Designing a new nursing curriculum the process and the pitfalls
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Designing a New Nursing Curriculum the Process and the Pitfalls. October 9, 2006. It all starts with your …. Philosophy Identify major concepts that will be threaded throughout courses Examples Evidence-based practice Informatics/Communication Interdisciplinary teams Quality improvement

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Presentation Transcript

It all starts with your
It all starts with your … Pitfalls

  • Philosophy

    • Identify major concepts that will be threaded throughout courses

    • Examples

      • Evidence-based practice

      • Informatics/Communication

      • Interdisciplinary teams

      • Quality improvement

      • Patient-centered care


The second step is
The Second Step is… Pitfalls

  • Organizing framework

    • Examples

      • NLN Competencies – Provider of care, manager of care, member of the discipline

      • NCSBN Core Competencies – Professional behaviors, Communication, Assessment, Clinical Decision Making, Caring Interventions, Teaching and Learning, Collaboration, Managing Care

      • NCLEX Test Plan – Safe, Effective Care Environment, Health Promotion and Maintenance, Psychosocial Integrity, Physiological Integrity.

      • Functional Health Patterns

      • Systems


The next step is
The next step is … Pitfalls

  • Educational Outcomes or Terminal Objectives

    • This is what you want your graduate to look like or be able to do when they graduate

    • They will be broad statements that relate back to the major concepts identified in the philosophy


Next come
Next Come Pitfalls

  • Level objectives or course objectives

    • Determine the number of levels for your program

    • These must demonstrate progression.

    • They also provide the framework for the clinical evaluation tool.

    • The objectives for the final course are the same as the educational outcomes or terminal objectives


After objectives
After objectives… Pitfalls

  • Determine the content for each course

    • The major concepts identified in philosophy are deepened throughout the program

    • The organizing framework provides the structure for the content

    • It is impossible to “cover” everything – the challenge is to identify the concepts that are critical


Design learning activities and methods of assessment
Design Learning Activities and Methods of Assessment Pitfalls

  • Facilitate active student investigation, discovery, and learning of essential material

  • Faculty do not need to feel responsible for “covering all of the material”

  • All assessments should reflect the depth and breath of content described in course objectives.


Why do we need a curriculum revision
Why do we need a curriculum revision? Pitfalls

  • “Integrated” and “Non-integrated curriculum restricted transferability

  • Ensure seamless articulation among NCCCS institutions

  • Keep current with national trends and reflect contemporary nursing practice


Factors trends influencing nursing education
Factors/trends Influencing Nursing Education Pitfalls

  • Regulatory changes set by NC BON

  • Recommendations cited in 2004 report of the NC IOM Task Force on Nursing Workforce including the need to meet NLNAC accreditation standards

  • Elimination of summer funding


How did it get started

NC Council of ADN Directors appointed a task force Pitfalls

How did it get started?


Begin with the end in mind
Begin with the end in mind Pitfalls

  • Used NLN competencies as organizing framework

  • Three level objectives were developed for each competency

    • Professional Behaviors

    • Communication

    • Assessment

    • Clinical Decision Making

    • Caring Interventions

    • Teaching and Learning

    • Collaboration

    • Managing Care


Course development
Course Development Pitfalls

  • 12 courses

  • Separate courses for pharmacology, assessment and leadership

  • Geriatrics is integrated

  • Professional Nursing Concepts and Assessment must be offered in the first semester and Nursing Care of Multi-system failure must be in the last, otherwise, courses may be offered in any sequence

  • Can be offered in shorter blocks or over the entire semester


Issues
Issues Pitfalls

  • Why argue with present success?

  • How will there be time for more content?

  • What will we give up?

  • What if we don’t teach the “right things”?

  • What if NCLEX rates go down?

  • What if skill levels decline?

  • What if we cannot teach the new content effectively?

  • How will this impact my teaching load?


Curriculum change requires
Curriculum change requires… Pitfalls

  • Courage – the willingness to take risks in order to achieve a goal

  • Trust in each other and the process

  • Strong commitment by faculty leaders

  • Communication and collaboration with each other and key stakeholders

  • Ability to balance the need for change with the instinct to protect what has been


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