Nursing Education Center

University of North Carolina Wilmington

Course Overview
This course provides the essential elements that define and operationalize the process of curriculum development. Students will examine curriculum models from the perspective of education and nursing research. They will analyze factors that influence program development, curriculum design, development, implementation and evaluation.

Course Objectives
Upon successful completion of this course, the student will be able to

1. describe the theoretical underpinnings of selected curriculum models;
2. analyze curriculum components with respect to underlying educational philosophy;
3. explain the external academic forces that impact curriculum development and implementation;
4. explain the dynamic process of curriculum evaluation and revision; and
5. generate and justify a personal philosophy of education.

Content Outline

1. Introduction to Curriculum Development
2. Practical Considerations for Organizing a Curriculum
3. Faculty Development for Curriculum Development
4. Consideration of Contextual Factors and Outcomes for Curriculum Development
5. Developing Philosophical Approaches and Curriculum Goals
6. Curriculum and Course Design
7. Curriculum Implementation and Evaluation

Required Text

Iwasiw, C., Goldenberg, D. & Andrusyszyn, M. (2005). Curriculum Development in Nursing Education. Boston: Jones & Bartlett Publishers.

Course Overview
This course provides an overview of evaluation strategies. Participants will develop evaluation skills emphasizing unit, course and program outcomes. Models and tools for assessing, evaluating and validating learning will be presented. Teaching will be framed as a continuous-improvement process.

Course Objectives
Upon completion the student will be able to:

1. analyze and develop student learning outcomes according to curriculum and course objectives;
2. critique content examinations for adherence to test development and analysis principles;
3. develop a clinical performance evaluation using educational learning theory;
4. discriminate which essential teaching learning strategies require student evaluation;
5. develop evaluation materials to assess teaching resources that supplement the learning process; and
6. discuss and analyze the relationship between program outcomes and the accreditation process.

Content Outline

Teaching and Learning Methods
The course format is built upon the assumption that students and faculty will be prepared during the scheduled on-line sessions to discuss the readings for that week. This will facilitate a deeper discussion and preparation for outside assignments.

Required Text

Billings, Diane M. & Halstead, Judith A. (2005). Teaching in Nursing. Elsevier Saunders, 2nd Edition, 2005, 0-7216-0377-7

Bradshaw, Martha & Lowenstein, Arlene J. (2007). Innovative Teaching Strategies in Nursing and Related Health Profession. Jones and Bartlett Publishers, 0-7637-3856-5

Course Overview
An introduction and immersion with new pedagogies for nursing education that are supported by careful selection of higher education research, scholarship, and experiential practices. Instruction in appropriate application of conventional, critical, feminist, phenomenological and post-modern pedagogies to the teaching of nursing knowledge and clinical practice.


Course Objectives
Upon completion the student will be able to:

1. evaluate conventional pedagogy as a foundation to contrast and compare new pedagogical methods;
2. critique critical, feminist, phenomenological and post-modern pedagogies in terms of general themes, teacher/student relationships, method strengths and method limitations;
3. analyze contemporary higher education research scholarship as it applies to new pedagogies for teaching and learning;
4. analyze contemporary and future nursing practice as it impacts the design of new pedagogies for teaching and learning; and
5. create new pedagogical teaching and learning activities in the contexts of clinical experiences, classroom sessions and teacher evaluations.

Content Outline

• Module 1: Introduction
• Module 2: Conventional Pedagogy
• Module 3: Critical Pedagogy
• Module 4: Feminist Pedagogy
• Module 5: Post-Modern Pedagogy

Teaching and Learning Methods
The format of this course is built upon the assumption that students and faculty will be prepared during scheduled on-line sessions to discuss the readings for that week. This will facilitate a deeper discussion and preparation for outside assignments.


Required Text

Schunk, Dale H. (2004). Learning Theories: An Educational Perspective. Pearson Education Inc., 4th ed. 2004, 0-13-038496-8.

Diekelmann, Nancy L., Editor (2003). Teaching the Practitioners of Care. The University of Wisconsin Press, 1st Edition, Volume 2, 2003, 0-299-18480-3.