Writer Choice
41900Careful consideration must be given to the organizing framework, the outcomes, and the competencies that are chosen for conceptualizing and organizing the delivery of nursing knowledge and skills. Nursing faculty must consider today’s practice realities while seeking tomorrow’s realities from practice experts to educate our future nurse graduates. Expectations for quality, safety, and accountability are at the heart of program and educational effectiveness, and flexibility is the hallmark of today’s curricula.
The focus of this week includes frameworks, outcome objectives, competencies, and carefully orchestrated learning experiences in curriculum development. As we design the education for optimal learning of nursing students, we must: (1) align the means (learning activities) with the ends (the outcomes); (2) include all three domains of learning appropriately and throughout the curriculum (cognitive, affective and psychomotor); and (3) level expectations according to a hierarchical taxonomy of student behaviors from simple to complex, reflecting development of abilities and skills as a result of teaching and learning experiences.
Introduction Transcript
Curriculum and instruction are central to nursing education. This
week’s focus is to help you understand why you are learning what you are
learning (the curriculum) and why instructors choose certain teaching
methods for your learning experiences. Throughout history, various forces
and trends have had an impact on program and curriculum design in
nursing education. To reach decisions in curriculum development and
structure learning experiences for today, we must reflect on the most
prevalent forces and trends of today.
Therefore, curriculum designs must be responsive to the needs of a
dynamically changing healthcare system. The hallmark of today’s nursing
curricula is flexibility.
Agenda
Billings and Halstead: Read chapters 8, 9,10, and 11
Gaberson and Oermann: Read chapter 2
Determine Your Teaching Style
Summary Reading
Curriculum and instruction are central to nursing education. This week’s focus is to help you understand why you are learning what you are learning (the curriculum) and why instructors choose certain teaching methods for your learning experiences. Throughout history, various forces and trends have had an impact on program and curriculum design in nursing education. To reach decisions in curriculum development and structure learning experiences for today, we must reflect on the most prevalent forces and trends of today.
The following are examples of the many forces and trends that have had an impact on and continue to impact program and curriculum designs and instruction in nursing education. It is important to note that the areas listed are not all inclusive nor do they represent levels of importance.
Constituencies such as state boards of nursing, accrediting bodies, and institutions of higher education that house nursing programs place controls on the development, implementation, and evaluation of the nursing curricula.
Market forces affect curriculum design and instruction as nursing faculty strive to shape the curricula around the needs of learners, while maintaining a quality education at an affordable price and flexible formats to meet individual student needs.
Organizational forces influence the quality of nursing education through research, advocacy efforts, and faculty development. Nursing organizations such as the American Nurses Association and the American Association of Colleges of Nursing develop standards for nursing education and practice, and promote change through policy development. Changes in standards will subsequently mean changes in curriculum and instruction.
Knowledge expansion and technology developments have become a major part of nursing education and practice, resulting in patient-care delivery taking place in the home, workplace, kiosks, and other places where nurses do not typically deliver round-the-clock care. Therefore, nursing education using a hospital-based model no longer meshes with today’s trends.
Forces and trends related to curriculum and instruction in nursing education will continue, but regardless of the resulting views and changes brought about by the forces and trends, curriculum designs must be responsive to the needs of a dynamically changing healthcare system. Therefore, the hallmark of today’s nursing curricula is flexibility.
Furthermore, as social, economic, and political changes influence healthcare delivery, nursing education in the classroom and clinical settings will need to prepare graduates at all levels with an understanding of change.
PAGE 1
You should have completed your learning style inventory during week 1. Now complete the teaching style inventory. How does your learning style compare to your teaching style?
PAGE 2
Using the hierarchical order of Bloom’s taxonomy for the cognitive domain, develop a learning objective related to a selected nursing course for each of the six categories of cognitive skills: knowledge, comprehension, application, analysis, synthesis, and evaluation.
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