Benchmark: Curriculum Design and Program Design

Curriculum design is an essential part of a program design and it guides stakeholders to achieve overall desired course and program outcomes. The purpose of this assignment is to become familiar with the basics of program design and to ensure alignment with program outcomes. Benchmark: Curriculum Design and Program Design

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Write a 500-750-word paper that addresses the following:

Provide a rationale for how the lesson plan you developed in Topic 4 fits within the course outline you developed in Topic 3.
Create program outcomes that would be aligned with your lesson plan and course outline.
Include a detailed explanation of how your lesson plan and course outline align with the program to meet the program outcomes.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance. Benchmark: Curriculum Design and Program Design

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MSN Nursing Education

6.3: Participate in curriculum design and evaluate program outcomes.

I used a pediatric nursing course

Rubric_Print_Format20.xlsx

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
NUR-648E	NUR-648E-O500	Benchmark – Curriculum Design and Program Design	90.0
Criteria	Percentage	1: Unsatisfactory (0.00%)	2: Less Than Satisfactory (80.00%)	3: Satisfactory (88.00%)	4: Good (92.00%)	5: Excellent (100.00%)	Comments	Points Earned
Criteria	100.0%
Lesson Plan and Course Outline	30.0%	Rationale for how the lesson plan fits within the course outline is not provided.	Rationale for how the lesson plan fits within the course outline is provided but lacks detail or is incomplete.	Rationale for how the lesson plan fits within the course outline is provided.	Rationale for how the lesson plan fits within the course outline is well developed.	Rationale for how the lesson plan fits within the course outline is provided is thoroughly developed.
Program Outcomes	25.0%	Program outcomes that would be aligned with the lesson plan and course design outline are not provided.	Program outcomes that would be aligned with the lesson plan and course design outline are provided but lack detail or are incomplete.	Program outcomes that would be aligned with the lesson plan and course design outline are provided.	Program outcomes that would be aligned with the lesson plan and course design outline are well developed.	Program outcomes that would be aligned with the lesson plan and course design outline are thoroughly developed.
Lesson Plan and Course Outline Alignment With Program Outcomes (C6.3)	25.0%	1. Detailed explanation of how the lesson plan and course design outline align with the program to meet the program outcomes is not present.	1. Detailed explanation of how the lesson plan and course design outline align with the program to meet the program outcomes is present but lacks detail or is incomplete.	1. Detailed explanation of how the lesson plan and course design outline align with the program to meet the program outcomes is present.	1. Detailed explanation of how the lesson plan and course design outline align with the program to meet the program outcomes is well developed.	1. Detailed explanation of how the lesson plan and course design outline align with the program to meet the program outcomes is thoroughly developed.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)	10.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	Writer is clearly in command of standard, written, academic English.
Paper Format (Use of appropriate style for the major and assignment)	5.0%	Format is not appropriate for the assignment.	Format is somewhat appropriate for the assignment.	Format is appropriate for the assignment.	Format is appropriate for the assignment and scholarly.	Format is appropriate for the assignment, is scholarly and professional.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	5.0%	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage	100%

Rubric_Print_FormatLessonPlan4-11-2021.xlsx

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
NUR-648E	NUR-648E-O500	Lesson Planning and Teaching Strategies	130.0
Criteria	Percentage	1: Unsatisfactory (0.00%)	2: Less Than Satisfactory (80.00%)	3: Satisfactory (88.00%)	4: Good (92.00%)	5: Excellent (100.00%)	Comments	Points Earned
Content	85.0%
Purpose	13.0%	The purpose is not present.	The purpose is present but lacks detail or is incomplete.	The purpose is present.	The purpose is well developed.	The purpose is thoroughly developed.	A lesson plan with purpose, outcomes, assignments, and evaluation strategies has been developed.	16.90/16.90
Lesson Outcomes	13.0%	Lesson outcomes are not present.	Lesson outcomes are present but lack detail or are incomplete.	Lesson outcomes are present.	Lesson outcomes are well developed.	Lesson outcomes are thoroughly developed.	This area could have been improved if the lesson outcomes were specific. Review required criteria in textbook and example provided in feedback.	14.87/16.90
Assignments	13.0%	Assignments are not present.	Assignments are present but lack detail or are incomplete.	Assignments are present.	Assignments are well developed.	Assignments are thoroughly developed.	A discussion of learning activities is present. This area could have been improved if the activities were described. The activities listed on the graphic organizer were not incorporated in the lesson plan.	13.52/16.90
Evaluation Strategies	13.0%	Evaluation strategies are not present.	Evaluation strategies are present but lack detail or are inappropriate for setting chosen.	Evaluation strategies are present.	Evaluation strategies are well developed.	Evaluation strategies are present and well developed with supporting details.	The evaluation methods have been identified.	16.90/16.90
Alignment to Professional Standards and Nurse Educator Competencies	13.0%	Lesson plan is not aligned to professional standards and nurse educator competencies.	Lesson plan is aligned to professional standards and nurse educator competencies but lacks detail or is incomplete.	Lesson plan is aligned to professional standards and nurse educator competencies.	Lesson plan is aligned to professional standards and nurse educator competencies and is well developed.	Lesson plan is aligned to professional standards and nurse educator competencies are thoroughly developed.	A discussion of a rationale of the alignment of the lesson plan, professional standards, and NLN Nurse Educator Competencies was needed.	0.00/16.90
Teaching Strategies Graphic Organizer	20.0%	Graphic organizer is not correctly completed.	Graphic organizer is partially completed and correct.	Graphic organizer is correctly completed.	Graphic organizer is correctly completed and well developed.	Graphic organizer is correctly completed and well developed with supporting details.	An educational theory, application to learning, and instructional strategy were identified for each setting.	26.00/26.00
Organization and Effectiveness	5.0%
Mechanics of Writing (includes spelling, punctuation, grammar, language use)	5.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	Writer is clearly in command of standard, written, academic English.		6.50/6.50
Format	10.0%
Paper Format (Use of appropriate style for the major and assignment)	5.0%	Template is not used appropriately or documentation format is rarely followed correctly.	Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.	Template is used, and formatting is correct, although some minor errors may be present.	Template is fully used; There are virtually no errors in formatting style.	All format elements are correct.		6.50/6.50
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	5.0%	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.		6.50/6.50
Total Weightage	100%

NUR-648E-LessonPlan_TeachingStrategiesGraphicOrganizerMTHOMAS3-17-2021downloaded4-11.docx

Nurse Educator Lesson Plan

Mercykutty Thomas

Grand Canyon University

NUR 648E: Nursing Education Seminar II

Dr. Keshea Britton

March 17, 2021

Course Description

Pediatric Nursing Practice

The pediatric diseases course illustrates the specific diseases that affect children and teenagers, and how to care for pediatric patients (Hunt, 2015). Pediatric nursing students are subjected to learning about specific diseases that target their population of focus, which may be neonates, infants, children, and teenagers. The overall course outcome is that the pediatric nurse student would understand the diseases that are particular to the pediatric population (including pathophysiology, treatment, specifics in regards to nursing care, and more).

The purpose of this specific lesson is to educate nursing students on pulmonary diseases affecting pediatrics, particularly influenza, croup, and asthma. These respiratory illnesses commonly affect pediatric populations so it will be important for prospective nurses to understand the nuances and treatment modalities of these conditions in pediatrics.

Learning Theory

I will apply the “teach-back” and behavioral methods as the learning theories for this lesson (Yen & Leasure, 2019). This will help me to be able to confirm whether what I am explaining to the audience is important and in a manner that can be understood. When explaining complex concepts, I will use the simplest medical terms that can be understood easily by the students. This will ensure that no student is left behind. At the completion of the lesson, I will ask pick students at random to answer quiz-type questions about the lesson. They will be able to consult their notes if needed. Once they explain it back to me, I will be able to evaluate their understanding of the content, after which I will re-educate where needed. These methods promote the use of personal contact, body language, eye contact, and repetition, which enhance effective teaching/learning. Benchmark: Curriculum Design and Program Design

Course Outcome Related to Lesson

Prior to starting the lesson, the instructor will delineate for students what they will be able to demonstrate at the end of the lesson. Students will be able to:

· Describe the pathophysiology of the influenza virus, common cold, and asthma

· Understand the various treatments available for each illness

· Properly manage, monitor, and care for patients with these illnesses

Assignment Before Class

Students will be required to read about the three respiratory illnesses prior to attending lecture. Reading materials will be sent online as soft copies, so that they can read them from anywhere. The instructor will then teach the course to enhance understanding. Describe assignments so that students clearly understand expectations of the class. All assignments will be listed in the syllabus (Saunders & Wong (2020). It is also important to develop the assignments in a way that are consistent with the course, program and lesson plan.

Learning Experience in Class

All students are required to participate in class by asking or answering questions. Students will also be given a patient case at the end of class and will work with other students in a small group to develop a care plan for the pediatric patient (Billings & Halstead, 2020).

Evaluation Strategies.

The instructor will evaluate students by grading the care plan that each group submits. There will also be an online quiz, which can be completed from home that will be sent after the class to assess the students’ knowledge. There will also be a final exam as well with the content from this lesson (Billings & Halstead, 2020).

Types of Learning Experiences

There are both structured and unstructured learning experiences. In the structured learning experiences, there is an order that is followed to make sure that the students learn as expected. For instance, a class discussion is initiated by the instructor to make sure that the students understand the course. Time for preps is also allocated to the students so that they can read the material on their own. Hence, they understand it better. Students are also allowed to ask questions from the instructors on areas that they do not understand well. There is no formal order that is followed in the unstructured learning experience. There are various dynamics that are involved in learning experiences. Students must be able to analyze what they are taught, understand and remember. It is also important for them to apply the knowledge and skills in practice. Benchmark: Curriculum Design and Program Design

References

Billings, D., & Halstead, J. (2020). Teaching in nursing a guide for faculty (6th ed.). St. Louis, MO: Elsevier.

Hunt, D. (2015). QSEN Competencies. Nursing Made Incredibly Easy!10(5), 1-3.

https://doi.org/10.1097/01.nme.0000418040.92006.70

Saunders L & Wong M.A. (2020). Selecting instructional strategies and creating lesson plans. https://iopn.library.illinois.edu/pressbooks/instructioninlibraries/chapter/selecting-instructional-strategies-and-creating-lesson-plans/

Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient –education and health outcomes. Federal Practitioner, 36(6), 284.

Teaching Strategies

Program/Setting

Educational or Nursing Theory

Application of Theory to Teaching/Learning

Teaching Strategies Based on Theory

Academic (ASN)

Behaviorist learning theory

(Aliakbari, Parvin, Heidari, & Haghani, 2015).

It can be used development of competencies and demonstrating technical skills. A teacher can manipulate a specific environment for the learners to elicit a particular response.

The student can know precisely the behavior to be learned and the conditions to perform a task and the assessment method (Billings & Halstead, 2020).

Collaborative instructions strategy;

set of instructional methods to encourage students to work together to achieve a common learning goal.

(Ghasemi, Moonaghi, & Heydari, 2020).

Academic (BSN)

Cognitive Learning Theory

(Glaesser, 2019).

The learners become an active agent in the process and bring all previous knowledge, interest, and memories.

The learners also actively participate in things like a question, comments.

The theory helps the learners to relate things to real-world events (Aliakbari, Parvin, Heidari, & Haghani, 2015).

Collaborative instructions strategy;

set of instructional methods to encourage students to work together to achieve a common learning goal. (Ghasemi, Moonaghi, & Heydari, 2020).

Academic (MSN)

Transformative learning theory (Aliakbari, Parvin, Heidari, & Haghani, 2015).

The theory focuses on adult education.

Leaners are able to adjust their thinking based on new information.

Learners are provided with contrasting articles on topics to offer their insights and house (Aliakbari, Parvin, Heidari, & Haghani, 2015).

The learners are challenged to question their thoughts and understanding.

Collaborative/ Technology-based strategies;

It involves mutual intellectual works by students themselves or students and educators (Ghasemi, Moonaghi, & Heydari, 2020).

Academic (NP)

Transformative Learning Theory (Aliakbari, Parvin, Heidari, & Haghani, 2015).

Helping the learners to get new situations and understanding as things change.

It invokes critical thinking through putting forward disorienting dilemmas to prompt a change in their world view.

A student should also be left to seek and discover the knowledge (Glaesser, 2019).

Team-based strategies;

is a shared learning and teaching approach, which is frequently used by health sciences educators in their preclinical and clinical programs to foster self-directed learning (Ghasemi, Moonaghi, & Heydari, 2020).

Direct Patient Teaching

Information processing theory (Aliakbari, Parvin, Heidari, & Haghani, 2015).

Teaching patients directly requires the creating and encoding of the information.

The teacher can break the information into smaller parts and sequences it carefully to help the patients connect the dots.

There will also be repeating the essential points more than once.

The teachers become all resources for the students.

Team-based strategies

Long-Term Care Facility

Behaviorist learning theory

(Aliakbari, Parvin, Heidari, & Haghani, 2015).

The nursing home may have learners who are challenging to work with and manage.

Since some behaviors may be hard to control, extra work may also be needed to get the learners to pay attention.

Teachers can help learners interact with the environment.

The theory will help to impact the student’s reactions and behavior (Glaesser, 2019).

Simulation-based techniques- Tag team simulation; The tag team is a small group, so the participation of the members in that team is maximal and active (Ghasemi, Moonaghi, & Heydari, 2020).

Hospitals

Adult Learning Theory

(Aliakbari, Parvin, Heidari, & Haghani, 2015).

It helps to recognize the unique differences between children and adults within the hospital setting that a person is maybe interacting with.

Adjust are given a more significant say in the learning process, and things become more self-directed.

It focuses on solving problems that the adults may likely encounter and not just memorize the facts (Glaesser, 2019).

Miscellanea learning strategies;

Active learning is a student-centered approach in which requires students to participate and cooperate in the teaching and learning process (Ghasemi, Moonaghi, & Heydari, 2020).

Community Health

Constructive learning Theory

(Aliakbari, Parvin, Heidari, & Haghani, 2015).

Taking the role of a guide instead of a traditional teacher to convey the message. Learners become active agents that learn through discovering things for themselves rather than being lecturing.

Learning may involve debate, collaborative problem-solving, and debate (Glaesser, 2019).

Service-based strategies;

learning that takes place outside the classroom in a structured way between the learner and a service, and seeks to achieve common goals. It is a kind of partnership that bridges academic and community needs (Ghasemi, Moonaghi, & Heydari, 2020).

Primary Care Office

Behaviorist learning theory

(Aliakbari, Parvin, Heidari, & Haghani, 2015).

Due to the many duties, the theory helps to offer positive reinforcements.

Its facilities in helping and attending to patients through behavior acquired training and skills.

Ensure there is steady care provision, and primary care programs promote quality care through ongoing relations that impart information to the learners (Glaesser, 2019).

Peer-based strategies;

task performance of their peers (Ghasemi, Moonaghi, & Heydari, 2020).

References

Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of education and health promotion, 4, 2. https://doi.org/10.4103/2277-9531.151867

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing – E-book: A guide for faculty (6th ed.). Elsevier Health Sciences

Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean journal of medical education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159

Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45(1), 70-85.