Texas A&M University-Texarkana College of Health and Behavioral Sciences Nursing Department NURS 533 Curriculum Development in Nursing Education Summer 2010 Faculty Office Office Hours Deborah S. Flournoy, PhD, FNP 192 Aikin Building Wednesday: 1:00-4:00 PM Thursday: 1:00 2:00PM Office Phone 903-223-3041 Dept. Fax 903-223-3107 Email Through Blackboard preferred; or dflournoy@tamut.edu ------------------------------------------------------------------ Catalog Description This course focuses on curriculum development and the many processes that contribute to it. It includes an examination of a variety of conceptual frameworks and their appropriateness for curriculum elements. Emphasis Is on curriculum development at the institutional, course, and individual class levels including both academic and clinical settings. Corequisite: NURS 531 or permission of the instructor. Required Textbooks Iwasiw, C. L., Goldenberg, D., & Andrusyszyn, M.A. (2009). Curriculum development in nursing education (2 nd Ed.). Boston: Jones & Bartlett. ISBN: 9780763755959. $66.95 from publisher
Diamond, R. M. (2008). Designing and assessing courses and curricula (3 rd Ed.). San Francisco: Jossey-Bass. ISBN: 9780470261347. $46.00 from publisher. American Psychological Association. (2001). Publication manual of the American Psychological Association (6 th Ed.). Washington, DC: Author. ISBN: ISBN: 1-55798-810-2. $15.82 from amazon.com Student Learner Outcomes: By the completion of this course, the student will be able to: 1. Base curriculum design and implementation decisions on sound educational and nursing principles, theory, and research. 2. Develop networks, collaborations, and partnerships to enhance nursing s influence within the academic community. 3. Interpret the importance of a mission statement, philosophy, and theoretical foundations in developing a curriculum. 4. Devise personal philosophies of teaching, service, and scholarship. 5. Compare differing and changing societal values that affect individual learners impacting curriculum design. 6. Critique a nursing curriculum design including suggested strategies to diminish the theory-to-practice gap. 7. Apply change theories to manage the implementation of curriculum revisions. 8. Analyze the differences between continuing education, patient education, and academic education. 9. Analyze the evaluation techniques related to the curriculum, course, students, and faculty. 10. Critique a variety of educational theories as they apply to nursing curricula. PREREQUISITES: The student must have graduated with a Bachelor of Science in Nursing degree from an accredited university or met the BSN transition pathway requirements and have successfully met the university Graduate School and Nursing Department Admission Criteria for the Master of Science in Nursing degree.
METHODS OF INSTRUCTION: A variety of instructional approaches will be utilized to provide distance delivery of classes using the Blackboard learning management system. Online classes will be conducted to achieve course objectives employing teaching strategies such as, discussion postings, online modules with assignments, reading assignments, online activities & presentations, and written papers. GRADING SCALE: A = 90-100 B = 82-89 C = 75-81 D = 68-74 F = 67 or below EVALUATION METHODS: Philosophy of Nursing Education 25% Online presentation Curriculum Design Analysis 50% Modules 25% Total 100% EXPECTATIONS OF STUDENTS: NURS 533 is a graduate level course. Therefore, it is expected that students will: 1. be responsible for their own learning, 2. know how to use Internet resources, 3. express themselves in a scholarly manner through formal written works, online discussion forums, and presentations, and that 4. all work in this graduate course reflects scholarly preparation and thought. MODULES: Each week there will be a module posted related to the assigned topic/s. These modules may include short assignments, discussion board postings, and additional readings in the nursing literature. There are five modules and each module carries a weight of 15%.
CRITERIA FOR DISCUSSION PARTICIPATION: Participation on the discussion board will count as part of your module grade. Late discussion board responses will not be graded so be sure to participate by the due date. A discussion topic based on the material covered in your readings will be posted on Monday AM and you are to reply by the following Sunday midnight. [See the course calendar for weeks that you have a discussion board to do.] You will participate in a threaded discussion in the Blackboard program by posting your thoughts and perceptions based on your readings related to the topic. Each discussion is to include a bibliographical reference from the professional literature pertaining to the discussion topic. In addition to responding to the topic yourself in a scholarly, reflective manner, you are required to post a written response to the postings of two (2) of your classmates. Reference your responses where applicable. Online Etiquette: The same rules of etiquette should be observed in a virtual environment as in the classroom. A key distinguishing feature of an online course or web-enhanced is that communication occurs primarily via the written word. As a result, the body language, voice tone, and instantaneous listener feedback of the traditional classroom are all absent. These facts need to be taken into consideration both when contributing messages to a discussion and when reading them. Academic Dishonesty and Plagiarism Academic honesty is expected of students enrolled in this course. Cheating on examinations, unauthorized collaboration, falsification of research data, plagiarism, and undocumented use of materials from any source, constitute academic dishonesty, and may be grounds for a grade of "F" in the course and/or disciplinary actions." For additional information see the university policy manual.
Attendance Students who miss class are responsible for obtaining information from that class. Students are encouraged to read the University Catalog section on Rules and Procedures. It is in the best interest of each student to be familiar with sections on class attendance and the administrative drop procedure. Any student missing two weeks of classes will be at risk of administrative drop at the discretion of the instructor. In web based classes, this is defined as participation through Discussion Board, other assignments, & emails. If you do not complete assignments or email the instructor for a period of two weeks, which is the equivalent of missing two weeks of classes, and administrative drop procedures may be initiated. However, if you make the decision to drop the class, you should initiate a drop. If you have not dropped the class by the end of the semester or been dropped through the administrative drop procedure, your grade will likely be an F for the semester. Disability Accommodations Students with disabilities may request reasonable accommodations through the A&M- Texarkana Disability Services Office by calling 903-223-3062. Student Technical Assistance Solutions to common problems and FAQ s for your web-enhanced and online courses are found at this link: http://www.tamut.edu/webcourses/index.php?pageid=37 If you cannot find your resolution there, you can send in a support request detailing your specific problem here: http://www.tamut.edu/webcourses/gethelp2.php Blackboard Helpdesk contacts: Office hours are: Monday - Friday, 8:00a to 5:00p Kevin Williams (main contact) 903-223-1356 kevin.williams@tamut.edu Frank Miller (alternate) 903-223-3156 frank.miller@tamut.edu Nikki Thomson (alternate) 903-223-3083 nikki.thomson@tamut.edu
Technical Requirements Minimum System Requirements The following computer system requirements are recommended for an online course: OS: Windows 2000/XP/Vista; Mac OSX 10.2 & above RAM: 256 MB, Processor: 2.0 GHz, Free space on HDD: 500MB Internet Connection: (Broadband/DSL preferred), Dial Up 56k minimum Browser: Internet Explorer 6 or 7, Mozilla Firefox 2.0, Safari 1.0 Java: Version 6 Update 11 or later Sound card and speakers Software Requirements Pop-up Blockers All pop-up blockers installed on your computer must be set to allow pop-ups from Blackboard Java Runtime Environment You must have the Java Runtime Environment installed. This is a free plug-in for your browser that can be obtained by going to http://www.java.com Additional Plug-ins You may need additional software based on the content that your instructor posts in their course. Commonly needed applications are: Microsoft Office 2007/2003/XP Suite/Works (not free software) Adobe Acrobat Reader (free download) Windows Media Player (free download) Real Time Media Player (free download) Quick Time Media Player (free download) Macromedia/Adobe Flash (free download) Macromedia/Adobe Shockwave (free download)
NURS 533 Curriculum Development in Nursing Education Summer I 2010 Week 1 6/1/10 Week 2 6/7/10 Overview of course; course requirements The Context Relevant Curriculum Supports for Curriculum Development Leading Curriculum Development Organizing Curriculum Development Introduce yourself on DB Chap. 1 Chap. 2 Module#1 [due 6/6] Chap. 3 Chap. 4 Module #2 [due 6/13 Week 3 6/14/10 Week 4 6/21/10 Week 5 6/28/10 Week 6 7/5/10 Faculty Development for Curriculum Development Development of a Context Relevant Curriculum From Contextual Data to Curriculum Nucleus Developing Philosophical Approaches Curriculum Design Course Design Makeup for Memorial Day Holiday Chap. 5 Chap. 6 Module #3 [due 6/20] Chap. 7 Chap. 8 Module #4 [due 6/27] Philosophy of Nursing Education Due Chap. 9 Chap. 10 Module #5 [due 7/3/10] Nursing Curriculum Presentation Due
BIBLIOGRAPHY: Anonymous. (2002). The preparation of nurse educators. Nursing Education Perspectives, 23(5), 267-269. Donley, R., & Flaherty, M. (2008, May). Revisiting the American Nurses Association's first position on education for nurses: A comparative analysis of the first and second position statements on the education of nurses. Online Journal of Issues in Nursing, 13(2), 3-3. Falk, K., Jerlock, M., & Severinsson, E. (2003). Academic nursing education guidelines: Tool for bridging the gap between theory, research and practice. Nursing and Health Sciences, 5, 219 228. Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher s life. San Francisco: CA: Jossey-Bass. Udod, S. A., & Care, W. D. (2002). Lessons learned in developing and delivering web-based graduate courses: A faculty perspective. Journal of Continuing Education in Nursing, 33(1), 19-23. Webber, P. B. (2002). A curriculum framework for nursing. Journal of Nursing Education, 41(1), 15-24.