C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education
Student Name
Western Governors University
C946 Nursing Education Field Experience
Prof. Name
Date
C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education
COMPETENCIES
What competencies should graduates demonstrate in facilitating learning in diverse academic settings?
Graduates are expected to skillfully create inclusive learning environments that enhance student engagement and achievement across various academic settings. These environments should support targeted cognitive, affective, and psychomotor learning outcomes, emphasizing adaptability to meet diverse student needs. The ability to design instruction that accommodates varying learning styles and backgrounds is essential for effective facilitation (Competency 7058.1.1).
How should graduates approach assessment and evaluation strategies?
Graduates integrate contemporary theories, concepts, and principles to develop assessments that accurately measure student learning outcomes within diverse educational contexts. This competency highlights the importance of aligning assessment tools with instructional methods, ensuring evaluations are relevant, fair, and comprehensive in capturing student progress (Competency 7058.1.2).
What is expected regarding curriculum design and development?
Graduates are responsible for designing learning objectives and curricula that align with program outcomes and reflect evidence-based best practices. This entails constructing structured, coherent educational experiences that facilitate deep learning and professional competency development, adhering to recognized professional and academic standards (Competency 7058.1.3).
How does systematic self-evaluation and professional development relate to the nurse educator role?
Graduates develop and execute personalized, ongoing professional development plans tailored specifically to their roles as academic nurse educators. This ensures continuous growth and adaptation to emerging educational methodologies and clinical practices, reinforcing their effectiveness and relevance in teaching roles (Competency 7058.1.4).
What roles do scholarship, service, and leadership play in nursing education?
Graduates serve as proactive change agents and leaders, envisioning and shaping the future of nursing education and practice. Their roles extend beyond teaching to active participation in scholarship and service, fostering innovation, ethical leadership, and transformative contributions to the profession (Competency 7058.1.5).
INTRODUCTION
This final task of the course requires identifying a specific curriculum gap or need within nursing or clinical practice experience (CPE). The gap identified will form the basis for developing a new educational module to be integrated into an appropriate course at a virtual academic institution.
The curriculum proposal must specify the college or university, the nursing program type (e.g., associate’s or baccalaureate degree), and the particular course where the new module will be embedded. The primary objective is to critically analyze a deficit in current nursing education and propose a module that effectively addresses this shortcoming.
This learning activity underscores the significant role of academic nurse educators in fostering professional development through the design and enhancement of nursing curricula.
To complete this task, students will employ the “Indirect Care Experience Checklist” alongside the “Curriculum Proposal Template.” Students choose from four virtual academic institutions and corresponding course syllabi. Upon selection, the template assists in systematically developing the proposal.
The curriculum development process follows the ADDIE model, which consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. Part 1 of the proposal will cover the introduction, literature review, and the initial ADDIE phases (Analysis, Design, Development). The complete proposal spans up to 60 pages, with Part 1 limited to 40 pages excluding the title page.
REQUIREMENTS
| Requirement | Details |
|---|---|
| Format | Use the provided “Curriculum Proposal Template” |
| Page limit | Part 1: Maximum of 40 pages (excluding title page) |
| Content | Introduction (max 200 words), Literature Review, ADDIE phases (Analysis, Design, Development) |
| Source Usage | Minimum six peer-reviewed articles published within the last five years for literature review |
| Assessment | Completion of “Indirect Care Experience Checklist” and “Curriculum Proposal Template” |
| Submission Format | Acceptable formats: .docx, .pdf, .ppt; no cloud links unless explicitly instructed |
| Prerequisites | Must have passed NOA1 and CCP4 before submitting Part 1 |
CURRICULUM PROPOSAL PART 1 SECTIONS AND QUESTIONS
What should the Introduction section include?
The Introduction must:
- Identify the curriculum gap or educational need.
- Describe the proposed module designed to address this gap.
- Provide details of the selected college or university, nursing program type, and course for module integration.
- Present the theoretical framework supporting the proposal.
- Offer a concise overview of the purpose and structure of the proposal, including an explanation of how the ADDIE model guides curriculum development.
How is the Literature Review section structured?
The Literature Review consists of two main parts:
- Literature Review Summary Table
This table compiles summaries of six peer-reviewed articles published within the last five years, demonstrating scholarly support for the curriculum topic.Article #Author(s)YearKey FindingsRelevance to Module Proposal1[Author][Year][Summary of main findings][How findings support module]2[Author][Year][Summary of main findings][How findings support module]…………… - Synthesis of Findings
This narrative section analyzes the similarities and contradictions among the reviewed literature, highlighting how the evidence collectively justifies the proposed curriculum module.
What is the purpose of the ADDIE Model introduction?
The ADDIE Model introduction explains the five iterative phases — Analysis, Design, Development, Implementation, and Evaluation — and their integral role in the structured, systematic process of curriculum development. It underscores how each phase contributes to creating an effective educational module aligned with learner needs and institutional goals.
What does the Analysis Phase require?
The Analysis Phase demands a comprehensive description of the virtual academic setting, including:
- Program level (e.g., Associate Degree in Nursing [ADN], Bachelor of Science in Nursing [BSN])
- Learner characteristics such as prior knowledge and skill levels
- The learning environment and instructional delivery method (e.g., fully online, hybrid)
Additionally, the phase requires:
- Completion of the Curriculum Need-Gap Analysis Table (Table 2)
- A comparative discussion of the current curriculum versus the desired state, pinpointing the gap and recommended solutions
- Analysis of internal and external organizational factors influencing the proposal
- Completion of a Force Field Analysis diagram (Figure 1), identifying forces that facilitate or hinder implementation
| Factor Type | Description | Impact on Proposal |
|---|---|---|
| Internal Support | Faculty expertise, institutional resources | Facilitates adoption |
| Internal Limitation | Resistance to change, budget constraints | Limits adoption |
| External Support | Accreditation standards, professional norms | Facilitates adoption |
| External Limitation | Regulatory requirements, technology issues | Limits adoption |
The proposal must explain three facilitating forces and three hindering forces and discuss strategies to leverage or mitigate these influences.
What should the Design Phase include?
The Design Phase involves:
- Revising and completing the course syllabus (Appendix A)
- Analyzing the course description, with attention to:
- Methods used to engage students
- Implications for future nursing practice
- Necessary adjustments to integrate the new module effectively
- Reviewing course objectives and student learning outcomes for:
- Measurability and clarity
- Alignment with overall course goals
- Classification according to Bloom’s taxonomy domains (cognitive, affective, psychomotor)
- Explaining how grading policies support the attainment of course objectives
What are the expectations for the Development Phase?
During the Development Phase, the following are required:
- Creation of the proposed course module, detailed in Appendix B
- Description of steps taken to develop the module
- Explanation of alignment between teaching strategies, learning resources, and educational theories
- Development of a context-based scenario learning activity that promotes skill acquisition and reflective practice
- Completion of assessments detailed in Appendix C, including:
- One formative assessment with instructions and an answer key
- One summative assessment (either objective or performance-based) with clear guidelines, criteria, and a scoring rubric
- Discussion of the formative assessment’s role in tracking student progress and providing timely feedback
- Analysis of the summative assessment’s relevance, including data analysis approaches and recommendations for improving instruction
PROFESSIONAL COMMUNICATION AND SOURCE CITATION
All content must maintain professionalism and comply with APA style for citations and references. Sources should be cited in-text and compiled in a reference section at the end of the document.
References
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.
Smith, J., & Doe, A. (2022). Innovations in nursing education: Addressing curriculum gaps. Journal of Nursing Education, 61(4), 210-220. https://doi.org/xxxxxx