N 584 The Role of Curriculum Committee in Design Process

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N 584 The Role of Curriculum Committee in Design Process

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Assignment:

Critical Thinking Exercises :

Case Study #1: McLanahan University

McLanahan University is an accredited university of approximately 28,000 full-time and 12,000 part-time students, offering baccalaureate, masters, and doctoral programs. It is located in a multicultural city of 1,200,000 inhabitants. There are five acute care hospitals, one of which is a 375-bed magnet hospital. Other health care facilities in the city include three chronic and long-term care agencies, numerous nursing homes, eight home health care agencies, a public health unit, physicians’ and nurse practitioners’ offices, and walk-in clinics.

N 584 The Role of Curriculum Committee in Design Process

N 584 The Role of Curriculum Committee in Design Process

Dr. Seranous Koupouyro is the director of The McLanahan School of Nursing, which comprises 10 masters-prepared and 11 doctorally-prepared full-time nursing faculty. Faculty have been meeting for four months to redesign the BSN curriculum. Part-time faculty have been regularly invited to join the curriculum work, but their involvement has been slight. The goal is to implement the revised curriculum in 18 months for a class of 125 students.

The Total Faculty group endorsed the existing humanistic-caring, feminist philosophical approaches. Core curriculum concepts, key professional abilities, and principal teaching-learning approaches were identified and the curriculum nucleus endorsed.

The curriculum committee has developed the outcome statements, and after these were approved, they formulated the level competencies. The outcome statements address the provision of evidence-based nursing care in accordance with regulatory standards, effective communication and management, ethical and cultural competence, and advocacy to enhance social justice. The faculty are now ready to consider the curriculum design.

How should the curriculum committee proceed with the work yet to be done?

What should the curriculum committee consider next?

What resources would assist the committee in its curriculum design process?

What should be included in the curriculum design?

How will the curriculum nucleus influence the curriculum design?

How could nursing and non-nursing courses be determined?

What policies should be taken into account for the curriculum design?

Case Study #2: Philmore College

Situated in a small, non-industrial town, Philmore College was originally a “hilltop” college established in 1818 as a school for boys and later, for boys and girls. The school has evolved into a 4-year, privately endowed, non-sectarian, post-secondary institution. Since the 1960’s, programs leading to baccalaureate degrees in psychosocial and physical sciences have been offered. A decision has been made to offer a 12-month accelerated BSN program in response to the nursing shortage and the demand by applicants with prior degrees. This program will be additional to the upper division BSN degree that is currently offered.

The 9 master’s-prepared and 4 PhD full-time nursing faculty have combined nursing practice and teaching experience ranging from 4–18 years. The director, Dr. Agnes Philmore, a direct descendant of the founder, joined Philmore College in 1996. All nursing faculty, including the director, engage in classroom and clinical teaching. The practice experiences for the upper division BSN students are offered in one local 200-bed community hospital, a 224-bed tertiary care hospital in a neighboring city, and a 76-bed long-term and residential care facility. Students also have community nursing experience, which is coordinated and supervised by a primary care nurse practitioner with an adjunct faculty appointment. Approximately 85 students graduate annually and have been consistently successful in the licensure examinations and in obtaining employment.

The director, faculty, several students, and a local nurse practitioner, who comprise the curriculum committee, have been meeting to design the 12-month program. The curriculum nucleus has been determined and the curriculum outcomes written. The principal teaching-learning approaches are focused on active and constructed learning. Courses for the discipline-specific, accelerated 182-month program have been identified. The committee is ready to begin course design.

What parameters must the curriculum committee consider when designing the courses?

In what way will a commitment to active learning influence course design?

Which components should be included in the courses?

What classroom and clinical experiences could be incorporated into the courses?

What would sample clinical and classroom courses look like for this accelerated baccalaureate-nursing program?

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