Running head: CURRICULUM DEVELOPMENT IN NURSING EDUCATION 1

Curriculum Development in Nursing Education

Mallory White

Aspen University

N-584 Curriculum Development, Implementation and Evaluation

October 2018
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Curriculum Development in Nursing Education

Curriculum Development, Implementation, and Evaluation is a class in the curriculum of

Aspen University’s master’s degree in nursing with an emphasis on education program. The

graduate level course focused on designing nursing curriculum in diverse learning environments

using evidence-based theories and concepts as well as relevant standards for criteria evaluation.

The course allowed this student educator to analyze the influence of a mission statement,

philosophy, and theoretical foundations in developing and assessing a curriculum. The course

also allowed the student to compare and contrast various approaches to curriculum development

while assessing how socio-cultural factors can influence the processes of curriculum

development, implementation, and evaluation.

Module One

Module one served as an introduction to curriculum development in nursing education.

The goal of nursing education is to prepare graduates who will practice competently in a

constantly changing healthcare environment (Iwasiw, Goldenberg, & Andrusyszyn, 2009).

Nursing education is an ongoing activity that starts with prelicensure curriculum and continues

through practice education and advanced degree training. Curriculum development and nursing

education are essential to help curb the nursing shortage and develop nursing as a profession. As

a nurse educator, it is essential that we understand the framework for curriculum planning and

development as well as the history and evolution of nursing curricula.

The overall goal of curriculum development is to prepare graduates who will practice

competently as nurses in a constantly changing healthcare environment (Iwasiw, Goldenberg, &

Andrusyszyn, 2009). Curriculum development is a dynamic process that is continually changing

as faculty, and students change as well as changes to the overall healthcare environment and
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accreditation requirements. Over time, there has been much progress in nursing school training

and curriculum requirements and development, but there is still more room to change. As the

needs of the overall population change, so will the curriculum and training of new nurses.

Module Two

Module two centered around faculty support and development in curriculum

development. In order for curriculum to be a seamless and fruitful process, faculty support is

mandatory. Faculty support is gained through an attention to the values of the individuals as

well as the faculty as a whole. Educators must also ensure that the curriculum development or

modifications are necessary, thoroughly reviewed and can be completed in a manageable time

frame (Iwasiw, Goldenberg, & Andrusyszyn, 2009). Iwasiw, Goldenberg, and Andrusyszyn

(2009) presented synthesis activities as case studies to allow students to apply the learned ideas

of faculty development and faculty support in curriculum development to real-life examples.

It is realistic to expect that not all faculty will welcome change and empowerment

through professional growth and curriculum change. Faculty development and curriculum

development are intertwined and rely heavily upon each other. Faculty support for curriculum

change is vital for a successful outcome. Through open communication, honest attention to

limiting factors, thoughtful consideration of the reasons for curriculum development, and a

realistic timeframe, administrators are more likely to gain faculty support and efforts when

curriculum development is concerned (Keating, 2011). Curriculum and faculty development can

be extensive and intense, yet it can have drastic outcomes on faculty and student performance.

Module Three

Module three focused on leading and organizing curriculum development. Effective

leadership is foundational for curriculum redesign to occur and the curriculum leader’s
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responsibilities are delineated (Iwasiw, Goldenberg, & Andrusyszyn, 2009). In order for

curriculum development to be successful and completed in a timely fashion, it must be organized

and pre-planned. Before the processes of curriculum development can begin, factors such as

committee structure, work plans, faculty development, decision-making, resource acquisition,

and academic freedom must be considered. Iwasiw, Goldenberg, and Andrusyszyn (2009)

presented synthesis activities as case studies to allow students to apply the learned ideas of

leading and organizing curriculum development to real-life examples.

The success of curriculum development projects is strongly dependent on the

effectiveness of curriculum leaders. The groundwork for success in curriculum development can

be determined by a formal or informal leader who possesses the knowledge of curriculum

processes, organizational and management skills, and an innate ability to work collaboratively

with others (Keating, 2011). Curriculum leaders also play in important role in the organizational

structure of development activities while determining the logistics of getting the necessary work

completed on time. Committee structures, work plans, faculty development, and resource

acquisition allow for faculty members to play an active role in curriculum development as well

as the academic freedom to consider ideas of publication and career advancement.

Module Four

Module four introduced concepts dealing with the influence and assessment of contextual

factors. Nursing programs are influenced by a number of situations, forces, and circumstances

that come from both internal and external sources (Keating, 2011). Internal contextual factors

are those that originate with the educational institution and school itself whereas external

contextual factors come from the community, country, and region. When creating programs and

curriculum and when modifying existing curriculum, it is essential to consider both internal and
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external factors. Iwasiw, Goldenberg, and Andrusyszyn (2009) presented synthesis activities as

case studies to allow students to apply the learned ideas of the influence and assessment of

contextual factors to real-life examples.

To develop a curriculum that is in line with leading healthcare challenges, that matches

the needs of the patient population and is congruent with the abilities and skills required of

nurses it is essential to consider both internal and external forces that influence the nursing

profession. When undergoing a curriculum revision project, it is essential to analyze data and

determine its meaning for the curriculum (Iwasiw, Goldenberg, & Andrusyszyn, 2009). Relevant

issues and trends in both internal and external factors guide curriculum changes to meet the

needs of the nursing students as well as the patient populations.

Module Five

The fifth module centered around curriculum and course development. Curriculum

design is the configuration of the program of studies and must be congruent with the school’s

mission and purpose while also aligning with the faculty’s values and beliefs (Keating, 2011).

After a curriculum is developed, educators must then develop individual courses. Course

development incorporates principles of teaching-learning approaches, thatbare structured to

facilitate learner achievement and reflects the philosophical foundations of the university.

Iwasiw, Goldenberg, and Andrusyszyn (2009) presented synthesis activities as case studies to

allow students to apply the learned ideas of curriculum and course development to real-life

examples.

Curriculum and course development are cyclical processes that require discussion, the

generation of ideas for design, and critique. Overall program curriculum and individual courses

must align with the school’s mission and purpose while providing active learning opportunities.
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Curriculum and course development must also be designed with human and financial

implications taken into consideration. Educators must take into consideration the program of

study, like traditional versus accelerated nursing programs. Curriculum and courses must be

designed to meet the needs of the students.

Module Six

Module six focused on curriculum and program evaluation. Curriculum and program

evaluation are continual processes that involve a systemic series of actions that include

identifying a clear purpose, time frame, and the evaluator (Keating, 2011). Curriculum and

program evaluators can utilize frameworks or models as guides to the process, data collection

methods, instruments of choice, and procedures of reporting. It is essential that the results be

interpreted and reported accurately. After analysis, the findings must be utilized to make

improvements or refinements to the program or curriculum.

Nursing school faculty play a key role in evaluating student learning, curriculum, and

courses, as well as program outcomes. Faculty must also evaluate the effectiveness of his or her

teaching practices as educators are responsible for the effectiveness of the nursing program

(Iwasiw, Goldenberg, & Andrusyszyn, 2009). No matter what evaluation tools and methods are

used to collect, interpret, or organize data, it is essential that the results be used to make informed

decisions as to what improvements are necessary to the nursing program. Curriculum

evaluations can occur in lecture, clinical, or skills-laboratory environments of nursing schools.

Facility administrators can also utilize evaluation tools when preparing for accreditation to

ensure that all accrediting body requirements are being met.

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Module Seven

Module seven was centerd around curriculum development and evaluation in staff

development and patient education. Nurse educators not only play an important role in teaching

nursing students, but they also have essential roles in staff development and health education

services for patients (Keating, 2011). Although the education is provided in different settings,

nurse educators can utilize many of the same activities and processes to develop and evaluate

curriculum that is used in a classroom as well as the practice setting. Learning in nursing is not

completed when a degree is earned, healthcare is constantly changing, meaning staff nurses must

continually receive educational updates and training. All nurses can take learned information to

help develop patient education materials or programs.

Developing staff development and patient education programs involve processes that are

very similar to developing a curriculum in a classroom setting. Nurse educators must still

consider internal and external frame factors while considering a learning theory to follow,

budgetary restraints, and how to evaluate the effectiveness of the education. As a clinical nurse

educator, this writer understands the importance of having nurse educators outside of nursing

schools. Clinical nurse educators can seek current evidence-based practices and utilize that

knowledge to promote change in practices and policies to improve patient outcomes. Improving

nursing practices and education can also lead to increases in facility reimbursement. Clinical

nurse educators also play a vital role in developing education programs for patients so that they

can take active roles in their health care and overall wellness.

Module Eight
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The final module in the course focused on issues and trends in curriculum development

and evaluation. In order to stay relevant, nurse educators must consider the issues and trends that

affect curriculum development. Current issues and trends affect educational activities now and

in the future (Keating, 2011). Over the last couple decades there have been major changes to

healthcare, student populations, and technologies used in nursing education. Students from

various ethnic and cultural backgrounds are looking for education that is flexible in delivery yet

relevant in healthcare trends and allows students to grow intellicutally and professionally to

become successful practitioners.

Technology and distance education programs are becoming more prevalent in nursing

education with nearly two-thirds of educational programs offering some sort of online or web-

based programs (Keating, 2011). Technology-based distance education programs still come with

similar issues of curriculum development, implementation, and evaluation as traditional

classroom education. Distance education programs allow for flexible delivery of curriculum

utilizing creative teaching-learning strategies to help students achieve course outcomes.

Revision of Week 3

The following represents this student’s level of achievement and learning in the course.

Following instructor recommendations, the original version of the assignment was modified and

presented below.

Leading and Organizing Curriculum Development

Effective leadership is foundational for curriculum redesign to occur and the curriculum

leader’s responsibilities are delineated (Iwasiw, Goldenberg, & Andrusyszyn, 2009). In order for

curriculum development to be successful and completed in a timely fashion, it must be organized

and pre-planned. Before the processes of curriculum development can begin, factors such as
CURRICULUM DEVELOPMENT IN NURSING EDUCATION 9

committee structure, work plans, faculty development, decision-making, resource acquisition,

and academic freedom must be considered. Iwasiw, Goldenberg, and Andrusyszyn (2009)

presented synthesis activities as case studies to allow students to apply the learned ideas of

leading and organizing curriculum development to real-life examples.

Mountainview College Department of Nursing

Iwasiw, Goldenberg, and Andrusyszyn (2009) shared the story of Mountainview

Community College, a medium-sized metropolitan associates degree-granting college with

around 6500 full and part-time students. Mountainview College has entered into a collaborative

partnership with Springhaven University to allow associate degree nursing students to transition

to a BSN program for their third and fourth-year studies. The partnership includes an agreement

to develop a new curriculum with collaboration from members of both colleges and the health

community.

In order for the new curriculum development project to be a success, there needs to be

predetermined roles and responsibilities between the dean of nursing at Springhaven University

and the Chair of Nursing at Mountainview Community College. In most curriculum development

projects, a formal curriculum development leader (Iwasiw, Goldenberg, & Andrusyszyn, 2009),

because this is a project of shared interests, both leaders from each college should be appointed

as co-leaders for the curriculum development project. Both leaders should work together to make

the most out of their different experiences, expert knowledge, management skills, and logistical

skills.

As previously described, there should be one leader from each college to promote the

idea of fairness between the two. This would also allow for equal representation from both

colleges. Having two leaders with separate duties could allow for work to get completed
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promptly (Institute of Medicine, 2011). Both leaders must consider his or her priorities and

make a note of what they believe to be essential to the overall curriculum. Shared leadership

empowers individuals to be transformational leaders and knowledgeable participants (Bleich,

2018). Each leader can bring his or her personal knowledge about the nursing profession, nursing

education, curriculum development, and academic policies to the project. Having two leaders

could be most beneficial to the curriculum development process as each leader will have

different management and logistics processes as well as connections with those in the healthcare

administration.

Leaders of curriculum development can be formally elected or informally chosen

(Iwasiw, Goldenberg, & Andrusyszyn, 2009). Those who are elected come recommended by a

group who has recognized the individual’s abilities to lead in a competent and trustworthy

manner. Those who are appointed to leadership are referred to as imposed leaders and may have

difficulty getting the group to accept their leadership or receive support from his or her

constituents (Iwasiw, Goldenberg, & Andrusyszyn, 2009). The case study does not specify

whether the dean of nursing from Springhaven University and the Chair of the nursing

department at Mountainview Community College were elected or chosen for their roles, but it is

likely that they had to prove some sort of competence and experience with leadership

capabilities. The leaders must also maintain professional and collaborative relationships of

nursing leaders throughout the community as the students will need clinical practice sites and

patient-care experiences.

Nurses usually do not spring forth as leaders; instead, they undergo processes of

maturation and growth into leadership roles (Iwasiw, Goldenberg, & Andrusyszyn, 2009). It is

essential for curriculum development to prepare leaders. Experienced curriculum leaders can
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serve as mentors for those without experience. Developing the next batch of curriculum

developers is essential as the number of experienced curriculum developers will be retiring soon,

and newer faculty will have to assume roles of curriculum leadership (Iwasiw, Goldenberg, &

Andrusyszyn, 2009).

Old Ivy University College Department of Nursing

Iwasiw, Goldenberg, and Andrusyszyn (2009) shared the story of Old Ivy University

College of Nursing. The university is located in a large metropolitan city and offers BSN, MS,

and Ph.D. programs with nearly 1,300 students in various nursing programs. The majority of

nursing students are in BSN programs and are learning through a curriculum that many faculty

members believe has lost its unity and is in need of more progressive philosophical approaches

and learning experiences (Iwasiw, Goldenberg, & Andrusyszyn, 2009). The Dean of the College

of Nursing has appointed Dr. Beverly Eme as the curriculum leader. Dr. Eme is an experienced

long-time faculty member who teaches in the BSN program and is known to be highly

supportive of her faculty colleagues.

With any curriculum change, communication is the best way to determine what each

faculty member views as necessary. Change theories give curriculum development projects

guidance and direction as to what activities need to occur within the group and stakeholders

(Iwasiw, Goldenberg, & Andrusyszyn, 2009). When considering a change theory to follow, Dr.

Eme should consider the timeline and urgency of the revisions while building trust and shared

goals with faculty and stakeholders. She should develop a philosophy, vision, and strategy and

communicate those with those involved with the curriculum changes.

After determining a change theory and who should be involved, the next step in

curriculum development is to determine which committees should be formed and what each
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committee’s structure and function will be (Iwasiw, Goldenberg, & Andrusyszyn, 2009).

Committees allow for work to be shared and for group meetings to share ideas and gain

acceptance. Two committees that could be formed include a curriculum committee and a total

faculty group. The curriculum committee would be responsible for the overall development of

the proposed curriculum. Each member on the curriculum committee could become members of

subcommittees based on subject matter. The total faculty group would develop and approve all

curriculum proposals that come from the curriculum subcommittees.

Old Ivy University is focusing on BSN curriculum revision but may still require the

assistance of those teaching in the MS and Ph.D. programs. If MS and Ph.D. faculty are resistant

to participate into the undergraduate curriculum development, it would be essential for Dr.

Lumella and Dr. Eme to remind them their obligation and responsibilities as educators to

participate in curriculum development. It would also be beneficial for the Dr.’s to explain to the

graduate faculty that an updated undergraduate curriculum could provide them with better-

prepared graduate students. The instructors of the graduate programs could provide input as to

where they are seeing deficits in student preparedness and attempt to address those with

curriculum revision in the BSN program.

Collective decision-making would be best for curriculum development. Curriculum

development and decision-making involve many different levels of expertise, ideas and

emotions, own hopes and dreams, and the desire to provide students with the best possible

education (Keating, 2011). Overall, curriculum development decisions should be guided by

outcomes and fit within contextual factors in a dynamic and interactive process.

The most realistic work plan for curriculum development begins with examining the current

curriculum to identify strengths and weaknesses. Work plans for curriculum development must
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contain realistic timelines and responsibilities for those involved. Groups should frequently meet

to discuss progress and adherence to timelines (Iwasiw, Goldenberg, & Andrusyszyn, 2009). Dr.

Eme should set a critical path for curriculum development to outline all activities that are to be

completed, a timeline or due dates for activities, as well as the individuals or groups that are

responsible for the activities. Work should be shared based on expertise and feasibility of

achieving project goals.

Iwasiw, Goldenberg, and Andrususuzen (2009) explained that it is important to consider

publications about the curriculum development process itself. Curriculum development

processes can provide insights that are unique and worthy of being shared in conference

presentations and journal articles. If considering publication, the Old Ivy faculty members

would need to determine how contributors will be acknowledged in the publication, who will

write the proposals and articles for publishing, and who will carry primary authorship. Primary

authorship may be determined by whoever takes on the leadership role in seeking publication

and is involved in the research and writing of the article or presentation.

Curriculum development needs a variety of resources to be successful. First, developing

a new curriculum requires dedicated staff who can commit time and knowledge into the

development processes (Iwasiw, Goldenberg, & Andrusyszyn, 2009). The projects will also

require interviews with students, members from the healthcare community, and professors from

other programs either at the same university or neighboring facilities. In order to help faculty

become excellent resources for curriculum development, faculty development activities may be

necessary. Faculty development resources can help novice faculty members appreciate

curriculum development as an iterative process without feeling overwhelmed while being able to

focus on the necessary tasks. Faculty development programs can help faculty members
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comprehend the overall curriculum development processes and believe that the work is

worthwhile and achievable (Iwasiw, Goldenberg, & Andrusyszyn, 2009).

Conclusion

The success of curriculum development projects is strongly dependent on the

effectiveness of curriculum leaders. The groundwork for success in curriculum development can

be determined by a formal or informal leader who possesses the knowledge of curriculum

processes, organizational and management skills, and an innate ability to work collaboratively

with others (Keating, 2011). Curriculum leaders also play in important role in the organizational

structure of development activities while determining the logistics of getting the necessary work

completed on time. Committee structures, work plans, faculty development, and resource

acquisition allow for faculty members to play an active role in curriculum development as well

as the academic freedom to consider ideas of publication and career advancement.

CURRICULUM DEVELOPMENT IN NURSING EDUCATION 15

References

Bleich, M. R. (2018). Shared governance -Shared leadership: Opportunities for development.

The Journal of Continuing Education in Nursing, 49(9), 394-396. doi:10.3928/00220124-

20180813-03

Institute of Medicine. (2011). The future of nursing: Leading change, advancing health.

Washington DC: National Academies Press. Retrieved from

https://www.ncbi.nlm.nih.gov/books/NBK209867/

Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing

education (2nd ed.). Boston, MA: Jones & Bartlett.

Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York,

NY: Springer Publishing Company.