Contemporary Curriculum Design and Development in Nursing Education, Thesis of Business Accounting

Download Contemporary Curriculum Design and Development in Nursing Education and more Thesis Business Accounting in PDF only on Docsity! 1 Contemporary Curriculum Design and Development in Nursing Education College of Health Professions, Western Governors University C920: Contemporary Curriculum Design and Development in Nursing Education February 2021 2 Contemporary Curriculum Design and Development in Nursing Education Contemporary curriculum development creates evidence-based, content-relevant, integrated learning into nursing education. Facilitation of learning in nursing depends on curriculum that incorporates effective learning activities, appropriate assessment of learning outcomes, and aligns with The Essentials for Baccalaureate Education for Professional Nursing Practice (AACN, 2008). Academic nurse educators (ANEs) strive to create environments that are intellectually stimulating, challenging, and encourage continual development of knowledge and skills. The ANE uses learning theory, supplemental resources, and scenario-based learning activities to enhance student learning in the classroom and the online learning environment. Learning Environment Academic nurse educators must be open and receptive to explore new approaches to teaching that are designed to meet the diverse learning needs of today’s nursing students. Nurses prepared at the baccalaureate level are expected to advance professional nursing practice that benefits patients and nurses to deliver safe, quality patient care. The primary goal of nursing education remains the same; student nurses need to be prepared to meet the diverse needs of patients and function as leaders within the healthcare community. The contemporary ANE recognizes that a smooth transition from the academic setting to the practice environment depends on preparing students to apply subject knowledge and critical thinking skills with real- world scenario-based learning activities. Incorporating course elements that create a stimulating and challenging learning environment while developing student nursing knowledge, skills, and competencies is a crucial task for the nurse educator. To align with The Essentials, the modules were designed using course elements that emphasize evidence-based practice, patient safety, critical thinking, cultural sensitivity, professionalism, and caring for patients across the lifespan. 5 vulnerable population groups reflects the constructivism theory. This student learning outcome builds upon the students’ previous knowledge of vulnerable populations and encourages open communication and collaboration with peers in a discussion of how community programs improve the health of vulnerable populations. In an active learning environment designed for online students, educators serve as guides, not instructors, and need to ensure that the relevance of content and skills are known to the students so they may understand the relevance of constructing new knowledge. This student learning outcome reflects the constructivism theory by allowing students to demonstrate their knowledge in multiple ways while encouraging group projects and collaborative learning with peers. Learning Resource Justification Learning resources that include a variety of materials to supplement traditional forms of information benefit students by broadening the learning experience. Students are more likely to achieve learning outcomes and course objectives if educators draw on a wide variety of resources. Deciding on which resources to use depends on factors unique to the type of class and content covered. For the “Community Health Promotion” module, the ODPHP’s Healthy People (https://health.gov/healthypeople/objectives-and-data/social-determinants-health) microsite is used to provide additional information on SDOH. This resource is a federal government microsite, designed to function as a separate site within an existing website and is a credible source of information. The Healthy People microsite is best suited as an additional resource for this module as it provides additional information the SDOH and how personal, social, economic, and environmental factors can impact health. For the “Improving the Health of Vulnerable Populations” module, a scholarly article is provided as a supplemental learning resource for students. Scholarly articles are considered to be one of the most credible sources related to the 6 rigorous peer-review process. Students need to develop familiarity with nursing research and how scholarly articles influence current and future nursing practice to promote optimal nursing care. The article selected for this module provides research on how community sport programs improve the health of vulnerable population groups. The information provided in the journal article serves as an example as students develop a public program to meet the needs of a vulnerable group within the community. For the “Epidemiology” module, students will be provided with a link to the CDC’s interactive application “Solve the Outbreak” (https://www.cdc.gov/mobile/applications/sto/web-app.html). This application has students receive clues, analyze data, and solve the outbreak scenario to save lives. This learning resource helps students learn about disease and outbreaks in an engaging way. Students gain knowledge and are challenged to ask the right questions and accurately prioritize next steps to figure out how an outbreak happened in a community. This resource provides nursing students with practice in critical analysis, prioritization, distinguishing facts and opinions, and evaluating the credibility of information. Scenario-Based Learning Activity In the “Community Health Promotion” module, the case study supports skill development by providing a challenging case scenario that could yield multiple solutions with many layers. Working through a complex case study in a small group improves the critical thinking and collaboration skills of nursing students. Reflective practice requires a conscious effort to think about events and develop insights about what has happened. For students, reflective thinking is a way to assess what they know and what they need to know. Educators provide opportunities for reflective practice when designing learning environments, such as small group activities, so students can learn about other points of view. In this module, the discussion questions pose 7 reflective thinking when asking why understanding SDOH is important and for recommendations to help the case study’s current financial and social issues. Using a scenario- based learning activity, such as a case study, encourages students to improve problem-solving and reflective thinking skills.