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WINONA STATE UNIVERSITY ROCHESTER CENTER
College of Nursing and Health Science
Master’s Program in Nursing

N670 - NURSING EDUCATION: Curricula and program design

 Credits:               3 Semester Hours

 Placement:         Fall and Spring

 Pre-Requisites: N510, N624 and N625 or N626 and N627, N669 (or concurrently),  or consent of instructor

 Faculty:                     Daniel J. Nicholls RN, ED.D. Professor, or

                                    Mary Proksch, EdD, RN, Associate Professor

Description:

 This course is designed to introduce students to the components of educational program processes. Principles of program design and evaluation of nursing education and staff development are the key concepts explored in this class.

 Objectives: 

1.      Synthesize knowledge from theories of teaching and learning, and apply it to nursing education and staff development. 

2.      Review the impact of the current state of nursing knowledge, theories, and practices on educational program design. 

3.      Analyze current legal, historical, economic, political, social, and ethical dimensions and how they influence nursing education curricula and staff development programs. 

4.      Explore regulatory and accrediting body influence on program design for nursing education curricula and staff developmentprograms. 

5.      Utilize research findings in nursing education and staff development program design. 

6.      Demonstrate an understanding of nursing education curricular design that includes

a.                  Institutional mission and philosophies

b.                  Organizing frameworks and models

c.                  Relationships of program objectives, courses and course objectives, and teaching and learning strategies

d.                  Methods of curricula evaluation

e.                  Strategies for change

7.   Demonstrates an understanding of staff development program design that includes

a.                 Institutional mission and philosophies

b.                 Methods for evaluation of staff development programs

c.                  Strategies for changing program

Topical Outline:

I.                    Nursing Education in the U.S.

A.     The system of higher education in the United States

1.      Historical overview higher educations systems in the U.S. and influences on nursing programs

2.      Development of nursing education programs in the U.S.

B.     Overview of Curriculum Development

C.    Models/Styles of Curriculum Design

1. Use of nursing theories

2. Using organizing frameworksiv class

3. Using teaching or learning theories

D.    Influence of Research and Theory Development on Curriculum

E.     Influence of External Forces on Curriculum Development

1.      Regulatory bodies- Boards of nursing licensure, Departments of health, and other governmental bodies.

2.      Accrediting bodies- American Association of Colleges of Nursing, National League for Nursing Accrediting Commission, American Association of Nurse Anesthetist’s

3.      Other nursing professional organizations

F.     Development of Curriculum Plan

G.    Curriculum Evaluation Methods

H.     Strategies for Curriculum Change

II.                  Staff Development

A.      American Nurses Association's conceptual framework

Orientation and in-service education

Continuing education and professional development

B.      Components of staff development:

1. Orientation and inservice for Organizational Support and Improvement
2. Continuing Education and Professional Development of Licensed Nurses,

C.     Regulatory and Accrediting body influences

1. Boards of licensure
2. Departments of health
3. Institutional accrediting bodies- i.e. (JCAHO) Joint Commission on Accrediting Healthcare Organizations, National Nursing Staff Development Organization
1. Federal Influences  

D.     Continuing education approval mechanisms

E.      Management of Staff Development programs-

1. Budgeting,
2. Management and Marketing
3. Program evaluation techniques

Evaluation Scheme:

 1.   Educational Program Group Project  (choose one of the following:)            50 %

      a. Critique an existing nursing education curriculum

      b. Design a nursing education or staff development program

      c. Critique an existing nursing staff development program

 2.   Individual Scholarly Paper                                                                              40 %

      a.  Investigate a topic related to course content

      b.  Include a brief class presentation of the paper

 

3.   Class Participation                                                                                         10 % 

Grading Scale:

      A =   90 - 100

      B =   80 - 89

      C =   70 - 79

      D =   60 – 69

Required Texts All Students:

(Available at Rochester Community and Technical College Bookstore): 

Billings, D.M. & Halsted, J.A. (1998). Teaching in nursing: A guide for faculty.  Philadelphia: W.B. Saunders Co.

Abruzzese, R.S. (1996). Nursing staff development: A strategy for success. St. Louis, MO: Mosby and Co.

OPTIONAL TEXT:

Avillion, A.E. (1995). Core curriculum for nursing staff development. Pensacola, FL: National Nursing Staff Development Organization.

OPTIONAL  TEXT FOR NURSE ANESTHESIA STUDENTS 

(Available at Mayo Clinic Anesthesia Education Office) 

American Association of Nurse Anesthetists (1990). National commission on nurse anesthesia education. (Report). Park Ridge, IL: National Commission on Nurse Anesthesia Education.

REFERENCES:

Books:

Barnum, B. S. (1999). Teaching nursing ia the era of managed care.  New York, NY, Springer Publ.

Bevis, E.O. and Watson, J. (1989). Toward a caring curriculum: A new pedagogy for nursing. New York, NE. National League for Nursing.

Bevis, E.O. (1989). Curriculum building in nursing: A process  New York, NE. National League for Nursing.

Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago, Ill. University of Chicago Press.

Journals:

Journal of nursing education

Journal of continuing education in nursing

Journal of nursing education

Journal of nursing staff development

Nurse educator

Nursing outlook

            Adams, M. H., Sherrod, R. A., Packa, D. R., Forte, L. D., Lammon, C. A., Stover, L. M., Morrison, R. S., & Barrett, J. C. (2001). Levels of prevention: Restructuring a curriculum to meet future healthcare needs. Nurse Educator, 26(1), 6-8.

            Felton, G., Abbe, S., Gilbert, C., & Ingle, J. (2000). How does NLNAC support the Pew Health Commission competencies?  Nursing & Health Care Perspectives, 21(1), 53.

            Jacobs-Kramer, M. K., & Huether, S. E. (1988). Curricular considerations for teaching nursing theory. Journal of Professional Nursing, 4(5), 373-80.

            Karni, K. R., Duckett, L., Garloff, D., Larson, T., Garrard, J., Thawley, D., & Franks, R. (1998). Key elements and processes needed in curriculum design. Clinical Laboratory Science, 11(2), 70-7.

            Lilley, S. H., Clay, M., Greer, A., Harris, J., & Cummings, H. D. (1998). Interdisciplinary rural health training for health professional students: Strategies for curriculum design. Journal of Allied Health, 27(4), 208-12.

            Woodtli, M. A., & Breslin, E. T. (1997). Violence and the nursing curriculum: Nurse educators speak out. Nursing & Health Care Perspectives, 18(5), 252-259.

CURRICULUM APPROVAL FORM INFORMATION:

COURSE CHANGE:

A.     Rationale

The addition of one credit to this course is proposed to remedy a problem from semester conversion and to provide to a more equitable distribution of content. The addition of staff development content when we converted to semesters has proved to overload a two credit course that also addresses curricular design in nursing education programs. Further, this revised course includes some moving of content to the proposed new course N669, and the revised course N671.

B.    Notification

This change does increase the total number of credits required to complete the Master’s of Science degree in nursing, Nurse Educator focus. This change does not affect other departments as graduate nursing courses are open only to graduate nursing students.

C.    Catalog

This change will need to be reflected on pages 48-50 of the 2000-2002 WSU Graduate Catalog

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