Overview

Develop a 6–8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Assessment Instructions

Using the same nursing curriculum you selected in Assessment 1, design a course that could be added to the curriculum.

Requirements

Design a course to be included in your selected nursing curriculum. In your course design:

• Describe an appropriate course to include in a selected curriculum.
• Provide a rationale for adding a course to a selected curriculum.
• Suggest a topical outline for a course to be added to a selected curriculum.
• Explain with whom and how faculty members would collaborate when considering the new course within a selected curriculum design.
• Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design.
• Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
• Explain how the mission, philosophy, and framework of the program and parent institution impact curriculum design.
• Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

Additional Requirements

• References: Include references from at least two peer-reviewed journals that are not listed in the Suggested Resources, cited in proper APA format.
• Length of design: The course design should be 6–8 pages in length, not including the title page and the reference page, and must follow proper APA style and formatting.
• Course outline: Include the course outline as an appendix. The appendix will not be included in the page count for the assessment.
• Font and font size: Times New Roman, 12 point.

Suggested Resources

Capella University Library Resources

The following resources address course development in nursing education:

• Ardisson, M., Smallheer, B., Moore, G., & Christenbery, T. (2015). Meta-evaluation: Experiences in an accelerated graduate nurse education program. Journal of Professional Nursing, 31(6), 508–515.
• Schnetter, V. A., Lacy, D., Jones, M. M., Bakrim, K., Allen, P. E., & O’Neal, C. (2014). Course development for web-based nursing education programs. Nurse Education in Practice, 14(6), 635–640.
• Bengtsson, M., & Carlson, E. (2015). Knowledge and skills needed to improve as preceptor: Development of a continuous professional development course – A qualitative study part I. BMC Nursing, 14, 1–7.
• Choi, H., Kim, J., Bang, K-S., Park, Y-H., Lee, N-J., & Kim, C. (2015). Applying the flipped learning model to an English-medium nursing course. Journal of Korean Academy of Nursing, 45(6), 939–948.
• Hill, R. Y., Foster, B., & Oermann, M. (2015). Dedicated education unit model for a transition into practice course. The Journal of Continuing Education in Nursing, 46(9), 403–408.
• Baessler, M., Best, W., & Sexton, M. (2016). Beyond program objectives. The Journal of Continuing Education in Nursing, 47(6), 248–249.
• Valiga, T. M. (2014). Attending to affective domain learning: Essential to prepare the kind of graduates the public needs. Journal of Nursing Education, 53(5), 247.

SHOW LESS

These resources focus on the role of the educator in nursing education:

• Oermann, M. H. (Ed.) (2013). Teaching in nursing and role of the educator. New York, NY: Springer Publishing Company.
  • Chapter 3, “Teaching Methods.”
• Johnson, K. V. (2016). Improving adjunct nursing instructors’ knowledge of student assessment in clinical courses. Nurse Educator, 41(2), 108–110.
• Kalb, K. A., O’Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212–219.

This resource reviews internal and external factors that influence curriculum development:

• Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer Publishing Company.
  • Chapter 6, “External Frame Factors.”
  • Chapter 7, “Internal Frame Factors.”

Internet Resources

The following resources provide resources for, and explore the use of, simulation evaluations:

• Adamson, K. A., Kardong-Edgren, S., & Willhaus, J. (2013). An updated review of published simulation evaluation instruments. Clinical Simulation in Nursing, 9(9), e393–e400. Retrieved from http://www.nursingsimulation.org/article/S1876-139…
• Todd, M., Hawkins, K., Hercinger, M., Manz, J., Tracy, M., & Iverson, L. (2017). Creighton Competency Evaluation Instrument. Retrieved from https://nursing.creighton.edu/academics/competency…
• Wiles, B. (2014). Simulation evaluation. Xavier University. Retrieved from http://qsen.org/teaching-strategies/simulation/sim…