NURS 6321:Week 6: Components of the Curriculum and Program Part 2 Essay Assignment Paper

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NURS 6321:Week 6: Components of the Curriculum and Program Part 2 Essay Assignment Paper

NURS 6321: Curriculum Development, Assessment, and Evaluation | Week 6

A company is like an enormous clock. It only works if all the little cogs mesh together! Now, a clock needs to be cleaned, well-lubricated, and wound tight. The best clocks have jewel movement, cogs that fit, that cooperate by design.

—Gilbert Huph, The Incredibles

The above quote from Pixar’s movie The Incredibles mirrors the interlocking components of a curriculum. If the curriculum is the “enormous clock,” then the setting’s mission, vision, and philosophy would be the “cogs” that make it function. When great care is taken to align these cogs, the clock runs smoothly and effectively. However, if one cog is created in isolation from the others, the cogs will fail to fit together and thus the design will be flawed.

This week, you explore how a setting’s mission, vision, and philosophy influence the curriculum components (mission, vision, and philosophy) of curricula and programs.

Learning Objectives

Students will:

• Analyze strategies for achieving alignment and congruence of curriculum components
• Evaluate congruence of organizational frameworks within a setting *
• Evaluate alignment between programmatic curriculum components and curriculum components of the setting *

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.

Learning Resources

Required Readings

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.

• Chapter 7, “Philosophical Foundations of the Curriculum” (pp. 118–143)Chapter 7 uses a concept model to illustrate how the alignment and congruence of curriculum components. The importance of aligning philosophy statements with these components is discussed. Many examples of philosophy statements are also provided.

Keating, S. B., & DeBoor, S. S.  (Ed.). (2018). Curriculum development and evaluation in nursing (4th ed.). New York, NY: Springer.

• Chapter 5, “The Classic Components of the Curriculum: Developing a Curriculum Plan” (pp.  80-103)Chapter 5 begins with a brief introduction of the types of institutions and programmatic levels nursing curricula can be developed for. Then an in-depth exploration of curriculum components is provided.

Note: For the purposes of this course, you are only required to select and read the chapters below that will help you and your team to complete your Course Project.

Chapter 8, “ Curriculum Planning for Specialty Master’s Nursing Degrees and Entry-Level Graduate Degrees” (pp. 146-155)

This chapter describes the curriculum process for AA nursing programs. According to the author, all of these programs follow a similar process that is affected by external factors such as social and political climates, the health care industry, and accreditation and regulatory standards.

Chapter 7, “Curriculum Planning for Undergraduate Nursing Programs” (pp. 122- 140)

Chapter 7 examines the development process of BSN nursing programs. AACN Essentials, pros and cons to residency and externship programs, and other internal and external factors are explored.

• Chapter 9, “Planning for Doctoral Education” (pp. 158-166)The essentials for creating a doctorate program are highlighted in Chapter 13. The role of nurse educators is discussed, as well as the impact doctorate-prepared nurses have on the nursing profession, education, and the health care system.

Richards, J. (2011). Curriculum development and evaluation in staff development. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 269–295). New York, NY: Springer.

 

Review Chapter 13 to explore the role of nurse educators who specialize in staff development. Key responsibilities such as conducting needs assessment on the external and internal frame factors influencing staff programs and educational needs, the preparation and maintenance of budgets, and adult learning theories are discussed.

Required Media

Laureate Education, Inc. (Executive Producer). (2012b).  Curriculum components. Baltimore, MD: Author.

Optional Resources

University of Connecticut Office of Institutional Research & Effectiveness Assessment and Evaluation (n.d.). How to write a program mission statement. Retrived November 21, 2018, from https://assessment.uconn.edu/wp-content/uploads/sites/1804/2016/06/HowToWriteMission.pdf

Walden University. (n.d.c). Vision and mission statements. Retrieved November 27, 2012, from http://www.waldenu.edu/About-Us/33598.htm

Discussion: The Importance of Alignment and Congruence

When developing a curriculum or program, it is important to remember that the content created is just one piece of the institution or agency. Much like placing a snapshot into a collage, nurse educators must be mindful of the larger picture. They should analyze how this snapshot, this one piece, will fit with those around it. However, it is not uncommon for nurse educators to become so involved with the contents of their curriculum that they inadvertently develop content in isolation. They identify skills, procedures, and processes that are important but can forget to translate these ideas across the span of their curriculum. This can present problems for learners, especially in academic settings where the skills presented in one course generally build on those learned in previous courses.

One way nurse educators can place importance on the larger picture is to align the components of their curriculum with the components of the institution or agency. In fact, using the setting’s mission, vision, and philosophy to create the mission, vision, and philosophy of the curriculum is an effective way to build congruence. There are many strategies nurse educators can use when seeking alignment and congruence. In this Discussion, you explore these strategies and consider how you might align your team’s curriculum to that of your selected setting.

To prepare:

• Review Chapter 5, “The Classic Components of the Curriculum: Developing a Curriculum Plan,” in the Keating text to reexamine the meanings behind a setting’s mission, vision, and philosophy.
• Review this week’s media, Curriculum Components. Consider why nurse educators should be cognizant of their setting’s mission, vision, and philosophy when developing the mission, vision, and philosophy for their curriculum or program.
• Examine the chapter titles and overviews of Chapters 2, 5, 7, 8 and 9 in the Keating text. Then, select and review the chapters that correspond with the focus of your Course Project.
• Use this week’s Learning Resources and your own independent research to identify strategies nurse educators can implement to achieve alignment and congruence of curriculum components. Consider how these strategies could help to align the components of your curriculum or program to the components of your team’s selected setting.

By Day 3

Post at least two strategies nurse educators can implement to achieve alignment and congruence between curriculum components. Justify your response by providing authentic examples of how and why you would employ these strategies specific to your team’s selected setting and proposed curriculum.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

• Critically appraise a colleague’s strategies. Offer additional or alternative strategies that might also work in their team’s setting.
• Provide additional insight into the alignment process by sharing your own professional experiences with the curriculum process.
• Ask a probing question, substantiated with additional background information, evidence, or research.

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