairs.loyno.edu/students-emergency-responsibilities

Discussion Board Rubric Levels of Achievement Criteria Outstanding Proficient Emergent Needs Improvement

Timeliness--Primary post and secondary posts are made by the due date. Consistently participates in discussion

22 to 25 points

15 to 21 points

8 to 14 points

0 to 7 points

Substantive and Contributes to the Learning Community: Primary Post--Demonstrates critical and reflective thinking; Information delivered is thoughtful, insightful and includes an analysis and synthesis of the readings/information; Consistently attempts to contribute meaningful

13 to 15 points

9 to 12 points

5 to 8 points

0 to 4 points

http://academicaffairs.loyno.edu/students-emergency-responsibilities

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interaction in the discussion; Prompts further discussion; Posts are factual and advances the discussion based on higher level thinking.

Substantive and Contributes to the Learning Community: Secondary Posts--Makes meaningful responses to both classmates' and faculty questions and comments; Actively contributes to collaborative learning; Provides specific, constructive, and supportive feedback to extend colleagues' thinking; Asks probing questions that generate further discussion

10 to 10 points

7 to 9 points

4 to 6 points

0 to 3 points

Literature/Evidenced Based--Postings are supported by content from the literature and/or clinical scenarios; Professional references provided; Uses a variety of references and sources

22 to 25 points

15 to 21 points

8 to 14 points

0 to 7 points

Grammar/Professional Tone/Succinct--Contains no grammatical, spelling, or style errors; Expresses opinion and ideas in a clear and concise manner; Postings are professional in tone--no slang, texting language, etc.; APA format is used for citations

22 to 25 points

15 to 21 points

8 to 14 points

0 to 7 points

Nursing 979

Curriculum Design and Evaluation

Guidelines for Curriculum Development Project

Throughout this course, you will be applying the knowledge learned to develop a nursing curriculum. This

assignment will be in three parts, each with separate due dates. A professional presentation of your final

project will be posted on a Google Shared Drive, and Powerpoint presentation will be posted in

Blackboard.

Part 1: Type of Program, Assessment, Mission, and Philosophy

Should be 5-6 pages, excluding title page, references or appendix.

1. Introduction: Provide a background and overview of curriculum design, and include a clearly stated

purpose of your paper.

2. Type of Program: Identify the type of program that you will develop (ASN or BSN; online vs. traditional

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classroom, etc…). Is this a private or public university? Is it religious or secular, and how will this be

incorporated?

3. Needs Assessment (external and internal frame factors): Discuss the process of developing an

internal and external needs assessment. What are the findings, and how are they significant? Address

how these findings impact and justify the proposed curriculum.

4. Mission of the Parent Organization and School of Nursing: Identify the Mission of the parent

organization of your School of Nursing, then generate a Mission for your School of Nursing.

5. Philosophy of the School of Nursing: Write a philosophy for your SON curriculum. Address the key

concepts that must be in a philosophy. Discuss how your curricula will define the metaparadigm. Be sure

that the Mission and type of program (private vs. public or religious vs. secular) is considered in your

philosophy. Also consider which conceptual model(s) and/or theory will guide your curriculum.

Grading Rubric (Part 1)

Criteria Points

Introduction

• Provides background and overview of

curriculum design

• Includes a clearly stated purpose of your

paper

/10

Type of Program and Curricular Design

• Identifies the type of program (ADN

or BSN)

• Online vs. Traditional

• Clearly addresses how the type of

program should be considered with

curriculum development

/10

Needs Assessment

• Discusses the purpose of internal and

external frame factors and relates to

the program

• Clearly addresses the process of

conducting a needs assessment

• Addresses the findings of the needs

assessment

• Discusses how the findings impact

and justify the curriculum design

/15

Mission

• Identifies the Mission of the parent

organization

• Develops a Mission of the School of

Nursing, and relates to the parent

organization

/15

Philosophy

• Develops a Philosophy for the School

of Nursing

/20

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• Addresses the key concepts that must

be included in a Philosophy

(metaparadigm)

• Considers the Organization and

SON’s Mission into the Philosophy

• Identifies the conceptual model that

will guide the curriculum, and

integrates into the philosophy

Conclusion

• Brief summary of paper is provided

with key points highlighted

/10

Grammar and Sentence Structure

• Paragraphs and sentences follow

writing standards

• Uses correct grammar, spelling, and

punctuation • Paper is professionally and scholarly

written

/10

APA Formatting

The paper follows correct APA formatting, and

includes title page, headings, font, spacing,

margins, indentations, page numbers, running

head, parenthetical/in-text citations, and

reference list.

/10

Total Points /100

Part 2: Curriculum Development

Should be 6-8 pages, excluding title pages and references, and appendix.

1. Based on your needs assessment completed in Part 1 of the curriculum, discuss the characteristics of

the students in your program.

2. Discuss the qualifications of the faculty that will lead the program. Be sure to address the faculty role

in curriculum development as well.

3. Write at least five program objectives for your school of nursing.

4. Considering your type of program, what course prerequisites must be required (English, biology,

statistics, history, philosophy, etc…).

5. Considering your type of program, identify required nursing courses in the curriculum. Discuss

leveling of required nursing courses, and provide a rationale for the course placement. For example, an

Introduction to Nursing course might be either a prerequisite or as a foundation/level 1 course.

6. Select one course in your program, and develop at least three or four objectives. Be sure that the

verbs used are appropriate for the course level, and that the objectives are SMART.


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Criteria Points

Introduction

• Briefly summarizes Part 1 of the paper in

order to provide a smooth transition to

Part 2

• Provides background and overview of

what you will discuss for Part 2 (faculty,

students, etc…)

• Includes a clearly stated purpose of your

paper

/5

Students

• Utilizes findings from the Needs

Assessment to discuss the

characteristics of the students

/15

Faculty

• Discusses the qualifications of the

faculty based on the type of program

(AD, BSN) • Addresses the faculty role in

curriculum development

/15

Objectives and Prerequisites

• Develops at least five program

objectives for the SON

• Identifies appropriate prerequisites

based on the program type

/15

Nursing Courses

• Identifies required nursing courses

• Addresses the leveling of the nursing

courses and provides sound rationale

for placement within the curriculum

• Selects one course and develops three

or four SMART objectives utilizing

appropriate verbs

/20

Conclusion

• Brief summary of paper is provided

with key points highlighted

/10


• Paragraphs and sentences follow

writing standards

• Uses correct grammar, spelling, and

punctuation • Paper is professionally and scholarly

written

/10

APA Formatting

The paper follows correct APA formatting, and

includes title page, headings, font, spacing,

margins, indentations, page numbers, running

head, parenthetical/in-text citations, and

reference list.

/10

Total Points /100

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Part 3: Evaluation

Should be 5-7 pages, excluding title page, references and appendix.

1. Identify the evaluation model that will be used in your curriculum design, providing a rationale for the

choice.

2. Discuss how the faculty will address evaluation and accreditation for the SON. Identify the accrediting

body for your SON, and justify your selection.

3. Discuss the regulating body for your SON, and address the impact that this regulating body will have

on program evaluation and revision.

4. Discuss how technology will be integrated into your curriculum.


Criteria Points

Introduction

• Briefly summarizes Part 2 of the paper in order to provide a smooth transition to Part 2

• Provides background and overview of what you will discuss for Part 3 (evaluation model and accreditation)

• Includes a clearly stated purpose of your paper

/5

Evaluation Model

• Discusses curricular evaluation models and selects a model for the SON

• Provides sound rationale for the model selection

/15

Accreditation Agency

• Discusses the role of Accreditation in Schools of Nursing

• Identifies Accreditation Agency selected for the SON

• Provides a sound rationale for the model choice

• Discusses how the faculty will address evaluation and accreditation for the SON

/20

Regulating Body

• Addresses the role of regulating bodies for nursing education

• address the impact that this regulating body will have on program evaluation and revision.

/15

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Technology

• Discusses how technology will be integrated into your SON curriculum.

/15

Conclusion

• Brief summary of paper is provided with key points highlighted

/10


• Paragraphs and sentences follow writing standards

• Uses correct grammar, spelling, and punctuation

• Paper is professionally and scholarly written

/10

APA Formatting The paper follows correct APA formatting, and includes title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

/10

Total Points /100

Presentation of Curriculum Project Guidelines

Throughout the semester, you have been working hard to create a school of nursing curriculum. Now is

the time to showcase your work with your other classmates. For this assignment, you will need to create a

Powerpoint presentation of your curriculum project. You will need a webcam or you can use your

smartphone to record yourself. You must be present in the video (like a professional presentation). Post

your video to the Shared Google Folder (link will be sent by faculty).

In the 8-10 minute presentation:

o Discuss the type of program selected o Including level of education o Location o New school of nursing or additional program added o Parent institution

o Discuss findings of the needs assessment o Discuss characteristics of faculty and students o Relate a summary of the conceptual framework/philosophical approach

o Mission statement o State the program outcomes o Overview of course progression plan (courses in the nursing curriculum leveled) o Discuss how the curriculum can be evaluated o Discuss which accrediting body could accredit the program.

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Grading Rubric (PP Presentation and Video)

Criteria Points

Discusses the Program Type

• Level of Education o Location o New school of nursing or

additional program added o Parent institution

/10

Discusses findings of the needs assessment

• Internal and External Frame Factors

/15

Relate a summary of the conceptual framework/philosophical approach

• Mission statement

/15

States the program outcomes /15

Overview of course progression plan (courses in the nursing curriculum leveled)

/15

Discuss how the curriculum will be evaluated

• Discuss which accrediting body could accredit the program.

/10

Presentation

• Presentation is professional and scholarly

• Is knowledgeable about curriculum

• PP slides are clean and concise, without excessive information on each

• Uses Appropriate grammar and sentence structure

• Uses correct spelling and punctuation

15

APA Formatting

• The paper follows correct APA formatting, and includes title slide and references

/10

Total Points /100

Curriculum Committee Meeting Reflection

In order to gain a better understanding of the role of a curriculum committee (CC), you will observe a

curriculum committee meeting in a School of Nursing (SON). You are required to complete an affiliation

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agreement prior to the meeting, so begin to explore possible schools of nursing and request the

opportunity to observe a meeting. Once you have located a SON, begin the process of completing an

affiliation agreement. Once you have a signed affiliation agreement, attend a curriculum meeting at a

school of nursing.

• During the meeting, observe the following:

• What is the role of the curriculum chair?

• How does the curriculum chair lead the meeting?

• How do committee members participate in the meeting?

• What are the key agenda items for the meeting?

• How does the committee discuss the agenda items and make decisions on curriculum revisions?

• What curriculum issues were approved in the meeting?

After attending the meeting, reflect on what you learned in the meeting and discuss the questions above

in a journal entry on Blackboard.

Reflection Grading Criteria

Criteria Points

• Discusses the role of the curriculum committee chair

10

• Discusses how the curriculum chair leads the meeting

15

• Discusses the key agenda items for the meeting

20

• Discusses the process the committee uses to discuss the agenda items and make revisions to the curriculum

25

• Discusses the curriculum issues approved in the meeting

15

• Reflects on what was learned by attending the meeting

15

Total 100

Final Course Reflection

Now that you have completed the course, let’s take some time to reflect upon what was learned.

Review the following questions and compose a reflective journal post on BlackBoard.

• What is the curriculum process?

• What is the importance of systematic curriculum review and revisions?

• What is your role in the curriculum process as a new faculty member?

Final Course Reflection Grading Criteria

Criteria Points

• Discusses the curriculum process 35

19


• Discusses the importance of systematic curriculum review and revisions

35

• Reflects on the new faculty member’s role in the curriculum process

30

Total 100

Nursing 364 2012 - loyno.edu

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