NURS 675: Curriculum Development

1. NURS 675: Curriculum Development Program Development: Candice Kiskadden

2. Needs Assessment LPN to RN Transitions Course Semester Course

3. Problem Identification • To assist the Practical Nursing student to matriculate into the role of Registered Nurse • LPNs wishing to pursue an Associate of Science Degree in Nursing must begin with Transitions • LPN To RN Transitions is an entry-level course in their accelerated ASN program, which is approximately one year

4. Support for curriculum

5. Target Audience Licensed Practical nurses who have graduated from a Practical or Vocational School of Nursing and who have worked as an LPN/LVN for a minimum of six months.

6. Curriculum Nucleus Concepts . Professional Abilities . Teaching-Learning Approach . Philosophy

7. Curriculum Nucleus: Core Curriculum Concepts • Integration multiple dimensions of patient-centered care • Health promotion and illness intervention within the context of a Registered Nurse • Social backgrounds of diversity functioning as patient, family, and community values • Ethical and legal implications of patient-centered care within the limits of a Registered Nurse license • The importance of teamwork in nursing • Current evidence-based nursing practice

8. Curriculum Nucleus: Key Professional Abilities • Professional communication • Strengths, limitations, and values • Patient care outcome evaluation • Provide safe, effective patient care • Professional use of nursing informatics

9. Curriculum Nucleus: Overall Teaching-Learning Approaches • Blackboard Framework for overall course • Lecture • Discussions or in-class questioning • Demonstrations • YouTube or similar format video demonstration or content • Clinical simulation with debriefing • Active participation activities (games) • Case studies

10. Curriculum Nucleus: Philosophical Approach & Framework • Collaborative Inquiry • Constructivism • Post-positivism • Humanism • Interpretive Inquiry and Relational Humanistic Nursing • Life Skills • Pragmatism • Action-sensitive pedagogy

11. Objectives of the Curriculum • Recognize the patient as the source of control in providing compassionate and coordinated care. • Function effectively within nursing and inter-professional teams using open communication, mutual respect, and shared decision making. • Integrate best current evidence-based clinical practice for optimal delivery of healthcare. • Use data to monitor patient outcomes of the care process and use this data to improve quality and safety of care.

12. Examples of Specific Objectives • Describe the purpose of lifelong learning • Describe the process of re-entry into the role of student • Describe diverse learning styles • Describe initial learning strategies for success in school • Summarize the learning resources available that enhance the student's ability to be successful • Discuss methods to handle time management effectively • Give examples of effective study skills and strategies

13. Scope and Sequence LPN to RN Transitions Course

14. Scope and Sequence: Overall Objective Relation • Course revised in 2012, faculty from ASN program assumed responsibility • Course is concept-based • Focused on development of competent nursing graduates • Meets and/or exceeds governing bodies of accreditation

15. Scope and Sequence:Course Congruency • LPN to RN Transitions is an entry-level course for experienced LPNs • Concepts introduced in the traditional program are emphasized in the Transitions course: • Communication • Professional development • Evidence-based practice • Nursing research

16. Scope and Sequence:Justification • Credit is given for the first 3 nursing courses of the traditional curriculum • Prerequisites include Anatomy and Physiology, Pathology, English, Math, Religion, Art, and concurrent Nursing Pharmacology • LPN to RN Transitions also includes clinical laboratory hours to prepare for clinical in the acute care setting • Medication administration • Nursing Assessment • Nursing Process

17. Course Resources Materials needed for implementation

18. Resources: Educational Strategies • Open class discussion of course concepts • Encourage diversity of understanding and discussion • Expect students to devote 3 classroom hours to content and 6-12 hours outside of the classroom per week • Varied evaluation strategies • Build on students’ experiential knowledge of nursing practice

19. Resources: Learning environment • Support of students and faculty from ASN director • Open, relaxed discussion forums in classroom • Participation and Netiquette policy of social civility • Supportive learning environment to try new ideas • Clear, defined nursing student handbook

20. Resources: Content delivery • Textbook • Blackboard Course Delivery Program • Lecture using Prezi platform • Video streaming for applicable content • High- and low-fidelity simulation • Group work with student presentations

21. Resources: Supplies needed • Computer with DSL or High-speed Internet access and sound capability • Blackboard Sign-on • Classroom • One classroom instructor • 3-4 clinical instructors • Textbook • Library Resources • Classroom computer with link to overhead projector • Simulation equipment • High-fidelity mannequin • Low-fidelity mannequins • Medication supplies • Assessment supplies

22. Formative Evaluation • For students: • Venn Diagrams or Concept Maps • Small group projects in class • Calling on in class • Discussions • Jigsaw groups • Clinical predictions • Self-evaluation • For instructors: • Direct class feedback • Feedback from clinical lab simulation scenarios

23. Summative Evaluation • For students: • Exams • Group project • Written Assignment • Clinical lab performance evaluation • For instructors: • End of course survey

24. Improvement of the Curriculum • Careful evaluation of summative assessments will provide content delivery data • Ongoing assessment and reassessment of formative evaluation will enable faculty to restructure learning to best suit students • Anonymous surveys will allow students to give honest feedback on clinical lab simulations and the overall course • These will assist faculty to catch learning deficiencies, place value on the learning experience, and encourage fair teaching-learning interactions

25. References Harrington, N., & Terry, C. L. (2013). LPN to RN transitions: Achieving success in your new role. (4th Ed. ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins. Iwasiw, C. L., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education. (2nd ed.). Sudbury, MA: Jones and Bartlett Publishers, Inc.