Curriculum Components Assignment | Curriculum Components

Course Project Part 2: Curriculum Components

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Having completed the Part 1: Needs Assessment for a nursing or health education program, the next step in curriculum development is to determine the components that will guide your educational program and ensure it is a comfortable and appropriate fit for your specific setting. Consider the importance of sharing a common mission, vision, and philosophy with partners in any endeavor. In Part 2 of the Course Project, your focus will be establishing and explaining those components, and others, of your curriculum.

This week, you will begin work on Part 2: Curriculum Components of your Course Project, which will be due in Week 5. Plan your time accordingly.

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To Prepare:

Review the document, “Part 2 Planning Guide: Curriculum Components [your chosen setting],” in this week’s Learning Resources, to assist in preparing and completing the Part 2 Assignment.

Review Chapter 7, “Philosophical Foundations of the Curriculum,” in the Billings and Halstead text.

Examine Figure 7.1 and reflect on the interrelationship of curriculum components and how they flow from components of the setting (e.g., agency, institution, healthcare center, another setting).

Gather data and other information for the curriculum you are developing for your educational program that aligns with the components of your specific setting. Assignment (3–4 pages):

Based on your research and the data you gather through your Part 2 Planning Guide, include the following:

A brief description of your chosen setting and the existing agency; institution; healthcare center; clinic or other, which is the focus of your Course Project.

A brief description of the type of education program you would develop for the focus setting (e.g., patient education; entry-level nursing course; nursing staff professional development; other).

An explanation of the following curriculum components and why you believe that they align with those of the focus setting (e.g., agency; institution; healthcare center; clinic or other):

Education program mission

Education program vision

Education program philosophy

A description of your overall goal for the program and how your program goal aligns with the curriculum components (i.e., mission, vision, philosophy) of your setting.

An explanation of the learning theory for your education program, which includes:

How the learning theory will integrate throughout the education program

Why you believe this learning theory aligns best with your education program

Use the Learning Resources and/or the best available evidence from current literature to support your explanation.

A brief explanation of the program’s organizational framework, which includes:

Type of organizational framework.

Use the Learning Resources and/or the best available evidence from the current literature to support your explanation.

Why you believe the framework is congruent to the mission, vision, and philosophy of the focus setting and why you believe this framework would support the education program you propose.

Use the Learning Resources and/or the best available evidence from the current literature to support your explanation.

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How the organizational framework is a means of meeting learner needs (e.g., patients/families/caregivers; entry-level nursing students; staff nurses) and why you believe this framework is the best way to meet those learning needs.

Use the Learning Resources and/or the best available evidence from the current literature to support your explanation. Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted Learning

Resources Required Readings (click to expand/reduce)

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). St. Louis, MO: Elsevier.

Chapter 7, “Philosophical Foundations of the Curriculum” (pp. 135–146) Keating, S. B. (2018). The classic components of the curriculum: Developing a curriculum plan. In Keating, S. B., & DeBoor, S. S. (Eds.), Curriculum development and evaluation in nursing education (4th ed., pp. 81–101). New York, NY: Springer Publishing Company, LLC. Credit Line:

Curriculum Development and Evaluation in Nursing Education, 4th Edition by Sarah B. Keating & Stephanie S. DeBoor, Editors. Copyright 2018 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center.

Drenkard, K. N. (2015). The power of alignment: Educating nurses in quality and safety. Nursing Administration Quarterly, 39(3), 272–277.

Alfauzan, A. A. H., & Tarchouna, N. (2017). The role of aligned curriculum design in the achievement of learning outcomes. Journal of Education and e-Learning Research, 4(3), 81–91.

Document: Part 2 Planning Guide: Curriculum Components Home Care or Public Health Agency (Word document)

Document: Part 2 Planning Guide: Curriculum Components College or University (Word document)

Document: Part 2 Planning Guide: Curriculum Components Medical/Health Center (Word document)

Document: Part 2 Planning Guide:

Curriculum Components Other Setting (Clinic, etc.) (Word document)

Required Media (click to expand/reduce)

Optional Resource (click to expand/reduce) Learning Resources Required Readings (click to expand/reduce)

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). St. Louis, MO: Elsevier.

Chapter 7, “Philosophical Foundations of the Curriculum” (pp. 135–146) Keating, S. B. (2018). The classic components of the curriculum: Developing a curriculum plan. In Keating, S. B., & DeBoor, S. S. (Eds.), Curriculum development and evaluation in nursing education (4th ed., pp. 81–101). New York, NY: Springer Publishing Company, LLC.

Credit Line: Curriculum Development and Evaluation in Nursing Education, 4th Edition by Sarah B. Keating & Stephanie S. DeBoor, Editors. Copyright 2018 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center.

Drenkard, K. N. (2015). The power of alignment: Educating nurses in quality and safety. Nursing Administration Quarterly, 39(3), 272–277.

Alfauzan, A. A. H., & Tarchouna, N. (2017). The role of aligned curriculum design in the achievement of learning outcomes. Journal of Education and e-Learning Research, 4(3), 81–91.

Document: Part 2 Planning Guide: Curriculum Components Home Care or Public Health Agency (Word document)

Document: Part 2 Planning Guide: Curriculum Components College or University (Word document)

Document: Part 2 Planning Guide: Curriculum Components Medical/Health Center (Word document)

Document: Part 2 Planning Guide: Curriculum Components Other Setting (Clinic, etc.) (Word document)

Required Media (click to expand/reduce)

Optional Resource (click to expand/reduce)

Walden University. (n.d.). A mission of change. Retrieved from https://www.waldenu.edu/About-Us/33598.htm

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