Week5-Curriculum And Program Evaluation

Week5-Curriculum And Program Evaluation

Part 1:  Which curriculum model discussed in chapter 17 do you think is most effective and why?

Part 2:  Assume that you have been charged with reviewing and enhancing the course assignments for NUR 680. Choose one assignment from weeks 1-4 and 1 discussion from weeks 1-4.  How would you change them to make them more effective? This can include content (although it must be related to the week’s topics, readings, and objectives), length, or format.  You can tweak existing assignments and discussions or suggest something totally different.  Include your rationale for the changes.

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Part 3:  What is your biggest take-away from this course?


NUR 680 Week 3 Assignment: Clinical Worksheet


In this assignment, you will build on the choices you made for NUR 300, Foundations of Nursing, revising them if needed.  You will be asked to make additional decisions as described below.  Use this worksheet to present your information.  Leave the questions.  Week5-Curriculum And Program Evaluation


For the decisions you make below, explain your rationales, supported by your texts or other resources.  This should not be based on your experience.  Research best practices and provide the documentation.

General Decisions

What is an optimal clinical setting for this foundations course?

What is an ideal faculty/student ratio for these clinical rotations?

What is the optimal number of clinical hours per day for a beginning student?

How and when will you orient the students to the clinical facility?

The Clinical Day:  For a typical clinical day, answer the following questions.

How and when will you make your clinical assignments?

What type of preparation will you require of the students?

What kind of learning activities will the students engage in (consider the content and skills in the NUR 300 syllabus)? How will this change as the semester progresses?

Will you hold a pre and post conference?  If so, what will you do in each of these sessions?  If you are not planning to hold pre or post conference, provide your rationale and supporting documentation.

The Instructor’s Role in Teaching and Evaluation

How do you envision your role as clinical instructor?  What specific things will you do throughout the clinical day to guide and support the students?

How will you keep track of student performance and experiences throughout the semester?

How would you, as a clinical instructor for this course, utilize questioning, coaching, and feedback with the students? The Billings text covers this well. Address each one.

What kinds of formative and summative feedback/evaluation will you use?  How and when will you do this?

What kind of written work (e.g., care plans, concept maps, case studies) will you require of the students? How might that change as the quarter progresses?

Assuming you could make this decision, would you give a numerical/letter grade or a pass/fail grade for clinical? Week5-Curriculum And Program Evaluation



Complete the self-evaluation tool below.

Self-Evaluation Tool: Characteristics of Effective Clinical Teachers

Instructions: For each characteristic, check if it is an existing strength and/or area for growth (can be both). Explain areas for growth in the comments section.  Don’t just ask yourself if you agree with these characteristics philosophically, evaluate your current ability to do them effectively with a group of clinical nursing students.


Characteristic Strength Area for Growth Comments
Knowledgeable about the subject matter and able to convey that knowledge to students in their practice areas.      
Personal clinical competence      
Be supportive of learners.      
Possess teaching skills that maximize student learning.      
Ability to diagnose student clinical learning needs      
Ability to see students as individuals and work with differences      
Foster student independence      
Hold students accountable      
Encourage exploration and question without judgement or penalty.      
Design experiences to facilitate clinical competence.      
Possess effective communication and questioning skills.      
Serve as a clinical role model.      
Be approachable, understanding, and enthusiastic about teaching.      
Exhibit accuracy and fairness in evaluation.      
Provide constructive feedback.      


Adapted from Characteristics of Effective Clinical Teachers in the Billings and Halstead text.


List all references used for week 3 below.


Written Assignment (Assessment methods and using tests) Week5-Curriculum And Program Evaluation

Assignment Overview: This week’s written assignment will focus on creating test questions.

Deliverables and Due Dates:  Upload your paper by Sunday night at 11:59 pm Mountain Time.

Assignment Details: Assume you are presenting a 1-2 hour class/lecture on a topic of your choice to be given to a group of nurses or senior level nursing students.  The topic must be related to nursing care. In an opening paragraph, provide a description of the content to be covered. Write 3 learning objectives reflecting Blooms taxonomy at the “applying” level or above based on what you want the students to know/be able to do at the end of the class session (number them 1-3).  Select your verbs carefully.  Be sure you are writing application oriented questions or above.

Write 3 multiple-choice questions, 2 multiple answer/select questions, and one short essay question that measure these objectives.  Number them 1-6.  These should be questions that you write yourself, not questions you find somewhere. Use your textbooks and/or other sources to learn best practices for test writing. Highlight the answers (you do not have to answer the essay question).

Consider the following as you write your test questions because you will be plugging this information into your test blueprint.

Bloom’s Taxonomy Levels (do not use the “remembering” or “understanding” levels).

·       Applying

·       Analyzing

·       Evaluating

·       Creating


NCLEX Categories

·       Safe, Effective Care Environment

o   Management of Care

o   Safety and Infection Control

·       Health Promotion & Maintenance

·       Psychological Integrity

·       Physiological Integrity

o   Basic Care & Comfort

o   Pharmacological & Parental Therapies

o   Reduction of Risk Potential

o   Physiological Adaptation

Stage of the Nursing Process

·       Assessment

·       Diagnosis

·       Planning

·       Implementation

·       Evaluation

QSEN Competencies

1.     Patient centered care

2.     Teamwork and collaboration

3.     Evidenced based practice

4.     Quality improvement

5.     Safety

6.     Informatics

Complete the test blueprint (see next page) and include it in your paper. When finished, provide a paragraph or two analyzing your questions.  For example, do the questions reflect Blooms taxonomy, NCLEX categories, stages of the nursing process, and QSEN competencies? Is anything missing?

Write a concluding paragraph about your test writing experience.

Grading:  The assignment components will be graded on content, organization, presentation, writing mechanics, and correct APA formatting. Week5-Curriculum And Program Evaluation

Include the actual test item number, the objective it measures, Bloom’s level, stage of the nursing process, and QSEN competency number.  For the rest, just place an X for any applicable area.








Nsg. Process




Mgmt of Care



Inf. Control


Health Prom.





Basic Care










Assignment Overview

This week will focus on Interprofessional Education (IPE). For this assignment, you will write a proposal to offer an interprofessional education class that addresses an educational need (topic) of your choice at the college where you are a nursing faculty member. This 4-6 hour interprofessional learning activity is for a group of nursing and allied health students from at least three of the following programs:

  • Nursing
  • Respiratory Care
  • Surgical Technology
  • Radiological Technology
  • Medical Assisting
  • EMS/Paramedic
  • Pharmacy Technician
  • Diagnostic Medical Sonography
  • Cardiovascular Technology


Write this as a proposal where you are seeking buy-in from the Division Dean and the Program Directors. Consider that you will need to briefly educate the readers about IPE.  Do not use a topic you have used in any previous classes.


Assignment Details: Submit this assignment as a PowerPoint presentation.  Make sure that every item below is clearly discussed (a separate PowerPoint slide for each one is recommended).

Address the following in your proposal:

  • What is the educational need you plan to address with your learning activity?
  • Describe the participants and your reason for selecting those groups?
  • Why is IPE the best approach for this educational need?
  • What best practices of IPE education do you wish to incorporate (discuss at least two)?
  • Which IPE model will you use and why (use your book or one of the articles)?
  • Will you design this at the exposure, immersion, or master level (see textbook)?
  • Write 3 learning objectives for the program (1 cognitive, 1 psychomotor, 1 affective). Identify the Blooms taxonomy level for each.
  • Provide a brief agenda of the day’s activities by hour and topic/activity.
  • Explain in some detail the specific teaching/learning activities you will incorporate.
  • Explain how you will evaluate the effectiveness of the learning activity?


Provide your rational for each item with supporting documentation from your resources. Put the main points on the slides and your explanation, rationale, and citations in the notes section.  Week5-Curriculum And Program Evaluation


Resources: You must include at least four references (can include your textbook and the provided articles).  Two additional scholarly resources from peer reviewed nursing journals must also be used.


Grading: The assignment components will be graded on content, organization, presentation, writing mechanics, and correct APA formatting.

Written Assignment (Learning Laboratories as a Foundation for Nursing Excellence)

Assignment Overview: This week’s written assignment will focus on skills development.

Due: Upload your assignment in the form of a paper by Sunday night at 11:59 pm Mountain Time.

Assignment Details: For this assignment, you will create a course schedule that accommodates classroom and lab/simulation activities.  You will make decisions that support the teaching and evaluation of fundamental nursing skills based on a sample course syllabus for NUR 300: Foundation of Nursing (see attached syllabus).


Skills Lab Case Study

Read the attached syllabus for NUR 300.  Develop a plan to teach and evaluate subjects and fundamental skills that are included in the course.  The course has a total of 10 instructional weeks and a final exam/testing week. Using the provided list of subjects, skills, and time slots, you will decide what you will cover during each week.  Account for all class time, lab instruction, supervised practice time, and return demonstrations/check offs.



  • You have a class of 60 students.
  • You have a nursing skills lab with 10 stations, each equipped with a bed and a lifelike, low fidelity manikin that can be used to practice most skills.


  • Each station is designed to duplicate a fully equipped hospital room.
  • There are also four high fidelity adult human simulators. Each high-fidelity simulator is set up in its own room.
  • Assume that you have all the equipment and materials you would need.
  • Faculty led/supervised labs are held on Monday and Wednesday afternoons.
  • Fridays are open labs for practice.
  • On lab afternoons, you have 2 faculty who will provide instruction with two more available to help with supervised practice or check offs when needed.



For your paper, complete the course schedule at the end of the syllabus. While labs will not always (and don’t necessarily need to) correlate with lecture content each day, keep in mind how skill content builds on prior knowledge and may require that students have some classroom theory first.  Some lab content is sequential in nature. For example, you can’t teach sterile dressing changes before learning to don sterile gloves.  Consider how you will use your lab time for instruction, practice, and/or return demonstration/check offs.  Not every skill must have a check off. You decide which will and won’t.  Support your decisions with appropriate documentation (minimum 2 scholarly resources plus your textbooks). Week5-Curriculum And Program Evaluation


Part 1: Address the following questions (you are not limited to these but must address them at a minimum).  For each area, be sure to explain your rationale and support your decisions. Begin by completing the course schedule.  Insert the completed schedule into your paper.


  • Schedule subjects from the syllabus to be covered in each class session. You may need more than one class period for some topics.  You might consider covering some topics during lab time where there is overlap.
  • Write a summary paragraph or to explaining your decisions with supporting documentation.


  • Using the schedule at the end of the syllabus, decide when lab instruction, practice, and return demonstrations/check offs will take place for each of your skills. Look at all the skills covered throughout the course to be sure you are using the appropriate proportion of the time. Consider the amount of time the student will need between instruction and check offs to practice (i.e., don’t schedule high stakes check offs the same day as instruction and practice).
  • Write a summary paragraph or two explaining your decisions with supporting documentation.
    • Explain your reasoning as to where you place the skills and how much time you allotted.
    • Explain your general format for instruction and evaluation the skills.
    • What percent of the overall lab time do you anticipate will involve the traditional skills lab and what percent might use high fidelity simulators? It could be any ratio, just explain your rationale.


Part 2: Choose one of the skills and describe how you will conduct a check off for it. Explain your rationales.  Address every question below:

  • Will it involve low or high-fidelity manikins?
  • What is the student required to demonstrate?
  • How long will you give them to perform the skill?
  • How many times can they attempt the skill?
  • Can faculty provide any coaching during the check off? Why or why not?
  • What happens if a student does not pass on the first attempt?
  • Is the check off pass/fail or will there be a grade? If a grade, what is passing?
  • Are there critical components that will result in automatic failure if not done correctly?


These are all things that faculty have to consider when designing lab experiences.  The purpose of this exercise is to take you through the process of making these decisions.  For every decision, explain WHY.

Resources: You must include at least three references, including your textbook and two additional scholarly nursing resources.


Grading: The assignment components will be graded on content, organization, presentation, writing mechanics, and correct APA formatting. Week5-Curriculum And Program Evaluation