21 Sep Assessment 2 Course Development and Influencing Fa
Assessment 2 Course Development and Influencing Factors Develop a 6-page course design to be included in the selected nursing curriculum chosen in Assessment 1. Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Influencing factors fall into two categories: internal and external factors. External factors examine the larger environments that are outside of the organization. The internal factors influence the curriculum within organization (Keathing, 2014). The educator needs to have an understanding of the internal and external factors influencing curricular development. Context It is important for a nurse educator, whether they are working in academia or clinical education, to use the frame factors model when developing curriculum, revising curriculum, or in the process of the development of new curriculum (Keating, 2014). Whether in the academic or clinical setting, there are factors that will influence the nurse educator’s way in the development of nursing curriculum. The completion of a need’s assessment outlines the internal and external factors to help the nurse educator make the proper decisions for next steps in the curriculum continuum. Suggested Resources Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer Publishing Company. Ardisson, M., Smallheer, B., Moore, G., & Christenbery, T. (2015). Meta-evaluation: Experiences in an accelerated graduate nurse education program. Journal of Professional Nursing, 31(6), 508–515. Schnetter, V. A., Lacy, D., Jones, M. M., Bakrim, K., Allen, P. E., & O’Neal, C. (2014). Course development for web-based nursing education programs. Nurse Education in Practice, 14(6), 635–640. Bengtsson, M., & Carlson, E. (2015). Knowledge and skills needed to improve as preceptor: Development of a continuous professional development course – A qualitative study part I. BMC Nursing, 14, 1–7. Choi, H., Kim, J., Bang, K-S., Park, Y-H., Lee, N-J., & Kim, C. (2015). Applying the flipped learning model to an English-medium nursing course. Journal of Korean Academy of Nursing, 45(6), 939–948. Hill, R. Y., Foster, B., & Oermann, M. (2015). Dedicated education unit model for a transition into practice course. The Journal of Continuing Education in Nursing, 46(9), 403–408. Baessler, M., Best, W., & Sexton, M. (2016). Beyond program objectives. The Journal of Continuing Education in Nursing, 47(6), 248–249. Valiga, T. M. (2014). Attending to affective domain learning: Essential to prepare the kind of graduates the public needs. Journal of Nursing Education, 53(5), 247. These resources focus on the role of the educator in nursing education: Chapter 3, “Teaching Methods.” Johnson, K. V. (2016). Improving adjunct nursing instructors’ knowledge of student assessment in clinical courses. Nurse Educator, 41(2), 108–110. Kalb, K. A., O’Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212–219. This resource reviews internal and external factors that influence curriculum development: Internet Resources The following resources provide resources for, and explore the use of, simulation evaluations: Todd, M., Hawkins, K., Hercinger, M., Manz, J., Tracy, M., & Iverson, L. (2017). Creighton Competency Evaluation Instrument. Retrieved from https://nursing.creighton.edu/academics/competency-evaluation-instrument Wiles, B. (2014). Simulation evaluation. Xavier University. Retrieved from http://qsen.org/teaching-strategies/simulation/simulation-evaluation/ Assessment Instructions Using the same nursing curriculum, you selected in Assessment 1, design a course that could be added to the curriculum. Additional Requirements Include 8-10 references References: Include references from at least two peer-reviewed journals that are not listed in the Suggested Resources, cited in proper APA format. Length of design: The course design should be 6 pages in length, not including the title page and the reference page, and must follow proper APA style and formatting. NOTE (can be 6-8 pages) Course outline: Include the course outline as an appendix. The appendix will not be included in the page count for the assessment. Font and font size: Times New Roman, 12 point GRADING RUBRIC Describes an appropriate course to include in a selected curriculum and explains where in the curriculum it would best fit. Provides a rationale for adding a course to a selected curriculum and cites relevant sources to support the inclusion. Suggests a topical outline for a course to be added to a selected curriculum and shows how the topics relate to other courses in the curriculum. Explains with whom and how faculty members would collaborate when considering a new course within a selected curriculum and provides a rationale for the collaborations. Explains and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design, and provides examples. Explains and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design, and provides examples. Explains how the mission, philosophy, and framework of a program and parent institution impact curriculum design and provides examples. Describes the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development and explores the consequences of not collaborating
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