C947 ILP4 Task 1 Curriculum Proposal

C947 ILP4 Task 1 Curriculum Proposal

C947 ILP4 Task 1 Curriculum Proposal

IIP5 — IIP5 TASK 1: CURRICULUM PROPOSAL PART 1

NURSING EDUCATION FIELD EXPERIENCE — C946 PRFA — IIP5

TASK OVERVIEW            SUBMISSIONS           EVALUATION REPORT

COMPETENCIES

7058.1.1 : Facilitate Learning in Diverse Settings

The graduate creates an environment in diverse academic settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes.

7058.1.2 : Assessment and Evaluation Strategies

The graduate synthesizes contemporary theories, concepts, and principles in the development of assessments for student learning outcomes in various educational settings.

7058.1.3 : Curriculum Design and Development

The graduate designs learning objectives and curricula based on programmatic outcomes and utilization of evidence for best practice.

7058.1.4 :  Systematic Self-Evaluation and Professional Development in the Nurse Educator Role

The graduate creates a plan to pursue professional development related to the academic nurse educator role.

7058.1.5 : Scholarship, Service, and Leadership in Nursing Education

The graduate creates a preferred future for nursing education and nursing practice by functioning as a change agent and leader.

INTRODUCTION

This task must be completed as the last task in the course.

Based on your nursing practice or clinical practice experience (CPE), you must first identify a curriculum gap or need (content-related) that will be used to develop a module to be placed in an appropriate course in one of the virtual academic settings. You will also identify the name of the college or university, the corresponding type of program, and the course where this module can be added. Then you will summarize your findings and present them as a formal curriculum proposal. The goal of your proposal is to report the results of your analysis of an existing curriculum gap or need in nursing practice in the curriculum and propose a new module within the course, intended to address this curriculum gap or need. Professional development activities are an integral aspect of the academic nurse educator role. By engaging in this learning opportunity, students will understand how academic nurse educators support professional development goals through curriculum design and development.

To complete this task, use the “Indirect Care Experience Checklist” and ”Curriculum Proposal Template” supporting documents to develop your proposal. On the Learning Resources page in Unit 1 of the course, you will find a link to virtual academic settings. This link will provide information about four different virtual academic institutions with course syllabi. Pick one college or university and use the corresponding

information. Find a course syllabus where you want to add your module. Use the syllabus information to complete the syllabus template.

The template for the curriculum proposal serves as a guide to help you properly organize and format your curriculum proposal.

In this task, you will begin Part 1 of the curriculum proposal and complete the following sections: introduction; literature review; application of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model introduction; analysis phase; design phase; and development phase. Use the attached “Indirect Care Experience Checklist” to guide you. The remaining sections of the curriculum proposal (e.g., executive summary, proposal implementation phase, proposal evaluation phase, and conclusion) will be completed as Part 2 in the C947 ILP5 Capstone assessment. There is a maximum page limit of 60 pages for the entire proposal, which includes both Part 1 and Part 2. This task (Curriculum Proposal Part 1) has a page limit of 40 pages; the title page does not count toward this number.

Note: You must submit and pass NOA1 and CCP4 before submitting the “Curriculum Proposal Template” – part 1.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

1. Complete Part 1 of the curriculum proposal using the attached “Curriculum Proposal Template” in 40 pages or This does not include the title page.
2. Complete the “Introduction” section of your curriculum proposal in 200 words or Include a summary of each of the following:
   • the curriculum gap or need that you identified
   • the module you are proposing that will address the curriculum gap or need
   • the college or university, corresponding type of nursing program (e.g., associate’s or baccalaureate degree), and title of the course where your module will be added
   • the theoretical framework (education or learning theory) that underlies your proposal
   • the purpose of the curriculum proposal document
   • a brief overview of the structure of the proposal (i.e., ADDIE phases)

1. Complete the “Literature Review” section of your curriculum proposal by doing the following:
2. Complete Table 1: “Literature Review Summary Table,” using six peer-reviewed articles published within the past five years that support your curriculum proposal

Note: The literature review table can appear in landscape page orientation, if desired.

2. Synthesize your literature review findings for only the six peer-reviewed articles you reviewed in part C1 by discussing each of the following:
   • connections between similar articles
   • any dissimilar or contradictory findings, if applicable
   • how the literature review findings support your specific module proposal

1. Complete the “Introduction to the ADDIE Model” section in your curriculum proposal by writing a brief overview of the purpose and process of each of the five phases of the ADDIE
2. Complete the “Analysis Phase” section of your curriculum proposal by doing the following:
3. Describe each of the following aspects of the virtual academic setting:
   • the program level of the module you are proposing (i.e., ADN, BSN)
   • knowledge and skills of the typical learner in the selected virtual academic setting
   • the learning environment and instructional delivery methods (e.g., hybrid, online, face-to-face)
4. Complete Table 2: “Curriculum Need-Gap Analysis ”
5. Discuss the current state and the desired state of the curriculum identified in part E2, including

each of the following:

• what is currently taught in the curriculum
• the desired state of the curriculum
• the identified gap or need in the virtual academic setting
• action steps of how the proposal will resolve the curricular gap to move it to the desired state for the curriculum

4. Analyze two internal and two external organizational factors that may support or limit the adoption of your curriculum proposal (i.e., desired state of the curriculum).
5. Complete Figure 1: “Force Field ”
6. Describe the three forces identified in part E5 that will facilitate the integration of your proposal, including how you will use these to support the desired state of the
7. Describe the three forces identified in part E5 that will hinder the integration of your proposal, including how you will lessen the impact of these forces on the desired state of the
8. Complete the “Design Phase” section of your curriculum proposal by doing the following:
9. Complete Appendix A: “Modified Course ”
10. Analyze the course description, including examples to support each of the following:
    • how students will be actively engaged in the course
    • the implications for students in their future professional nursing practice
    • how the course description was modified to reflect the proposed course module
11. Analyze the two course objectives you created in Appendix Include examples to support each of the following in your analysis:
    • how the course objectives are measurable
    • how the course objectives align with the course
12. Analyze the one student learning outcome you created for the proposed module in Appendix Include each of the following in your analysis:
    • the Bloom’s taxonomy learning domain for the verb in the student learning outcome
    • how the student learning outcome can be measured

• how the student learning outcome aligns with the course objective(s)

5. Explain how your grading policy in Appendix A supports the course
6. Complete the “Development Phase” section of your curriculum proposal by doing the following:
7. Complete Appendix B: “Proposed Course ”
8. Describe the steps you followed to create your proposed course
9. Describe how each of the following elements identified in Appendix B are supported by current learning Include examples of how each element will support learning in the academic setting:
   • teaching strategies
   • learning resources (i.e., one textbook, two additional resources)
10. Describe how the context-based scenario learning activity you created in Appendix B supports student skill development and reflective practice.
11. Complete Appendix C: “Assessments” for your proposed course module by doing the following:
12. Create one formative assessment that includes student-facing instructions and an answer
13. Create one type of summative assessment (i.e., either objective or performance, not both) based on the following requirements:
    • summative objective assessment
      • student-facing instructions
      • ten items (e.g., questions) total, with at least two different item types (e.g., multiple choice, select all that apply)
      • no negatively phrased wording in the item stem
      • answer key

or

• summative performance assessment
  • student-facing instructions
  • total of five content prompts (excluding Sources and Professional Communication prompts, if used)
  • scenario or background information
  • one measurable verb per prompt
  • a rubric that corresponds to the prompts with a total of three performance levels
  • must be an individual assessment, not a group project

6. Discuss how the formative assessment activity you created in part G5a will measure student progress and will identify potential areas for improvement as the students progress through the proposed Your discussion should include the following:
   • the immediate feedback that will be provided
   • how the feedback will explain why a response is correct or incorrect
   • how the feedback helps students understand what they should focus on based on their assessment results
7. Analyze the one summative assessment you created in part G5b by including the following:
   • summative objective assessment
     • how the results of an objective assessment can be used to improve teaching strategies and student learning
     • the analytical methods and item and test-level statistics you will use to evaluate assessment results, including item difficulty, item discrimination, and test-level reliability
     • the short-term and long-term recommendations for improvement based on a review of data analysis

or

• summative performance assessment:
• how your performance assessment represents an authentic activity that is relevant to your proposed module

1. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
2. Demonstrate professional communication in the content and presentation

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. C947 ILP4 Task 1 Curriculum Proposal

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. C947 ILP4 Task 1 Curriculum Proposal

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