Curriculum Plan for the Associate Degree

The Courses As you learned in Week 1, the formal curriculum is the planned program of study. The curriculum includes all the courses in the program; for an associate degree program, that is generally 60 semester hours or 90 quarter hours. The number of semester hours for a baccalaureate degree program is generally 120 hours. In nursing programs, these courses include general education courses, science courses, and nursing courses. Some nursing programs require prerequisites (courses taken before the student is admitted to the nursing program), however, these hours are included in the total number of credits for a nursing program. Courses are identified by a course prefix, number, and title. For example, this course is NR524 Curriculum Development. The prefix is the department code, for example, NR indicates nursing. Other prefixes that could be used are NSG, NURS, or NUR. The next part is the number of the course, which indicates the level of the course. In general, first-year courses are numbered in the 100s, second-year courses in the 200s, thirdyear courses in the 300s, and senior courses in the 400s. Graduate courses are 500and 600-level courses. The final component is the name of the course. The name should be a broad indicator of the content or focus of the course. For example, Fundamentals of Nursing would indicate that it is a beginning course for nursing students. Another part of the course identifier is the number of credits for the course. Courses can range anywhere from one to 10 credits. After the course identifier, the total number of credits for the course is listed, then these credits are broken into didactic (theory), clinical, and/or laboratory credits. In the college catalog, the course information would be written as the following. NR101 Fundamentals of Nursing, 8 credits (3T, 3C, 2L) In reading this, the student would know that this course is administered by the nursing department, it is a first-year course, they will have 3 hours of lecture a week, and hours in both the laboratory setting and the clinical setting. If a course is an 8-credit course, what does this mean for the student as to the number of hours he or she will be expected to participate in the course? Using the example above, we can calculate the number of hours. Each school can have a specific formula for calculating hours, however, theory or didactic hours are calculated as 1:1 in general. This means that for every credit hour, the student will spend one hour in the classroom over 15 or 16 weeks. Note: Didactic hours are 50 minutes long. Clinical hours are generally calculated on a 1:3 ratio. For every one hour of credit, the student will spend 3 hours in the clinical setting. Laboratory hours can be calculated using either a 1:2 or 1:3 ratio. Course Description Once the course has been identified, the next step is to write a brief (3–4 sentences) course description. This is a broad overview of what content will be covered in the course. Curriculum Plan for the Associate Degree

Using our example of NR101, the course description might read: NR101 Fundamentals of Nursing, 8 credits (3T, 3C, 2L) This course provides opportunities for beginning nursing students to develop the knowledge and skills needed to care for individuals throughout the lifespan. The nursing process is presented and is used as the framework for all nursing care. Specific concepts such as communication, patient safety, critical thinking, and ethical-legal responsibilities of the nurse are introduced. Students are expected to demonstrate competency in performing basic nursing skills in the laboratory setting prior to the clinical experience. Course Outcomes The next step in course development is to write the course outcomes. The course outcomes are based on the program outcomes. While the program outcomes are broad and are identified as the competencies the graduate will achieve at the end of the program, the course outcomes are specific for the course and identify the competencies the student will achieve at the end of the course. The Course Selection Schools of nursing vary in the courses that are selected to be included in the curriculum. The curriculum includes not only the nursing courses but the general education courses and the science courses. As faculty begin to identify the courses to include, the first action would be to review the State Board of Nursing requirements. Some states are very prescriptive about what courses to include while other states only identify broad guidelines. Here are two examples of State Board of Nursing educational requirements. State Board of Nursing Educational Requirements Ohio Ohio State Board of Nursing: (Links to an external site.) Section 4723-5-13 Curriculum for a registered nursing education program California California State Board of Nursing (Links to an external site.): (Links to an external site.) § 1426. Required Curriculum. 16 CA ADC § 1426 BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS. As you can see, the two states differ in the specificity of their requirements. For a hospital-based education program, the educator would start by reviewing the content recommended for the program to be taught. For example, if developing a critical care course for the purpose of helping staff become certified, the educator may review the certification requirements from AACN: American Association of Critical-Care Nurses (https://www.aacn.org/ (Links to an external site.)). Once the faculty have reviewed the requirements set forth by the Board of Nursing, the next steps are to look at the mission, philosophy, and framework for the nursing or education program. These documents will be the guide for the courses that will be included in the curriculum plan. Course Design Once the courses are identified for the curriculum, the course design process will begin. Course design includes developing the course objectives and competencies, the concepts and content, the learning experiences, the learning materials, and the evaluation structure. This information is contained in the course syllabus. The Syllabus Each course in the program of study will have a syllabus. A syllabus is an academic document that is a guide to the course. The syllabus contains, at minimum, the course policies, rules and regulations, required texts, a schedule of assignments, and the grading scale. The syllabus identifies for the student what to expect in the course. Syllabi can take many forms. Academic institutions generally have a preferred format for the structure; however, if they do not, the faculty member is free to develop a format that will work for his or her class. A syllabus is not generally a part of a hospital-based program of education although it can be useful to help the staff member understand the parts of the education plan. Curriculum Plan for the Associate Degree

If a syllabus is used in an educational program, it is generally less formal in structure. Curriculum Plan Academic Nurse Educators: School of Nursing Use the table below to develop the Curriculum Plan for the associate degree program. Include all general education courses, science courses, and nursing courses. Identify the course by the prefix, number, and name of the course. Include the total credit hours for the course and then the breakdown of hours by theory (T), clinical (C), and laboratory (L). For example: NUR101 Fundamentals of Nursing, 6 credits (3T, 1L, 2C). Academic Nurse Educators: Base your courses on the requirements from either the Florida State Board of Nursing: https://floridasnursing.gov/licensing/practical-and-registered-nurse-education-program/ OR the California State Board of Nursing: § 1426. Required Curriculum. 16 CA ADC § 1426 BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS. http://carules.elaws.us/code/t.16_d.14_art3_sec.1426 Indicate the state you have chosen on the template. Reminder: Associate Degree Program = 60 credits Curriculum Plan—Associate Degree Program Template (Add additional lines, columns to the template as needed for your program) Course Requirements from State of ____________________(please include name of the state) Prerequisites (if required; list by course number and name): Total Credit Hours: First Year Second Year First Semester Second Semester Total Credits = Total Credits = First Semester Second Semester Total Credits for Year = Total Credits = Total Credits = Total Credits for Year = Total Credits for Program = Peer Collaboration Influence on Curriculum Development Syllabus Academic Nurse Educators Use the template below to develop a syllabus for one of the nursing courses in your Curriculum Plan. If you choose a course that has a laboratory and/or clinical component, then be sure to include that information in the template. Submit the template for grading. SYLLABUS TEMPLATE Name of School Course Number and Name Course Credits Prerequisites Faculty Information Name E-mail Phone Office Hours Course Description Program Outcomes (use the outcomes developed in the Week 4 assignment) Course Outcomes Textbooks and Resources Course Schedule Course Assignments Grading Scale Policies Attendance and Participation: Academic Integrity (including Plagiarism): Use of Mobile Devices: Civility in the Classroom: Late Assignments: This week in the peer collaboration area, you will develop program outcomes for your school or the staff development department. Curriculum Plan for the Associate Degree

For the academic programs, you will base the program outcomes on either the AACN Essentials of Baccalaureate Education OR the NLN Competencies for graduates of Associate Degree Programs. N Competencies for graduates of Associate Degree Programs (2010) 1. Human Flourishing: Advocate for patients and families in ways that promote their selfdetermination, integrity, and ongoing growth as human beings 2. Nursing Judgment: Makes judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context 3. Professional Identity: Implement one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context 4. Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Essential III: Scholarship for Evidence-Based Practice AACN Essentials of Baccalaureate Education Essential IV: Information Management and Application of Patient Care Technology http://www.aacnnursing.org/EducationResources/AACN-Essentials (Links to an external site.)) Essential V: Health Care Policy, Finance, and Regulatory Environments Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Essential VII: Clinical Prevention and Population Health Essential VIII: Professionalism and Professional Values Essential IX: Baccalaureate Generalist Nursing Practice For the hospital-based program, you will develop program outcomes based on the 2020 Joint Commission Hospital National Patient Safety Goals (Links to an external site.) 1. Identify patients correctly. 2. Improve staff communication. 3. Use medicines safely. 4. Use alarms safely. 5. Prevent infection. 6. Identify patient safety risks. 7. Prevent mistakes in surgery. Nursing schools and healthcare staffs mainly focus on professional growth through acquiring new skills and enhancing effectiveness in care provision. Nurse educators play a crucial role in training nurses and creating succinct and elaborate nursing education programs and courses. According to De Gagne & Phillips (2017), the development of nursing education programs requires comprehensive program outcomes that outline the program’s objectives, target, and achievability. Different programs have different program outcomes based on the learning environment. Academic programs have slightly different program outcomes from hospital-based programs, but they seek to achieve evidence-based and patient-centered nursing practice. A program’s vision and mission statement inform the program outcomes. The mission is “To equip nursing students with adequate, appropriate and culturally sensitive knowledge and skills for advancement in the clinical setting with the use of research and evidence-based practice while providing high quality, compassionate care on a regional, national and global level.” Therefore, the program outcomes will be based on the “Essentials of Baccalaureate Education by the American Association of Colleges of Nursing (AACN)” (AACN Essentials, 2021). The essentials require that at the end of the program, the learners will: 1. Champion for quality health outcomes founded on evidence-based and collaborative care practice. The student should identify, integrate, and evaluate the available evidence and research findings and integrate them with clinical expertise. 2. Integrate professionalism and related values in the practice and care provision. Students will engage in ethical reasoning and promote leadership, social justice, advocacy, and collaboration in care provision. 3. Provide safe, patient-centered, and high-quality care based on holistic care principles. Learners will be able to appreciate and understand the importance of teamwork and collaboration with patients and their families/friends. 4. Appreciate cultural diversity and use reflective practice to engage in lifelong personal and professional growth. References AACN Essentials. (2021). The New AACN Essentials. Aacnnursing.org. Retrieved 21 September 2021, from https://www.aacnnursing.org/AACN-Essentials. De Gagne, J., & Phillips, B. (2017). Teaching in Nursing and Role of the Educator (2nd ed.). Springer Publishing Company Curriculum Plan for the Associate Degree