NURS602 / Curriculum Development and Instructional Design

INSTRUCTOR RESPONSE TIME: Response time to emails: within 48 hours; to discussion forums: within 72
hours; for grading assignments/quizzes: within 5 days.

COURSE DESCRIPTION:
This course provides students with the knowledge and understanding to design, develop, deliver, and evaluate
curricula in nursing education. The role of faculty in curricular design and development will be reviewed, along with
concepts of instructional design. Programmatic evaluation and accreditation will be discussed.

PRE-REQUISITES: NURS 501, 502, 600, 601

COURSE OBJECTIVES:
1. Introduce trends in nursing education that influence curriculum development
2. Examine components and processes associated with curricular design and development
3. Explore instructional design as it relates to curriculum development

STUDENT LEARNING OUTCOMES:

1. Examine issues and trends related to curriculum design in nursing education.
2. Discuss the role of educational and professional standards and competencies in nursing education
3. Investigate accreditation in nursing education
4. Delineate faculty roles within the process of curriculum design or redesign
5. Connect instructional design with curriculum development

LEARNING OUTCOMES: NURS 602 Curriculum Development and Instructional Design

 Program Outcomes Course Student Learning Activities Learning
Outcomes Learning Assessments
Outcomes
Integrate advanced 1-3 1-5 Reading Discussions
knowledge and theories E-resources Assignments 1, 2, 3,
from nursing and related Discussions 4
disciplines into the nurse Videos
educator role.
Use scientific inquiry and NA NA
quality principles to identify
problems and individualize
patient care designed to
improve care outcomes.
Apply advanced knowledge 1-3 1-5 Reading Discussions
of leadership and E-resources Assignments 1, 2, 3,
management to affect Discussions
change, and influence health Videos
policy to transform care
delivery systems.
Practices inter-professional 1-3 1-5 Reading Discussions
collaboration for improving E-resources Assignments 1, 2, 3,
patient and population Discussions
health outcomes. Videos
Demonstrates competence in NA NA
the advanced nursing role to
meet current and emerging
health needs of a global
changing society.
Apply teaching/learning 1-3 1-5 Reading Discussions
principles with patients E-resources Assignments 1, 2, 3,
and/or students across the Discussions 4
continuum of care in a Videos
variety of settings.

Professional Nursing Standards And Guidelines

This course student learning outcomes meet the professional nursing standards and guidelines of the MSN essentials
and NLN core competencies for nurse educators as follows:
MSN Essential MSN Essentials
Outcomes
Essential I Background for Practice for Science and Humanities 1, 8
Essential IV Translating and Integrating Scholarship into Practice 6
Essential V Informatics and Healthcare Technologies 3, 5, 6
Essential VII Interprofessional Collaboration for Improving Patient and Population 4, 6
Health Outcomes
Essential VIII Clinical Prevention and Population Health for Improving Health 3, 4, 5,
Essential IX Masters-Level Nursing Practice 1, 2, 8, 11, 12, 14,
15

NLN Competencies For Nurse Educators

Competency I Facilitate Learning
Competency II Facilitate Learner Development and Socialization
Competency III Use Assessment and Evaluation Strategies
Competency IV Participate in Curriculum Design and Evaluation of Program Outcomes
Competency V Function as a Change Agent and Leader
Competency VI Pursue Continuous Quality Improvements in the Nurse Educator Role
Competency VII Engage in Scholarship
Competency VIII Function Within the Educational Environment

MEASUREMENT CRITERIA: A combination of methodologies will be used. These include:

1. Threaded Discussion Questions: Weeks 1, 2, 3, 5, 7, 10% each week (50%)

2. Assignment 1: Curriculum Case Study (10%)
3. Assignment 2: Evaluation of Curriculum through Application of National Guidelines (20%)
4. Assignment 3: Application of the SAMR Model (10%)
5. Assignment 4: Weebly Website Portfolio (10%)

Refer to the Calendar of Assignments in each course for a complete listing, weighting, and due dates for all
assignments.

GRADING CRITERIA: A letter grade is given in this course based upon numerical scoring:

Letter Grade Numerical Score Letter Grade Numerical Score

A 95-100 C+ 75-79
A- 90-94 C 69-74
B+ 86-89 D 61-68
B 80-85 F 60 or less

The nursing graduate student must obtain a minimum grade of 80 to pass this course. An overall cumulative index of
3.0 is required by the College in order to confer a degree in a graduate program.

Assignments:
Assignments may not be submitted before the week in which they are due.
All submissions of course work earn a 10% deduction for each day the assignment is submitted late (10%
of 100 points per day).
Course work will earn a grade of 0 if submitted more than 5 days after the due date (except for Discussion
posts, see below).
No course work will be accepted after the final day of class.
All non-DQ assignments must be submitted in order to pass the course.

Discussions:
Discussion postings may not be submitted before the week in which they are due.
The initial discussion post for the assigned discussion questions posted in the discussion forum will earn a
10% deduction for each day the post is late (10% of 100 points per day).
An initial discussion post that is more than 3 days late will earn a grade of 0.
Discussion question postings will not be graded if submitted past the end of the online week (Sunday, 2359
or Friday, 2359 in week 7).
Content of discussion postings will be evaluated according to the Discussion Grading Rubric posted in each
course.
Course failure will result from missing more than one DQ.

Participation Policy: see below

Extra credit: There is no extra credit available in this course.

Incomplete grade: The Incomplete Policy is found at the following link in the Provosts handbook:
http://www.delhi.edu/academics/provost/pdfs/HANDBOOKAUGUST2014.pdf

CLASS SCHEDULE OF TOPICS OR OUTLINE:

Week Weekly Topics

1 Nursing curricula
Types of nursing curricula
Issues and trends associated with nursing curricula

2 Planning for curriculum change

Influences on curriculum development
3 The Curriculum Revolution
Organizing curriculum review
Establishing priorities for curriculum change

4 Accrediting bodies, national standards and curriculum

Evaluation of nursing education curricula
Curriculum mapping
Systematic evaluation of curricula

5 Defining instructional design (ID)

Models of instructional design and their characteristics

6 Integration of technology into the curriculum

Theoretical models associated with technology use

7 Relationship of ID to learners
Digital divides
Digital wisdom

OTHER:

Required Materials

TEXT:
Iwasis, C.L., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (3rd ed.)
Jones and Bartlett: Burlington, MA

MATERIALS REQUIRED:

None

LAB FEE:

None

OTHER:
Please see weekly course materials for supplemental resources.
POLICIES
PARTICIPATION POLICY:

Students are expected to post on a minimum of three days (10% deduction for day non-attendance; 10% of
100 points)
One day must be nonconsecutive (10% deduction if not met; 10% of 100 points)
Posting more than 3 days in one week supersedes the above requirement for non-consecutive days

STUDENT CONDUCT IN THE COURSE: The instructor in the classroom and in conference will encourage free
discussion, inquiry, and expression. Student performance will be evaluated wholly on an academic basis, not on
opinions or political ideas unrelated to academic standards. However, in instances where a student does not comply
with the Code of Student Behavior or with an instructor's reasonable conduct expectations in the course, such non-
compliance can affect the student's evaluation and be cause for permanent removal from class or dismissal from
College.

COMMUNICATIONS ETIQUETTE: The State University of New York at Delhi is committed to open, insightful
and relevant dialogue in all of its courses, especially those being presented via the Internet, as that is what
formulates the bulk of the course content and material. Diversity of thought, opinion, and values are created as a
result of this process and, as such, we encourage all students to be respectful of that diversity, thereby refraining
from inappropriate commentary. Should such inappropriate action occur, the instructor will intervene as each piece
of dialogue that takes place in the course is monitored. The student making the infraction will be notified and
appropriate disciplinary action will be taken. The following are sound guidelines to follow regarding communication
etiquette:

Never post, transmit, promote, or distribute content that is known to be illegal.

Never post harassing, threatening, or embarrassing comments.
If you disagree with someone, respond to the subject, not the person.
Never post content that is harmful; abusive; racially, ethnically, or religiously offensive; vulgar; sexually
explicit; or otherwise potentially offensive.

ACADEMIC INTEGRITY POLICY: If a faculty member discovers that a student has committed an academic
integrity violation that warrants a sanction beyond a verbal warning, such as cheating or plagiarizing, the procedures
outlined in the Academic Integrity Policy will be followed. http://www.delhi.edu/academics/schools/school-
nursing/academic-integrity/index.php

NEW YORK STATE EDUCATION LAW - ABSENCES FOR RELIGIOUS REASONS: Section 224-A allows
a student to be excused from any examination or study or work requirements because of religious holidays. Each
student must notify the instructor in advance so that an equivalent opportunity to make up any examination, study,
or work requirements he or she may have missed because of such absence may be given.

POWER OUTAGES/SYSTEM FAILURES: In the event of a power outage or system failure of the Delhi
systems, notification may be placed on the Delhi Logins page (http://www.delhi.edu/current_students) or sent to all
campus users via email. It is up to each individual instructor to decide whether certain activities will have extended
time or additional attempts following such an outage. If a student experiences a local outage in her or his service
area, the student will be expected to complete course work on time or communicate with the instructor to make
alternative plans.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: Reasonable accommodations will be

provided to qualified students with documented disabilities. If you have a disability requiring accommodations,
contact the Coordinator of Access and Equity Services, Gabriella Vasta, at vastagm@delhi.edu fax (607) 832-
7593 or call (607) 746-4593. Your request for accommodation will be reviewed and if determined to be reasonable,
you will be provided with a verification letter that must be delivered to your course instructor and sent back to
Gabriella Vasta.
TECHNICAL REQUIREMENTS
INTERNET/COMPUTER/SOFTWARE REQUIREMENTS: Here are the technical requirements and
recommendations for online courses: https://cctl.delhi.edu/?page_id=675. In addition, this course requires the
following software and/or hardware:

EMAIL: You will be expected to access your College e-mail account.

To find your email address: Log into Bronco Web, click Personal Information, then View E-Mail Addresses,
look under SUNY Delhi Student E-mail System. Your email address should be your initials followed by a number
and then @live.delhi.edu (ex: gd23@live.delhi.edu)

To login to your email account: Go to www.delhi.edu, click Current Students and click Email.
Enter your username (ex: gd23) or full email address. Your password is your Bronco Web PIN.

TECHNICAL SUPPORT: Please contact the SUNY Delhi Service Center/Help Desk assistance:
https://www.delhi.edu/cis/service_center/

OTHER: