Course: 871- Curriculum/ Program Planning and Evaluation

Credit Hours: 3

Prerequisite or Co-requisite: NRSG750- Theory 1 

Faculty:

Wanda Bonnel, PhD. ARNP Office: 2069 School of Nursing Phone: 913-588-3363 E-mail: wbonnel@kumc.edu

Philosophies, methods and processes of curriculum and instruction in health professions' education provide the framework for discussing curricular and program planning theories/models; resources for decision-making; research; and evaluation methods that create a learner centered environment. Attention is given to frameworks for program evaluation, methods of data collection, and the ethics and standards of evaluation practice. The influence of societal trends, and current health professions issues relevant to curriculum planning are addressed. Emphasis is on strategies for anticipating future societal needs and developing educational curriculum to meet those needs. Matters of diversity, workforce development, ethical/legal issues in curriculum planning and education are also included.

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Upon completion of this course, the student will be able to:

1. Examine assumption, philosophies, theories with attention to developing a learner focused curriculum.
2. Examine methods and issues in planning, managing, and evaluating educational programs in health professions.
3. Design/organize a curriculum and evaluation plan for a course or program.
4. Identify curriculum evaluation questions and describe appropriate evaluation models and processes to answer them.
5. Discuss relevance of societal trends, health professional issues, and educational issues, in development of education curriculum to meet diverse workforce needs.
6. Discuss the effects of ethical/legal issues and competing value systems on curriculum development and implementation.

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Web-based modules, quizzes, exams, projects, group activities, and student presentations are used to develop knowledge base of theories, concepts and research related to program planning and curriculum development.

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Feedback on projects

In this course, you will receive feedback on projects and mini-projects in a variety of ways: from faculty, from other students, and as you complete self-assessments. Feedback may be individualized to you or shared with the group. If at any time in the course you feel you need additional feedback on a project (either while completing the project or at project completion) please contact your instructor. 

Rubric that is used in assigning grades for this Course:

A- The content is insightful. It addresses the assignment in a way that indicates your comprehension of and control over the assignment itself as well as an understanding of the underlying issues. The message is communicated clearly, concisely and directly. There is a confidence in this project.
B- The content meets and, at times, exceeds the basic requirement of the assignment. The project indicates that you are beginning, at times, to think through and deal with major ideas in the assignment. The message is communicated with generally effective clarity, directness and conciseness. Some unevenness in writing/communication may be apparent.
C- While the content offers little insight into the greater issues of the assignment, it meets the basic requirements. The message, for the most part, is reasonably clear, concise and direct, although there may be unevenness in the writing/communication.
D- The basic requirements of the assignment are only partially met. Additional revision is necessary if you are to communicate the message clearly. There is considerable unevenness in the writing/communication.
F- The assignment's basic requirements are met only marginally or are not met at all. The writing/ communication is not clear, concise or direct.

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Billings, D. and Halstead, J. (2004). Teaching in Nursing: A Guide for Faculty, 2^nd Edition, Philadelphia: W B Saunders Co., ISBN: 0721603777

Diamond, R. M. (1997).  Designing and Assessing Courses and Curricula : A Practical Guide.  Jossey Bass Higher and Adult Education Series.

Fink, D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning  http://trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf

    
McKeachie, W.J. and Gibbs, G. (2006). Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 11th Edition. Houghton Mifflin Co. # ISBN: 0618515569

Recommended Texts:

Health Professions Education: A Bridge to Quality (2003). Board on Health Care Services (HCS), Institute of Medicine (IOM). Available online by chapter at: http://www.nap.edu/books/0309087236/html/

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Learning-Centered Teaching
http://www.uml.edu/centers/FTC/lct.html

Redesigning Expectations for Initial And Continuing Competence For Contemporary Nursing Practice
Carrie B. Lenburg
http://www.nursingworld.org/ojin/topic10/tpc10toc.htm

National teaching and learning forum
http://www.ntlf.com/html/ti/toc.htm

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Course Outline:
Go To Course Modules or Course Calendar

Prerequisite / Grooming the Self-Directed Learner

• Introduction to Self-Directed Learning

• Introduction to Developing a Portfolio

Coping with Complexity

• Trends in healthcare and relationship to educational programs
• From diploma to BSN and back?
• Education and health care financing
• Government relations in education and health care
• Interdependence of education and service
• Preparing for the future with critical thinking
  

Designing Courses and Programs
Examining assumptions, philosophies, theories relevant to program development

• Needs Assessments
• Program Ideas and Design: Paradigms, Frameworks, Philosophy, Vision, Mission
• Organization theories and models, Organizational Assessment
• Education
• Health care settings
• Program evaluation models
  

Designing Courses and Programs
Understanding the Learner, Outlining the Plan

• Developing a learning focused curriculum
• Understanding the learner
• Creating a learning focused environment
• Identifying program goals, objectives and competencies
• Curriculum objectives
• Review Bloom's taxonomy
  

Designing Courses and Programs
Selecting Learning Experiences to Achieve Curriculum Outcomes

• Modular approach
• Guided design
• Project methods
• Service learning
• Interdisciplinary learning
• Learning labs/clinical labs
  

Initiating / Managing Change

• Using problem solving and creative thinking models
• Promoting ethical standards
• Partnering for improved health outcomes
• Being innovative, Getting implementing new ideas
• Educational Research
  

Clinical Placement / Learning Labs / Grooming Preceptors and Clinical Settings

• Accreditation of programs Accrediting agencies, National standards
• Evaluating the outcomes focused curriculum
• Methods of evaluation: self-report, observation, document review, focus groups
• Relationships of education and health care outcomes
  

Developing Program Policies

• Recruitment/retention
• Faculty policies/programs
• Models for coping with misconduct
  

Evaluating Programs

• Accreditation of programs Accrediting agencies, National standards
• Evaluating the outcomes focused curriculum
• Methods of evaluation: self-report, observation, document review, focus groups
• Relationships of education and health care outcomes
  

Accountability in Education / Teaching as Scholarship

• Outcomes approaches
• CQI approaches
• Standards and competencies needed by health professions' educators
• Teacher self-assessment
• Professional responsibilities
• Values clarification for health professions educators
  

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In 1995, the faculty of the School of Nursing voted to adopt the Professional Integrity System (PROFITS). All students sign the PROFITS Pledge:

"I pledge that I will not give, receive, nor tolerate unauthorized aid, nor will I abuse academic resources while I am a member of this academic community."

PROFITS upholds behaviors reflective of individual responsibility, mutual trust, professional values, and standards. PROFITS values an academic environment free of academic misconduct or abuse of academic resources. When in doubt, the student must clarify with the instructor the appropriateness of behaviors that may violate PROFITS.

The following are some examples of unacceptable behaviors in N871:

Tests: Cheating on examinations or quizzes whether by a student on his/her own behalf or by giving to another student or receiving from another student unauthorized aid on examinations or quizzes, positioning an examination paper so that others can see the answers to the questions or passing/sharing answers on an examination in any way.

Papers, projects: allowing others to do your work for you, quoting or including information from outside sources in projects or papers and not citing the source.

Offenses against persons: Verbally or physically threatening behavior or other unprofessional communication directed toward patients, preceptors, faculty, other students, or staff.

Other: Abuse of academic resources includes copying academic software from a KUMC computer for personal use, use of School of Nursing photocopy machines without permission, failure to return equipment checked out from the lab or ERC, removing equipment for personal use, or not reporting damage to equipment at the time it occurs.

Please refer to your KUMC Student Planner and Handbook for more information about PROFITS.

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Any student in this course who needs an accommodation because of a disability in order to complete the course requirements should contact the instructor or the ADA/504 Coordinator (913-588-7813, TDD 913-588-7963) as soon as possible.

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