The University of Texas at Tyler College of Nursing

Nurs 5327 Nursing Education Curriculum Development

TE!"#TE$ Criti%ue of Course Description and "earning &utcomes$
'tudent$ 'tacy (allegos
)nstructions$
1. Download and analyze the assigned nursing course description.
2. Complete this template without changing it except to enter with your conclusions in
practical wording.
3. Use at least ONE NU! "32# course re$erence to support your arguments in each o$
the sections. %araphrase text re$erences directly $rom text chapters& citing chapter authors&
and go 'eyond lecture citations.
(. !a)e the entire template with your name in the title and su'mit in the *ssignment lin+.
)* Nursing course specifications$ +,-./ +012 lines total/
!ee http,--www.tccns.org-a'out.aspx .exas common Course Num'ering !ystem
!tandard course num'ering and title, NU! 331/ 0ealth *ssessment
Course Credit, *ppropriateness o$ $ormat $or credit distri'ution, 1 .heory-2 1a'oratory,
3 hours. Clearly de$ined hours 'etween lecture and la'
%rere2uisites 30ow clearly speci$ied4, .he prere2uisites are only listed 'y course num'er
rather names.
))* Course Description$ +2-./ +012 lines E#C3 area separately/
5y criti2ue on how well the course meets these criteria $or e$$ecti)e nursing program
elements to gi)e reassurance to +ey sta+eholders that the emphasis is on these
components.
,*Nursing emphasis 31e)el o$ nursing 6udgment. !tage and acuity o$ care $rom pre)enti)e to
critical. Care settings4,
.he le)el o$ nursing 6udgment is not speci$ied& howe)er& the description mentions
7emphasis on de)elopment o$ nursing s+ills.8 .he speci$ic stage o$ care is not noted.
Care settings is la'oratory and selected settings.
2* Target population 3*ge or de)elopmental stage. 0ealth care status4.
.he target population $or this course is 7the patient across the li$e span.8 .he
patient health care status is not mentioned.
3* 3ealth challenges +%hysical& De)elopmental& !ociocultural& !piritual needs4,
.he assessment le)els o$ physical& cogniti)e& and social $unctioning o$ the
patients will 'e examined in this course.
0* "earning experiences$ +1ecture with testing. Other assignments4,
.he learning experience will 'e assessed in the la'oratory and selected settings.
.he course description is )ery 'rie$ and does not include all the elements that are
mentioned in the lecture 'y 5c9ey such as le)el o$ nursing 6udgment and the
health care status o$ the population 35c9ey4.
e$erence in *%* $ormat,
5c9ey& :. 32/1(4. Course Components, Course Description.
)))* "earning &utcomes$ +3-./ +012 lines each 4area/ 5y criti2ue how well the
learning outcomes assure sta+eholders that the emphasis is on these components.
!ummer 2/1( *dapted and Used with permission $rom :. 5c9ey& %hD& N
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,* Nursing emphasis 31e)el o$ nursing 6udgment. !tage and acuity o$ care $rom pre)enti)e to
critical. Care settings4,
.he term 7integrates8 indicates an intermediate learner 3;eating& 2/134.
2* Target population 3*ge or de)elopmental stage. 0ealth care status.
.he target population $or this course is adult patients.
3* 3ealth challenges +%hysical& De)elopmental& !ociocultural& !piritual needs4,
.he student will integrate health promotion& maintenance& restoration& and disease
pre)ention when educating patients.
0* "earning Domains 3Cogniti)e& *$$ecti)e& %sychomotor4,
*cti)ities to support the cogniti)e learning domain include to apply and discuss.
*cti)ities to support the a$$ecti)e learning domain are not included in the
outcomes.
*cti)ities to support the psychomotor learning domain include to demonstrate and
integrate.
.he learning domains are clearly identi$ied in the .a'les 3.1& 3.2& 3.3 in Chapter 3
.eaching 5ethods o$ the text'oo+ 30agler < 5orris4.
e$erence in *%* $ormat,
0agler& D.& < 5orris& =. 32/134. .eaching 5ethods. >n 5. 0. Oermann& Teaching in
Nursing and Role of the Educator 3pp. 3?@3#4. New Aor+, !pringer %u'lishing
Company.
;eating& !. =. 32/134. .he Context in Bhich .eaching .a+es %lace, .he Cirriculum. >n
5. 0. Oermann& Teaching in Nursing and Role of the Educator 3p. 2?C4. New
Aor+, !pringer %u'lishing Company.
)5* Teaching6 "earning 'trategies and #ssignments +2-./ +512 lines each area/
Congruency o$ strategies and assignments with course description,
.he course description outlines that student will per$orm a health assessment&
including health history and physical exam& this correlates with the assignments o$
health history and head to toe practicum.
.he le)els o$ physical& cogniti)e and social $unctioning will 'e demonstrated in
the assignments health history& grand rounds& head to toe practicum& as well as&
the s+ills la' and competency.
.he concepts related to health assessment o$ patients will 'e presented in the
s+ills la' and the re2uired text.
Congruency o$ strategies and assignments with course o'6ecti)es,
.he outcome integrate principles $rom the physical and 'eha)ioral sciences
correlates with the assignment s+ills competency- la'& practicum& and exams.
Demonstrating the use o$ technology and 'asic +nowledge o$ regulatory
re2uirements related to patient assessment will 'e used in the assignments in the
head to toe practicum.
>ntegrating the s+ills and +nowledge re2uired o$ the nurse and demonstrating
pro$essional )alues will 'e assessed in the head to toe practicum& exams& s+ills
la'& health history& and 'lood pressures.
!ummer 2/1( *dapted and Used with permission $rom :. 5c9ey& %hD& N
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.he assignments are clearly de$ined in the course description. .he daily grade
assignments are also explained indi)idually. .he ta'le with the 5astery !+ills
listed which the student will 'e e)aluated on in the s+ills la'. .he s+ills la' is a
component o$ the learning experience according to 5c9ey 35c9ey4.
e$erence in *%* $ormat,
5c9ey& :. 32/1(4. Course Components, Course Description.
5* (rading !rocedures$ +2-./ +210 lines each area/
Criti%ue of (rading Criteria +'pecificity and appropriateness/
1. !peci$ic grade weights $or assignments listed to total 1//D and assigned grade
categories in decimal terms 3ending in zero or " $or easy calculation4,
.he grading scale is easy to read& all graded assignments ha)e percentage weight
e2ualing to 1//D. *ll grades end in / or ".
2. Comparison o$ grade weighting 'etween written tests and other graded
assignments,
.he weight o$ tests is much more than the other assignments. Exams e2ual C/D
o$ total grade. .he other daily grades& grand rounds& and health history assignment
ma+e up the other 2/D.
3. Criti2ue o$ EEU*1>.A o$ Frading !cale categories * through G 3comparison o$
D points in each $or grades *& =& C& and D4,
.he letter grading scale is not e2ual i$ you are considering the points $or each
grade *@D. .here are di$$erent grading systems that can 'e used. .he common
grading system is the letter system 3Oermann& 2/134.
(. O)erall clarity& e$$ecti)eness& and $airness o$ grading Criteria,
.he clarity o$ the grading scale is pro$icient. >t is )ery organized and descripti)e
outlining the assignments and weight percentage. .he chart at the end shows
speci$ically the assignment and grading criteria& which ma+e it easy $or students
to re$erence throughout the semester as assignments are due.
e$erence in *%* $ormat,
Oermann& 5. 0. 32/134. *ssessment 5ethods. >n 5. 0. Oermann& Teaching in Nursing
and Role of the Educator 3p. 1H24. New Aor+, !pringer %u'lishing Company.
!ummer 2/1( *dapted and Used with permission $rom :. 5c9ey& %hD& N
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