Cource reflection

Master of Science in Nursing First semester 1443H-2021G

Course Syllabus

Course Title: Curriculum and instruction

Course Code & Number: NURS 566

1

Course Overview:

This course emphasizes an introduction to teaching – learning process, combines the elements of the curriculum process with instructional principles and methodologies. It is designs to assist the student in the understanding and application of the foundations and methods of curriculum development.

Course Objectives: At the end of this course student should be able to :

1. Comprehend teaching- learning process

2. Apply steps of the needs-assessment process

3. Develop educational objectives

4. Critique several types of teaching strategies

5. Implement appropriate media according to selecting teaching strategies.

6. Recognize the various evaluation techniques and their relationship to various educational objectives

7. Identify important factors in organizing curriculum development

8. Explore data- gathering methods and data sources relevant to curriculum development

9. Analyze Curriculum Development Approaches and models

10. Discuss purposes of curriculum implementation planning

11. Identify models of curriculum evaluation

Teaching Methods:

Faculty and student interaction will be utilized in fulfilling the requirements of the course. In addition the following teaching methods will apply.

1. Interactive lecture,

2. Group discussion,

3. Self-study activities

4. Seminar/ Presentations

5. Critical analysis of learning material

6. Project method.

Course requirements:

The course is divided into Nine parts as outlined in the syllabus. Lectures, Student seminars, individual and group activities as well as other learning activities are assigned to the students in connection with each unit of instruction. Active involvements throughout class session and group/individual efforts are a prerequisite to the achievement of course objectives.

Course Contents

Part One: Perspective on Teaching and Learning

Part Two: Characteristic of the learner

Part Three: Techniques and Strategies for Teaching

* Developing a macro and/or micro-curriculum

Part Five Curriculum Development: The Human Dimension & different models of curriculum development

· Roles of: the instructional -leaders, the curriculum -specialist or developer, the teachers, the students, and the stakeholders in curriculum development.

· knowledge and skills needed by the curriculum specialist or developer.

Part six: Data and Evidence Informed Decision Making:

· major sources of data for informing curriculum needs and content., levels and types of needs in models of curriculum development., data and evidence informed needs related to curriculum system development., how needs are derived from the structure of a discipline., Construct a plan for assessing curriculum needs.

· Curriculum Goals or Overarching Ideas and Curriculum Objectives or Standards

Part Seven: Curriculum implementation:

· Evidence Based Instruction: relationship between the science of learning and science of instruction, and why it is advantageous for curriculum leaders and other instructional leaders to have expertise in both,

· The extent to which evidence based instruction is included in an instructional plan.

· Alignment of instruction (design and implementation) to the intended curriculum outcome, standard or -learning target.

Part eight: Evaluation of Instruction:

· developing -pre--assessments, -formative -assessments, and summative assessments.

· Analyze the alignment of formative, -summative, and accountability -assessments with -standards or instructional objectives and their -specifications, including directions and items.

· Design test and evaluation items in the three domains of learning.

· Contrast traditional assessment with -performance based assessment.

Evaluation of the Curriculum

· Several processes for evaluating the curriculum.,

· Advantages and disadvantages of at least two models of curriculum evaluation.

Required Textbooks:

1. Bastable, S. (2014): Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, fourth Edition. Jones and Bartlett Publishers, Sudbury.

2. Uys, L., & Gwele, N. (Eds.). (2005). Curriculum development in nursing: Process and innovation. ProQuest Ebook Central https://ebookcentral-proquest-com.sdl.idm.oclc.org

Recommended Textbook:

1. Billings, D & Halstead, J. (2012). Teaching in Nursing: A Guide for Faculty. (4th Edition) St. Elsevier.

2. William, R., Gordon II, Oliva P. (2019) Developing the Curriculum: Improved Outcomes Through Systems Approaches. 9th Edition Florida Virtual School, Retired Rosemarye T. Taylor, University of Central Florida, Georgia Southern University,

3. National League for Nursing (2012). The Scope of Practice for Academic Nurse Educators. New York: Author.

Course evaluation:

Evaluation is based on the quality of student's participation and involvement throughout the practicum. Grades will be based on completion of assigned tasks (60%) and Final written paper (40%) as follows:

Items	Points Possible
1. Assigned Tasks and Presentations	10
3. Discussion boards	15
4. Midterm Exam	15
5. Lesson Plan	20
6. Final written paper (Curriculum design)	40
Total	100

Schedule of Lectures, Exam and Activities

WEEK	TOPIC / EXAM	Activities/Tasks
1 & 2 (In-class)	Introduction to the course syllabus · Objectives, · Activities Evaluation methods	Course instructor
3 (Online)	Overview of education in health care	REF. Bastable, S. (2014) Read Chapter 1
4 (Online)	Applying learning theories to healthcare practice	Read Chapter 3
5 (In-class)	Determinants of learning Start working on Lesson Plan	REF. Bastable, S. (2014) · Read Chapter 4
6	Developing a macro-curriculum Discussion Board (No class)	REF. Uys & Gwele (2005) Read Chapter 4
7 (In-class)	Behavioral objectives Instruction methods, materials, and settings	REF. Bastable, S. (2014) Read Chapter 10 Read Chapters 11 & 12 (together)
8 (Online)	Evaluation in healthcare education * Developing a micro-curriculum Lesson Plan Due	REF. Bastable, S.(2014) Read Chapter 14 REF. Uys & Gwele (2005) Read Chapter 5

9	Midterm Exam
10	* Implementing a new curriculum * Curriculum evaluation Discussion board (No class)	REF. Uys & Gwele (2005) Read Chapter 6 Read Chapter 7
11	Ethical, legal, and economic foundations of the educational process Compliance, motivation, and health behaviors of the learner	REF. Bastable, S. (2014) Read Chapter 2 Read Chapter 6
(In-class)
12	Developing an outcomes-based curriculum Start working on the final paper	REF. Uys & Gwele (2005) Read Chapter 12
(In-class)

13	Review & working on the final paper
14	FINAL PAPER DUE

General rules

· Students are expected to follow their program dress codes and comply with the professional appearance.

· Students are required to be present and punctual every day. As per KSU rules and regulations, you are required to attend at least 75 % of the classrooms in order to enter the final exam. Attendance will be calculated from the first week of the semester regardless of the day of enrollment in the course.

· As per KSU rules and regulations, sick leaves (out of KSU facilities) will not be accepted unless being authenticated by KSU.

· Students are responsible for any missed class, in term of class content, homework, assignments, and exams.

· Missed deadlines for homework and projects will affect your grade with no credit.

· Missed quizzes will not be taken.

· Missed midterms or final exams, however, may be taken in accordance with KSU policy.

· Cheating or plagiarism on tests or assignments is cause for formal disciplinary action.

· Courses that have practical part, students will not enter the final practical unless they pass 85

% of the required clinical competencies for this course.

· Cell phones should be on silent mode in class