Contemporary Curriculum Design and Development

INTRODUCTION Online learning has become a major modality for the delivery of education. In order to be able to prepare the nursing workforce to meet the demands of the healthcare marketplace, nurse educators need to be able to design and deliver dynamic online education. Although the mode of delivery of the learning differs from traditional classroom learning, faculty must still create an environment that is intellectually stimulating and challenging and encourages student development of contemporary nursing knowledge, skills, and competencies. SCENARIO You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.

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The director of the nursing program has charged you with developing an eight-week course titled, “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In this task, you will create three of these weekly course modules. Each of these modules should include the module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed online learning activities. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Develop a course description for “The Role of the BSN Nurse in Promoting Community Health” that gives a high-level overview of the content and purpose of the course. Note: Prompts B through F will guide you through the creation of three unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each prompt by module. Present Module 1 with all the information required by prompts B through G. Then present Module 2 and 3 in the same manner. Each prompt will be evaluated on whether the required information is included for each of the three modules. B. Provide a title for each module. C. Develop three measurable course objectives for each module that describe what the students will learn in the module. D. Develop two measurable student learning outcomes for each module that describe what the student will be able to do at the end of the module to demonstrate learning. E. Develop a brief content overview for each module that describes each topic that will be covered in the module. Be sure to describe how each topic connects with one of the student outcomes for the module provided in part D. F. Identify a unique learning resource for each module that will supplement your course materials and facilitate student learning. Be sure to choose two or more different types of learning resources (e.g., textbook, website, research article). G. Describe a scenario-based learning activity for each module that will support student skill development and encourage reflective practice. Note: A formal narrative paper in APA format will be submitted that includes aspects H1, H2, H3, and H4. H. Use the information in your weekly course modules to complete the following: 1. Justify how the course elements you included in each module will create an environment that is intellectually stimulating and challenging and encourages student development of nursing knowledge, skills, and competencies. 2. Describe how one student learning outcome from part D reflects an established learning theory and how that theory applies to an online learning environment. 3. Justify why each learning resource from part F is best-suited for your course. 4. Justify how one scenario-based learning activity from part G will support student skill development and encourage reflective practice. I. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references. J. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC A:COURSE DESCRIPTION NOT EVIDENT A course description for “The Role of the BSN Nurse in Promoting Community Health” is not provided. APPROACHING COMPETENCE The course description does not convey a clear overview of the scope and intent of the course or lacks credible references to relevant contemporary educational principles. COMPETENT The course description conveys a clear overview of the scope and intent of the course. The course description includes credible references to contemporary educational principles. B:MODULE TITLES NOT EVIDENT Module titles are not provided. APPROACHING COMPETENCE One or 2 module titles are provided, or any of the 3 provided module titles are not unique. COMPETENT A unique module title is provided for each module. C:COURSE OBJECTIVES NOT EVIDENT Course objectives are not provided. APPROACHING COMPETENCE Three unique course objectives are not provided for each module. The course objectives for a module are not measurable, too narrow, too broad, significantly overlapping, insufficiently rigorous, or otherwise do not support the topic of the module. The course objectives are a rote statement of the content of the module or do not convey the overall purpose of the module. COMPETENT Three unique course objectives are provided for each module. Each set of course objectives are measurable and form a cohesive module with the appropriate depth and rigor to support the topic of the module. The course objectives convey the purpose of the module beyond a rote description of content that will be covered. D:STUDENT LEARNING OUTCOMES NOT EVIDENT Student learning outcomes are not provided. APPROACHING COMPETENCE Two unique student learning outcomes are not provided for each module. The student learning outcomes do not clearly describe how students will demonstrate understanding of the content, or the student learning outcome is not a descriptive or measurable behavioral statement. The student learning outcomes contain two or more major action verbs or do not reflect the conventions of Bloom’s taxonomy. COMPETENT Two unique student learning outcomes are provided for each module that clearly describe how students will demonstrate understanding of the content. Each student learning outcome is a descriptive and measurable behavioral statement. Each student learning outcome contains one major action verb and conveys understanding of Bloom’s taxonomy. E:CONTENT OVERVIEWS NOT EVIDENT Content overviews are not provided. APPROACHING COMPETENCE One or 2 content overviews are provided, or any of the 3 provided content overviews are not unique. The content overviews include topics that do not reasonably belong in the given module or lack the clarity or details necessary to provide a clear understanding of the content that will be covered in each topic. The content overviews do not connect each topic to a student outcome in the module. COMPETENT A unique content overview is provided for each module. The content overviews contain a breadth of topics that are appropriate for the given module. Each content overview gives the reader a clear understanding of the content that will be covered in each topic of the module. Each content overview connects each topic to a student outcome in the module. F:LEARNING RESOURCES NOT EVIDENT Learning resources are not provided. APPROACHING COMPETENCE A unique learning resource is not provided for each module, the learning resource does not reasonably support the topics covered in the module, or all 3 learning resources are of the same type. COMPETENT A unique learning resource is provided for each module. The learning resource reasonably supports the topics covered in the module. Two or more different types of learning resources are utilized. G:LEARNING ACTIVITIES NOT EVIDENT Learning activities are not provided. APPROACHING COMPETENCE A learning activity is not provided for each module, or at least 1 learning activity is not scenario-based, the scenario is not context-relevant, or the learning activity does not clearly support the other course elements in the module. Or, the description of the learning activity is not detailed enough for a reader to complete without needing substantial clarification. COMPETENT Each learning activity is based on a context-relevant scenario and supports the other course elements in the module. The description includes sufficient instruction for the reader to complete the activity on their own with minimal or no clarification. H1:LEARNING ENVIRONMENT NOT EVIDENT A justification for how the course elements create an environment that is intellectually stimulating and challenging and encourages student development of nursing knowledge, skills, and competencies is not provided. APPROACHING COMPETENCE The justification does not provide examples of how the course elements in their modules will stimulate or challenge students. The justification does not specify the nursing knowledge, skills, and competencies that will be developed by the course or does not provide a reasonable explanation for how the course will develop them. COMPETENT The justification includes specific examples of how the course elements in their modules will stimulate and challenge students. The justification includes specific nursing knowledge, skills, and competencies and makes a persuasive case for how the course will encourage their development. H2:LEARNING THEORY NOT EVIDENT A description of how one learning outcome reflects a learning theory and will be adapted to an online environment is not provided. APPROACHING COMPETENCE The description does not link a specific student learning outcome to a specific learning theory or a link is made but is supported by incorrect or inappropriate reasoning that conveys a poor understanding of the learning theory. The description does not explore ways in which the online learning environment may pose a challenge to achieving the student learning outcome or how to address those challenges.

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COMPETENT The description states a specific student learning outcome and links it to a specific learning theory. The description conveys a thorough understanding of the chosen learning theory and uses that understanding to support the intent of the student learning outcome. The description examines how the online learning environment may pose challenges to achieving the student learning outcome and provides specific examples of how to address those challenges. H3:LEARNING RESOURCE JUSTIFICATION NOT EVIDENT A justification for learning resources is not provided. APPROACHING COMPETENCE A justification of some, but not all, learning resources is provided. The justification of any learning resource does not mention a specific course element or does not explain how the learning resource is best-suited to support that course element. COMPETENT The justification of each learning resource mentions a specific course element and explains how the chosen learning resource is best-suited to supporting that course element. H4:SCENARIO-BASED LEARNING ACTIVITY NOT EVIDENT A justification for how a scenario-based learning activity supports student skill development is not provided. APPROACHING COMPETENCE The justification does not include a thorough description of the skills that a scenario-based activity is intended to develop. The justification does not make a persuasive case for how the activity will support these skills or it is not based on established research, educational principles, or logical reasoning. The justification does not include the characteristics of the activity that make it context-relevant or fails to convey an understanding of why context-relevant scenarios facilitate learning. The justification does not mention the specific elements of the activity that involve student reflection. COMPETENT The justification includes a thorough description of the skills that a scenario-based activity is intended to develop and draws on established research, educational principles, or logical reasoning to make a persuasive case for how the activity will support these skills. The justification includes the characteristics of the activity that make it context-relevant and conveys an understanding of why context-relevant scenarios facilitate learning. The justification conveys a thorough understanding of the importance of reflective practice and describes the specific elements of the activity that involve student reflection. I:APA NOT EVIDENT The submission is not in APA style. APPROACHING COMPETENCE The submission does not demonstrate a consistent application of APA style. COMPETENT The submission demonstrates a consistent application of APA style. J:PROFESSIONAL COMMUNICATION NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

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