C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education

C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education

Competencies

What competencies should graduates demonstrate in facilitating learning in diverse academic settings?
Graduates must be capable of fostering inclusive learning environments that promote student engagement and achievement across varied academic contexts. These environments should cater to cognitive, affective, and psychomotor learning outcomes, emphasizing adaptability to accommodate the diverse needs and learning styles of students. Effective facilitation requires the ability to design instructional activities that recognize and respect individual differences and backgrounds (Competency 7058.1.1).

How should graduates approach assessment and evaluation strategies?
Graduates are expected to integrate modern educational theories, principles, and concepts to develop assessments that accurately reflect student learning outcomes. These assessments should be aligned with instructional approaches, ensuring they are fair, comprehensive, and tailored to diverse educational settings. This competency stresses the need for relevant evaluation tools that effectively measure student progress (Competency 7058.1.2).

What is expected regarding curriculum design and development?
Graduates hold responsibility for constructing curricula and learning objectives that align with program goals and evidence-based educational practices. This involves creating coherent, structured educational experiences that support in-depth learning and the development of professional competencies, while adhering to academic and professional standards (Competency 7058.1.3).

How does systematic self-evaluation and professional development relate to the nurse educator role?
Nurse educators are required to develop and implement individualized professional development plans that are continuous and responsive to changes in educational methodologies and clinical practice. This ongoing self-assessment ensures their teaching remains effective, current, and relevant to academic and clinical settings (Competency 7058.1.4).

What roles do scholarship, service, and leadership play in nursing education?
Graduates are envisioned as leaders and change agents who contribute to the advancement of nursing education and practice. Their roles extend beyond teaching to include active involvement in scholarship, service, and ethical leadership. These activities foster innovation and transformative growth within the profession (Competency 7058.1.5).

Introduction

The culminating task for this course involves identifying a specific gap or deficiency in nursing education or clinical practice experience (CPE). The identified gap serves as the foundation for developing a new educational module designed to be incorporated into a suitable course within a virtual academic institution.

This proposal must clearly state the institution, type of nursing program (e.g., associate’s degree or baccalaureate), and the course into which the module will be integrated. The main goal is to critically evaluate current educational shortcomings and propose a module that addresses these effectively.

This task highlights the critical role nurse educators play in promoting professional development by designing and enhancing nursing curricula to better meet learners’ needs.

To complete the proposal, students use tools such as the “Indirect Care Experience Checklist” and the “Curriculum Proposal Template.” Students select from four virtual academic institutions and associated syllabi, using the template to systematically develop their proposal.

The curriculum design process follows the ADDIE model, comprising five phases: Analysis, Design, Development, Implementation, and Evaluation. Part 1 of the proposal includes the introduction, literature review, and the first three ADDIE phases (Analysis, Design, Development). The full proposal may extend up to 60 pages, with Part 1 limited to 40 pages excluding the title page.

Requirements

Curriculum Proposal Part 1 Sections and Questions

What should the Introduction section include?
The introduction must clearly identify the curriculum gap or educational need. It should describe the proposed module designed to address this gap and specify the college or university, nursing program type, and course for integration. Additionally, the introduction should present the theoretical framework underpinning the proposal and provide a concise overview of the proposal’s purpose and structure, including an explanation of how the ADDIE model guides the curriculum development process.

How is the Literature Review section structured?
The literature review consists of two components:

• Literature Review Summary Table: This table summarizes six peer-reviewed articles published within the past five years. It demonstrates scholarly support for the curriculum topic by outlining key findings and their relevance to the proposed module.

• Synthesis of Findings: This narrative section critically analyzes similarities and discrepancies across the reviewed literature. It highlights how the collective evidence justifies the introduction of 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 emphasizes their role in ensuring a systematic, structured approach to curriculum development. It outlines how each phase contributes to creating an educational module that aligns with learner needs and institutional objectives.

What does the Analysis Phase require?
The Analysis Phase involves a detailed description of the virtual academic environment, including:

• Program level (e.g., ADN, BSN)

• Learner characteristics, such as prior knowledge and skill levels

• Learning environment and instructional delivery method (e.g., online, hybrid)

Furthermore, this phase requires:

• Completion of the Curriculum Need-Gap Analysis Table (Table 2)

• A comparative discussion contrasting the current curriculum with the desired state, identifying gaps and proposing solutions

• Analysis of internal and external organizational factors influencing the proposal

• Completion of a Force Field Analysis diagram (Figure 1) that identifies facilitating and hindering forces

The proposal should specify three forces facilitating and three forces hindering implementation and discuss strategies to leverage or overcome these influences.

What should the Design Phase include?
The Design Phase requires revising and completing the course syllabus (Appendix A), with analysis of:

• Student engagement methods

• Implications for future nursing practice

• Necessary adjustments for integrating the new module

The phase also involves reviewing course objectives and student learning outcomes to ensure:

• They are measurable and clear

• Alignment with overall course goals

• Classification according to Bloom’s taxonomy domains (cognitive, affective, psychomotor)

Additionally, it should explain how grading policies support achieving the course objectives.

What are the expectations for the Development Phase?
During the Development Phase, the following must be completed:

• Creation of the proposed course module detailed in Appendix B

• Description of development steps

• Explanation of alignment between teaching strategies, learning resources, and educational theories

• Development of a scenario-based learning activity fostering skill acquisition and reflective practice

• Completion of assessments (Appendix C), including:

  • One formative assessment with instructions and an answer key

  • One summative assessment (objective or performance-based) with guidelines, criteria, and scoring rubric

• Discussion of the formative assessment’s role in monitoring student progress and providing feedback

• Analysis of the summative assessment’s relevance, including data analysis and recommendations for instructional improvement

Professional Communication and Source Citation

All content must be professionally written and adhere strictly to APA style guidelines for citations and references. Sources are to be cited within the text and compiled in a reference list at the end of the document.

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.