MSN-FP6107 Course Development and Influencing Factors Assessment

MSN-FP6107 Course Development and Influencing Factors Assessment

MSN-FP6107 Course Development and Influencing Factors Assessment

Curriculum analysis and development is an ongoing process that requires the involvement of all the relevant stakeholders in an institution. It entails reviewing the current courses in the curriculum and assessing whether they are suitable for providing the necessary skills and knowledge to enhance holistic learning for the learners in the program, thus proposing and making changes to add courses that may be missing. The stakeholders in a nursing curriculum design include the institution leaders, educators, students, nursing education regulatory agencies, researchers, practising professionals, and financiers. The purpose of this essay is to review the course development process for a course that should be included in a curriculum and the factors influencing its development.

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An Appropriate Course to Include in the Selected Curriculum

The selected curriculum is the Master of Science in Nursing Education (MSN-Ed) curriculum from Sacred Heart University. The appropriate course of inclusion is Teaching Methodologies in Nursing. The course will entail the different aspects of role development and practical methods for effective teaching in nursing. It is intended to provide nurse educator practitioners with the necessary skills to effectively deliver educational content and play their role as a nurse educator in different settings. The MSN nurse educator mainly practices in healthcare and related settings delivering health education, continuing education, staff development, and classroom/clinical instruction. Additionally, they are prepared to deliver educational content to patients in different healthcare settings as a way of health promotion, disease prevention, and management of chronic illnesses to various health populations across the lifespan.

The course would best fit the curriculum after the specialized courses on MSN education. The curriculum has three specialization courses on nursing education. These courses are; NU558-Theoretical Basis of Teaching and Learning in Nursing Education, NU559-Curriculum Development and Evaluation in Nursing, and NU619-Principles of Patient and Staff Education. These courses form the basis of nursing education in clinical and classroom settings. However, the methods of teaching that can be appropriate in each setting are not covered. Therefore, the new course will fit into the curriculum immediately after the specialization courses, providing the necessary skills and knowledge to help identify the best teaching methodology appropriate for a particular learner setting and apply it effectively. Thus, the course complements the initially mentioned courses, thus increasing the skills and knowledge base of the learner as a nurse educator.  

The Rationale for Adding the Course to the Selected Curriculum

Adding courses into a curriculum enhances the extension of existing knowledge and includes essential content that was initially left out and is needed for the learner to play their role effectively. The additional course should be relevant to the MSN-Ed program and be appropriate in preparing nurse educators to carry out their roles and responsibilities. Among the roles and responsibilities of the nurse educator is to deliver educational content to nursing learners, staff members in staff development, patients, families and patient populations, and the context of continuing nursing education. Therefore, it is essential to identify and apply the appropriate teaching methods for each context based on learning needs and learner characteristics. According to MacKavey and Cron (2019), learners in different health settings have different learning needs and expected outcomes, which dictate the instruction delivery method. For instance, the teaching methodology that can be used for patient education in a primary care setting differs from that used for learning students in the nursing classroom setting since the learning needs and expected outcomes are different. Therefore, it is essential to include a course on teaching methodologies in nursing education in the MSN-Ed curriculum.

According to Walsh et al. (2020), nurse educators should employ the teaching strategies and methodologies that help promote resilience in the student nurse, which is vital for nursing practice. Nursing educators facilitate resilience by incorporating teaching and learning methods that promote the development of resilience. These methods include directed study, reflective practice, peer activities, experiential learning, and problem/enquiry-based learning. Therefore, teaching methodologies in nursing education should be included in the MSN-Ed program to make it holistic. Tsimane and Downing (2019) note that the essence of nursing education is to transform the learner through creating awareness by self-reflection and developing metacognitive reasoning and abilities, thus enabling the learner to play the nursing role effectively. To enhance transformative learning, the nurse educator has to employ various teaching methods to deliver different concepts in nursing. Therefore, it is vital to equip the MSN-Ed student, through the additional course, with the necessary skills and knowledge to identify and apply different teaching methodologies in different teaching settings.

Suggested Topical Outline for the Course

The selected course will have different topics necessary to enhance knowledge and skills in the curriculum. The topics that will be included in the selected course include the teaching-learning process, teaching methodologies and strategies, effective learning, teaching competencies and teaching the diverse classroom, teaching in structured settings, teaching in unstructured settings, types of learners and learning needs, teaching using the current and emerging technological instructional modalities in nursing education, and developing an individual teaching style. These topics will have different subtopics that will help the learner gain a relevant understanding of teaching methods. For instance, in teaching in structured settings, which include academic settings, the subtopics will include understanding the classroom and responding to classroom emotions, creative lecturing, enhancing teams and discussions, and the use of other teaching methods. Additionally, topics such as types of learners and learning needs will include sub-topics such as the conditions for learning and teaching learners to think critically.

The topics have a clear connection with other courses in the curriculum. The three major specialization courses in nursing science education, NU558-Theoretical Basis of Teaching and Learning in Nursing Education, NU559-Curriculum Development and Evaluation in Nursing, and NU619-Principles of Patient and Staff Education, provide the base for the nurse educator knowledge and skills. The teaching methodologies for the nurse educator course will therefore complement the knowledge acquired from these courses, thus building more on the skills and preparing the nurse educator adequately for practice.

Faculty Collaboration and Strategies When Considering the New Course

Faculty members collaborate with various stakeholders when considering the addition of a new course to a selected curriculum. Additionally, the faculty should identify collaboration strategies to engage the stakeholders. It is also essential to consider the availability of resources and the relevant stakeholders. The relevant stakeholders include the institution leaders, educational regulatory agencies, nursing educators, other nursing institutions, the department involved, and the students. The institution leaders will avail finances and control how they are utilized. Since curriculum evaluation and revision require a considerable amount of funds, the addition of courses into the curriculum similarly needs a massive amount of funds, especially during evaluation and implementation. It is thus essential to collaborate with the institution leaders. The collaboration strategy that will be employed is the use of a proposal. A written proposal will be provided to the institutional leaders to inform them of the proposed changes in the curriculum and its rationale, thus seeking their buy-in and support.

According to King et al. (2021), regulatory agencies play a significant role in professional development in nursing through the approval of curriculums and programs, including curriculum changes/revisions. Therefore, the drafted proposal will be presented to the regulatory agency for the relevant approval. The faculty should also collaborate with nursing educators from the institution and other nursing institutions through meetings and workshops. These meetings will facilitate the professionals’ exchange of ideas and perspectives and provide a platform for brainstorming and getting essential feedback on the new course. Additionally, the faculty should collaborate with the department involved and the students. Milles et al. (2019) note that the active engagement of students in curriculum development broadens the curriculum’s knowledge, enabling the faculty to capture various learners’ needs. Student collaboration can be done using institutional discussion forums.

The Impact of Different Internal Factors on Curriculum Design

Internal factors such as organizational processes, curriculum committees, and internal review bodies significantly impact curriculum design. Every institution has unique organizational processes and traditions regarding curricula and program design. For instance, Sacred Heart University uses a blended learning model; some students take online classes, while others take physical classes. Some programs even allow learners to take some classes online and others physically. Students also go for practicums around the school and in other areas far from the institution, depending on the student’s convenience and mode of study. The institution’s unique organizational processes considerably influence the interaction between educators and learners, thus affecting the curriculum design. Additionally, traditions such as the institution’s acceptable instruction and content delivery methods also impact curriculum design, development, and implementation. For example, different teaching methods, like using course books and providing notes to the learners, also affect the course content, thus significantly impacting the curriculum design.

Furthermore, curriculum committees explore the curriculum design, discuss the content, the time required to deliver the course knowledge, the appropriateness of the content based on the program and institutional objectives, the course materials and their availability, and whether the curriculum meets the regulatory requirement. Internal review bodies also work with the curriculum committee in the institution to review and recommend improvements/changes in the curriculum, ensuring it is appropriate for providing the necessary skills and knowledge for the program.

Impact of Different External Factors on the Curriculum Design

External factors such as funding, stakeholders, and regulatory and accrediting agencies considerably impact curriculum design in various ways. Funding is one of the most essential factors in curriculum development and design. Curriculum development is a complex process that requires funds for various reasons. According to Al Mamun et al. (2020), finances are required throughout the curriculum development process to facilitate curriculum approval fees, acquire learning materials and, most importantly, facilitate the entire curriculum development process. The availability of funds determines the materials and methods of instruction delivery that are included in the curriculum, thus impacting the design.

Internal and external stakeholders also contribute to the design of the curriculum. For instance, internal stakeholders such as students, educators, institution leaders, and internal curriculum committees collectively decide on the instruction delivery/teaching methods and models. Most importantly, they assess the curriculum design to ensure that it aligns with the institution’s mission and vision and is appropriate for maintaining the organization’s culture. External stakeholders such as nursing associations and the government provide external perspectives for the curriculum, including best practices in nursing education. Therefore, they also influence the curriculum design,

Furthermore, regulatory and accrediting agencies influence curriculum design by dictating the acceptable instructional delivery methods and practices that should be used to deliver content in the curriculum. For instance, a regulatory agency may recommend the use of simulation in nursing education based on the advantages identified through research evidence. Berga et al. (2021) note that regulatory agencies determine the appropriate learning environment for a particular course based on the course learning requirements and expected outcomes and provide the necessary specifications. For example, the regulatory agencies mandate that the MSN-Ed curriculums include classroom learning and teaching practicum experience that a preceptor guides, as well as the required credit hours, timing, and recommended settings (Leidl et al., 2020). Regulatory and accrediting agencies, therefore, impact the curriculum design.

Impact of the Mission, Philosophy, and Program Framework/Parent Institution on Curriculum Design

Educational programs’ curricula and courses are developed to align with the institutional mission and philosophy. The mission of Sacred Heart University is to embrace a vision of social justice and educate students in mind, body, and spirit to prepare them personally and professionally to make a difference in the global community (Sacred Heart University, n.d.). Similarly, the curriculum should be developed and designed in a way that has all the necessary content required to equip the student personally and professionally and make them outstanding as they play their roles in the global community. The institution’s educational philosophy entails the beliefs on occupation, human beings, learning, and teaching best practices, which are all based on the institution’s values; authenticity, altruism, open-mindedness, justice, and integrity (Sacred Heart University, n.d.). Hence, the educational content and instruction delivery methods are designed based on the parent institution’s mission and philosophy.

Additionally, the parent institution’s program framework impacts the curriculum’s design. For example, the parent institution develops courses using the competency-based approach. Each course must identify learning objectives and how the objectives will be met. The curriculum design depends on how the courses are developed as guided by the program framework.

Collaboration Between External and Internal Stakeholders

Collaboration between external and internal stakeholders will be needed throughout the curriculum development process. The collaboration types employed in this case are compensatory and partnership.  According to Pak et al. (2019), compensatory collaboration involves the stakeholders discussing the issue at hand and exchanging ideas and perspectives to achieve the best results. Similarly, the internal and external stakeholders will discuss the course inclusion issue and share perspectives to determine the best cause of action. Partnership collaboration means that the stakeholders work together in every stage of the curriculum development process. Partners work together to achieve a similar goal. Failure of the internal and external stakeholders to collaborate in the curriculum development process is the development of a weak curriculum, which fails to meet the requirements, and misses out on essential issues.

Conclusion

            The MSN-Ed program at Sacred Heart University will benefit from the addition of the course on Teaching Methodologies in Nursing. The course will provide learners with skills and knowledge to facilitate effective instructional content delivery. The considerations in making changes in the curriculum include internal and external stakeholder engagement, collaboration strategies, regulations, accrediting agencies, and the parent institution’s mission, philosophy, and program framework. Curriculum developers should engage all internal and external stakeholders in curriculum development to enhance the development of a strong and acceptable curriculum. Curriculum revision enables the curriculum developers to include missing courses that are relevant and essential to the program, thus enhancing holistic learning.

 References

Al Mamun, M. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments. Computers & Education, 144, 103695. https://doi.org/10.1016/j.compedu.2019.103695 

Berga, K. A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., & Olaiya, B. (2021). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse education today, 96, 104622. https://doi.org/10.1016/j.nedt.2020.104622

King, R., Taylor, B., Talpur, A., Jackson, C., Manley, K., Ashby, N., Tod, A., Ryan, T., Wood, E., Senek, M., & Robertson, S. (2021). Factors that optimize the impact of continuing professional development in nursing: A rapid evidence review. Nurse education today, 98, 104652. https://doi.org/10.1016/j.nedt.2020.104652

Leidl, D. M., Ritchie, L., & Moslemi, N. (2020). Blended learning in undergraduate nursing education – A scoping review. Nurse education today, 86, 104318. https://doi.org/10.1016/j.nedt.2019.104318

Mackavey, C., & Cron, S. (2019). Innovative strategies: Increased engagement and synthesis in online advanced practice nursing education. Nurse education today, 76, 85–88. https://doi.org/10.1016/j.nedt.2019.01.010  

Milles, L. S., Hitzblech, T., Drees, S., Wurl, W., Arends, P., & Peters, H. (2019). Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development. Medical teacher, 41(10), 1143–1150. https://doi.org/10.1080/0142159X.2019.1623385

Pak, K., Polikoff, M. S., Desimone, L. M., & Saldívar García, E. (2020). The adaptive challenges of curriculum implementation: Insights for educational leaders driving standards-based reform. AERA Open, 6(2), 2332858420932828. https://doi.org/10.1177/2332858420932828

Sacred Heart University (n.d.). Vision, Mission, and Philosophy. Retrieved from https://www.sacredheart.edu/majors–programs/occupational-therapy—msot/vision-mission-and-philosophy/

Tsimane, T. A., & Downing, C. (2019). Transformative learning in nursing education: A concept analysis. International journal of nursing sciences, 7(1), 91–98. https://doi.org/10.1016/j.ijnss.2019.12.006

Walsh, P., Owen, P. A., Mustafa, N., & Beech, R. (2020). Learning and teaching approach promoting resilience in student nurses: An integrated review of the literature. Nurse education in practice, 45, 102748. https://doi.org/10.1016/j.nepr.2020.102748

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Sacred Heart University

Faculty of Nursing: Master of Science in Nursing-Education

COURSE OUTLINE FOR NU 620: Teaching Methodologies in Nursing

TIME ALLOCATED: 3 Credit Hours

COURSE INSTRUCTOR:

Course Description/Purpose

The course will build upon one of the previous core courses in nursing education, NU558-Theoretical Basis of Teaching and Learning in Nursing Education, to equip learners with knowledge and skills to select and apply different teaching methods in nursing as they play their nurse educator roles in different settings.

Expected learning outcomes of the course

By the end of this course, the learner should be able to:

  1. Analyze the different teaching methods appropriate for diverse settings
  2. Demonstrate an understanding of the difference between teaching strategies and methods and their roles in enhancing learning outcomes
  3. Explore and appreciate the role of classroom planning, interpersonal interactions, socialization, and managing classroom emotions during instruction delivery
  4. Explain the role of individual learning styles and needs in identifying the appropriate method of teaching
  5. Design a plan of personal teaching methods and strategies

Module Units

  1. General teaching methods and Strategies in nursing education
  2. Classroom teaching planning and clinical teaching planning
  3. The teaching-learning process
  4. Application of technology and the current and emerging modalities in instruction delivery

Course Content

Introduction: The teaching-learning process, effective learning, teaching competencies, types of learners and learning needs

Teaching methodologies and strategies: Teaching the diverse classroom, teaching in structured settings, teaching in unstructured settings

Technology in Nursing Education: Teaching using the Current and emerging technological instructional modalities in nursing education

Developing an individual teaching style: Employ the preferred adult learning theories and teaching philosophies to develop a personal teaching philosophy

Lesson 1. General teaching methods and Strategies

Lesson 2. The Learning-Teaching process/effective learning

Lesson 3: Teaching Competencies

Lesson 4: Types of Learners and learning needs

Continuous Assessment 1

Lesson 5: Teaching the diverse classroom

Lesson 6: Teaching in structured settings

Lesson7: Teaching in unstructured settings

Lesson 8: Clinical Settings and academic settings

Continuous Assessment 2

Lesson 9: Technology in nursing education

Lesson 10: The use of simulations and other virtual technologies to teach and reinforce concepts

Lesson 11: teaching educationally disadvantaged and physically challenged learners

Lesson 12: Teaching methods for at-risk and second-degree learners

Lesson 13: Teaching methods in clinical settings-patient education

Lesson 14: Teaching Methods for staff development and continuing education

MAIN EXAMS

Learning and Teaching Methods

Lectures: blended learning

Group discussions/weekly discussion posts

Group presentations/assignments

simulations

Discovery learning through individual reading assignments

Instructional Materials

Computer, LCD, Projector

Whiteboard

Course Assessment

All students must attend all classes and take continuous assessments and examinations at the appointed time without fail. Failure to do a continuous assessment or an exam will be graded zero marks.

Assessment

Continuous Assessment Tests:              20%

Discussion Participation                         10%

Examinations                                         70%

Grading

A         4.0       93-100

A-        3.67     90-92

B+       3.33     87-89

B         3.00     83-86

B-        2.67     80-82

C+       2.33     77-79

C         2.00     73-76

C-        1.67     70-72

D+       1.33     67-69

D         1.00     60-66

F          0.00     0-59

Core Reading Materials for the Course

Authement, R. S., & Dormire, S. L. (2020). Introduction to the online nursing education best practices guide. SAGE Open Nursing6, 2377960820937290. http://dx.doi.org/10.1177/2377960820937290

Billings, D. M., & Halstead, J. A. (2019). Teaching in the nursing e-book: A Guide for Faculty. Elsevier Health Sciences.

Wittenberg, E., Goldsmith, J. V., Chen, C., Prince-Paul, M., & Capper, B. (2021). COVID-19-transformed nursing education and communication competency: Testing COMFORT educational resources. Nurse Education Today107, 105105.

 

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Assessment 2 Instructions: Course Development and Influencing Factors

Top of Form

Bottom of Form

  • PRINT
  • Develop a 6-8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

According to Iwasiw and Goldenberg (2020), curriculum development in nursing education is a creative process intended to produce a unified, meaningful curriculum. It is an ongoing activity in nursing education, even in schools of nursing with established curricula (Iwasiw & Goldenberg, 2020). This definition of curriculum development can be extended into the education of nurses in facilities other than a school of nursing. Nurses are also educated in clinical facilities and in many arenas providing continuing education units.

Billings and Halstead (2019) explain that many institutions that provide nursing education are reviewing how they can provide education that is consistent with their missions, provide for diversity in education, and be forward-thinking as they prepare for the future, while still maintaining a cost-effective, quality program.

Influencing factors fall into two categories: internal and external factors. External factors examine the larger environments that are outside of the organization. The internal factors influence the curriculum within organization (Keathing, 2014). The educator needs to have an understanding of the internal and external factors influencing curricular development.

This assessment provides you with an opportunity to outline the design of a course that will become part of the curriculum you selected and evaluated in the first assessment.

It is important for a nurse educator, whether they are working in academia or clinical education, to use the frame factors model when developing curriculum, revising curriculum, or in the process of the development of new curriculum (Keating, 2014). Whether in the academic or clinical setting, there are factors that will influence the nurse educator’s way in the development of nursing curriculum. The completion of a needs assessment outlines the internal and external factors to help the nurse educator make the proper decisions for next steps in the curriculum continuum.

References

Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing: A guide for faculty (6th ed.). Saunders Elsevier.

Iwasiw, C. L., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones and Bartlett.

Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). Springer Publishing Company.

Using the same nursing curriculum you selected in Assessment 1, design a course that could be added to the curriculum.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

    • How might the policies for continuing education credits in a clinical setting or school impact curriculum?
    • How might these requirements affect the design of health-related curricula?
    • What criteria are used for incorporating continuing education units and continuing medical education into the design of the curriculum?

Requirements

Design a course to be included in your selected nursing curriculum. In your course design:

    • Describe an appropriate course to include in a selected curriculum.
    • Provide a rationale for adding a course to a selected curriculum.
    • Suggest a topical outline for a course to be added to a selected curriculum.
    • Explain with whom and how faculty members would collaborate when considering the new course within a selected curriculum design.
    • Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design.
    • Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
    • Explain how the mission, philosophy, and framework of the program and parent institution impact curriculum design.
    • Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

Additional Requirements

    • References: Include references from at least two peer-reviewed journals that are not listed in the resource activities, cited in proper APA format.
    • Length of design: The course design should be 6-8 pages in length, not including the title page and the reference page, and must follow proper APA style and formatting.
    • Course outline: Include the course outline as an appendix. The appendix will not be included in the page count for the assessment.
    • Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Examine the development of a curriculum for a nursing program.
      • Describe an appropriate course to include in a selected curriculum.
      • Provide a rationale for adding a course to a selected curriculum.
      • Suggest a topical outline for a course to be added to a selected curriculum.
    • Competency 2: Analyze factors that impact the design of a nursing curriculum.
      • Explain with whom and how faculty members would collaborate when considering a new course within a selected curriculum.
      • Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.
    • Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
      • Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies impact curriculum design.
      • Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
      • Explain how the mission, philosophy, and framework of a program and parent institution impact curriculum design.
    • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education.
      • Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.

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Course Development and Influencing Factors Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe an appropriate course to include in a selected curriculum. Does not describe an appropriate course to include in a selected curriculum. Describes a course to include in a selected curriculum, but the course is not appropriate, or the description is unclear or incomplete. Describes an appropriate course to include in a selected curriculum. Describes an appropriate course to include in a selected curriculum and explains where in the curriculum it would best fit.
Provide a rationale for adding a course to a selected curriculum. Does not provide a rationale for adding a course to a selected curriculum. Provides a rationale for adding a course to a selected curriculum, but the rationale is incompletely described or is inappropriate. Provides a rationale for adding a course to a selected curriculum. Provides a rationale for adding a course to a selected curriculum and cites relevant sources to support the inclusion.
Suggest a topical outline for a course to be added to a selected curriculum. Does not suggest a topical outline for a course to be added to a selected curriculum. Suggests a topical outline for a course to be added to a selected curriculum, but the outline is incomplete or somehow flawed. Suggests a topical outline for a course to be added to a selected curriculum. Suggests a topical outline for a course to be added to a selected curriculum and shows how the topics relate to other courses in the curriculum.
Explain with whom and how faculty members would collaborate when considering a new course within a selected curriculum. Does not explain how faculty members would collaborate when considering a new course within a selected curriculum. Explains with whom and how faculty members would collaborate when considering a new course within a selected curriculum, but the explanation is incomplete or somehow flawed. Explains with whom and how faculty members would collaborate when considering a new course within a selected curriculum. Explains with whom and how faculty members would collaborate when considering a new course within a selected curriculum and provides a rationale for the collaborations.
Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design. Does not explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design. Explains and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design, but the explanation is incomplete or otherwise flawed. Explains and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design. Explains and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design, and provides examples.
Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design. Does not explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design. Explains how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design, but the explanation is incomplete or otherwise flawed. Explains and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design. Explains and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design, and provides examples.
Explain how the mission, philosophy, and framework of a program and parent institution impact curriculum design. Does not explain how the mission, philosophy, and framework of a program and parent institution impact curriculum design. Explains how the mission, philosophy, and framework of a program and parent institution impact curriculum design, but the explanation is incomplete or otherwise flawed. Explains how the mission, philosophy, and framework of a program and parent institution impact curriculum design. Explains how the mission, philosophy, and framework of a program and parent institution impact curriculum design, and provides examples.
Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development. Does not describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development. Describes the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development, but the description is incomplete or somehow inadequate. Describes the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development. Describes the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development, and explores the consequences of not collaborating.
Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Does not write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Writes using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting, but with multiple errors and lapses. Writes effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Writes effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Supports conclusions by citing relevant sources.

 

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