Syllabus for NUR-700
CURRICULUM THEORY AND DEVELOPMENT IN NURSING EDUCATION
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.
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. Learners are responsible for having acquired this knowledge prior to registering for NUR-700-NG.
After completing this course, you should be able to:
- Examine the historical and philosophical foundations of nursing education curricula
- Analyze selected theories and concepts in education and nursing for their applicability to curriculum design.
- Examine various evaluation methods used to assess curriculum designs.
- Analyze the impact of socio- political, cultural, technological and environmental factors on curriculum development and evaluation.
- Apply selected theories to the curriculum development process in the design of a selected curriculum component.
- Critically analyze current educational and nursing research for implications on curriculum development.
You will need the following materials to do the work of the course. The required textbook is available from the University’s textbook supplier, MBS Direct.
- American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
- Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier Saunders.
- Iwasiw, C. & Goldenberg, D. (2015). Curriculum development in nursing education (3rd ed.). Boston, MA: Jones & Bartlett.
- Keating, S. (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer Publishing Co.
- Mager, R. (1998). Preparing instructional objectives: A critical tool in the development of effective instruction (3rd ed.). Atlanta, GA: Center for Effective Performance.
- Oermann, M.H. (2015). Teaching in nursing and role of the educator. New York, NY: Springer Publishing Co.
- Schunk, D.A. (2016). Learning theories: An educational perspective (7th ed.). New York: NY: Pearson.
- Smith, M. & Parker, M. (2015). Nursing theories and nursing practice (4th ed.).
- Microsoft Word
- Microsoft PowerPoint
- Acrobat Reader
Curriculum Theory and Development in Nursing Education is a three-credit online course consisting of six modules. Modules include topics, learning objectives, study materials, and activities. Module titles are listed below.
- Module 1: Introduction and History of Curriculum Development
Course objective covered in this module: CO1
- Overview and key definitions in curriculum development
- History of nursing education
- Trends in professional education
- National reports and standards
- Description of diploma, ADN, BSN, MSN and Doctoral programs
- History of Accreditation
- Module 2: Issues Influencing Curriculum Development
Course objective covered in this module: CO4
- Overview of curriculum development
- Determining factors that affect curriculum development (internal, external, needs assessment)
- Decision making, re: curriculum revision
- Faculty/staff development roles and responsibilities
- Faculty development needs
- Strategies for participation
- Institutional role
- Financial considerations
- Trends in curriculum development
- Module 3: Philosophical and Theoretical Foundations of Curriculum Development
Course objectives covered in this module: CO1, CO2, and CO6
- Sources of philosophy
- Existentialism (Humanism)
- Examination of selected curriculum conceptions using Eisner and Vallance’s Five Conceptions of Curriculum
- Module 4: Developing a Curriculum Design
Course objectives covered in this module: CO3 and CO6
- Key components
- Sources of mission/vision, philosophy, organizing framework, overall purpose/goal of program, end of program outcomes, and competency statements.
- Criteria for assessment
- Module 5: Selecting and Organizing Learning Experiences
Course objectives covered in this module: CO2, CO3, CO5, and CO6
- Sources of criteria for selection of subject matter
- Linking practice-research-education
- Development of course objectives
- Decision making on course (content) sequencing and prerequisite skills, knowledge
- Putting the pieces together
- Module 6: Assessment and Evaluation in Curriculum
Course objectives covered in this module: CO2 and CO3
- Quality, formative, summative, goal or outcome based
- Assessment of student and programmatic objectives, outcomes/competencies
- Analysis of curricular structure
- Use of standards
- Key program indicators for program effectiveness
- Development of a master plan
- Selected Models (context, input, process, outcome)
- Evaluation in the practice setting
- Planning for accreditation
- Use of research and technology in data collection and evaluation
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.
Please note: (1) Rewriting or resubmitting assignments is not permitted; (2) no assignments may be submitted after the last day of the course without an approved extension; and (3) extension requests must be approved by the mentor and submitted by the student to the Registrar's Office prior to the last day of the course.
You are required to participate in nine discussion forums.
Note: The minimum participation requirement for discussion forum activities is at least three posts on at least three different days—an initial post responding to the questions and at least two posts to at least two classmates. Located within the Evaluation Rubrics folder on the course website is the online discussion forum rubric used to grade all online discussions.
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.
- Critical Analysis of Curriculum Theory (see Module 3)
- Course Development Assignment (see Module 5)
- Peer Review Evaluation (see Module 6)
Turnitin Requirement for Critical Analysis of Curriculum Theory (Module 3) and Course Development Assignment (Module 5)
You are required to submit both of the following assignments to Turnitin.com, an academic plagiarism prevention site, prior to submitting each assignment within your course space:
- Written Assignment 1: Critical Analysis of Curriculum in Module 3
- Written Assignment 2: Course Development Assignment in Module 5
You will receive immediate written feedback from Turnitin regarding writing style as well as a plagiarism gauge with tips for proper citations. You then have the opportunity to edit your assignment with this feedback in mind and resubmit it to Turnitin for additional checking. Once you are satisfied with the assignment, you are required to submit the Turnitin feedback (also known as the originality report) for the final version along with the assignment itself within the course space.
Read carefully the documents at the following links, as they will give you instructions for this requirement:
Turnitin Student Manual
The course ID and password that you will need in order to create an account may be found at the following link. Look within Step 1, locating your course ID and password by term.
Course ID and Password by Term
This information can also be found within Using Turnitin for Assignments. You can locate this document in the topic list area of your course space.
Students please note: You have the option of submitting any of your assignments to Turnitin.com. Submit any additional assignments through the slots with the optional label. However, submitting other assignments is NOT a requirement and you should not submit originality reports for these assignments to your mentor.
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 University 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:
- Discussion Forums—25%
- Written Assignments—25%
- Critical Analysis of Curriculum Theory (10%)
- Course Development Assignment (15%)
- Peer Review Evaluation (see Curriculum Project participation grade below)
- Curriculum Project—40%
Note: Sections 1–5 are due at specified dates throughout the semester and are developed as “drafts” in mentor-assigned group forums.
- Section 1: The Philosophy (10 pts)
- Section 2: Curriculum Conception (15 pts)
- Section 3: Program Outcomes (15 pts)
- Section 4: Curriculum Design (20 pts)
- Section 5: Evaluation of Program (20 pts)
- Section 6: Grammar and Organization (10 pts)
- Section 7: References and APA (10 pts)
- Curriculum Project participation grade (determined from Peer Review Evaluation) - 10%
All activities 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:
To receive credit for the course, you must earn a letter grade of B or better, based on the weighted average of all assigned course work (e.g., assignments, papers, discussion postings, etc.).
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.
- Read carefully the entire Syllabus, making sure that all aspects of the course are clear to you and that you have all the materials required for the course.
- Take the time to read the entire Student Handbook and the Nursing Student Handbook. These handbooks, which can be found under "Handbook" within the General Information course section, answer many questions about how to proceed through the course and how to get the most from your educational experience at Thomas Edison State University.
- All assignments, including the Discussion Forums, are graded using a rubric. Be sure to consult the appropriate rubric in the Evaluation Rubrics section of each course for the specific requirements of each assignment.
- Utilize the writing resources for APA, listed in the "Educational Resources - Writing Style Guides" within the General Information course section, to help you use this format correctly.
- Online tutoring assistance is available through “Smarthinking.com” located in the "Educational Resources - Online Tutoring Resources" within the General Information course section.
- Familiarize yourself with the learning management systems environment—how to navigate it and what the various course areas contain. If you know what to expect as you navigate the course, you can better pace yourself and complete the work on time.
- If you are not familiar with Web-based learning be sure to review the processes for posting responses online and submitting assignments before class begins.
Consider the following study tips for success.
- To stay on track throughout the course, begin each week by consulting the Course Calendar. The Calendar provides an overview of the course and indicates due dates for submitting assignments, posting discussions, and scheduling and taking examinations.
- Check Announcements regularly for new course information.
Students at Thomas Edison State University 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.
Thomas Edison State University 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 University insist on strict standards of academic honesty in all courses. Academic dishonesty undermines this objective. Academic dishonesty can take the following forms:
- Gaining or providing unauthorized access to examinations or using unauthorized materials during exam administration
- Submitting credentials that are false or altered in any way
- Plagiarizing (including copying and pasting from the Internet without using quotation marks and without acknowledging sources)
- Forgery, fabricating information or citations, or falsifying documents
- Submitting the work of another person in whole or in part as your own (including work obtained through document sharing sites, tutoring schools, term paper companies, or other sources)
- Submitting your own previously used assignments without prior permission from the mentor
- Facilitating acts of dishonesty by others (including making tests, papers, and other course assignments available to other students, either directly or through document sharing sites, tutoring schools, term paper companies, or other sources)
- Tampering with the academic work of other students
Please refer to the Academic Code of Conduct Policy in the University Catalog and online at www.tesu.edu.
Using someone else’s work as your own is plagiarism. Thomas Edison State University 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
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:
- Lower or failing grade for an assignment
- Lower or failing grade for the course
- Rescinding credits
- Rescinding certificates or degrees
- Recording academic sanctions on the transcript
- Suspension from the University
- Dismissal from the University
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