Syllabus for NUR-700

CURRICULUM THEORY AND DEVELOPMENT IN NURSING EDUCATION


COURSE DESCRIPTION

This course is designed to address the study of curriculum development, design, implementation and evaluation in nursing education. Historical and philosophical foundations of nursing education are examined. The practical application and synthesis of curriculum theory is emphasized. The role of the educator in the dynamic relationship between the practice setting, research and curriculum is examined.

Advisory

A course equivalent to NUR-630-NG: Theoretical Foundations and Instructional Strategies in Nursing Education is required to be successful in NUR-700-NG: Curriculum Theory and Development in Nursing Education. Students are responsible for having acquired this knowledge prior to registering for NUR-700-NG.

COURSE OBJECTIVES

After completing this course, you should be able to:

  1. Examine the historical and philosophical foundations of nursing education curricula
  2. Analyze selected theories and concepts in education and nursing for their applicability to curriculum design.
  3. Examine various evaluation methods used to assess curriculum designs.
  4. Analyze the impact of socio- political, cultural, technological and environmental factors on curriculum development and evaluation.
  5. Apply selected theories to the curriculum development process in the design of a selected curriculum component.
  6. Critically analyze current educational and nursing research for implications on curriculum development.

COURSE MATERIALS

You will need the following materials to do the work of the course. The required textbook is available from the College’s textbook supplier, MBS Direct.

Required Textbooks

Required Software

COURSE STRUCTURE

Curriculum Theory and Development in Nursing Education is a three-credit online course consisting of six (6) modules. Modules include topics, learning objectives, study materials, and activities. Module titles are listed below.

  1. Overview and key definitions in curriculum development
  2. History of nursing education
  3. Trends in professional education
  4. National reports and standards
  5. Description of diploma, ADN, BSN, MSN and Doctoral programs
  6. History of Accreditation

  1. Overview of curriculum development
  2. Determining factors that affect curriculum development (internal, external, needs assessment)
  1. Technology
  2. Culture
  3. Socio-political
  4. Economic
  5. Environmental
  1. Decision making, re: curriculum revision
  2. Stakeholders
  3. Faculty/staff development roles and responsibilities
  4. Faculty development needs
  5. Strategies for participation
  6. Institutional role
  7. Financial considerations
  8. Trends in curriculum development

  1. Sources of philosophy
  2. Idealism
  3. Realism
  4. Pragmatism
  5. Existentialism (Humanism)
  6. Examination of selected curriculum conceptions using Eisner and Vallance’s Five Conceptions of Curriculum

  1. Definitions
  2. Key components
  3. Sources of mission/vision, philosophy, organizing framework, overall purpose/goal of program, end of program outcomes, and competency statements.
  4. Criteria for assessment

  1. Sources of criteria for selection of subject matter
  2. Linking practice-research-education
  3. Development of course objectives
  4. Decision making on course (content) sequencing and prerequisite skills, knowledge
  5. Taxonomy
  6. Putting the pieces together

  1. Definitions
  1. Assessment of student and programmatic objectives, outcomes/competencies
  2. Analysis of curricular structure
  3. Use of standards
  4. Key program indicators for program effectiveness
  5. Development of a master plan
  6. Selected Models (context, input, process, outcome)
  7. Evaluation in the practice setting
  8. Planning for accreditation
  9. Use of research and technology in data collection and evaluation

ASSESSMENT METHODS

For your formal work in the course, you are required to participate in online discussion forums, complete various assignments, and work individually and in groups to design a presentation of a curriculum project. See below for details.

Consult the course Calendar for assignment due dates.

Discussion Forums

You are required to participate in nine (9) discussion forums.

Written Assignments

You are required to complete three written assignments. Written Assignments 1 and 2 are graded papers; Written Assignment 3 is a peer review evaluation of your fellow group members and is used to determine your participation grade in the group Curriculum Project.

Curriculum Project

You are required to complete a Curriculum Project worth 40% of your grade for the course. Throughout the semester students work collaboratively in mentor-assigned groups to design a BSN level nursing education program for a college or university. Sections 1–5 of the project are due at specified dates throughout the semester (see Course Calendar). Consider these distinct sections as “drafts” of the final paper. The entire Curriculum Project will be submitted as a whole during Week 11. As you submit each distinct section, the mentor will give you feedback on that section but no grade. It is your choice to make all the suggested corrections for submission in your final paper. Obviously the final grade on the paper will reflect your choice. Please submit the project as one file at the end. Late papers can impact the mentor’s ability to provide you with the in-depth feedback you need and can have a direct effect on the final grade for the assignment.

GRADING AND EVALUATION

Your grade in the course will be determined as follows:

All assignment will receive a numerical grade of 0–100. You will receive a score of 0 for any work not submitted. Your final grade in the course will be a letter grade. Letter grade equivalents for numerical grades are as follows:

A

=

93–100

A–

=

90–92

B+

=

88–89

B

=

83–87

B–

=

80–82

C+

=

78–79

C

=

73–77

C–

=

70–72

D

=

60–69

F

=

Below 60

Course Grade Requirements by Program of Study

For courses taken in  Accelerated 2nd Degree Program  

Students enrolled in the Accelerated 2nd Degree BSN program must earn a grade of B- (80) or better in the nursing courses for the credit to be accepted toward the degree.

For courses taken in BSN programs (RN-BSN)

Students enrolled in the BSN degree program must earn a grade of C (73) or better in the nursing courses for the credit to be accepted toward the degree.

For courses taken in MSN programs

Students enrolled in the MSN degree program must earn a grade of C (73) or better in the nursing courses for the credit to be accepted toward the degree.

For courses taken in Graduate Nursing Certificate Programs

Students enrolled in the graduate nursing certificate programs must earn a grade of B (83) or better for the course to be applied to program requirements.

Lateness Policy

Written assignments should be submitted no later than the due date unless prior arrangements are made with the mentor and a new due date is established. If a student submits an assignment after the due date without having made arrangements with the mentor, a minimum of five points, (based on an assignment grading scale of 100 points), or 5% of the total points, will be deducted for each week, or part thereof, that the assignment is late. Discussion Board assignments must be done in the week they are due, or points will be forfeited.

STRATEGIES FOR SUCCESS

First Steps to Success

To succeed in this course, take the following first steps.

Study Tips

Consider the following study tips for success.

ACADEMIC INTEGRITY

Students at Thomas Edison State College are expected to exhibit the highest level of academic citizenship. In particular, students are expected to read and follow all policies, procedures, and program information guidelines contained in publications; pursue their learning goals with honesty and integrity; demonstrate that they are progressing satisfactorily and in a timely fashion by meeting course deadlines and following outlined procedures; observe a code of mutual respect in dealing with mentors, staff, and other students; behave in a manner consistent with the standards and codes of the profession in which they are practicing; keep official records updated regarding changes in name, address, telephone number, or e-mail address; and meet financial obligations in a timely manner. Students not practicing good academic citizenship may be subject to disciplinary action including suspension, dismissal, or financial holds on records.

 

Academic Dishonesty

Thomas Edison State College expects all of its students to approach their education with academic integrity—the pursuit of scholarly activity free from fraud and deception. All mentors and administrative staff members at the College insist on strict standards of academic honesty in all courses. Academic dishonesty undermines this objective. Academic dishonesty can take the following forms:

Please refer to the Academic Code of Conduct Policy in the College Catalog and online at www.tesc.edu.

 

 

Plagiarism

Using someone else’s work as your own is plagiarism. Thomas Edison State College takes a strong stance against plagiarism, and students found to be plagiarizing will be severely penalized. If you copy phrases, sentences, paragraphs, or whole documents word-for-word—or if you paraphrase by changing a word here and there—without identifying the author, or without identifying it as a direct quote, then you are plagiarizing. Please keep in mind that this type of identification applies to Internet sources as well as to print-based sources. Copying and pasting from the Internet, without using quotation marks and without acknowledging sources, constitutes plagiarism. (For information about how to cite Internet sources, see Online Student Handbook > Academic Standards > “Citing Sources.”)

Accidentally copying the words and ideas of another writer does not excuse the charge of plagiarism. It is easy to jot down notes and ideas from many sources and then write your own paper without knowing which words are your own and which are someone else’s. It is more difficult to keep track of each and every source. However, the conscientious writer who wishes to avoid plagiarizing never fails to keep careful track of sources.

Always be aware that if you write without acknowledging the sources of your ideas, you run the risk of being charged with plagiarism.

Clearly, plagiarism, no matter the degree of intent to deceive, defeats the purpose of education. If you plagiarize deliberately, you are not educating yourself, and you are wasting your time on courses meant to improve your skills. If you plagiarize through carelessness, you are deceiving yourself.

For examples of unintentional plagiarism, advice on when to quote and when to paraphrase, and information about writing assistance and originality report checking, click the links provided below.

Examples of Unintentional Plagiarism 

When to Quote and When to Paraphrase

Writing Assistance at Smarthinking

Originality Report Checking at Turnitin

 

Disciplinary Process

First-time incidents of academic dishonesty concerning plagiarism may reflect ignorance of appropriate citation requirements. Mentors will make a good faith effort to address all first-time offenses that occur in courses. In these cases, the mentor may impose sanctions that serve as a learning exercise for the offender. These may include the completion of tutorials, assignment rewrites, or any other reasonable learning tool including a lower grade when appropriate. The mentor will notify the student by e-mail. Decisions about the sanctions applied for subsequent plagiarism offenses or other violations will be made by the appropriate dean’s office, with the advice of the mentor or staff person who reported the violation. The student will be notified via certified mail of the decision. Options for sanctions include:

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