C920 Developing Course Elements
Student Name
Western Governors University
C920 Contemporary Curriculum Design and Development in Nursing Education
Prof. Name
Date
C920 Developing Course Elements
ADDIE Instructional Design Model
The ADDIE instructional design model is a well-established framework that guides the structured development of educational courses. The acronym ADDIE stands for five essential phases: Analysis, Design, Development, Implementation, and Evaluation (Western Governors University, 2023). These phases collectively ensure a comprehensive approach to course creation.
For example, in designing the initial module on communicable diseases, the process started with the analysis phase. This involved an in-depth review of the subject to clearly define the module’s objectives and to plan the visual layout of content. The analysis stage established foundational goals and structural expectations. Next, the design phase laid out the course’s structure, specifying instructional strategies and selecting appropriate materials. During development, the detailed content was created, aligning learning objectives with activities that encourage student engagement and active participation.
The implementation phase marked the rollout of the finalized course to students, ensuring accessibility and usability. Finally, the evaluation phase is planned to measure the module’s effectiveness after completion, identifying successes and areas for improvement to refine subsequent versions.
Challenges Unique to the Online Learning Environment
Online learning offers flexibility but also introduces unique challenges that affect both students and educators.
One major obstacle is internet connectivity. Interruptions can disrupt live sessions or exams, sometimes causing automatic test termination if a connection is lost. This technical issue can unfairly impact student performance. Similarly, unstable internet access might lead to missed deadlines, such as participation in discussion boards.
Another common barrier is technological literacy. This is especially relevant for older nursing students who may find it difficult to navigate digital platforms, access assessments, or locate course components.
These factors can prevent students from achieving course objectives and desired learning outcomes.
To address these challenges, instructors can employ several strategies as summarized below:
| Challenge | Potential Solutions |
|---|---|
| Internet Connectivity | Offer multiple live sessions for key activities, allowing students to attend at least one session. |
| Technological Literacy | Provide clear, step-by-step instructions on platform use, along with support during initial weeks. |
Establishing open, empathetic communication about these challenges fosters trust and encourages students to seek help when needed, ultimately promoting successful learning outcomes.
Established Learning Theory
The second module’s primary learning outcome is grounded in Cognitive Learning Theory, which emphasizes the mental processes involved in acquiring and understanding knowledge. This theory prioritizes active learner engagement with content rather than passive memorization (Billings & Halstead, 2020).
Within the module, students are tasked with explaining health promotion concepts and the role of community health nurses in supporting these initiatives. One effective teaching strategy aligned with this theory is encouraging students to articulate what they have learned in their own words. Such reflective practice reinforces deeper comprehension and better long-term retention.
Adapting Learning Theory to the Online Environment
To translate Cognitive Learning Theory into an online format, students participate in an interactive case study accompanied by reflective questions related to the learning outcomes. This practical exercise connects theoretical knowledge to real-world scenarios, helping students develop situational analysis skills critical for clinical practice (Billings & Halstead, 2020).
By integrating reflective activities within a virtual platform, students engage in critical thinking and meaningful learning experiences, fostering cognitive growth in an online classroom setting.
Learning Resources
Four distinct learning resources were selected to support the modules, each serving a specific educational purpose. These resources vary in format and pedagogical value, enhancing student engagement and facilitating knowledge acquisition.
| Resource Type | Description & Relevance | Educational Value |
|---|---|---|
| Textbook Chapter | Provides comprehensive theoretical background underpinning course content. | Builds foundational understanding of the subject matter. |
| Scholarly Article | Offers current research insights into communicable diseases and nursing. | Develops critical appraisal skills and awareness of recent advances. |
| Video (Carmichael, 2021) | Features a practicing public health nurse discussing health promotion. | Delivers practical, real-world perspectives that stimulate intellectual curiosity. |
| Chart (American Academy of Pediatrics, 2020) | Colorful immunization schedule illustrating vaccine timing and benefits. | Acts as a visual aid that simplifies understanding of preventive health measures like immunizations. |
The video and chart stand out for their ability to link theory with practice visually and contextually, which aids students in grasping complex topics such as vaccination schedules and health promotion techniques.
Skill Development through Learning Activities
A prominent learning activity is a discussion board that prompts students with reflective questions based on clinical scenarios. Students are required to respond and engage with peers’ posts, facilitating collaborative learning.
This activity encourages integration of both factual knowledge (content-specific understanding) and metacognitive knowledge (awareness of one’s thinking processes) (Billings & Halstead, 2020). Discussion boards foster analysis, synthesis, and expression of ideas, which are key components of higher-order thinking.
Research shows that discussion boards are effective for student engagement by promoting debate, viewpoint sharing, and improving written communication skills (Scott & Turrise, 2021). These outcomes align with course goals of applying knowledge practically and enhancing critical thinking abilities.
Designed inclusively, this activity supports diverse perspectives and learning styles. Online accessibility allows broad participation, while reflective questions encourage deep thinking and reinforce course objectives.
Feedback
Feedback plays an essential role in continuous course improvement. To obtain honest and useful input, an anonymous electronic survey will be conducted at the end of the course. This approach encourages candid student evaluations without fear of repercussions.
In addition, oral feedback will be gathered at the beginning and midway points of the course to understand student expectations and ongoing experiences.
Continuous Improvement Plan
Effective nurse educators commit to an iterative process of course refinement. This starts by incorporating prior feedback and student expectations during course planning to better align with learning goals.
Throughout the course duration, continuous feedback will inform adjustments to content clarity, assignment design, and student comprehension support. After course completion, survey data will be analyzed to guide further revisions, ensuring the course remains relevant and effective for future students.
This cyclical improvement process guarantees that the course evolves responsively to meet both educational standards and learner needs.
References
American Academy of Pediatrics. (2020). Pediatric vaccines: A clinical decision support chart. https://doi.org/10.1542/9781610024648
Billings, D. M., & Halstead, J. A. (Eds.). (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.
Carmichael, C. [Claire Carmichael]. (2021, July 3). Health promotion in nursing [Video]. YouTube. https://www.youtube.com/watch?v=kI1-a2GVOt4
Scott, M., & Turrise, S. (2021). Student perspectives: Discussion boards as learning strategies in online accelerated nursing courses. Journal of Nursing Education, 60(7), 419-421. https://doi.org/10.3928/01484834-20210616-12
Western Governors University. (2023). Contemporary curriculum design and development in nursing education. Acrobatiq. https://lrps.wgu.edu/provision/32996777